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	<id>http://wiki.atlasleuven.be/api.php?action=feedcontributions&amp;feedformat=atom&amp;user=NikkeTamer</id>
	<title>Atlas Examenwiki - Gebruikersbijdragen [nl]</title>
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	<updated>2026-05-05T15:25:58Z</updated>
	<subtitle>Gebruikersbijdragen</subtitle>
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	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Physical_Geography_Field_Trip_Abroad&amp;diff=856</id>
		<title>Physical Geography Field Trip Abroad</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Physical_Geography_Field_Trip_Abroad&amp;diff=856"/>
		<updated>2025-06-24T14:18:54Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The field trip has a three-yearly rotation, so different field trips take place to different regions with different professors. &lt;br /&gt;
&lt;br /&gt;
2025: prof. Kervyn, Massif Central/Chaine des Puys/Ardeche&lt;br /&gt;
&lt;br /&gt;
2024: prof. Vanmaercke, Moldavian Plateau / Eastern Romania&lt;br /&gt;
&lt;br /&gt;
2023: prof. Verstraeten, Spain&lt;br /&gt;
&lt;br /&gt;
The exam is oral; you get some preparation time for random questions. It is open book, so you get to take the excursion guide and the compiled notes.&lt;br /&gt;
&lt;br /&gt;
= 2025: France =&lt;br /&gt;
You always got two questions from this set: (sorry, some are dutch, but i dont have the time or energy to translate them myself; google is your friend) There might be some doubles in here depending on who wrote it down and how well they remembered:&lt;br /&gt;
&lt;br /&gt;
# What are factors causing badlands formation? How would you stop badlands from eroding further?&lt;br /&gt;
# Morphology of the Ardèche&#039;s course: what processes/lithologies influence it? What types of valley forms do you encounter in different regions?&lt;br /&gt;
# Why is the Ardèche so susceptible to flash floods when compared to, for example, the Allier? How would you reconstruct historical floods on centennial and millennial timescales?&lt;br /&gt;
# What type of material can you find under the volcanic rocks in the different formations we saw?&lt;br /&gt;
# Name three different knickpoints we saw or whose influence we saw (doesnt need to exist anymore), discuss their formation and how you would estimate their retreat rate.&lt;br /&gt;
# What were the three monogenetic morphology types we saw and compre them in terms of composition, eruption type, and hazard&lt;br /&gt;
# You are a hazard risk manager on the ardeche what types of hazards are there and how would you assess the risk and how would you minimize it&lt;br /&gt;
# 3 ways of lake forming a lake and where you can find them&lt;br /&gt;
# different types of erutions explain everything you know&lt;br /&gt;
# Explain the meandering flow of the Ardèche, and the presence of its deep gorges around the Saint-Remeze plateau. Link this with the formation of caves.&lt;br /&gt;
# Some deposits observed in the field were interpreted to result from phreato-magmatic eruptions. Describe what are the main characteristics of the deposit and the volcano morphology that can lead to that interpretation. Highlight how deposits from a phreato-magmatic eruption can vary within a single volcano and relate it to the evolution of the eruption dynamics.&lt;br /&gt;
# Zet de volgende evenementen in chronologische volgorde. Geef voor elk aan wat de ruimtelijke omvang ervan is en hoe men deze kan dateren. &lt;br /&gt;
# The Chaîne des Puys and the Limagne fault became a UNESCO World heritage site in 2018, and the Chauvet cave in 2014. Explain what this means and what are the arguments that were put forward in these applications. Explain what challenges these sites are facing for their preservation and their touristic valorization. &lt;br /&gt;
# Waarom zijn de gorges in het Saint-Remeze plateau zo diep, hoe zijn ze gevormd en wanneer? Bespreek de verschillende fases.&lt;br /&gt;
# 2 stops bespreken die bewijs vormen voor uplift plioceen-pleistoceen en hoe we de rate van uplift daar konden bepalen&lt;br /&gt;
# bespreek op verschillende ruimtelijke schalen de typische vorm van het kalksteenplateau in saint remèze&lt;br /&gt;
# Alle knickpoints die we hebben gezien (beke een curveball) - noem er 4&lt;br /&gt;
# De vulkanen in de Chaîne des Puys komen voort uit dezelfde magmaserie. Verklaar hoe deze serie is geëvolueerd om te zorgen voor de grote variëteit aan vulkanen in het gebied. Geef ook aan hoe deze evolutie mogelijk is. Leg vervolgens uit hoe het mogelijk is dat de verschillende types vulkanen net langs elkaar kunnen gevormd worden. Leg ook het verband uit tussen de invloed van de magmatische serie op het type uitbarsting. &lt;br /&gt;
# ... there&#039;s more but you get the idea right&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=GIS_Programming&amp;diff=855</id>
		<title>GIS Programming</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=GIS_Programming&amp;diff=855"/>
		<updated>2025-06-24T14:06:29Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Canters Frank&amp;lt;br&amp;gt;Smets Benoît|data3=Lectures|data4=Practical exam on Python scripting in computer lab|data6=6|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=2nd term|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/G0S29AE.htm KU Leuven]&amp;lt;br&amp;gt;[https://caliweb.vub.be/?page=course-offer&amp;amp;id=008959&amp;amp;anchor=1&amp;amp;target=pr&amp;amp;year=2324&amp;amp;language=en&amp;amp;output=html VUB]|title=Course Information}}&lt;br /&gt;
&#039;&#039;The exam is now only the 3 hours to solve several GIS problems. You  may use everyting: handbook, exercises, own computer, internet (excluding LLMs like ChatGPT, Copilot and Gemini), but you can&#039;t communicate during the exam. It&#039;s possible that unseen algorithms are asked. Intermediary answers will be available. It&#039;s not vital that the script works, as long as you can explain you workflow.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 23/06/205 ====&lt;br /&gt;
&amp;lt;u&amp;gt;Question 1 (/7)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Given: population data in a .txt file, a districts polygon shapefile and a green shortage polygon shape.&lt;br /&gt;
&lt;br /&gt;
Extract the population data, and add an attribute &amp;quot;population density&amp;quot; to the districts shapefile using this data. Then, create a shapefile of areas where population density is higher than 15 000 inh / km2 and where there is a shortage of urban green.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 2 (/7)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Given: districts polygon shapefile. &lt;br /&gt;
&lt;br /&gt;
Give an estimate of how surface temperatures in Brussels&#039; districts have changed over time. Use MODIS temperature data from 2001-2005 and 2018-2021, take the average for these time periods and then take the difference of these averages Calculate the mean temperature difference for each district and add it to the shapfile as an attribute.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;(Hint: you can use .mean on an imagecollection to take the mean value of a pixel over all diferent entries in the collection, and you can use img1.difference(img2) to take the difference of pixel values between two images).&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 3 (/6)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Given: the output from question one, in case you didn&#039;t get it, and a points shapefile. &lt;br /&gt;
&lt;br /&gt;
Give the points that are located in the high need areas for urban green (popdens &amp;gt; 15 000 and green shortage. Imagine we will propose infrastructure interventions for these points: green interventions and blue interventions. Add an attribute to these points defining this type of intervention and assign the types &amp;quot;blue&amp;quot; and &amp;quot;green&amp;quot; randomly. Finally, give the spatial extent of these interventions in a shapefile by defining circles around these points, of 3m radius for the green interventions and of 2m radius for the blue ones.&lt;br /&gt;
&lt;br /&gt;
==== 13/06/2025 ====&lt;br /&gt;
&amp;lt;u&amp;gt;Question 1 ( / 7)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Your company is evaluating new areas for expanding coffee production. You are tasked with assessing the suitability of several locations based on temperature and elevation data. Write a Python script using ArcPy that:&lt;br /&gt;
&lt;br /&gt;
# Loads a raster representing annual mean temperature [0.5]&lt;br /&gt;
# Reclassfies the raster into three classes [3]&lt;br /&gt;
## Suitable: 19-24°C (value 1)   &lt;br /&gt;
## Marginal: 16-18°C and 25-26°C (value 2)&lt;br /&gt;
## Unsuitable: &amp;lt;16°C or &amp;gt;26°C (value 3)&lt;br /&gt;
# Saves the resulting raster as &#039;suitable.tif&#039; [0.5]&lt;br /&gt;
# For all locations extracts the elevation from the SRTM DEM using Google Earth Engine [3]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 2 ( / 6)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Efficient transport of harvested coffee is critical. You are asked to develop a script tool that:&lt;br /&gt;
&lt;br /&gt;
# Loads a point shapefile of coffee farm locations and a line shapefile of the road network (given by the user) [0.5]&lt;br /&gt;
# Calculates the shortest distance from each farm to the nearest road segment and adds a new field to the farm attribute table, containig this distance (in meters) [3]&lt;br /&gt;
# Selects farms that are located more than 100 meters from any road and export them to a table with a name given by the user [3]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 3 ( /7)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
A field worker has collected a GPS trace of a newly constructed access road to one of the coffe production zones. The GPS coordinates are stored in a plain text file, but some of the points appear to be erroneous. Write a Python script that:&lt;br /&gt;
&lt;br /&gt;
# Reads the GPS coordinates from the text file and creates a new polyline feature [2]&lt;br /&gt;
# Iterates through the coordinate sequence and removes any point that is more than 500 meters away from the straight line between its previous and next point [3]&lt;br /&gt;
# Appends the cleaned polyline to the existing roads vector layer [1]&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&#039;&#039;Note: AI was allowed this year&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&amp;lt;u&amp;gt;Context&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Urban areas often experience higher temperatures than their rural surroundings, a phenomenon known as the Urban Heat Island (UHI) effect. This can lead to increased energy consumption, elevated emissions of air pollutants and greenhouse gases, and adverse health effects. Proper planning and mitigation strategies are essential to address this issue. In this exercise, you will work with geospatial data to assess the UHI effect.&lt;br /&gt;
&lt;br /&gt;
The following layers are provided on canvas:&lt;br /&gt;
&lt;br /&gt;
* buildings_clipped.shp: building footprints including attributes representing basic information on the buildings.&lt;br /&gt;
* new buildings: folder with text files containing the buildings that need to be updated&lt;br /&gt;
* temperature_points.shp: points representing temperature readings at various locations across the city.&lt;br /&gt;
* question2_uhi: question 2 takes a long time to run so the results are provided to complete question 3&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 1 ( /6)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Part of the temperature information is missing due to defective measurement stations. You decide to use the MODIS Land Surface Temperature, available on Google Earth Engine, to obtain the missing temperature values.&lt;br /&gt;
&lt;br /&gt;
* Initialize and authenticate the earth engine package&lt;br /&gt;
* Load your temperature point layer onto your google cloud project&lt;br /&gt;
* Sample the temperature values for the points in the temperature layer&lt;br /&gt;
* Replace the missing temperature values in the TEMP attribute by the sampled value. (Missing values were given the value 0 in the temperature_points.shp layer).&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 2 ( /7)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
As part of an effort to assess the UHI effect, you are asked to develop a Python script that calculates the average temperature within a 500-meter buffer around each building and stores this information in a new field in the output feature class. If there are no measurement stations within the buffer distance, the temperature value should be 0. Write this as a &#039;&#039;&#039;script tool&#039;&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
* Create a new feature class question2_uhi to store the results.&lt;br /&gt;
* Ensure the output fields are valid and include meaningful names. And make sure that the layer can not be saved under this name if it already exists.&lt;br /&gt;
* Indicate as a comment which data types were specified in the script tool interface.&lt;br /&gt;
* Write the average temperature to the question2_uhi layer&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 3 ( /7)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Urban planners need to export information about buildings that have high exposure to the UHI effect to prioritize mitigation efforts. You need to write a Python script that extracts information from the buildings feature class and writes it to a text file with the spherical coordinates (latitude and longitude - GCS_WGS_1984 of the centroid) and the area of the building.&lt;br /&gt;
&lt;br /&gt;
However, first you need to update the shape of some buildings. You received a folder with text files from the local government containing the ID of the buildings to be updated and the new correct vertices. Read them from the text files and write them to buildings_clipped shapefile.&lt;br /&gt;
&lt;br /&gt;
* Update the buildings using the provided text files&lt;br /&gt;
* Extract buildings where the average temperature within the 500-meter buffer is above 19°C.&lt;br /&gt;
* For each building, provide the following information separated by a semicolon (;):&lt;br /&gt;
** The field building_id&lt;br /&gt;
** Latitude of building centroid in decimal degrees&lt;br /&gt;
** Longitude of building centroid in decimal degrees&lt;br /&gt;
** Area of building in m²&lt;br /&gt;
* Save the output to a text file named high_uh_risk_buildings.txt&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&#039;&#039;The exam is&#039;&#039; [used to be] &#039;&#039;in two parts. In the morning, you get 3 hours to solve 3 GIS problems. In the afternoon, you get 15 minutes without preparation to orally explain a script or model that we made in the courses. This can be any script from the exercises. Canters and Tim will ask you a lot of questions about the functionality of pieces of code, or elements of a model. Starting in 2018-2019, the course was only given by Tim and the exam consisted of only a programming exercise. No theory or explanations were asked.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&amp;lt;u&amp;gt;Question 1&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The internet is a great source of geographic information. With the Google Places® API Web Service, for example, and the necessary Python skills, a wealth of spatial data lies at your fingertips. There are Python modules (e.g. &#039;&#039;urllib&#039;&#039;) that allow you to read information from the internet just like you read it from a file. The file &#039;&#039;barsleuven.xml&#039;&#039;, which you find on Canvas, was obtained from the Google Places® Web Service with just a few lines of code. As the name suggests, this xml file contains information on 200 bars and restaurants in Leuven. As with all xml files, the data is stored in a straightforward, hierarchical way, separated by xml tags.&lt;br /&gt;
&lt;br /&gt;
Your job in this exercise is to write a &#039;&#039;&#039;stand-alone&#039;&#039;&#039; Python script that generates a point feature class representing the location of these establishments. The geographical coordinates (GCS ETRS_1989) of the points can be found under the proper xml tags within the file. The feature class you produce should, however, be set in the Belgian Lambert 2008 projection.&lt;br /&gt;
&lt;br /&gt;
The attribute table of the point feature class should contain the following additional fields:&lt;br /&gt;
&lt;br /&gt;
* the name of the establishment,&lt;br /&gt;
* the type of establishment (bar, café, restaurant…).&lt;br /&gt;
&lt;br /&gt;
Each entry in the xml file has more than 1 “type” field associated to it (e.g. hotels also have bars), but only the first type that is listed should be included in the attribute table.&lt;br /&gt;
&lt;br /&gt;
You can choose your own names for the fields, but make sure they are valid by using the proper arcpy function.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 2&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Natural floods come every year to Dar es Salaam (Tanzania), one of the fastest growing cities in Africa, but due to a lack of adequate planning they become man-made disasters.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Dar Ramani Huria&#039;&#039; (Swahili for &amp;quot;Dar Open Map&amp;quot;) is mapping flood-prone wards of the city for the Humanitarian Open Street Map Team (HOT - hotosm.org). The maps are used to run flood impact scenarios, enabling decision makers to better plan for and respond to such disasters in the future.&lt;br /&gt;
&lt;br /&gt;
You will work with a small extract of these data to solve this question.&lt;br /&gt;
&lt;br /&gt;
We have put the data in a geodatabase called “exam_june21_data_Q2.gdb”, which you will find on Canvas. This geodatabase contains the following feature classes:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;buildings_des&#039;&#039;: building footprints including attributes representing basic information on the buildings (e.g. the land use type in a field named “&#039;&#039;type”&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;roads_des&#039;&#039;: road segments with attributes&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;wetlands_des&#039;&#039;: extent of natural wetlands, representing flood prone areas&lt;br /&gt;
&lt;br /&gt;
One of the problems in Dar-Es-Salaam is that people construct settlements in natural flood zones. You are asked to develop a model in &#039;&#039;ModelBuilder&#039;&#039; that puts all &#039;&#039;&#039;residential&#039;&#039;&#039; buildings that are located further than 300 meters from a &#039;&#039;&#039;hospital&#039;&#039;&#039; and that lie &#039;&#039;&#039;within the area prone to flooding&#039;&#039;&#039; in a new feature class. A simple “clip” or geometric intersect operation is not useful as we do not want the building outlines to be cut. If a building is even partly inside the flood prone area (wetland), the entire outline should be included in the output feature class. You will therefore need to work with feature selection tools.&lt;br /&gt;
&lt;br /&gt;
The model is intended to be run as a stand-alone tool from ArcCatalog. The processing part should be implemented in Modelbuilder using the ArcGIS Pro tools. The model should let the user specify 3 parameters: the feature &#039;&#039;&#039;class&#039;&#039;&#039; with the buildings (input), the wetlands feature &#039;&#039;&#039;class&#039;&#039;&#039; (input) and a string that will be appended as a suffix to the default output feature class name (see further). These parameters should be named meaningfully in the model dialog. When you run the model, the output feature class should be called “question2_&amp;lt;suffix&amp;gt;” and must be stored in the geodatabase you created that carries your name (as mentioned in the overall instructions).  The required output feature class is the only output data that should be produced.&lt;br /&gt;
&lt;br /&gt;
=== August ===&lt;br /&gt;
&amp;lt;u&amp;gt;Question 1&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Write a “stand-alone” Python script to develop a population map using a dasymetric mapping approach&lt;br /&gt;
&lt;br /&gt;
Objective&lt;br /&gt;
&lt;br /&gt;
Your task is to develop a stand-alone Python script that spatially redistributes the number of inhabitants, which is available at the level of “statistical sectors” (NIS sectors), to the residential buildings present within each sector using cursors. To accomplish this, you will use 2 input feature classes that are present in a geodatabase called “gisprogramming_exam_aug21.gdb”. The feature class “NISDATA_2011_Brussels_subset” includes a number of NIS statistical sectors of Brussels with their respective attribute data (see guidelines).  The feature class “building_outlines_brussels_subset” includes the outlines of all buildings that are located within these statistical sectors.&lt;br /&gt;
&lt;br /&gt;
The output that your script should produce is a new feature class that contains all buildings with an extra field containing the number of people living in that particular building. Put this feature class in a new geodatabase. You can create this new geodatabase manually, i.e. outside of the scripting environment. Give this geodatabase your own name.&lt;br /&gt;
&lt;br /&gt;
Method&lt;br /&gt;
&lt;br /&gt;
To implement a dasymetric mapping approach you will follow these principles:&lt;br /&gt;
&lt;br /&gt;
1) The population of a given sector X is redistributed only to buildings located inside sector X&lt;br /&gt;
&lt;br /&gt;
2) The population of a sector is allocated to the buildings in relation to the ground surface area of the building AND its number of floors (specified by the fields Shape_Area and Number_of_floors).&lt;br /&gt;
&lt;br /&gt;
For example:&lt;br /&gt;
&lt;br /&gt;
- there are 50 people living in sector X&lt;br /&gt;
&lt;br /&gt;
- this sector has 2 buildings:&lt;br /&gt;
&lt;br /&gt;
Building A measures 200m² and has 5 floors&lt;br /&gt;
&lt;br /&gt;
Building B measures 400m² and has 2 floors&lt;br /&gt;
&lt;br /&gt;
           * There is 5 x 200m² + 2 x 400m² = 1800m² of building surface&lt;br /&gt;
&lt;br /&gt;
           * This means there are 50 people / 1800m² = 0.027…people per m²&lt;br /&gt;
&lt;br /&gt;
           * Building A has 1000m² x 0.027…ppl/m² = 27.77… people&lt;br /&gt;
&lt;br /&gt;
           * Building B has 800m² x 0.027…ppl/m² = 22.22…people&lt;br /&gt;
&lt;br /&gt;
3) No population is allocated to buildings with a non-residential function. Only buildings with the following land-use type are therefore included in the analysis, all others are ignored (specified by fields LU_CODE and LandUse):&lt;br /&gt;
&lt;br /&gt;
           - continuous urban fabric (code 11100)&lt;br /&gt;
&lt;br /&gt;
           - discontinuous dense urban fabric (code 11210)&lt;br /&gt;
&lt;br /&gt;
           - discontinuous medium density urban fabric (code 11220)&lt;br /&gt;
&lt;br /&gt;
           - discontinuous low density urban fabric (code 11230)&lt;br /&gt;
&lt;br /&gt;
4) Some buildings are located in a residential area, but they nevertheless do not have any inhabitants. This is for instance the case for garage boxes or small warehouses or sheds. Such buildings do not have a separate official address number and can be excluded on this basis (value of field Number_of_addresspoins = 0).&lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
&amp;lt;u&amp;gt;Question 1&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Archaeologists rely on you, as a GIS expert, to develop an application in &#039;&#039;&#039;Modelbuilder&#039;&#039;&#039; that supports them with the analysis of their survey data.&lt;br /&gt;
&lt;br /&gt;
The model you must develop is intended to be run from catalogue only.&lt;br /&gt;
&lt;br /&gt;
It allows the user to draw one or more polygons during run-time on an opened map document (&#039;&#039;map1.mxd&#039;&#039;).&lt;br /&gt;
&lt;br /&gt;
The model should then output a new feature class containing all stone circles from the bronze age and the iron age that are completely within the polygon(s) drawn by the user.&lt;br /&gt;
&lt;br /&gt;
The selection of the polygons should be visualized by thick red lines (as in &#039;&#039;AOI.lyr&#039;&#039;).&lt;br /&gt;
&lt;br /&gt;
To keep things simple for them, the users should &#039;&#039;&#039;only&#039;&#039;&#039; provide &#039;&#039;&#039;2 parameters&#039;&#039;&#039; in the model’s dialog box: the “real-time” drawing of polygons and a &#039;&#039;&#039;name&#039;&#039;&#039; for the output feature class as a string.&lt;br /&gt;
&lt;br /&gt;
The location (full path) of the output feature class cannot be changed by the user, but is predefined by you to be stored in the exam’s geodatabase &amp;lt;&#039;&#039;name_first name_question1.gdb&amp;gt;&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
The name itself, however, should be specified by the user but should be preceded by “question1_”.&lt;br /&gt;
&lt;br /&gt;
Finally, your model must use the feature &#039;&#039;&#039;class&#039;&#039;&#039; &#039;&#039;Archaeology_survey&#039;&#039; located in the geodatabase rather than the feature layer that will be present in the TOC after you have opened the map document.&lt;br /&gt;
&lt;br /&gt;
As mentioned earlier, the user should also not be able to change it.&lt;br /&gt;
&lt;br /&gt;
All model variables should be meaningfully named.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 2&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Considering the geographic expanse of the Altai Mountains, exhaustively surveying this vast and inhospitable region is very inefficient. Techniques are therefore needed that allow a fast and effective detection of the burial mounds to help archaeologists make decisions regarding their conservation and excavation.&lt;br /&gt;
&lt;br /&gt;
High resolution remote sensing images allow a detailed observation over large areas. Burial mounds may be detectable in such images, but manual identification is tedious. Many researchers have therefore applied automated approaches to detect (often relatively big) archaeological objects. In recent years, deep learning techniques, especially convolutional neural networks (CNN), have achieved remarkable results in many computer vision applications such as image classification and face detection. Would it not be interesting to apply the algorithms used by Facebook and Google to detect archaeological features on satellite images?&lt;br /&gt;
&lt;br /&gt;
For this question, we ask you to develop a &#039;&#039;&#039;script tool&#039;&#039;&#039; that helps the archaeologists to assess the performance of the Fast-R CNN “tomb” detector, an improved method for detecting burial mounds on high resolution satellite images using CNN for object detection. The CNN has produced bounding boxes of potential burial mound locations (feature class &#039;&#039;detections&#039;&#039; in the geodatabase). You are asked to make a script tool that calculates three error metrics (see below) by comparing the detections with the reference data from the field surveys (feature class &#039;&#039;archaeology survey)&#039;&#039; using feature selection mechanisms&#039;&#039;.&#039;&#039; A feature is considered to be detected if its centroid lies within the detection bounding box.&lt;br /&gt;
&lt;br /&gt;
The script tool should take the following &#039;&#039;&#039;input:&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
* The feature class with detected archaeological structures (&#039;&#039;detections&#039;&#039;)&lt;br /&gt;
* The feature class with all surveyed archaeological structures (Archaeology_survey)&lt;br /&gt;
* A parameter that allows to user to set a threshold on the size of the features that he/she expects to be detected (use the field &#039;&#039;Shape_Area&#039;&#039; in &#039;&#039;Archaeology_survey&#039;&#039;. Units are m²).&lt;br /&gt;
&lt;br /&gt;
And produce the following &#039;&#039;&#039;output:&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
*  A feature class with all correctly identified archaeological features (“true positives”)&lt;br /&gt;
* A new “statistics table” with the values of the three error metrics (see below). This means that this new table (find the correct tool to create a new, empty table) should have three columns and just one row. The columns (fields) should be of type &#039;&#039;float&#039;&#039; and their name should represent the respective error metric.&lt;br /&gt;
* An informative message stating the three resulting error metrics and mentioning the size threshold that was used.&lt;br /&gt;
&lt;br /&gt;
Put this script tool in a new model that can be run from catalog. The user should provide the requested input and a name plus location for the output table and feature class in the tool dialog. When running the model, give meaningful names to the output.&lt;br /&gt;
&lt;br /&gt;
The error metrics you should calculate:&lt;br /&gt;
&lt;br /&gt;
In machine learning and information retrieval experiments, one often uses the metrics of &#039;&#039;Precision, Recall and F measure&#039;&#039; to assess the performance of algorithms.&lt;br /&gt;
&lt;br /&gt;
In our experiment, &#039;&#039;&#039;precision&#039;&#039;&#039; is the fraction of correctly identified archeological objects relative to all detections that are made. Example: &#039;&#039;our detector found 100 objects, 60 of them are actual archaeological objects (based on the features present in the survey data). This means the precision is 0.6.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Recall&#039;&#039;&#039;, on the other hand, tells us how many objects our detector has correctly identified relative to all objects that it should have been able to detect. Example: &#039;&#039;there are 120 archaeological objects in this area that our detector should have found based on the survey data. It has found 60 of those, which means the recall is 0.5&#039;&#039;&#039;.&#039;&#039;&#039;&#039;&#039; As there are many small objects in the surveyed data that we cannot hope to detect on satellite images, the user should be able to set a threshold to “filter out” smaller features for the error calculation. For example, with a threshold on the Shape_Area field of 50m², features smaller than that size are not considered as objects that should be found by the detector and should therefore not be taken into consideration to calculate recall.&lt;br /&gt;
&lt;br /&gt;
The &#039;&#039;&#039;F measure&#039;&#039;&#039; is derived from precision and recall as follows:&lt;br /&gt;
&lt;br /&gt;
F = 2 . (precision . recall) / (precision + recall)&lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
Question 1: The city of Dar es Salaam in Tanzania is very prone to floods. You reveived three feature classes: Buildings, roads and flood areas (but you did not need the roads file). Produce a model that makes a new feature class with all residential buildings that are (partly) located in the flood areas and are more than 200 meters away from a hospital. Your model can only consist of one &#039;tool&#039; namely, your python script (so you were not allowed to actually just make a model in modelbuilder, you had to code everything yourself). Also, at the end of your model, a message should appear, telling the user how many buildings were in this zone. The user should also be able to define a suffix that needed to be appended to the name of the final feature class.&lt;br /&gt;
&lt;br /&gt;
Question 2: You use the same files. Write a script that produces a text file. In this text file, the id and the latitude and longitude of the centroid of all buildings with the type public, school and hospital should be written, seperated by a ; between the three variables and every building should be on a new line.&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
&amp;lt;u&amp;gt;Question 1&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
One of the problems is that people construct settlements in natural flood zones. You are asked to develop a model that puts all RESIDENTIAL buildings that are within the area prone to flooding. A simple ‘clip’ operation is not useful as we do not want the building outlines to be cut by the wetland polygon. If a building is even partly inside the flood prone area (wetland), the entire outline should be included in the output feature class.&lt;br /&gt;
&lt;br /&gt;
The model should provide the user with 3 input parameters: the feature classes containing the buildings used as input, the wetlands and the output feature class. When you run the model, the output feature class should be called “question1_infloodzone” and stored in the gDB.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 2&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
As part of an effort to quantify the “hazard” for each building, you are asked to develop a Python script that calculated the distance from each building to the nearest PRIMARY or TRUCK road segment (fclass field), that calculated a hazard factor (0-100) based on this distance and that stores both distances and hazard factor as two new fields in the output feature class. We defined the extent of the study area to keep calculation times relatively short.&lt;br /&gt;
&lt;br /&gt;
hazard factor = 100/1+500*e^-0.015d&lt;br /&gt;
&lt;br /&gt;
where d is the shortest distance between the building outline (not the centroid) and the primary road. implement this formula as a Python function.&lt;br /&gt;
&lt;br /&gt;
You will need to use the proper method of geometry objects for distance calculation. Also take note that the roads are made up of several segments (polylines). You can choose any meaningful names for the outline fields, but they should be checked for validity within the script.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Question 3&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Relief workers would like you to write a short Python script that writes out information from the feature class you produced in Question 2 to a txt file. Each building should be stored as a separate line and the following information for each building should be separated by a “;”&lt;br /&gt;
&lt;br /&gt;
* X coordinate of building centroid&lt;br /&gt;
* Y coordinate of building centroid&lt;br /&gt;
* shortest distance of building outline to primary road&lt;br /&gt;
* hazard factor&lt;br /&gt;
If you failed to produce the output required by Question 2, write the field “osm_id” and “typ” instead of shortest distance and hazards factor.&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
&lt;br /&gt;
# given: fc with companies and fc with horeca (pt files). Find closest bar or cafe (two types of horeca) for each company, give distance to and name of that horeca establishment. Store in new fc&lt;br /&gt;
# given: internet file that could be read as textfile about horeca in leuven. Written in it: many lines, spaces, ... with text, somewhere the name, somewhere the type (there were more types per name), and somewhere the lat and lon. Make FC, and store in gdb, a file containing all horeca establishments names, type (only the first type) and the shape@ (point feat). ! The text file is in another Reference system than the output has to be.&lt;br /&gt;
&lt;br /&gt;
== 2015 ==&lt;br /&gt;
&#039;&#039;&#039;Morning&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;1. exercise practically the same as ex 2.3&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Given: feature class with rivers (&amp;quot;hydrography&amp;quot;)&lt;br /&gt;
&lt;br /&gt;
Develop a model that automatically generates a seperate feature class for each type of basin (&amp;quot;STRMGEB&amp;quot;). The name of the feature classes should contain the name of the basin (from the attribute table).&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;2. Given: feature class with rivers (&amp;quot;hydrography&amp;quot;)&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Generate a standalone script that replaces all the spaces by underscores for the values in the fields &amp;quot;STRMGEB&amp;quot; and &amp;quot;BEKNAAM&amp;quot;. Your result should be a new feature class (so copy the original and don&#039;t edit that one).&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;3. An exercise with geometries, much more difficult than all the others.&amp;lt;/u&amp;gt; &lt;br /&gt;
&lt;br /&gt;
Given: feature class with some river features.&lt;br /&gt;
&lt;br /&gt;
We want to simplify these line features by reducing the number of vertices. A figure was given. The idea is to start at the first vertex V0. If the next vertex V1 is within a certain distance delta from V0, it should be removed from the output line feature. If V1 is further away from V0 than the distance delta, the vertex will be retained and will become the new V0. However, the first and the last vertex of each polyline feature must be retained in any case. (It was not said in the exercise description but some of the line features were multipart...). Desired output: a new feature class with the simplified line features. The script should be a standalone script.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Afternoon&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Oplossing van oefening getoond in de les. Kan zowel ModelBuilder, python script als combinatie van beide zijn. Je moet iedere stap kunnen verklaren!&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Master_of_Geography&amp;diff=852</id>
		<title>Master of Geography</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Master_of_Geography&amp;diff=852"/>
		<updated>2025-06-22T13:21:12Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Truncus communis ==&lt;br /&gt;
&lt;br /&gt;
* [[Environmental Change]]&lt;br /&gt;
* [[Environmental and Resource Economics I]]&lt;br /&gt;
* [[Geography of Development]]&lt;br /&gt;
* [[Introduction to Remote Sensing]]&lt;br /&gt;
* [[Physical Geography Field Trip Abroad]] (see Dutch version [[Buitenlandse excursie fysische geografie|here]])&lt;br /&gt;
* Research Seminar (no exams, only individual assignments)&lt;br /&gt;
* [[Social and Economic Geography Field Trip Abroad]] (see Dutch version [[Buitenlandse excursie sociale en economische geografie|here]]])&lt;br /&gt;
&lt;br /&gt;
== Profiles ==&lt;br /&gt;
&lt;br /&gt;
=== Earth &amp;amp; Climate ===&lt;br /&gt;
* [[Atmospheric Modelling]]&lt;br /&gt;
* [[Dynamics and Modelling of Glacial Systems]]&lt;br /&gt;
* [[Numerical Modelling]]&lt;br /&gt;
* [[River Geomorphology]]&lt;br /&gt;
=== Society &amp;amp; Space ===&lt;br /&gt;
* [[Economic and Financial Geography]]&lt;br /&gt;
* [[Greening the City]]&lt;br /&gt;
* [[Housing and the city]]&lt;br /&gt;
=== Geo-information Sciences ===&lt;br /&gt;
* [[Advanced Earth Observation Techniques]]&lt;br /&gt;
* [[Geospatial Information Technologies]]&lt;br /&gt;
* [[GIS Programming]]&lt;br /&gt;
* [[Remote Sensing of the Environment]]&lt;br /&gt;
=== Mixed Methods ===&lt;br /&gt;
* [[Interactive Data Visualization]]&lt;br /&gt;
* [[Modelling Land Use Changes]]&lt;br /&gt;
* [[Natural Risk Management]]&lt;br /&gt;
* [[Qualitative Research Methods]]&lt;br /&gt;
== Electives ==&lt;br /&gt;
=== Climate and Meteorology ===&lt;br /&gt;
* [[Advanced Land-Climate Dynamics]]&lt;br /&gt;
* [[Global Environmental Politics]]&lt;br /&gt;
* [[Operational Meteorology]]&lt;br /&gt;
=== Terrestrial Systems === &lt;br /&gt;
* [[Agro-Systems]]&lt;br /&gt;
* [[Biodiversity and Ecosystem Services]]&lt;br /&gt;
* [[Global Biogeochemical Cycles]]&lt;br /&gt;
=== Hydrology ===&lt;br /&gt;
* [[Groundwater Hydrology]]&lt;br /&gt;
* [[Surface Water Hydrology]]&lt;br /&gt;
=== Remote Sensing and Data Science ===&lt;br /&gt;
* [[Machine Learning and Inductive Inference]]&lt;br /&gt;
* [[Remote Sensing of Vegetation, Soil and Water Systems]]&lt;br /&gt;
=== Programming and Web Technologies ===&lt;br /&gt;
* [[Introduction to Programming]]&lt;br /&gt;
* [[Object Oriented Programming]]&lt;br /&gt;
* [[Web Technologies]]&lt;br /&gt;
=== Sustainable Development ===&lt;br /&gt;
* [[Environmental and Resource Economics II]]&lt;br /&gt;
* [[EUTOPIA Learing Unit: Sustainable Mobility and Logistics]]&lt;br /&gt;
* [[Political Ecology]]&lt;br /&gt;
* [[The Sustainable Development Challenge]]&lt;br /&gt;
=== Urban Studies ===&lt;br /&gt;
* [[European Cities in an Urbanizing World]]&lt;br /&gt;
* [[StadsSalonsUrbains]]&lt;br /&gt;
* [[Urban Anthropology]]&lt;br /&gt;
* [[Urban Studies]]&lt;br /&gt;
=== Urban Planning and Designs ===&lt;br /&gt;
* [[History of Urban Design]]&lt;br /&gt;
* [[Strategic Spatial Planning]]&lt;br /&gt;
* [[Theory of Urban Planning and Design]]&lt;br /&gt;
* [[Urban Ecology and Green Management]]&lt;br /&gt;
=== Tourism ===&lt;br /&gt;
* [[Culture and Tourism]]&lt;br /&gt;
* [[Economics and Development of Tourism Destinations]]&lt;br /&gt;
* [[Heritage and Sustainable Tourism Development]]&lt;br /&gt;
* [[Policy, Planning and Management of Mobility and Tourism Destinations]]&lt;br /&gt;
* [[Tourism, Globalisation and Sustainable Development]]&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Physical_Geography_Field_Trip_Abroad&amp;diff=849</id>
		<title>Physical Geography Field Trip Abroad</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Physical_Geography_Field_Trip_Abroad&amp;diff=849"/>
		<updated>2025-06-20T09:59:40Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: enkele vragen toegevoegd for future reference; het zouden er in totaal iets van 40 moeten zijn ma geen goesting mee&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The field trip has a three-yearly rotation, so different field trips take place to different regions with different professors. &lt;br /&gt;
&lt;br /&gt;
2025: prof. Kervyn, Massif Central/Chaine des Puys/Ardeche&lt;br /&gt;
&lt;br /&gt;
2024: prof. Vanmaercke, Moldavian Plateau / Eastern Romania&lt;br /&gt;
&lt;br /&gt;
2023: prof. Verstraeten, Spain&lt;br /&gt;
&lt;br /&gt;
The exam is oral; you get some preparation time for random questions. It is open book, so you get to take the excursion guide and the compiled notes.&lt;br /&gt;
&lt;br /&gt;
= 2025: France =&lt;br /&gt;
You always got two questions from this set: (sorry, they&#039;re dutch, but i dont have the time or energy to translate them myself; google is your friend)&lt;br /&gt;
&lt;br /&gt;
# Factoren die badlands veroorzaken en hoe zou je ze stoppen. &lt;br /&gt;
# morfologie van Ardèche en welke processen/hoe geologie een invloed heeft based on plan view / DEM en teken daar wat profielen bij&lt;br /&gt;
# flashfloods verschil in Ardèche en Allier en die dateren &lt;br /&gt;
# wat zich onder de vulkanische gesteenten bevind en hoe en van wanneer die daar komen&lt;br /&gt;
# What were the three monogenetic morphology types we saw and compre them in terms of composition, eruption type, and hazard&lt;br /&gt;
# You are a hazard risk manager on the ardeche what types of hazards are there and how would you assess the risk and how would you minimize it&lt;br /&gt;
# 3 ways of lake forming a lake and where you can find them&lt;br /&gt;
# different types of erutions ja en leg gwn basicly alles uit wa ge er van weet&lt;br /&gt;
# Explain the meandering flow of the Ardèche, and the presence of its deep gorges around the Saint-Remeze plateau. Link this with the formation of caves.&lt;br /&gt;
# Some deposits observed in the field were interpreted to result from phreato-magmatic eruptions. Describe what are the main characteristics of the deposit and the volcano morphology that can lead to that interpretation. Highlight how deposits from a phreato-magmatic eruption can vary within a single volcano and relate it to the evolution of the eruption dynamics.&lt;br /&gt;
# Zet de volgende evenementen in chronologische volgorde. Geef voor elk aan wat de ruimtelijke omvang ervan is en hoe men deze kan dateren. &lt;br /&gt;
# The Chaîne des Puys and the Limagne fault became a UNESCO World heritage site in 2018, and the Chauvet cave in 2014. Explain what this means and what are the arguments that were put forward in these applications. Explain what challenges these sites are facing for their preservation and their touristic valorization. &lt;br /&gt;
# Waarom zijn de gorges in het Saint-Remeze plateau zo diep, hoe zijn ze gevormd en wanneer? Bespreek de verschillende fases.&lt;br /&gt;
# 2 stops bespreken die bewijs vormen voor uplift plioceen-pleistoceen en hoe we de rate van uplift daar konden bepalen&lt;br /&gt;
# bespreek op verschillende ruimtelijke schalen de typische vorm van het kalksteenplateau in saint remèze&lt;br /&gt;
# Alle knickpoints die we hebben gezien (beke een curveball) - noem er 4&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Remote_Sensing_of_the_Environment&amp;diff=842</id>
		<title>Remote Sensing of the Environment</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Remote_Sensing_of_the_Environment&amp;diff=842"/>
		<updated>2025-06-18T17:56:18Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Smets Benoît|data3=Lectures and practicals|data4=50% report                                 20% practical exam open book                    30% oral exam (no preparation)|data6=3|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=2nd term|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/G0Z81AE.htm KU Leuven]&amp;lt;br&amp;gt;[https://caliweb.vub.be/?page=course-offer&amp;amp;id=011570&amp;amp;anchor=1&amp;amp;target=pr&amp;amp;year=2324&amp;amp;language=en&amp;amp;output=html VUB]|title=Course Information}}&lt;br /&gt;
&lt;br /&gt;
This course is new since 2022. Smets is very friendly during the exam!&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 18/06/2025 ====&lt;br /&gt;
Practical exam:&lt;br /&gt;
&lt;br /&gt;
# GEE-script of the UN on flood detection using RADAR imagery for two dates. ( / 12)&lt;br /&gt;
## What is the extent of the flood, in m² ? ( / 1) &lt;br /&gt;
## How many people were affected? ( / 1)&lt;br /&gt;
## Why is there an underestimation of the people affected? ( / 2)&lt;br /&gt;
## Which polarization technique is best for floods, VH or VV? ( / 2)&lt;br /&gt;
## Cite at least two limitations to SAR based flood detection. ( / 2)&lt;br /&gt;
## What names of the dimensions of a SAR image? ( / 1)&lt;br /&gt;
# NHI-tool for the Erta Ale&lt;br /&gt;
## What are the two peak dates of hotspot detection? ( / 1)&lt;br /&gt;
## How can we compare hotspot pixels of image with different resolutions? Create a formula and explain. ( / 2)&lt;br /&gt;
## What is the peak heat emission and on what date, include the unit. ( / 1)&lt;br /&gt;
## Describe the difference between the measures VRP/FRP and the hotspot pixel count, include the units ( / 4)&lt;br /&gt;
# Interferograms&lt;br /&gt;
## What is the difference between the two images&#039; acquisition geometry? ( / 1)&lt;br /&gt;
## What does LOS mean? ( / 1)&lt;br /&gt;
## Why are the fringes in the right image inverted in comparison to the one on the left? ( / 2)&lt;br /&gt;
## Why are there areas with no fringes or color? ( / 2)&lt;br /&gt;
Oral/Theory:&lt;br /&gt;
&lt;br /&gt;
# Definitions (you needed to explain three random ones)&lt;br /&gt;
## Nadir&lt;br /&gt;
## SAR&lt;br /&gt;
## Photogrammetry&lt;br /&gt;
## BTD&lt;br /&gt;
## Sentinel1&lt;br /&gt;
## Azimuth &amp;amp; range&lt;br /&gt;
## ESA&lt;br /&gt;
## GOES17&lt;br /&gt;
## Sentinel3&lt;br /&gt;
## Phase unwrapping&lt;br /&gt;
## SfM&lt;br /&gt;
## Sentinel2-MSI&lt;br /&gt;
## Sentinel3 SLSTR&lt;br /&gt;
## SAR Coherence&lt;br /&gt;
## Sentinel5P TROPOMI&lt;br /&gt;
# Methods&lt;br /&gt;
## SAR - floods&lt;br /&gt;
## BTD&lt;br /&gt;
## DIC&lt;br /&gt;
## Hotspot detection&lt;br /&gt;
## SfM/MVS&lt;br /&gt;
# Image&lt;br /&gt;
## Volcanic ash clouds&lt;br /&gt;
## Notre Dame tie points&lt;br /&gt;
## Lava flow &amp;amp; DIC&lt;br /&gt;
## Landslides &amp;amp; DIC&lt;br /&gt;
## Measured, nodelled and residual ground deformation&lt;br /&gt;
## dInSAR&lt;br /&gt;
&lt;br /&gt;
==== 10/06/2025 ====&lt;br /&gt;
Practical exam:&lt;br /&gt;
&lt;br /&gt;
# GEE-script of the UN on flood detection using RADAR imagery. &lt;br /&gt;
## What is the extent of the flood? How many people were affected? (These variables are included in the script) Why is there an underestimation of the people affected?&lt;br /&gt;
## Which polarization technique is best for floods (VH or HH)?&lt;br /&gt;
## What are the dimensions of a SAR image?&lt;br /&gt;
## What are disadvantages of flood detection using RADAR?&lt;br /&gt;
# NHI-tool&lt;br /&gt;
## What are the two peak dates of hotspot detection?&lt;br /&gt;
## How can we compare hotspot pixels of image with different resolutions?&lt;br /&gt;
## What is the peak heat emission and on what date, include the unit&lt;br /&gt;
## Describe the difference between VRP/FRP and the hotspot pixel&lt;br /&gt;
# Interferograms&lt;br /&gt;
## What is the difference between the two images?&lt;br /&gt;
## What does LOS mean&lt;br /&gt;
## Why are the fringes in the right image inverted in comparison to the one on the left?&lt;br /&gt;
## Why are there areas with no fringes or color?&lt;br /&gt;
&lt;br /&gt;
Definitions:&lt;br /&gt;
&lt;br /&gt;
# Nadir&lt;br /&gt;
# SAR&lt;br /&gt;
# Sentinel-3 (SLSTR)&lt;br /&gt;
# DIC&lt;br /&gt;
# SAR coherence&lt;br /&gt;
# Sentinel-5 (TROPOMI)&lt;br /&gt;
# BTD&lt;br /&gt;
# Photogrammetry&lt;br /&gt;
# Sentinel-1&lt;br /&gt;
&lt;br /&gt;
Methods:&lt;br /&gt;
&lt;br /&gt;
# SfM-VSM photogrammetry&lt;br /&gt;
# Thermal hotspot detection&lt;br /&gt;
# Digital Image Correlation&lt;br /&gt;
&lt;br /&gt;
Images:&lt;br /&gt;
&lt;br /&gt;
# DIC of a lava flow&lt;br /&gt;
# Tie points/key points (Notre Dame image)&lt;br /&gt;
# Foreshortening/shadow/overlap&lt;br /&gt;
# Plot with B4 and B12 marked. Used to calculate hotspots. Wiens displacement law&lt;br /&gt;
&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 20/06/2023 ====&lt;br /&gt;
Definitions (3 pp):&lt;br /&gt;
&lt;br /&gt;
# SAR Coherence &lt;br /&gt;
# DIC&lt;br /&gt;
# Sentinel-5P (Tropomi) &lt;br /&gt;
# Interior orientation&lt;br /&gt;
# FRP&lt;br /&gt;
# Landat 8 (OLI)&lt;br /&gt;
# Nadir&lt;br /&gt;
# SAR&lt;br /&gt;
# Sentinel-2 (SLSTR)&lt;br /&gt;
# BTD&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Explain image (1pp):&lt;br /&gt;
&lt;br /&gt;
* Image of passive and active sensor + atmospheric distrubances&lt;br /&gt;
* Image of corner reflextion &lt;br /&gt;
* Image of  distortion and residual map&lt;br /&gt;
* Image of clouds and ash (BTD)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Explain Method (1pp):&lt;br /&gt;
&lt;br /&gt;
* SAR Interferometry &lt;br /&gt;
* Thermal hotspot detection &lt;br /&gt;
* InSAR&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&#039;&#039;&#039;You have to explain 3 definitions, one image and one method per student by drawing cards. The examples below were all asked during the oral exam:&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Definitions (per 3): &lt;br /&gt;
&lt;br /&gt;
# Azimuth and range direction&lt;br /&gt;
# ESA&lt;br /&gt;
# GOES-17&lt;br /&gt;
&lt;br /&gt;
# BTD&lt;br /&gt;
# Photogrammetry&lt;br /&gt;
# Sentinel-1&lt;br /&gt;
&lt;br /&gt;
# Nadir&lt;br /&gt;
# SAR&lt;br /&gt;
# Sentinel3-SLSTR&lt;br /&gt;
&lt;br /&gt;
# Interferrometric phase unwrapping&lt;br /&gt;
# SfM&lt;br /&gt;
# Sentinel-2&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Explain image: &lt;br /&gt;
&lt;br /&gt;
* Image of DEM and dense point cloud of volcano &lt;br /&gt;
* Image of atmospheric disturbance&lt;br /&gt;
* Image of digital image correlation (+can you see vertical displacement? No)&lt;br /&gt;
* Image of earth radiation budget&lt;br /&gt;
* Image of Notre dame and lines (image matching)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Explain method: &lt;br /&gt;
&lt;br /&gt;
* Hotspot detection (Wien&#039;s law and NTI)&lt;br /&gt;
* SfM and MVS (+ difference tie point and point in sparse point cloud)&lt;br /&gt;
* Volcanic ash detection&lt;br /&gt;
* SAR inferrometry&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Dynamics_and_Modelling_of_Glacial_Systems&amp;diff=822</id>
		<title>Dynamics and Modelling of Glacial Systems</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Dynamics_and_Modelling_of_Glacial_Systems&amp;diff=822"/>
		<updated>2025-06-16T22:34:03Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Oral exam with written preparation for 4 theoretical questions from the course material. Also an oral exam with the assistant with questions about theory / methods / assumptions / results of practicals.&lt;br /&gt;
&lt;br /&gt;
The exam takes 1hr 30minutes: 30&#039; for preparation of the theory, 30&#039; oral questioning on the theory, 30&#039; on-the-spot questions about the practicals&lt;br /&gt;
&lt;br /&gt;
= 2024-2025 =&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&#039;&#039;&#039;Theory&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Theory worked with 4 series:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Series A&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
- Give the components of the energy balance of the surface of an ice sheet and explain them. How can we model these components and what assumptions do we use to do so?&lt;br /&gt;
&lt;br /&gt;
- Explain using cases how gravity can invoke a horizontal flow in an ice sheet&lt;br /&gt;
&lt;br /&gt;
- Surging glaciers: what are they? What is the proposed mechanism for the Variegated glacier in Alaska?&lt;br /&gt;
&lt;br /&gt;
- What would be the effects of Greenland melting on relative sea levels in the near- and far-field? What mechanisms would drive this?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Series B&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
- explain different crevasse forms and patterns using their stresses &lt;br /&gt;
&lt;br /&gt;
- explain link between basal pressure and sliding velocity, how can basal pressure be measured???  &lt;br /&gt;
&lt;br /&gt;
- what is the role climate regimes on specific mass balance gradient with elevation &lt;br /&gt;
&lt;br /&gt;
- explain lagrangian and eulerian approaches to date ice, differences and advantages&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Series C&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
- pdd paradox: why does it work when it shouldn&#039;t &lt;br /&gt;
&lt;br /&gt;
- hydr gradient and subglacial lakes &lt;br /&gt;
&lt;br /&gt;
- If you wanted to find the oldest ice in Antarctica, where and how would you go looking?&lt;br /&gt;
&lt;br /&gt;
- Polythermal glaciers: structures (met grafiekje of ni?)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Series D&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
- WAIS  - MISI?&lt;br /&gt;
&lt;br /&gt;
- kut vialov rotvraag &lt;br /&gt;
&lt;br /&gt;
- polarized light - why use it and why do some crystals appear black? &lt;br /&gt;
&lt;br /&gt;
- subglacial drainage patterns &amp;amp; link to surging&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Series E&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Leg proces uit van sneeuw naar ijs, namen fasen&lt;br /&gt;
&lt;br /&gt;
2. Why do ice shelfs flow and how do they deform, even with a horizontal surface.&lt;br /&gt;
&lt;br /&gt;
3. Iets met hoe temperatuur reconstrueren met boreholes, dus wat kan de temperatuur van zo’n ice core ons vertellen over het verleden.&lt;br /&gt;
&lt;br /&gt;
4. Iets van relative sea level change, hoe de dikte van icesheets uit het verleden gereconstrueerd kan worden. En wat de grootste uncertainty’s zijn.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Practical&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Questions possible on all three practicals + the numerics. This part sucked ass - you needed to know formulas by heart that you didnt even need to know for the theoretical part. Examples of questions:&lt;br /&gt;
&lt;br /&gt;
- Give the mass balance profile for Antarctica &amp;amp; Greenland&lt;br /&gt;
&lt;br /&gt;
--&amp;gt; how would it change with a different ice albedo?&lt;br /&gt;
&lt;br /&gt;
- give the energy balance equation&#039;s ablation component we used, with units, and explain&lt;br /&gt;
&lt;br /&gt;
- what scheme did we use to calculate slopes? give formula+name+how big is the error?&lt;br /&gt;
&lt;br /&gt;
- cfl condition - how to ensure stability?&lt;br /&gt;
&lt;br /&gt;
- random ass graphs from the reports, without axes or labels: what is displayed here? what should the axes labels be? (these really fucking sucked)&lt;br /&gt;
&lt;br /&gt;
= 2022-2023 =&lt;br /&gt;
&#039;&#039;&#039;Reeks 1&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Glaciers experience gravitational flow. How does it come that they flow horizontally if gravity is a vertical component? Explain schematically how gravitational processes can induce a horizontal flow of a glacier.&lt;br /&gt;
# How does the length of a glacier react to a sudden change? how can we calculate the new length? How can we calculate the volume response time?&lt;br /&gt;
&lt;br /&gt;
* Why is the mass balance a function of x? b(x)?&lt;br /&gt;
* Why do we have a negative sign in the formula: ; if we increasing the length? This is because  (=smb at the terminus) is negative.&lt;br /&gt;
&lt;br /&gt;
# What are surging glaciers? Which mechanical process is dominant for the surging of the variegated glacier (Alaska);&lt;br /&gt;
&lt;br /&gt;
* you had to explain that during a surge, it causes high pressure whereby the subdrainage systems (more specifically the channels) get closed off whereby it takes much more time to drain.&lt;br /&gt;
&lt;br /&gt;
# Explain how the relative sea level would change, when the whole Greenland ice sheet would melt, in near and far regions? What are the main mechanisms causing this&lt;br /&gt;
&lt;br /&gt;
* What is geoidal-eustasy, and what is hydro-eustasy?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 2&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Why is the West Antarctic ice shelf unstable? Will it collapse? Describe the instability of the WAIS invoking the concept of a &#039;flowline&#039;.&lt;br /&gt;
&lt;br /&gt;
* He also asked why it is stable with a normal slope.&lt;br /&gt;
&lt;br /&gt;
# How does climate affect the specific mass balance of glaciers?&lt;br /&gt;
# Why do glaciologists use polarised light?&lt;br /&gt;
&lt;br /&gt;
* You also needed to explain why a crystal appears black: this is when the c-axis is parallel to the vertical polarizer&lt;br /&gt;
* Explaining Schmidt diagram further and you had to show with your pen on the diagram how each crystal is oriented (in the middle of the diagram, pen was perpendicular to the dot)&lt;br /&gt;
&lt;br /&gt;
# Which subdrainage systems do you have under an ice sheet? How do they influence surging?&lt;br /&gt;
&lt;br /&gt;
* He asked why the drainage system changes exactly (due to increasing ice overburden pressure)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 3&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Explain the surface energy balance by the fluxes. Which is the most dominant? How did we model this?&lt;br /&gt;
# What is the dynamic response time of sea ice, glaciers and ice sheets? Why do (East-) Antarctica and Greenland have different response times?&lt;br /&gt;
# How can we date ice cores? There was also something like, describing both numerical and analytical approaches&lt;br /&gt;
&lt;br /&gt;
* He shifted the question towards the Lagrangian-Eulirian techniques, their pros and cons, and an example of Kohler ice core we discussed in class (2 biases that it has)&lt;br /&gt;
&lt;br /&gt;
# Explain regelation. Has it a significant impact on basal sliding?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 4&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# How is a simplified case of the hydraulic potential calculated and which assumptions do you make to come to this solution? How does this relate to the capacity of a glacier to store water below the ice?&lt;br /&gt;
&lt;br /&gt;
* Under which circumstances can water be hold on in subglacial lakes&lt;br /&gt;
&lt;br /&gt;
# Explain why the PDD model is paradoxical and how it is possible that it is still a good approximation?&lt;br /&gt;
# What are polythermal glaciers? What types are there and explain all processes that determine their temperature distribution?&lt;br /&gt;
# What conditions do you need for an ice core to contain old ice at a reasonable resolution? Where would you find such conditions?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;WPO – Exam&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# First assignment (we had Antarctic ice sheet):&lt;br /&gt;
&lt;br /&gt;
* Draw the SMB over the entire profile of the ice sheet&lt;br /&gt;
* How is an ice sheet constructed?&lt;br /&gt;
* Why does the Antarctic ice sheet not build up infinitely long if we only have an accumulation zone à this is because of the boundary condition&lt;br /&gt;
* What are the boundary conditions&lt;br /&gt;
&lt;br /&gt;
# Second assignment, still the Antarctic ice sheet&lt;br /&gt;
&lt;br /&gt;
* Draw the temperature distribution along the ice divide.&lt;br /&gt;
* What are the boundary conditions&lt;br /&gt;
* Where does vertical advection play a dominant role à draw the temperature profile at the divide if there was only vertical advection and when there would be no vertical advection&lt;br /&gt;
* How can we assess the accuracies of the different schemes?&lt;br /&gt;
* Which variables did we change and what are the effects?&lt;br /&gt;
* What is internal diffusion?&lt;br /&gt;
* How does the temperature distribution look like when you have a larger SMB&lt;br /&gt;
&lt;br /&gt;
# Third assignment (Morteratsch glacier)&lt;br /&gt;
&lt;br /&gt;
* How did we derive the precipitation and temperature along the glacier if we only knew it for one point/altitude?&lt;br /&gt;
* What is p-ratio&lt;br /&gt;
* Give the surface energy balance&lt;br /&gt;
* How does the energy balance profile look like across a year when a year starts in October and ends in September&lt;br /&gt;
* What determines the albedo?&lt;br /&gt;
* What are the constants and variables in this energy balance?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2019-2020&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. What components are in the surface energy balance of the earth? Give the expression + how are the different elements determined/modelled? What assumptions have to made in modelling?&lt;br /&gt;
&lt;br /&gt;
2. What is relative sea level change + underlying factors? Give examples. What can lead to uncertainty when modelling?&lt;br /&gt;
&lt;br /&gt;
3.  How can the temperature of the ice in a bore hole tell you something on the pas climate?&lt;br /&gt;
&lt;br /&gt;
4.  Explain regelation&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2017 - 2018&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series A&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Explain the different components of the surface energy balance.&lt;br /&gt;
&lt;br /&gt;
2. How does an ice shelf flow? When is it in equilibrium?&lt;br /&gt;
&lt;br /&gt;
3. How to derive past climate information from an ice core? &lt;br /&gt;
&lt;br /&gt;
4. Explain regelation.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series B&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. How does the length of a glacier react to a sudden change? how can we calculate the new length? How can be we calculate the volume response time?&lt;br /&gt;
&lt;br /&gt;
2. Explain the different modes of crevasses.&lt;br /&gt;
&lt;br /&gt;
3. What are the different processes that lead to the transition of snow to ice? &lt;br /&gt;
&lt;br /&gt;
4. What are balance velocities? How are these calculated? What input data are needed? What are patterns of balance velocities in Antarctica and Greenland.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series C&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. What is the influence of the water pressure on the basal sliding of a glacier?&lt;br /&gt;
&lt;br /&gt;
2. Explain the Positive Degree Day Model, why is it paradoxal?&lt;br /&gt;
&lt;br /&gt;
3. Explain the different types of polythermal glaciers.&lt;br /&gt;
&lt;br /&gt;
4. Eulerian vs. Lagrange&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series D&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Describe the instability of the WAIS invoking the concept of a &#039;flowline&#039;. &lt;br /&gt;
&lt;br /&gt;
2. What are 2 non-climatological biases from the Kohnen ice core? What are their magnitues?&lt;br /&gt;
&lt;br /&gt;
3. Describe how the assumption of perfect plasticity can be used to derive a surface profile for an ice shelf. Why is this not realistic?&lt;br /&gt;
&lt;br /&gt;
4. Why do glaciologists research thin ice layers under polarised light? Discuss the mechanism and what physical properties can be derived from it?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2015 - 2016&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;10/6&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
09 AM-10.30 AM &lt;br /&gt;
&lt;br /&gt;
1. How does the lenght of a glacier react to a sudden change? how can we calculate the new length? How can be we calculate the volume response time?&lt;br /&gt;
&lt;br /&gt;
2. How can we reconstruct and model the ice load on the land with the relative sea-level changes? Explain how these models work, what the imputs are and what the highest uncertainty in these reconstructions. &lt;br /&gt;
&lt;br /&gt;
3. What are the different processes that lead to the transition of snow to ice? &lt;br /&gt;
&lt;br /&gt;
4. What are balance velocities? How are these calculated? What input data are needed? What are patterns of balance velocities in Antarctica and Greenland.&lt;br /&gt;
&lt;br /&gt;
11.00 AM - 12.30 AM (same questions as 2013-2014 reeks 2) &lt;br /&gt;
&lt;br /&gt;
1. Energy Balance &lt;br /&gt;
&lt;br /&gt;
2. How measure tempeature differences from the past in ice cores? &lt;br /&gt;
&lt;br /&gt;
3. Dilatation &lt;br /&gt;
&lt;br /&gt;
4. Langrangian vs Eulerian &lt;br /&gt;
&lt;br /&gt;
14.00AM-15.30 AM&lt;br /&gt;
&lt;br /&gt;
1. Describe the instability of the WAIS invoking the concept of a &#039;flowline&#039;. &lt;br /&gt;
&lt;br /&gt;
2. What are dynamic response times for sea ice, glaciers and ice sheet? Why is there a difference between Greenland and Antarctica?&lt;br /&gt;
&lt;br /&gt;
3. Describe how the assumption of perfect plasticity can be used to derive a surface profile for an ice shelf. Why is this not realistic?&lt;br /&gt;
&lt;br /&gt;
4. Why do glaciologists research thin ice layers under polarised light? Discuss the mechanism and what physical properties can be derived from it?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;17/6&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. 3 modes van crevasses (spleten) + uitleggen&lt;br /&gt;
&lt;br /&gt;
2. Wat zijn de effecten van de eustatische zeeniveau na volledig smelting van Antarctica? Wat zijn de hoofdmechanismen van dit?&lt;br /&gt;
&lt;br /&gt;
1. Explain the depth-age relation in ice cores? Discuss the 2 different approaches. What is the problem with one of them? Is the approach suitable to derive ages from the GRIP ice core? Why (not) ? (bij die laatste vraag moet je bijvertellen dat de accumulation niet constant is, tijdens de ijstijden was deze minder, waardoor een afwijking ontstaat).&lt;br /&gt;
&lt;br /&gt;
2. The PDD approaches mass balance of a glacier with temperature. Seen the surface energy balance of a glacier this is a paradox. Explain.&lt;br /&gt;
&lt;br /&gt;
3. What are polythermal glaciers? Give all the possible kinds. (All 6 figures) and explain. Where do they occur?&lt;br /&gt;
&lt;br /&gt;
4. How does water pressure influence basal sliding? How do we apply this in a flow law? &lt;br /&gt;
&lt;br /&gt;
1. What are the main type of subglacial drainage systems? Why are they important regarding surging glaciers?&lt;br /&gt;
&lt;br /&gt;
2. Describe/Derive the Vialov solution for ice thickness. Which assumptions are made? Is it realistic?&lt;br /&gt;
&lt;br /&gt;
3. The mass balance is dependent on the climate. Why? Explain why the mass balance gradient will change if the same glacier was located in a warmer climate.&lt;br /&gt;
&lt;br /&gt;
4.  What are 2 non-climatological biases for the Kohnen station. What is their magnitude?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Practicum&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Exercise 1 (ice flow): How did the ice sheet evolve from zero ice thickness to steady state, draw this? When is ice flow large enough (i.e. what variables control it)? What parameters did we change in the practicum and how is the ice sheet profile affected?&lt;br /&gt;
&lt;br /&gt;
Exercise 3 (mass balance): Discuss the simple energy model. Which variables control it? Which parameters did we change in the exercise to evaluate model sensitivity? Draw the cumulative mass balance and how did a change in transmissivity, snow albedo and ice albedo affect the evolution during the year? Was there a trend in MB noticed over the years and is this different at higher vs. lower elevation on the ice sheet?&lt;br /&gt;
&lt;br /&gt;
- how does the ice sheet builds up on the bedrock (first assignment: starts in accumulation zone and when big enough, flows towards ablation zone)&lt;br /&gt;
&lt;br /&gt;
- assigment 3: how do we acccount for ablation? Explain effect of albedo, transmittance of atmosphere... How does PDD works and why?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2014 - 2015&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Discuss 2 analytical methods that describe the relation between the depth and the age of an ice core. What are their assumptions and restrictions? Do both methods work well? &lt;br /&gt;
&lt;br /&gt;
2. Explain PDD model and why does this work?&lt;br /&gt;
&lt;br /&gt;
3. What is the relation between the sliding speed of a glacier and the pressure of the basal water. &lt;br /&gt;
&lt;br /&gt;
4. Discuss the climatological and physical differences between Greenland and Antarctica, and when were both ice sheets permanent?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2013 - 2014&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. What is the stress deviator tensor? Why is this used? &lt;br /&gt;
&lt;br /&gt;
2. Discuss 2 analytical methods that describe the relation between the depth and the age of an ice core. What are their assumptions and restrictions? Do both methods work well? &lt;br /&gt;
&lt;br /&gt;
3. What is the relation between the sliding speed of a glacier and the pressure of the basal water. &lt;br /&gt;
&lt;br /&gt;
4. Discuss the climatological and physical differences between Greenland and Antarctica. &lt;br /&gt;
&lt;br /&gt;
Starting from when are both icecaps permanent? &lt;br /&gt;
&lt;br /&gt;
1. Dilatation&lt;br /&gt;
&lt;br /&gt;
2. Langrangian vs Eulerian&lt;br /&gt;
&lt;br /&gt;
3. How to measure temperature differences from the past in ice cores&lt;br /&gt;
&lt;br /&gt;
4. Energy balance of the ice sheet (You had to give ALL the formulas!)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Previous years:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
1. Describe 2 methods to determine the thickness of ice sheets in depth. On which assumptions &lt;br /&gt;
&lt;br /&gt;
are they based? &lt;br /&gt;
&lt;br /&gt;
2. Discuss the climatological and physical differences between Greenland and Antarctica. &lt;br /&gt;
&lt;br /&gt;
Starting from when are both icecaps permanent? &lt;br /&gt;
&lt;br /&gt;
3. Explain the hydraulic potential, completely. What are the assumptions? How does water flow &lt;br /&gt;
&lt;br /&gt;
in a glacier. Something about subglacial lakes … &lt;br /&gt;
&lt;br /&gt;
4. Explain hydrate clathrate. &lt;br /&gt;
&lt;br /&gt;
5. Why do we observe thin slices under the microscope? What physical processes can be &lt;br /&gt;
&lt;br /&gt;
determined from that? &lt;br /&gt;
&lt;br /&gt;
6. Something about the bore hole (from the last chapter). What non-climatological corrections &lt;br /&gt;
&lt;br /&gt;
need to be taken into account and what are their magnitude? &lt;br /&gt;
&lt;br /&gt;
7. Explain the Vialov solution. What assumptions were made and how are those realistic? &lt;br /&gt;
&lt;br /&gt;
Discuss also the zero-order solution. &lt;br /&gt;
&lt;br /&gt;
8. Discuss the physical parameters that form the hexagonal structures in ice crystals. &lt;br /&gt;
&lt;br /&gt;
9. Until what depth are seasonal temperature variations visible in the ice profiles? What is the lag &lt;br /&gt;
&lt;br /&gt;
time between the peak in temperature’s optimum and the peak of the perturbation in the ice? &lt;br /&gt;
&lt;br /&gt;
10. What is “regelatie” (refreeze in dutch) and discuss the effect of ice flow. &lt;br /&gt;
&lt;br /&gt;
11. Discuss all the stresses that occur on an object in 3D + drawing. How many components are &lt;br /&gt;
&lt;br /&gt;
there? How many of those components are independent? &lt;br /&gt;
&lt;br /&gt;
12. How does water pressure influence basal sliding? How do we apply this in a flow law? &lt;br /&gt;
&lt;br /&gt;
13. How can we reconstruct the ice load on the land with the relative sea-level changes? Give &lt;br /&gt;
&lt;br /&gt;
some mechanisms that control the relative sea-level change on a specific place. Draw a few &lt;br /&gt;
&lt;br /&gt;
graphs from several places. What is the highest uncertainty for this kind of reconstructions? &lt;br /&gt;
&lt;br /&gt;
14. Something about the “complete plasticity” and the profile of an ice shelf. Why is this &lt;br /&gt;
&lt;br /&gt;
assumption not correct? &lt;br /&gt;
&lt;br /&gt;
15. What are the most important subglacial drainage systems and what is their role in the dynamic &lt;br /&gt;
&lt;br /&gt;
of surges? &lt;br /&gt;
&lt;br /&gt;
16. What is dilatation? What is this for ice? &lt;br /&gt;
&lt;br /&gt;
17. What is local mass balance? How can it be measured thanks to stakes? (give formulas and &lt;br /&gt;
&lt;br /&gt;
explain, based on what principle, …) &lt;br /&gt;
&lt;br /&gt;
18. Something about simple shear… &lt;br /&gt;
&lt;br /&gt;
19. What is depth hoar ? What are the physical properties and how does it arise ? &lt;br /&gt;
&lt;br /&gt;
20. What should we except regarding relative sea-level rise in the far field and near field for the &lt;br /&gt;
&lt;br /&gt;
melting of Antarctica ? (explain all kinds of isostasy and eustasy) &lt;br /&gt;
&lt;br /&gt;
21. Explain the hydraulic potential. How is this used in the glaciology? What are the assumptions &lt;br /&gt;
&lt;br /&gt;
to use hydraulic potential? How can it be used to explain the occurrence of subglacial lakes? &lt;br /&gt;
&lt;br /&gt;
22. What is the stress deviator tensor? Why is this used? &lt;br /&gt;
&lt;br /&gt;
23. What 2 non-climatological biases can be distinguished for the dating of ice core in Kohnen? &lt;br /&gt;
&lt;br /&gt;
24. Why do glaciologists research thin ice layers under polarised light?&lt;br /&gt;
&lt;br /&gt;
25. Discuss 2 analytical methods that describe the relation between the depth and the age of an &lt;br /&gt;
&lt;br /&gt;
ice core. What are their assumptions and restrictions? Do both methods work well? &lt;br /&gt;
&lt;br /&gt;
26. Give all components that indicate the stress in one point in 3D. Give all components in the &lt;br /&gt;
&lt;br /&gt;
right place on a sketch. How many independent components are there? &lt;br /&gt;
&lt;br /&gt;
27. What is the relation between the sliding speed of a glacier and the pressure of the basal &lt;br /&gt;
&lt;br /&gt;
water. &lt;br /&gt;
&lt;br /&gt;
28. Explain the energy balance at the surface of a glacier. How can this be parameterized? &lt;br /&gt;
&lt;br /&gt;
29. Explain Lagrange and Eulerian + possible problems. &lt;br /&gt;
&lt;br /&gt;
30. What is the response time for ice sheets, glaciers and sea-ice? Give formulas and the &lt;br /&gt;
&lt;br /&gt;
comparison between Greenland and Antarctica.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Dynamics_and_Modelling_of_Glacial_Systems&amp;diff=816</id>
		<title>Dynamics and Modelling of Glacial Systems</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Dynamics_and_Modelling_of_Glacial_Systems&amp;diff=816"/>
		<updated>2025-06-16T17:37:20Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&#039;&#039;Voorlopig brak; ik fix dit (mss) wel na het examen op de trein deftig ofzo&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
ECTS: 6&lt;br /&gt;
&lt;br /&gt;
Oral exam with written preparation for 4 theoretical questions from the course material. Also an oral exam with the assistant with questions about theory / methods / assumptions / results of practicals.&lt;br /&gt;
&lt;br /&gt;
The exam takes 1hr 30minutes: 30&#039; for preparation of the theory, 30&#039; oral questioning on the theory, 30&#039; on-the-spot questions about the practicals&lt;br /&gt;
&lt;br /&gt;
= 2024-2025 =&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&#039;&#039;&#039;Theory&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Theory worked with 4 series:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Series A&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
- Give the components of the energy balance of the surface of an ice sheet and explain them. How can we model these components and what assumptions do we use to do so?&lt;br /&gt;
&lt;br /&gt;
- Explain using cases how gravity can invoke a horizontal flow in an ice sheet&lt;br /&gt;
&lt;br /&gt;
- Surging glaciers: what are they? What is the proposed mechanism for the Variegated glacier in Alaska?&lt;br /&gt;
&lt;br /&gt;
- What would be the effects of Greenland melting on relative sea levels in the near- and far-field? What mechanisms would drive this?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Series B&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
- explain different crevasse forms and patterns using their stresses &lt;br /&gt;
&lt;br /&gt;
- explain link between basal pressure and sliding velocity, how can basal pressure be measured???  &lt;br /&gt;
&lt;br /&gt;
- what is the role climate regimes on specific mass balance gradient with elevation &lt;br /&gt;
&lt;br /&gt;
- explain lagrangian and eulerian approaches to date ice, differences and advantages&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Series C&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
- pdd paradox: why does it work when it shouldn&#039;t &lt;br /&gt;
&lt;br /&gt;
- hydr gradient and subglacial lakes &lt;br /&gt;
&lt;br /&gt;
- If you wanted to find the oldest ice in Antarctica, where and how would you go looking?&lt;br /&gt;
&lt;br /&gt;
- Polythermal glaciers: structures (met grafiekje of ni?)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Series D&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
- WAIS  - MISI?&lt;br /&gt;
&lt;br /&gt;
- kut vialov rotvraag &lt;br /&gt;
&lt;br /&gt;
- polarized light - why use it and why do some crystals appear black? &lt;br /&gt;
&lt;br /&gt;
- subglacial drainage patterns &amp;amp; link to surging&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Practical&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Questions possible on all three practicals + the numerics. Examples of questions for different cards:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Mass balance&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# ... ill add these later on&lt;br /&gt;
&lt;br /&gt;
= 2022-2023 =&lt;br /&gt;
&#039;&#039;&#039;Reeks 1&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Glaciers experience gravitational flow. How does it come that they flow horizontally if gravity is a vertical component? Explain schematically how gravitational processes can induce a horizontal flow of a glacier.&lt;br /&gt;
# How does the length of a glacier react to a sudden change? how can we calculate the new length? How can we calculate the volume response time?&lt;br /&gt;
&lt;br /&gt;
* Why is the mass balance a function of x? b(x)?&lt;br /&gt;
* Why do we have a negative sign in the formula: ; if we increasing the length? This is because  (=smb at the terminus) is negative.&lt;br /&gt;
&lt;br /&gt;
# What are surging glaciers? Which mechanical process is dominant for the surging of the variegated glacier (Alaska);&lt;br /&gt;
&lt;br /&gt;
* you had to explain that during a surge, it causes high pressure whereby the subdrainage systems (more specifically the channels) get closed off whereby it takes much more time to drain.&lt;br /&gt;
&lt;br /&gt;
# Explain how the relative sea level would change, when the whole Greenland ice sheet would melt, in near and far regions? What are the main mechanisms causing this&lt;br /&gt;
&lt;br /&gt;
* What is geoidal-eustasy, and what is hydro-eustasy?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 2&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Why is the West Antarctic ice shelf unstable? Will it collapse? Describe the instability of the WAIS invoking the concept of a &#039;flowline&#039;.&lt;br /&gt;
&lt;br /&gt;
* He also asked why it is stable with a normal slope.&lt;br /&gt;
&lt;br /&gt;
# How does climate affect the specific mass balance of glaciers?&lt;br /&gt;
# Why do glaciologists use polarised light?&lt;br /&gt;
&lt;br /&gt;
* You also needed to explain why a crystal appears black: this is when the c-axis is parallel to the vertical polarizer&lt;br /&gt;
* Explaining Schmidt diagram further and you had to show with your pen on the diagram how each crystal is oriented (in the middle of the diagram, pen was perpendicular to the dot)&lt;br /&gt;
&lt;br /&gt;
# Which subdrainage systems do you have under an ice sheet? How do they influence surging?&lt;br /&gt;
&lt;br /&gt;
* He asked why the drainage system changes exactly (due to increasing ice overburden pressure)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 3&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Explain the surface energy balance by the fluxes. Which is the most dominant? How did we model this?&lt;br /&gt;
# What is the dynamic response time of sea ice, glaciers and ice sheets? Why do (East-) Antarctica and Greenland have different response times?&lt;br /&gt;
# How can we date ice cores? There was also something like, describing both numerical and analytical approaches&lt;br /&gt;
&lt;br /&gt;
* He shifted the question towards the Lagrangian-Eulirian techniques, their pros and cons, and an example of Kohler ice core we discussed in class (2 biases that it has)&lt;br /&gt;
&lt;br /&gt;
# Explain regelation. Has it a significant impact on basal sliding?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 4&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# How is a simplified case of the hydraulic potential calculated and which assumptions do you make to come to this solution? How does this relate to the capacity of a glacier to store water below the ice?&lt;br /&gt;
&lt;br /&gt;
* Under which circumstances can water be hold on in subglacial lakes&lt;br /&gt;
&lt;br /&gt;
# Explain why the PDD model is paradoxical and how it is possible that it is still a good approximation?&lt;br /&gt;
# What are polythermal glaciers? What types are there and explain all processes that determine their temperature distribution?&lt;br /&gt;
# What conditions do you need for an ice core to contain old ice at a reasonable resolution? Where would you find such conditions?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;WPO – Exam&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# First assignment (we had Antarctic ice sheet):&lt;br /&gt;
&lt;br /&gt;
* Draw the SMB over the entire profile of the ice sheet&lt;br /&gt;
* How is an ice sheet constructed?&lt;br /&gt;
* Why does the Antarctic ice sheet not build up infinitely long if we only have an accumulation zone à this is because of the boundary condition&lt;br /&gt;
* What are the boundary conditions&lt;br /&gt;
&lt;br /&gt;
# Second assignment, still the Antarctic ice sheet&lt;br /&gt;
&lt;br /&gt;
* Draw the temperature distribution along the ice divide.&lt;br /&gt;
* What are the boundary conditions&lt;br /&gt;
* Where does vertical advection play a dominant role à draw the temperature profile at the divide if there was only vertical advection and when there would be no vertical advection&lt;br /&gt;
* How can we assess the accuracies of the different schemes?&lt;br /&gt;
* Which variables did we change and what are the effects?&lt;br /&gt;
* What is internal diffusion?&lt;br /&gt;
* How does the temperature distribution look like when you have a larger SMB&lt;br /&gt;
&lt;br /&gt;
# Third assignment (Morteratsch glacier)&lt;br /&gt;
&lt;br /&gt;
* How did we derive the precipitation and temperature along the glacier if we only knew it for one point/altitude?&lt;br /&gt;
* What is p-ratio&lt;br /&gt;
* Give the surface energy balance&lt;br /&gt;
* How does the energy balance profile look like across a year when a year starts in October and ends in September&lt;br /&gt;
* What determines the albedo?&lt;br /&gt;
* What are the constants and variables in this energy balance?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2019-2020&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. What components are in the surface energy balance of the earth? Give the expression + how are the different elements determined/modelled? What assumptions have to made in modelling?&lt;br /&gt;
&lt;br /&gt;
2. What is relative sea level change + underlying factors? Give examples. What can lead to uncertainty when modelling?&lt;br /&gt;
&lt;br /&gt;
3.  How can the temperature of the ice in a bore hole tell you something on the pas climate?&lt;br /&gt;
&lt;br /&gt;
4.  Explain regelation&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2017 - 2018&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series A&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Explain the different components of the surface energy balance.&lt;br /&gt;
&lt;br /&gt;
2. How does an ice shelf flow? When is it in equilibrium?&lt;br /&gt;
&lt;br /&gt;
3. How to derive past climate information from an ice core? &lt;br /&gt;
&lt;br /&gt;
4. Explain regelation.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series B&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. How does the length of a glacier react to a sudden change? how can we calculate the new length? How can be we calculate the volume response time?&lt;br /&gt;
&lt;br /&gt;
2. Explain the different modes of crevasses.&lt;br /&gt;
&lt;br /&gt;
3. What are the different processes that lead to the transition of snow to ice? &lt;br /&gt;
&lt;br /&gt;
4. What are balance velocities? How are these calculated? What input data are needed? What are patterns of balance velocities in Antarctica and Greenland.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series C&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. What is the influence of the water pressure on the basal sliding of a glacier?&lt;br /&gt;
&lt;br /&gt;
2. Explain the Positive Degree Day Model, why is it paradoxal?&lt;br /&gt;
&lt;br /&gt;
3. Explain the different types of polythermal glaciers.&lt;br /&gt;
&lt;br /&gt;
4. Eulerian vs. Lagrange&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series D&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Describe the instability of the WAIS invoking the concept of a &#039;flowline&#039;. &lt;br /&gt;
&lt;br /&gt;
2. What are 2 non-climatological biases from the Kohnen ice core? What are their magnitues?&lt;br /&gt;
&lt;br /&gt;
3. Describe how the assumption of perfect plasticity can be used to derive a surface profile for an ice shelf. Why is this not realistic?&lt;br /&gt;
&lt;br /&gt;
4. Why do glaciologists research thin ice layers under polarised light? Discuss the mechanism and what physical properties can be derived from it?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2015 - 2016&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;10/6&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
09 AM-10.30 AM &lt;br /&gt;
&lt;br /&gt;
1. How does the lenght of a glacier react to a sudden change? how can we calculate the new length? How can be we calculate the volume response time?&lt;br /&gt;
&lt;br /&gt;
2. How can we reconstruct and model the ice load on the land with the relative sea-level changes? Explain how these models work, what the imputs are and what the highest uncertainty in these reconstructions. &lt;br /&gt;
&lt;br /&gt;
3. What are the different processes that lead to the transition of snow to ice? &lt;br /&gt;
&lt;br /&gt;
4. What are balance velocities? How are these calculated? What input data are needed? What are patterns of balance velocities in Antarctica and Greenland.&lt;br /&gt;
&lt;br /&gt;
11.00 AM - 12.30 AM (same questions as 2013-2014 reeks 2) &lt;br /&gt;
&lt;br /&gt;
1. Energy Balance &lt;br /&gt;
&lt;br /&gt;
2. How measure tempeature differences from the past in ice cores? &lt;br /&gt;
&lt;br /&gt;
3. Dilatation &lt;br /&gt;
&lt;br /&gt;
4. Langrangian vs Eulerian &lt;br /&gt;
&lt;br /&gt;
14.00AM-15.30 AM&lt;br /&gt;
&lt;br /&gt;
1. Describe the instability of the WAIS invoking the concept of a &#039;flowline&#039;. &lt;br /&gt;
&lt;br /&gt;
2. What are dynamic response times for sea ice, glaciers and ice sheet? Why is there a difference between Greenland and Antarctica?&lt;br /&gt;
&lt;br /&gt;
3. Describe how the assumption of perfect plasticity can be used to derive a surface profile for an ice shelf. Why is this not realistic?&lt;br /&gt;
&lt;br /&gt;
4. Why do glaciologists research thin ice layers under polarised light? Discuss the mechanism and what physical properties can be derived from it?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;17/6&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. 3 modes van crevasses (spleten) + uitleggen&lt;br /&gt;
&lt;br /&gt;
2. Wat zijn de effecten van de eustatische zeeniveau na volledig smelting van Antarctica? Wat zijn de hoofdmechanismen van dit?&lt;br /&gt;
&lt;br /&gt;
1. Explain the depth-age relation in ice cores? Discuss the 2 different approaches. What is the problem with one of them? Is the approach suitable to derive ages from the GRIP ice core? Why (not) ? (bij die laatste vraag moet je bijvertellen dat de accumulation niet constant is, tijdens de ijstijden was deze minder, waardoor een afwijking ontstaat).&lt;br /&gt;
&lt;br /&gt;
2. The PDD approaches mass balance of a glacier with temperature. Seen the surface energy balance of a glacier this is a paradox. Explain.&lt;br /&gt;
&lt;br /&gt;
3. What are polythermal glaciers? Give all the possible kinds. (All 6 figures) and explain. Where do they occur?&lt;br /&gt;
&lt;br /&gt;
4. How does water pressure influence basal sliding? How do we apply this in a flow law? &lt;br /&gt;
&lt;br /&gt;
1. What are the main type of subglacial drainage systems? Why are they important regarding surging glaciers?&lt;br /&gt;
&lt;br /&gt;
2. Describe/Derive the Vialov solution for ice thickness. Which assumptions are made? Is it realistic?&lt;br /&gt;
&lt;br /&gt;
3. The mass balance is dependent on the climate. Why? Explain why the mass balance gradient will change if the same glacier was located in a warmer climate.&lt;br /&gt;
&lt;br /&gt;
4.  What are 2 non-climatological biases for the Kohnen station. What is their magnitude?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Practicum&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Exercise 1 (ice flow): How did the ice sheet evolve from zero ice thickness to steady state, draw this? When is ice flow large enough (i.e. what variables control it)? What parameters did we change in the practicum and how is the ice sheet profile affected?&lt;br /&gt;
&lt;br /&gt;
Exercise 3 (mass balance): Discuss the simple energy model. Which variables control it? Which parameters did we change in the exercise to evaluate model sensitivity? Draw the cumulative mass balance and how did a change in transmissivity, snow albedo and ice albedo affect the evolution during the year? Was there a trend in MB noticed over the years and is this different at higher vs. lower elevation on the ice sheet?&lt;br /&gt;
&lt;br /&gt;
- how does the ice sheet builds up on the bedrock (first assignment: starts in accumulation zone and when big enough, flows towards ablation zone)&lt;br /&gt;
&lt;br /&gt;
- assigment 3: how do we acccount for ablation? Explain effect of albedo, transmittance of atmosphere... How does PDD works and why?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2014 - 2015&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Discuss 2 analytical methods that describe the relation between the depth and the age of an ice core. What are their assumptions and restrictions? Do both methods work well? &lt;br /&gt;
&lt;br /&gt;
2. Explain PDD model and why does this work?&lt;br /&gt;
&lt;br /&gt;
3. What is the relation between the sliding speed of a glacier and the pressure of the basal water. &lt;br /&gt;
&lt;br /&gt;
4. Discuss the climatological and physical differences between Greenland and Antarctica, and when were both ice sheets permanent?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2013 - 2014&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. What is the stress deviator tensor? Why is this used? &lt;br /&gt;
&lt;br /&gt;
2. Discuss 2 analytical methods that describe the relation between the depth and the age of an ice core. What are their assumptions and restrictions? Do both methods work well? &lt;br /&gt;
&lt;br /&gt;
3. What is the relation between the sliding speed of a glacier and the pressure of the basal water. &lt;br /&gt;
&lt;br /&gt;
4. Discuss the climatological and physical differences between Greenland and Antarctica. &lt;br /&gt;
&lt;br /&gt;
Starting from when are both icecaps permanent? &lt;br /&gt;
&lt;br /&gt;
1. Dilatation&lt;br /&gt;
&lt;br /&gt;
2. Langrangian vs Eulerian&lt;br /&gt;
&lt;br /&gt;
3. How to measure temperature differences from the past in ice cores&lt;br /&gt;
&lt;br /&gt;
4. Energy balance of the ice sheet (You had to give ALL the formulas!)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Previous years:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
1. Describe 2 methods to determine the thickness of ice sheets in depth. On which assumptions &lt;br /&gt;
&lt;br /&gt;
are they based? &lt;br /&gt;
&lt;br /&gt;
2. Discuss the climatological and physical differences between Greenland and Antarctica. &lt;br /&gt;
&lt;br /&gt;
Starting from when are both icecaps permanent? &lt;br /&gt;
&lt;br /&gt;
3. Explain the hydraulic potential, completely. What are the assumptions? How does water flow &lt;br /&gt;
&lt;br /&gt;
in a glacier. Something about subglacial lakes … &lt;br /&gt;
&lt;br /&gt;
4. Explain hydrate clathrate. &lt;br /&gt;
&lt;br /&gt;
5. Why do we observe thin slices under the microscope? What physical processes can be &lt;br /&gt;
&lt;br /&gt;
determined from that? &lt;br /&gt;
&lt;br /&gt;
6. Something about the bore hole (from the last chapter). What non-climatological corrections &lt;br /&gt;
&lt;br /&gt;
need to be taken into account and what are their magnitude? &lt;br /&gt;
&lt;br /&gt;
7. Explain the Vialov solution. What assumptions were made and how are those realistic? &lt;br /&gt;
&lt;br /&gt;
Discuss also the zero-order solution. &lt;br /&gt;
&lt;br /&gt;
8. Discuss the physical parameters that form the hexagonal structures in ice crystals. &lt;br /&gt;
&lt;br /&gt;
9. Until what depth are seasonal temperature variations visible in the ice profiles? What is the lag &lt;br /&gt;
&lt;br /&gt;
time between the peak in temperature’s optimum and the peak of the perturbation in the ice? &lt;br /&gt;
&lt;br /&gt;
10. What is “regelatie” (refreeze in dutch) and discuss the effect of ice flow. &lt;br /&gt;
&lt;br /&gt;
11. Discuss all the stresses that occur on an object in 3D + drawing. How many components are &lt;br /&gt;
&lt;br /&gt;
there? How many of those components are independent? &lt;br /&gt;
&lt;br /&gt;
12. How does water pressure influence basal sliding? How do we apply this in a flow law? &lt;br /&gt;
&lt;br /&gt;
13. How can we reconstruct the ice load on the land with the relative sea-level changes? Give &lt;br /&gt;
&lt;br /&gt;
some mechanisms that control the relative sea-level change on a specific place. Draw a few &lt;br /&gt;
&lt;br /&gt;
graphs from several places. What is the highest uncertainty for this kind of reconstructions? &lt;br /&gt;
&lt;br /&gt;
14. Something about the “complete plasticity” and the profile of an ice shelf. Why is this &lt;br /&gt;
&lt;br /&gt;
assumption not correct? &lt;br /&gt;
&lt;br /&gt;
15. What are the most important subglacial drainage systems and what is their role in the dynamic &lt;br /&gt;
&lt;br /&gt;
of surges? &lt;br /&gt;
&lt;br /&gt;
16. What is dilatation? What is this for ice? &lt;br /&gt;
&lt;br /&gt;
17. What is local mass balance? How can it be measured thanks to stakes? (give formulas and &lt;br /&gt;
&lt;br /&gt;
explain, based on what principle, …) &lt;br /&gt;
&lt;br /&gt;
18. Something about simple shear… &lt;br /&gt;
&lt;br /&gt;
19. What is depth hoar ? What are the physical properties and how does it arise ? &lt;br /&gt;
&lt;br /&gt;
20. What should we except regarding relative sea-level rise in the far field and near field for the &lt;br /&gt;
&lt;br /&gt;
melting of Antarctica ? (explain all kinds of isostasy and eustasy) &lt;br /&gt;
&lt;br /&gt;
21. Explain the hydraulic potential. How is this used in the glaciology? What are the assumptions &lt;br /&gt;
&lt;br /&gt;
to use hydraulic potential? How can it be used to explain the occurrence of subglacial lakes? &lt;br /&gt;
&lt;br /&gt;
22. What is the stress deviator tensor? Why is this used? &lt;br /&gt;
&lt;br /&gt;
23. What 2 non-climatological biases can be distinguished for the dating of ice core in Kohnen? &lt;br /&gt;
&lt;br /&gt;
24. Why do glaciologists research thin ice layers under polarised light?&lt;br /&gt;
&lt;br /&gt;
25. Discuss 2 analytical methods that describe the relation between the depth and the age of an &lt;br /&gt;
&lt;br /&gt;
ice core. What are their assumptions and restrictions? Do both methods work well? &lt;br /&gt;
&lt;br /&gt;
26. Give all components that indicate the stress in one point in 3D. Give all components in the &lt;br /&gt;
&lt;br /&gt;
right place on a sketch. How many independent components are there? &lt;br /&gt;
&lt;br /&gt;
27. What is the relation between the sliding speed of a glacier and the pressure of the basal &lt;br /&gt;
&lt;br /&gt;
water. &lt;br /&gt;
&lt;br /&gt;
28. Explain the energy balance at the surface of a glacier. How can this be parameterized? &lt;br /&gt;
&lt;br /&gt;
29. Explain Lagrange and Eulerian + possible problems. &lt;br /&gt;
&lt;br /&gt;
30. What is the response time for ice sheets, glaciers and sea-ice? Give formulas and the &lt;br /&gt;
&lt;br /&gt;
comparison between Greenland and Antarctica.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Dynamics_and_Modelling_of_Glacial_Systems&amp;diff=812</id>
		<title>Dynamics and Modelling of Glacial Systems</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Dynamics_and_Modelling_of_Glacial_Systems&amp;diff=812"/>
		<updated>2025-06-13T20:57:00Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: Nieuwe pagina aangemaakt met &amp;#039;&amp;#039;&amp;#039;Voorlopig brak; ik fix dit (mss) wel na het examen op de trein deftig ofzo&amp;#039;&amp;#039;  ECTS: 6  Oral exam with written preparation for 4 theoretical questions from the course material. Also an oral exam with the assistant with questions about theory / methods / assumptions / results of practicals.  &amp;#039;&amp;#039;&amp;#039;2022-2023&amp;#039;&amp;#039;&amp;#039;  &amp;#039;&amp;#039;&amp;#039;Reeks 1&amp;#039;&amp;#039;&amp;#039;  # Glaciers experience gravitational flow. How does it come that they flow horizontally if gravity is a vertical component? Explain schemati…&amp;#039;&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&#039;&#039;Voorlopig brak; ik fix dit (mss) wel na het examen op de trein deftig ofzo&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
ECTS: 6&lt;br /&gt;
&lt;br /&gt;
Oral exam with written preparation for 4 theoretical questions from the course material. Also an oral exam with the assistant with questions about theory / methods / assumptions / results of practicals.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2022-2023&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 1&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Glaciers experience gravitational flow. How does it come that they flow horizontally if gravity is a vertical component? Explain schematically how gravitational processes can induce a horizontal flow of a glacier.&lt;br /&gt;
# How does the length of a glacier react to a sudden change? how can we calculate the new length? How can we calculate the volume response time?&lt;br /&gt;
&lt;br /&gt;
* Why is the mass balance a function of x? b(x)?&lt;br /&gt;
* Why do we have a negative sign in the formula: ; if we increasing the length? This is because  (=smb at the terminus) is negative.&lt;br /&gt;
&lt;br /&gt;
# What are surging glaciers? Which mechanical process is dominant for the surging of the variegated glacier (Alaska);&lt;br /&gt;
&lt;br /&gt;
* you had to explain that during a surge, it causes high pressure whereby the subdrainage systems (more specifically the channels) get closed off whereby it takes much more time to drain.&lt;br /&gt;
&lt;br /&gt;
# Explain how the relative sea level would change, when the whole Greenland ice sheet would melt, in near and far regions? What are the main mechanisms causing this&lt;br /&gt;
&lt;br /&gt;
* What is geoidal-eustasy, and what is hydro-eustasy?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 2&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Why is the West Antarctic ice shelf unstable? Will it collapse? Describe the instability of the WAIS invoking the concept of a &#039;flowline&#039;.&lt;br /&gt;
&lt;br /&gt;
* He also asked why it is stable with a normal slope.&lt;br /&gt;
&lt;br /&gt;
# How does climate affect the specific mass balance of glaciers?&lt;br /&gt;
# Why do glaciologists use polarised light?&lt;br /&gt;
&lt;br /&gt;
* You also needed to explain why a crystal appears black: this is when the c-axis is parallel to the vertical polarizer&lt;br /&gt;
* Explaining Schmidt diagram further and you had to show with your pen on the diagram how each crystal is oriented (in the middle of the diagram, pen was perpendicular to the dot)&lt;br /&gt;
&lt;br /&gt;
# Which subdrainage systems do you have under an ice sheet? How do they influence surging?&lt;br /&gt;
&lt;br /&gt;
* He asked why the drainage system changes exactly (due to increasing ice overburden pressure)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 3&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Explain the surface energy balance by the fluxes. Which is the most dominant? How did we model this?&lt;br /&gt;
# What is the dynamic response time of sea ice, glaciers and ice sheets? Why do (East-) Antarctica and Greenland have different response times?&lt;br /&gt;
# How can we date ice cores? There was also something like, describing both numerical and analytical approaches&lt;br /&gt;
&lt;br /&gt;
* He shifted the question towards the Lagrangian-Eulirian techniques, their pros and cons, and an example of Kohler ice core we discussed in class (2 biases that it has)&lt;br /&gt;
&lt;br /&gt;
# Explain regelation. Has it a significant impact on basal sliding?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 4&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# How is a simplified case of the hydraulic potential calculated and which assumptions do you make to come to this solution? How does this relate to the capacity of a glacier to store water below the ice?&lt;br /&gt;
&lt;br /&gt;
* Under which circumstances can water be hold on in subglacial lakes&lt;br /&gt;
&lt;br /&gt;
# Explain why the PDD model is paradoxical and how it is possible that it is still a good approximation?&lt;br /&gt;
# What are polythermal glaciers? What types are there and explain all processes that determine their temperature distribution?&lt;br /&gt;
# What conditions do you need for an ice core to contain old ice at a reasonable resolution? Where would you find such conditions?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;WPO – Exam&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# First assignment (we had Antarctic ice sheet):&lt;br /&gt;
&lt;br /&gt;
* Draw the SMB over the entire profile of the ice sheet&lt;br /&gt;
* How is an ice sheet constructed?&lt;br /&gt;
* Why does the Antarctic ice sheet not build up infinitely long if we only have an accumulation zone à this is because of the boundary condition&lt;br /&gt;
* What are the boundary conditions&lt;br /&gt;
&lt;br /&gt;
# Second assignment, still the Antarctic ice sheet&lt;br /&gt;
&lt;br /&gt;
* Draw the temperature distribution along the ice divide.&lt;br /&gt;
* What are the boundary conditions&lt;br /&gt;
* Where does vertical advection play a dominant role à draw the temperature profile at the divide if there was only vertical advection and when there would be no vertical advection&lt;br /&gt;
* How can we assess the accuracies of the different schemes?&lt;br /&gt;
* Which variables did we change and what are the effects?&lt;br /&gt;
* What is internal diffusion?&lt;br /&gt;
* How does the temperature distribution look like when you have a larger SMB&lt;br /&gt;
&lt;br /&gt;
# Third assignment (Morteratsch glacier)&lt;br /&gt;
&lt;br /&gt;
* How did we derive the precipitation and temperature along the glacier if we only knew it for one point/altitude?&lt;br /&gt;
* What is p-ratio&lt;br /&gt;
* Give the surface energy balance&lt;br /&gt;
* How does the energy balance profile look like across a year when a year starts in October and ends in September&lt;br /&gt;
* What determines the albedo?&lt;br /&gt;
* What are the constants and variables in this energy balance?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2019-2020&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. What components are in the surface energy balance of the earth? Give the expression + how are the different elements determined/modelled? What assumptions have to made in modelling?&lt;br /&gt;
&lt;br /&gt;
2. What is relative sea level change + underlying factors? Give examples. What can lead to uncertainty when modelling?&lt;br /&gt;
&lt;br /&gt;
3.  How can the temperature of the ice in a bore hole tell you something on the pas climate?&lt;br /&gt;
&lt;br /&gt;
4.  Explain regelation&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2017 - 2018&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series A&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Explain the different components of the surface energy balance.&lt;br /&gt;
&lt;br /&gt;
2. How does an ice shelf flow? When is it in equilibrium?&lt;br /&gt;
&lt;br /&gt;
3. How to derive past climate information from an ice core? &lt;br /&gt;
&lt;br /&gt;
4. Explain regelation.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series B&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. How does the length of a glacier react to a sudden change? how can we calculate the new length? How can be we calculate the volume response time?&lt;br /&gt;
&lt;br /&gt;
2. Explain the different modes of crevasses.&lt;br /&gt;
&lt;br /&gt;
3. What are the different processes that lead to the transition of snow to ice? &lt;br /&gt;
&lt;br /&gt;
4. What are balance velocities? How are these calculated? What input data are needed? What are patterns of balance velocities in Antarctica and Greenland.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series C&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. What is the influence of the water pressure on the basal sliding of a glacier?&lt;br /&gt;
&lt;br /&gt;
2. Explain the Positive Degree Day Model, why is it paradoxal?&lt;br /&gt;
&lt;br /&gt;
3. Explain the different types of polythermal glaciers.&lt;br /&gt;
&lt;br /&gt;
4. Eulerian vs. Lagrange&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Series D&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Describe the instability of the WAIS invoking the concept of a &#039;flowline&#039;. &lt;br /&gt;
&lt;br /&gt;
2. What are 2 non-climatological biases from the Kohnen ice core? What are their magnitues?&lt;br /&gt;
&lt;br /&gt;
3. Describe how the assumption of perfect plasticity can be used to derive a surface profile for an ice shelf. Why is this not realistic?&lt;br /&gt;
&lt;br /&gt;
4. Why do glaciologists research thin ice layers under polarised light? Discuss the mechanism and what physical properties can be derived from it?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2015 - 2016&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;10/6&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
09 AM-10.30 AM &lt;br /&gt;
&lt;br /&gt;
1. How does the lenght of a glacier react to a sudden change? how can we calculate the new length? How can be we calculate the volume response time?&lt;br /&gt;
&lt;br /&gt;
2. How can we reconstruct and model the ice load on the land with the relative sea-level changes? Explain how these models work, what the imputs are and what the highest uncertainty in these reconstructions. &lt;br /&gt;
&lt;br /&gt;
3. What are the different processes that lead to the transition of snow to ice? &lt;br /&gt;
&lt;br /&gt;
4. What are balance velocities? How are these calculated? What input data are needed? What are patterns of balance velocities in Antarctica and Greenland.&lt;br /&gt;
&lt;br /&gt;
11.00 AM - 12.30 AM (same questions as 2013-2014 reeks 2) &lt;br /&gt;
&lt;br /&gt;
1. Energy Balance &lt;br /&gt;
&lt;br /&gt;
2. How measure tempeature differences from the past in ice cores? &lt;br /&gt;
&lt;br /&gt;
3. Dilatation &lt;br /&gt;
&lt;br /&gt;
4. Langrangian vs Eulerian &lt;br /&gt;
&lt;br /&gt;
14.00AM-15.30 AM&lt;br /&gt;
&lt;br /&gt;
1. Describe the instability of the WAIS invoking the concept of a &#039;flowline&#039;. &lt;br /&gt;
&lt;br /&gt;
2. What are dynamic response times for sea ice, glaciers and ice sheet? Why is there a difference between Greenland and Antarctica?&lt;br /&gt;
&lt;br /&gt;
3. Describe how the assumption of perfect plasticity can be used to derive a surface profile for an ice shelf. Why is this not realistic?&lt;br /&gt;
&lt;br /&gt;
4. Why do glaciologists research thin ice layers under polarised light? Discuss the mechanism and what physical properties can be derived from it?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;17/6&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. 3 modes van crevasses (spleten) + uitleggen&lt;br /&gt;
&lt;br /&gt;
2. Wat zijn de effecten van de eustatische zeeniveau na volledig smelting van Antarctica? Wat zijn de hoofdmechanismen van dit?&lt;br /&gt;
&lt;br /&gt;
1. Explain the depth-age relation in ice cores? Discuss the 2 different approaches. What is the problem with one of them? Is the approach suitable to derive ages from the GRIP ice core? Why (not) ? (bij die laatste vraag moet je bijvertellen dat de accumulation niet constant is, tijdens de ijstijden was deze minder, waardoor een afwijking ontstaat).&lt;br /&gt;
&lt;br /&gt;
2. The PDD approaches mass balance of a glacier with temperature. Seen the surface energy balance of a glacier this is a paradox. Explain.&lt;br /&gt;
&lt;br /&gt;
3. What are polythermal glaciers? Give all the possible kinds. (All 6 figures) and explain. Where do they occur?&lt;br /&gt;
&lt;br /&gt;
4. How does water pressure influence basal sliding? How do we apply this in a flow law? &lt;br /&gt;
&lt;br /&gt;
1. What are the main type of subglacial drainage systems? Why are they important regarding surging glaciers?&lt;br /&gt;
&lt;br /&gt;
2. Describe/Derive the Vialov solution for ice thickness. Which assumptions are made? Is it realistic?&lt;br /&gt;
&lt;br /&gt;
3. The mass balance is dependent on the climate. Why? Explain why the mass balance gradient will change if the same glacier was located in a warmer climate.&lt;br /&gt;
&lt;br /&gt;
4.  What are 2 non-climatological biases for the Kohnen station. What is their magnitude?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Practicum&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Exercise 1 (ice flow): How did the ice sheet evolve from zero ice thickness to steady state, draw this? When is ice flow large enough (i.e. what variables control it)? What parameters did we change in the practicum and how is the ice sheet profile affected?&lt;br /&gt;
&lt;br /&gt;
Exercise 3 (mass balance): Discuss the simple energy model. Which variables control it? Which parameters did we change in the exercise to evaluate model sensitivity? Draw the cumulative mass balance and how did a change in transmissivity, snow albedo and ice albedo affect the evolution during the year? Was there a trend in MB noticed over the years and is this different at higher vs. lower elevation on the ice sheet?&lt;br /&gt;
&lt;br /&gt;
- how does the ice sheet builds up on the bedrock (first assignment: starts in accumulation zone and when big enough, flows towards ablation zone)&lt;br /&gt;
&lt;br /&gt;
- assigment 3: how do we acccount for ablation? Explain effect of albedo, transmittance of atmosphere... How does PDD works and why?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2014 - 2015&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. Discuss 2 analytical methods that describe the relation between the depth and the age of an ice core. What are their assumptions and restrictions? Do both methods work well? &lt;br /&gt;
&lt;br /&gt;
2. Explain PDD model and why does this work?&lt;br /&gt;
&lt;br /&gt;
3. What is the relation between the sliding speed of a glacier and the pressure of the basal water. &lt;br /&gt;
&lt;br /&gt;
4. Discuss the climatological and physical differences between Greenland and Antarctica, and when were both ice sheets permanent?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;2013 - 2014&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1. What is the stress deviator tensor? Why is this used? &lt;br /&gt;
&lt;br /&gt;
2. Discuss 2 analytical methods that describe the relation between the depth and the age of an ice core. What are their assumptions and restrictions? Do both methods work well? &lt;br /&gt;
&lt;br /&gt;
3. What is the relation between the sliding speed of a glacier and the pressure of the basal water. &lt;br /&gt;
&lt;br /&gt;
4. Discuss the climatological and physical differences between Greenland and Antarctica. &lt;br /&gt;
&lt;br /&gt;
Starting from when are both icecaps permanent? &lt;br /&gt;
&lt;br /&gt;
1. Dilatation&lt;br /&gt;
&lt;br /&gt;
2. Langrangian vs Eulerian&lt;br /&gt;
&lt;br /&gt;
3. How to measure temperature differences from the past in ice cores&lt;br /&gt;
&lt;br /&gt;
4. Energy balance of the ice sheet (You had to give ALL the formulas!)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Previous years:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
1. Describe 2 methods to determine the thickness of ice sheets in depth. On which assumptions &lt;br /&gt;
&lt;br /&gt;
are they based? &lt;br /&gt;
&lt;br /&gt;
2. Discuss the climatological and physical differences between Greenland and Antarctica. &lt;br /&gt;
&lt;br /&gt;
Starting from when are both icecaps permanent? &lt;br /&gt;
&lt;br /&gt;
3. Explain the hydraulic potential, completely. What are the assumptions? How does water flow &lt;br /&gt;
&lt;br /&gt;
in a glacier. Something about subglacial lakes … &lt;br /&gt;
&lt;br /&gt;
4. Explain hydrate clathrate. &lt;br /&gt;
&lt;br /&gt;
5. Why do we observe thin slices under the microscope? What physical processes can be &lt;br /&gt;
&lt;br /&gt;
determined from that? &lt;br /&gt;
&lt;br /&gt;
6. Something about the bore hole (from the last chapter). What non-climatological corrections &lt;br /&gt;
&lt;br /&gt;
need to be taken into account and what are their magnitude? &lt;br /&gt;
&lt;br /&gt;
7. Explain the Vialov solution. What assumptions were made and how are those realistic? &lt;br /&gt;
&lt;br /&gt;
Discuss also the zero-order solution. &lt;br /&gt;
&lt;br /&gt;
8. Discuss the physical parameters that form the hexagonal structures in ice crystals. &lt;br /&gt;
&lt;br /&gt;
9. Until what depth are seasonal temperature variations visible in the ice profiles? What is the lag &lt;br /&gt;
&lt;br /&gt;
time between the peak in temperature’s optimum and the peak of the perturbation in the ice? &lt;br /&gt;
&lt;br /&gt;
10. What is “regelatie” (refreeze in dutch) and discuss the effect of ice flow. &lt;br /&gt;
&lt;br /&gt;
11. Discuss all the stresses that occur on an object in 3D + drawing. How many components are &lt;br /&gt;
&lt;br /&gt;
there? How many of those components are independent? &lt;br /&gt;
&lt;br /&gt;
12. How does water pressure influence basal sliding? How do we apply this in a flow law? &lt;br /&gt;
&lt;br /&gt;
13. How can we reconstruct the ice load on the land with the relative sea-level changes? Give &lt;br /&gt;
&lt;br /&gt;
some mechanisms that control the relative sea-level change on a specific place. Draw a few &lt;br /&gt;
&lt;br /&gt;
graphs from several places. What is the highest uncertainty for this kind of reconstructions? &lt;br /&gt;
&lt;br /&gt;
14. Something about the “complete plasticity” and the profile of an ice shelf. Why is this &lt;br /&gt;
&lt;br /&gt;
assumption not correct? &lt;br /&gt;
&lt;br /&gt;
15. What are the most important subglacial drainage systems and what is their role in the dynamic &lt;br /&gt;
&lt;br /&gt;
of surges? &lt;br /&gt;
&lt;br /&gt;
16. What is dilatation? What is this for ice? &lt;br /&gt;
&lt;br /&gt;
17. What is local mass balance? How can it be measured thanks to stakes? (give formulas and &lt;br /&gt;
&lt;br /&gt;
explain, based on what principle, …) &lt;br /&gt;
&lt;br /&gt;
18. Something about simple shear… &lt;br /&gt;
&lt;br /&gt;
19. What is depth hoar ? What are the physical properties and how does it arise ? &lt;br /&gt;
&lt;br /&gt;
20. What should we except regarding relative sea-level rise in the far field and near field for the &lt;br /&gt;
&lt;br /&gt;
melting of Antarctica ? (explain all kinds of isostasy and eustasy) &lt;br /&gt;
&lt;br /&gt;
21. Explain the hydraulic potential. How is this used in the glaciology? What are the assumptions &lt;br /&gt;
&lt;br /&gt;
to use hydraulic potential? How can it be used to explain the occurrence of subglacial lakes? &lt;br /&gt;
&lt;br /&gt;
22. What is the stress deviator tensor? Why is this used? &lt;br /&gt;
&lt;br /&gt;
23. What 2 non-climatological biases can be distinguished for the dating of ice core in Kohnen? &lt;br /&gt;
&lt;br /&gt;
24. Why do glaciologists research thin ice layers under polarised light?&lt;br /&gt;
&lt;br /&gt;
25. Discuss 2 analytical methods that describe the relation between the depth and the age of an &lt;br /&gt;
&lt;br /&gt;
ice core. What are their assumptions and restrictions? Do both methods work well? &lt;br /&gt;
&lt;br /&gt;
26. Give all components that indicate the stress in one point in 3D. Give all components in the &lt;br /&gt;
&lt;br /&gt;
right place on a sketch. How many independent components are there? &lt;br /&gt;
&lt;br /&gt;
27. What is the relation between the sliding speed of a glacier and the pressure of the basal &lt;br /&gt;
&lt;br /&gt;
water. &lt;br /&gt;
&lt;br /&gt;
28. Explain the energy balance at the surface of a glacier. How can this be parameterized? &lt;br /&gt;
&lt;br /&gt;
29. Explain Lagrange and Eulerian + possible problems. &lt;br /&gt;
&lt;br /&gt;
30. What is the response time for ice sheets, glaciers and sea-ice? Give formulas and the &lt;br /&gt;
&lt;br /&gt;
comparison between Greenland and Antarctica.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Environmental_and_Resource_Economics_I&amp;diff=800</id>
		<title>Environmental and Resource Economics I</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Environmental_and_Resource_Economics_I&amp;diff=800"/>
		<updated>2025-06-10T09:35:36Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: /* June */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Vranken Liesbet|data3=Lectures|data4=Written exam|data6=6|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=2nd semester|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/I0I13AE.htm Link]|title=Course Information}}&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&#039;&#039;&#039;06/06/2025&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1a) Give arguments that support policy being focused on economic growth.  Why are people sceptical about this approach?&lt;br /&gt;
&lt;br /&gt;
1b) Given are 2 statements:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;“There is clear evidence that, although economic growth usually leads to environmental degradation in the early stages of the process, in the end the best – and probably the only – way to attain a decent environment in most countries is to become rich”&#039;&#039; by Beckerman (1992)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&amp;quot;Economic growth is not a panacea for environmental quality.....policies that promote gross national by product growth are not substitutes for environmental policy&amp;quot;&#039;&#039; by Arrow (1995)&lt;br /&gt;
&lt;br /&gt;
What arguments exist to validate/counter these statements?&lt;br /&gt;
&lt;br /&gt;
1c) What is degrowth? Base your answer on solid arguments.&lt;br /&gt;
&lt;br /&gt;
1d) Give your own opinion about growth in general (particularly on the 2 statements)&lt;br /&gt;
&lt;br /&gt;
2. Compare the Paris and Kyoto environmental agreements to the Montreal protocol by linking both to the concepts of game theory. Why did the Montreal protocol work well compared to the other 2 agreements?&lt;br /&gt;
&lt;br /&gt;
3a) How are emission targets actually optimized?&lt;br /&gt;
&lt;br /&gt;
3b) Explain the pros/cons of the command and control instrument, and apply them towards a scenario where emission targets are set onto cars and vans.&lt;br /&gt;
&lt;br /&gt;
3c) What other instrument can you use to outbalance the cons of command and control?&lt;br /&gt;
&lt;br /&gt;
3d) What alternative instruments exist, give pros and cons (give broad categories of instruments)&lt;br /&gt;
&lt;br /&gt;
4. Exercise Travel Cost Method (TCM)&lt;br /&gt;
&lt;br /&gt;
zones = 1 - 2 - 3 - 4         travel cost (€) = 1 - 2 - 3 - 4         population = 50000 - 25000 - 12500 - 6000&lt;br /&gt;
&lt;br /&gt;
(visitation amount and visitation rate per zone also given but not needed !! )&lt;br /&gt;
&lt;br /&gt;
travel function: vi = 0.06 - 0.015*(Ti + P)&lt;br /&gt;
&lt;br /&gt;
Question: calculate the total benefits (CS) for P = 0&lt;br /&gt;
&lt;br /&gt;
5a) Why is discounting important?&lt;br /&gt;
&lt;br /&gt;
5b) Explain the Ramsey equation (different terms) and how it is beneficial.&lt;br /&gt;
&lt;br /&gt;
5c) What is the ideal interest rate to use? Choose a concrete value and support your choice with arguments.&lt;br /&gt;
&lt;br /&gt;
6. Imagine an endangered species (spotted owl) living in a park environment that will soon be transformed into a suburb (housing). Which valuation method would you use to estimate the value of the endangered species, and explain how this method works. What are the pros and cons of this method? Apply towards the example of the spotted owl.&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 11/06/2022 ====&lt;br /&gt;
&#039;&#039;Prepare for schrijfkramp x&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# a) Discuss the drivers of environmental impact based on the IPAT equation. Which behavioural relationships determine what happens to P, A &amp;amp; T.  b) 2 quotes, give arguments why they are true/not true  c) What is your opinion?&lt;br /&gt;
# Compare the paris agreement to a game theory and explain why this agreement doesn&#039;t work that well. Why did the Monreal protocol work, compare to game theories as well (ozon)?&lt;br /&gt;
# In 2015 the Environmental Policy Agency in the USA observed that Volkswagen cars were emitting more NOx on the road than during emission control tests in the laboratory. When it was found out that Volkswagen had deliberately installed a software which allowed the cars to recognize when they were being tested, and reduce their pollution during the tests, this was the start of a big scandal, called Dieselgate. Volkswagen had to pay a compensation of 25 billion USD to the US government for the 500,000 cars in the USA that were equipped with this software. In Europe 8,5 million vehicles are affected (approximately 400,000 in Belgium) and no meaningful compensation has been offered thus far.&lt;br /&gt;
## Give two advantages and disadvantages of command and control measures.&lt;br /&gt;
## How can you solve the disadvantages, what other method can you use that is better?&lt;br /&gt;
## Something with a tax on a car -&amp;gt; draw a graph and explain&lt;br /&gt;
# a) Calculate the undiscounted net benefits of both projects. What would you do to choose one of the projects if these net benefits are equal?  b) Calculate the NPV of both projects with a discount rate of 6%. Which project would you choose?  c) Give the different arguments for discounting and explain with the Ramsey equation.  d) Why doesn&#039;t the Stern review use market interest rates as discount rates?&lt;br /&gt;
# In recent years choice experiments (or choice modeling) have become a very popular way of valuing environmental goods. Choice experiment techniques confront respondents with a number of discrete alternatives or scenarios, often representing competing environmental projects. Suppose one considers to change the management practices for a nature area. Changing the management practices would affect the biodiversity, the accessibility of the area as well as the vegetation types.  To deduct public preferences for the different scenarios, some policy makers have decided to conduct a choice experiment in which the respondents (representative sample size = 1000) are presented with different hypothetical management scenarios. The scenarios are described using the attributes in Table_1. The data are analyzed using the Random Utility Model where the deterministic component is represented as a linear function of the attributes.  Hence: 𝑉𝑖 = 𝛽1Price𝑖 + 𝛽2High biodiversity𝑖 + 𝛽3Good accessibility𝑖 + 𝛽4Heatland𝑖   + ε𝑖  A conditional logit model was used to estimate the parameters (𝛽’s)and the results are presented in Table_2. The estimated coefficient should be compared against a scenario with coniferous forest, low biodiversity and poor accessibility of the area.&lt;br /&gt;
## What do these results learn you about the 1000 respondents preferences for (1) a change of vegetation cover from forest to heathland, (2) an increase in biodiversity (from low to high) and (3) an increase in accessibility (from poor to good)? What would be their WTP for implementing each of these changes?&lt;br /&gt;
## If a project is implemented to increase the biodiversity, reduce the accessibility and change the vegetation type from forest to heathland. What would be the value of the environmental benefits realized by this project?&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 07/06/2021 ====&lt;br /&gt;
&lt;br /&gt;
# About economic growth (max 3/4 page)&lt;br /&gt;
## Some say that a good environmental policy is one that stimulates environmental growth. On which theory is their reasoning based?&lt;br /&gt;
## Other economists focus on degrowth. Give some arguments for this.&lt;br /&gt;
## Do you agree with these arguments on economic growth/degrowth? Formulate your own opinion.&lt;br /&gt;
# About discounting and the Stern review (max 1,5 page)&lt;br /&gt;
## (Ramsey equation was given). Give the different arguments for discounting and explain with the Ramsey equation.&lt;br /&gt;
## Why doesn&#039;t the Stern review use market interest rates as discount rates?&lt;br /&gt;
## The Stern review uses the cost of risk bearing to take into account uncertainty. Explain what this is. What is the link with the option value? (you can explain it in words, but you are also allowed to do it with formulas)&lt;br /&gt;
## The Stern review promotes the establishment of global carbon markets. Give some arguments for and against such carbon markets&lt;br /&gt;
# Exercise on discounting (Table with costs and benefits was given for 2 projects) (max 1 page)&lt;br /&gt;
## Calculate the undiscounted net benefits of both projects. What would you do to choose one of the projects if these net benefits are equal?&lt;br /&gt;
## Calculate the NPV of both projects with a discount rate of 6%. Which project would you choose?&lt;br /&gt;
## Discounting has often been labeled a political technology. Give 2 arguments why.&lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 12/06/2020 ====&lt;br /&gt;
&lt;br /&gt;
# In a free market, an optimal level of biodiversity and ecosystems will not be provided. why?&lt;br /&gt;
# All about the Stern review and arguments within the stern review.&lt;br /&gt;
# Calculations for compensation surplus and equivalent surplus given an initial utility function&lt;br /&gt;
# What are the uses of WTP and WTA for environmental conditions? give some critical comments from ecological economics.&lt;br /&gt;
# (Given a situation and a matrix) can you make use of the minimax regret rule to make a decision?&lt;br /&gt;
&lt;br /&gt;
==== 18/06/2020 ====&lt;br /&gt;
&lt;br /&gt;
# Discuss the drivers of environmental impact based on the IPAT equation. Which behavioural relationships determine what happens to P, A &amp;amp; T.&lt;br /&gt;
# A company wants to open a new bio fermentation plant in the neighbourhood of Ternat, a village close to Brussels. There are some concerns about the smell of this plant. The company promises to only run the plant during working hours, when most people are at home. Yet, it has been shown that the smell of a bio fermentation can be persistent on warm days and hang around for several hours after the plant’s activity stops. The plant will mostly treat organic waste from Brussels.&lt;br /&gt;
## Is this a stock or a flow pollution?&lt;br /&gt;
## The company argues that it studied several possibilities for the treatment of waste and argues that it found the most efficient solution. You are a member of that company and you have to explain the case to a member of the government. How would you proceed?&lt;br /&gt;
### Make use of a graph of benefits and costs of the air pollution (smell)&lt;br /&gt;
### Explain how your company took into account that the wind mostly blows southwards in Ternat. How did this influence the choice of location? No need to provide equations or graphs here.&lt;br /&gt;
## A member of the action group “Clean Air in Ternat – Now” argues that the plant is not legitimate because it mostly treats waste from outside Ternat and because no public consultation has been held.&lt;br /&gt;
### What criteria to determine the level of pollution, other than efficiency, is this person referring to?&lt;br /&gt;
### How would you address the second complaint (regarding the public consultation)?&lt;br /&gt;
# Some groups of society would like to expand an industry zone at the expense of a forest area. Before granting the permission to expand, the government would like to have an idea about the recreational value of the forest. They decided to go ahead with valuing the forest using the travel cost method. The basic data for the forest with no admission charge are:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!Zone&lt;br /&gt;
!Visits&lt;br /&gt;
!Population (thousands)&lt;br /&gt;
!Distance&lt;br /&gt;
|-&lt;br /&gt;
|1&lt;br /&gt;
|15.000&lt;br /&gt;
|2000&lt;br /&gt;
|10&lt;br /&gt;
|-&lt;br /&gt;
|2&lt;br /&gt;
|48.000&lt;br /&gt;
|8000&lt;br /&gt;
|15&lt;br /&gt;
|-&lt;br /&gt;
|3&lt;br /&gt;
|10.000&lt;br /&gt;
|2500&lt;br /&gt;
|20&lt;br /&gt;
|}&lt;br /&gt;
We assume that we know the travel cost per kilometre (€1) and that the following equation describes the trip generating function: vi = 11-0,35*(Ti+P)&lt;br /&gt;
&lt;br /&gt;
# Derive the total consumers’ surplus of the forest per year for P = €0&lt;br /&gt;
# What would be the consumers’ surplus if P = €10?&lt;br /&gt;
# Assume that the expansion of the industrial zone for export products would require €200 000 costs to clear the forest, build roads, provide utilities, etc. at the start of the project and that it would allow entrepreneurs in the area to generate €300 000 each year (except at the start of the project). Would you then advice the government to go ahead with the expansion of the industrial zone if a time horizon of 5 years is taken into consideration, a discount rate of 4% and if P = €0? Provide the calculations.&lt;br /&gt;
# “Discounting” is a tool frequently used in economics. Economist consider this to be a neutral tool that is very useful for cost-benefits analysis. Others have called it “a political technology”. Can you give some reasons for why discounting would be “a political technology”? Give at least two arguments.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Environmental_and_Resource_Economics_I&amp;diff=799</id>
		<title>Environmental and Resource Economics I</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Environmental_and_Resource_Economics_I&amp;diff=799"/>
		<updated>2025-06-10T09:34:32Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: kleine herformulering zoda het ni lijkt op policy analysis&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Vranken Liesbet|data3=Lectures|data4=Written exam|data6=6|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=2nd semester|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/I0I13AE.htm Link]|title=Course Information}}&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&#039;&#039;&#039;06/06/2025&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
1a) Give arguments that support policy being focused on economic growth.  Why are people sceptical about this approach?&lt;br /&gt;
&lt;br /&gt;
1b) Given are 2 statements:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;“There is clear evidence that, although economic growth usually leads to environmental degradation in the early stages of the process, in the end the best – and probably the only – way to attain a decent environment in most countries is to become rich”&#039;&#039; by Beckerman (1992)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&amp;quot;Economic growth is not a panacea for environmental quality.....policies that promote gross national by product growth are not substitutes for environmental policy&amp;quot;&#039;&#039; by Arrow (1995)&lt;br /&gt;
&lt;br /&gt;
What arguments exist to validate/counter these statements?&lt;br /&gt;
&lt;br /&gt;
1c) What is degrowth? Base your answer on solid arguments.&lt;br /&gt;
&lt;br /&gt;
1d) Give your own opinion about growth in general (particularly on the 2 statements)&lt;br /&gt;
&lt;br /&gt;
2. Compare the Paris and Kyoto environmental agreements to the Montreal protocol by linking both to the concepts of game theory. Why did the Montreal protocol work well compared to the other 2 agreements?&lt;br /&gt;
&lt;br /&gt;
3a) How are emission targets actually optimized?&lt;br /&gt;
&lt;br /&gt;
3b) Explain the pros/cons of the command and control instrument, and apply them towards a scenario where emission targets are set onto cars and vans.&lt;br /&gt;
&lt;br /&gt;
3c) What other instrument can you use to outbalance the cons of command and control?&lt;br /&gt;
&lt;br /&gt;
3d) What alternative instruments exist, give pros and cons (give broad categories of instruments)&lt;br /&gt;
&lt;br /&gt;
4. Exercise Travel Cost Method (TCM)&lt;br /&gt;
&lt;br /&gt;
zones = 1 - 2 - 3 - 4         travel cost (€) = 1 - 2 - 3 - 4         population = 50000 - 25000 - 12500 - 6000&lt;br /&gt;
&lt;br /&gt;
(visitation amount and visitation rate per zone also given but not needed !! )&lt;br /&gt;
&lt;br /&gt;
travel function: vi = 0.06 - 0.015*(Ti + P)&lt;br /&gt;
&lt;br /&gt;
Question: calculate the total benefits (CS) for P = 0&lt;br /&gt;
&lt;br /&gt;
5a) Why is discounting important?&lt;br /&gt;
&lt;br /&gt;
5b) Explain the Ramsey equation (different terms) and how it is beneficial.&lt;br /&gt;
&lt;br /&gt;
5c) What is the ideal interest rate to use?&lt;br /&gt;
&lt;br /&gt;
6. Imagine an endangered species (spotted owl) living in an environment that will soon be transformed into a suburb (housing). Which valuation method would you use to estimate the value of the endangered species, and explain how this method works. What are the pros and cons of this method? Apply towards the example of the spotted owl.&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 11/06/2022 ====&lt;br /&gt;
&#039;&#039;Prepare for schrijfkramp x&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# a) Discuss the drivers of environmental impact based on the IPAT equation. Which behavioural relationships determine what happens to P, A &amp;amp; T.  b) 2 quotes, give arguments why they are true/not true  c) What is your opinion?&lt;br /&gt;
# Compare the paris agreement to a game theory and explain why this agreement doesn&#039;t work that well. Why did the Monreal protocol work, compare to game theories as well (ozon)?&lt;br /&gt;
# In 2015 the Environmental Policy Agency in the USA observed that Volkswagen cars were emitting more NOx on the road than during emission control tests in the laboratory. When it was found out that Volkswagen had deliberately installed a software which allowed the cars to recognize when they were being tested, and reduce their pollution during the tests, this was the start of a big scandal, called Dieselgate. Volkswagen had to pay a compensation of 25 billion USD to the US government for the 500,000 cars in the USA that were equipped with this software. In Europe 8,5 million vehicles are affected (approximately 400,000 in Belgium) and no meaningful compensation has been offered thus far.&lt;br /&gt;
## Give two advantages and disadvantages of command and control measures.&lt;br /&gt;
## How can you solve the disadvantages, what other method can you use that is better?&lt;br /&gt;
## Something with a tax on a car -&amp;gt; draw a graph and explain&lt;br /&gt;
# a) Calculate the undiscounted net benefits of both projects. What would you do to choose one of the projects if these net benefits are equal?  b) Calculate the NPV of both projects with a discount rate of 6%. Which project would you choose?  c) Give the different arguments for discounting and explain with the Ramsey equation.  d) Why doesn&#039;t the Stern review use market interest rates as discount rates?&lt;br /&gt;
# In recent years choice experiments (or choice modeling) have become a very popular way of valuing environmental goods. Choice experiment techniques confront respondents with a number of discrete alternatives or scenarios, often representing competing environmental projects. Suppose one considers to change the management practices for a nature area. Changing the management practices would affect the biodiversity, the accessibility of the area as well as the vegetation types.  To deduct public preferences for the different scenarios, some policy makers have decided to conduct a choice experiment in which the respondents (representative sample size = 1000) are presented with different hypothetical management scenarios. The scenarios are described using the attributes in Table_1. The data are analyzed using the Random Utility Model where the deterministic component is represented as a linear function of the attributes.  Hence: 𝑉𝑖 = 𝛽1Price𝑖 + 𝛽2High biodiversity𝑖 + 𝛽3Good accessibility𝑖 + 𝛽4Heatland𝑖   + ε𝑖  A conditional logit model was used to estimate the parameters (𝛽’s)and the results are presented in Table_2. The estimated coefficient should be compared against a scenario with coniferous forest, low biodiversity and poor accessibility of the area.&lt;br /&gt;
## What do these results learn you about the 1000 respondents preferences for (1) a change of vegetation cover from forest to heathland, (2) an increase in biodiversity (from low to high) and (3) an increase in accessibility (from poor to good)? What would be their WTP for implementing each of these changes?&lt;br /&gt;
## If a project is implemented to increase the biodiversity, reduce the accessibility and change the vegetation type from forest to heathland. What would be the value of the environmental benefits realized by this project?&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 07/06/2021 ====&lt;br /&gt;
&lt;br /&gt;
# About economic growth (max 3/4 page)&lt;br /&gt;
## Some say that a good environmental policy is one that stimulates environmental growth. On which theory is their reasoning based?&lt;br /&gt;
## Other economists focus on degrowth. Give some arguments for this.&lt;br /&gt;
## Do you agree with these arguments on economic growth/degrowth? Formulate your own opinion.&lt;br /&gt;
# About discounting and the Stern review (max 1,5 page)&lt;br /&gt;
## (Ramsey equation was given). Give the different arguments for discounting and explain with the Ramsey equation.&lt;br /&gt;
## Why doesn&#039;t the Stern review use market interest rates as discount rates?&lt;br /&gt;
## The Stern review uses the cost of risk bearing to take into account uncertainty. Explain what this is. What is the link with the option value? (you can explain it in words, but you are also allowed to do it with formulas)&lt;br /&gt;
## The Stern review promotes the establishment of global carbon markets. Give some arguments for and against such carbon markets&lt;br /&gt;
# Exercise on discounting (Table with costs and benefits was given for 2 projects) (max 1 page)&lt;br /&gt;
## Calculate the undiscounted net benefits of both projects. What would you do to choose one of the projects if these net benefits are equal?&lt;br /&gt;
## Calculate the NPV of both projects with a discount rate of 6%. Which project would you choose?&lt;br /&gt;
## Discounting has often been labeled a political technology. Give 2 arguments why.&lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 12/06/2020 ====&lt;br /&gt;
&lt;br /&gt;
# In a free market, an optimal level of biodiversity and ecosystems will not be provided. why?&lt;br /&gt;
# All about the Stern review and arguments within the stern review.&lt;br /&gt;
# Calculations for compensation surplus and equivalent surplus given an initial utility function&lt;br /&gt;
# What are the uses of WTP and WTA for environmental conditions? give some critical comments from ecological economics.&lt;br /&gt;
# (Given a situation and a matrix) can you make use of the minimax regret rule to make a decision?&lt;br /&gt;
&lt;br /&gt;
==== 18/06/2020 ====&lt;br /&gt;
&lt;br /&gt;
# Discuss the drivers of environmental impact based on the IPAT equation. Which behavioural relationships determine what happens to P, A &amp;amp; T.&lt;br /&gt;
# A company wants to open a new bio fermentation plant in the neighbourhood of Ternat, a village close to Brussels. There are some concerns about the smell of this plant. The company promises to only run the plant during working hours, when most people are at home. Yet, it has been shown that the smell of a bio fermentation can be persistent on warm days and hang around for several hours after the plant’s activity stops. The plant will mostly treat organic waste from Brussels.&lt;br /&gt;
## Is this a stock or a flow pollution?&lt;br /&gt;
## The company argues that it studied several possibilities for the treatment of waste and argues that it found the most efficient solution. You are a member of that company and you have to explain the case to a member of the government. How would you proceed?&lt;br /&gt;
### Make use of a graph of benefits and costs of the air pollution (smell)&lt;br /&gt;
### Explain how your company took into account that the wind mostly blows southwards in Ternat. How did this influence the choice of location? No need to provide equations or graphs here.&lt;br /&gt;
## A member of the action group “Clean Air in Ternat – Now” argues that the plant is not legitimate because it mostly treats waste from outside Ternat and because no public consultation has been held.&lt;br /&gt;
### What criteria to determine the level of pollution, other than efficiency, is this person referring to?&lt;br /&gt;
### How would you address the second complaint (regarding the public consultation)?&lt;br /&gt;
# Some groups of society would like to expand an industry zone at the expense of a forest area. Before granting the permission to expand, the government would like to have an idea about the recreational value of the forest. They decided to go ahead with valuing the forest using the travel cost method. The basic data for the forest with no admission charge are:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!Zone&lt;br /&gt;
!Visits&lt;br /&gt;
!Population (thousands)&lt;br /&gt;
!Distance&lt;br /&gt;
|-&lt;br /&gt;
|1&lt;br /&gt;
|15.000&lt;br /&gt;
|2000&lt;br /&gt;
|10&lt;br /&gt;
|-&lt;br /&gt;
|2&lt;br /&gt;
|48.000&lt;br /&gt;
|8000&lt;br /&gt;
|15&lt;br /&gt;
|-&lt;br /&gt;
|3&lt;br /&gt;
|10.000&lt;br /&gt;
|2500&lt;br /&gt;
|20&lt;br /&gt;
|}&lt;br /&gt;
We assume that we know the travel cost per kilometre (€1) and that the following equation describes the trip generating function: vi = 11-0,35*(Ti+P)&lt;br /&gt;
&lt;br /&gt;
# Derive the total consumers’ surplus of the forest per year for P = €0&lt;br /&gt;
# What would be the consumers’ surplus if P = €10?&lt;br /&gt;
# Assume that the expansion of the industrial zone for export products would require €200 000 costs to clear the forest, build roads, provide utilities, etc. at the start of the project and that it would allow entrepreneurs in the area to generate €300 000 each year (except at the start of the project). Would you then advice the government to go ahead with the expansion of the industrial zone if a time horizon of 5 years is taken into consideration, a discount rate of 4% and if P = €0? Provide the calculations.&lt;br /&gt;
# “Discounting” is a tool frequently used in economics. Economist consider this to be a neutral tool that is very useful for cost-benefits analysis. Others have called it “a political technology”. Can you give some reasons for why discounting would be “a political technology”? Give at least two arguments.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Geography_of_Development&amp;diff=798</id>
		<title>Geography of Development</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Geography_of_Development&amp;diff=798"/>
		<updated>2025-06-10T09:33:49Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== 2025 ==&lt;br /&gt;
&#039;&#039;In this year, due to prof. Loopmans&#039; absence, half of the course consisted of guest lectures by diverse speakers.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
==== 10 june ====&lt;br /&gt;
Four theses: indicate if you agree, partially agree or disagree with them and argue why. The four theses occupied both sides of one sheet of paper and had lines on them on which you needed to contain your answer - the exam was, correspondingly, very short.&lt;br /&gt;
&lt;br /&gt;
1. This graph by Thiery shows that poor people will be exposed most to climate change, thus is bad for 3 reasons&lt;br /&gt;
&lt;br /&gt;
2. Remote sensing is crucial for national food systems monitoring as it can detect all possible shocks to national food production &lt;br /&gt;
&lt;br /&gt;
3. (Graph displaying the amount of land owned by two farmers through time, where one farmer has high landslide hazard and the other very low); this graph shows that farmers that had a landslide occur to them become poorer after 30 years exactly &lt;br /&gt;
&lt;br /&gt;
4. Climate justice entails only distributional justice{{Infobox|data2=Loopmans Maarten&amp;lt;br&amp;gt;Vanmaercke Matthias|data3=Lectures|data4=Partial or continuous assessment with (final) exam during the examination period|data6=6|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=2nd semester|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/G0I81AE.htm Link]|title=Course Information}}&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&#039;&#039;Since 2022-2023 this course changed and is given by Loopmans and Vanmaercke. One guest lecture is given by Borst. Vanmaercke asks statements where you need to agree, partly agree or disagree and explain why. For questions of Loopmans you get a full page.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 13 june ====&lt;br /&gt;
Vanmaercke:&lt;br /&gt;
&lt;br /&gt;
# Climate change is mainly caused by the global north, but more severe consequences are in the south. &lt;br /&gt;
# Urbanization is the best and easiest solution to reduce land degradation. &lt;br /&gt;
# Global north uses water dominantly for industrial use, this causes water stress in the global south. &lt;br /&gt;
# Graph about hazard landslides and farmers &lt;br /&gt;
&lt;br /&gt;
Loopmans/Borst:&lt;br /&gt;
&lt;br /&gt;
# What are the challenges of strategic coupling to a GPN by firms and regions? How can an alternative from class 5a offer a solution to these challenges? &lt;br /&gt;
# Explain the rare earth crisis from a marxist perspective (Harvey scheme). What are the contradictions? How are conflict minerals a spatio-temporal fix? What new contradictions arise from it? &lt;br /&gt;
&lt;br /&gt;
==== 24 june: ====&lt;br /&gt;
Vanmaercke:&lt;br /&gt;
&lt;br /&gt;
# Forest transition is a direct consequence of urbanization. Therefore this will not happen in Global South cities because they economically rely the most on agriculture.&lt;br /&gt;
# A countries political and socio-economic status may influence the vulnerability, exposure and resilience to landslides, but it also influences the susceptibility to landslides.&lt;br /&gt;
# Yield gap is the difference between the yield of a dry year compared to a normal year. This is gap will keep increasing with climate change.&lt;br /&gt;
# Figure given of the different levels of income and the exposure to climate change effects and the age in 2020. -&amp;gt; statement: poorer people will be more exposed to the effects of climate change. This is at least negative for three reasons.&lt;br /&gt;
&lt;br /&gt;
Loopmans/Borst:&lt;br /&gt;
&lt;br /&gt;
# Graph given of the Egregiousness poverty. Explain this graph and how it is calculated. Explain with the system of capital why this keeps rising.&lt;br /&gt;
# In Congo children work in unhealthy conditions mining gold and cobalt. In Europe it is hard to get permits for opening mines. Explain why this is with the world system analysis/GPN.&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&#039;&#039;Since 2021-2022 the course changed so earlier questions are not really relevant. You just get one question about all the guest lectures and you have to find links between the question and the given lectures. The exam is only one page long.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== 14 June ====&lt;br /&gt;
Explain the concept of forest transition. What are the drivers? What is the influence on the global South and why it may or may not be &#039;completed&#039; in time? Explain using examples we&#039;ve seen in the guest lectures and limit your answer to one page. &lt;br /&gt;
&lt;br /&gt;
==== 25 June ====&lt;br /&gt;
Write a one-page essay on the statement &amp;quot;The Global South will suffer more impacts from Climate Change&amp;quot;. Explain why this might (not) be true. Explain for each argument you use how it relates to what influences these impacts (susceptibility, hazard, exposure, vulnerability and resilience). &#039;&#039;&#039;Important&#039;&#039;&#039;: only use concepts that have been discussed during the lectures and refer to these lectures if possible (eg. &amp;quot;In this lecture we discussed that...&amp;quot;).  Limit your answer to the room that is provided.&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&#039;&#039;This used to be a bachelors course but has become a masters course. Since 2018-2019, the course is given by Loopmans &amp;amp; Van Rompaey. The subject changed significantly, so earlier questions are not really relevant anymore. If there are too many people, you will only do an oral exam with one of the two professors, the other question is than to be resolved by writing. It depends on your seat, with what professor you need to do the oral exam (e.g. last two rows do oral with Loopmans, the first two with Van Rompaey).&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Van Rompaey&lt;br /&gt;
&lt;br /&gt;
# Explain Deficit Irrigation, in which circumstances could it best be used. What kind of community is best to organise this&lt;br /&gt;
&lt;br /&gt;
Loopmans&lt;br /&gt;
&lt;br /&gt;
# Graph on the decouplings is given: Why was the goal of Paris agreement achieved in 2020 and why will this not be the case in 2021.&lt;br /&gt;
# Explain the difference between absolute and relative surplus.  How are they geographically dispersed?&lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
Loopmans&lt;br /&gt;
&lt;br /&gt;
# What is the poverty line of World Bank, what are the shortcomings is there a better alternative (1 page)&lt;br /&gt;
# Something on uneven regional development (1.5 pages)&lt;br /&gt;
&lt;br /&gt;
Van Rompaey&lt;br /&gt;
&lt;br /&gt;
# What is the result of tourism on LU changes and how does it fit in the forest transition (1.5 pages)&lt;br /&gt;
&lt;br /&gt;
Loopmans&lt;br /&gt;
&lt;br /&gt;
# Explain what you see on this graph (about daily income per capita in 1975 and 2015)&lt;br /&gt;
# Explain - According to Harvey - how crises arise in capitalist economies in the different phases (production, realisation, distribution).&lt;br /&gt;
&lt;br /&gt;
Van Rompaey&lt;br /&gt;
&lt;br /&gt;
# Explain deficit irrigation + use a graph in your explanation + explain the challenges this brings to communities.&lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&#039;&#039;&#039;Before noon:&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Loopmans; Imagine you are Jason Hickel. What elements of the Rojava project would you consider positive. Are there any negative connotations? Compare this with your theory on Closing the Divide.&lt;br /&gt;
&lt;br /&gt;
Van Rompaey: What is deficit irrigation? Explain it with a graph. In what situation would provide a solution? How do you need to organize the community to do this?&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
Big question: If you had to write a book about climate change and development, what would the structure of your book be?&lt;br /&gt;
&lt;br /&gt;
Small question:&lt;br /&gt;
&lt;br /&gt;
* graph with the amount of ice on Mt. Kilimanjaro over time&lt;br /&gt;
* Mercantilism&lt;br /&gt;
* Economic water scarcity&lt;br /&gt;
&lt;br /&gt;
Big question (15 min preparation): Relate livelihood &amp;amp; land reforms. &lt;br /&gt;
&lt;br /&gt;
Questions they give later (no preparation): &lt;br /&gt;
&lt;br /&gt;
* Explain: Miraba&lt;br /&gt;
* Explain: Engel&#039;s law&lt;br /&gt;
* Explain map with virtual land trade of EU 27 (intro slides prof. Poesen) &amp;amp; other countries: arrows = how much virtual land trade.&lt;br /&gt;
&lt;br /&gt;
Big question: Figure with designed irrigated land vs. actual irrigated land (= less) from Ethiopia: explain how this is linked with development.&lt;br /&gt;
&lt;br /&gt;
Smaller question:&lt;br /&gt;
&lt;br /&gt;
* Explain: Zero-grazing&lt;br /&gt;
* Explain Midanao paper  given figure 3 from that paper.&lt;br /&gt;
* What is the difference between GDP and GNP?&lt;br /&gt;
&lt;br /&gt;
Big Question: Film &amp;quot;Hope in a Changing Climatre&amp;quot; - discuss landscape rehabilitation. &lt;br /&gt;
&lt;br /&gt;
Figure: Different land owning systems related to agriculture&lt;br /&gt;
&lt;br /&gt;
Small Questions: &lt;br /&gt;
&lt;br /&gt;
* Explain: Fictious commodity&lt;br /&gt;
* Explain: Dambo &lt;br /&gt;
&lt;br /&gt;
== 2015 ==&lt;br /&gt;
big question: given was a world map with climate change impacts. What is the link with development?&lt;br /&gt;
&lt;br /&gt;
smaller question: term: Miraba&lt;br /&gt;
&lt;br /&gt;
figure: from the introduction: the slide with the picture of the soy farmer in brazil, the intensive cattle farmer in the netherlands, the catlle farmer in senegal etc. What is their connection?&lt;br /&gt;
&lt;br /&gt;
big question: Deficit irrigation figure was given. Explain this in relation to the development question. extra questions: what would you do with the water you save? Are there negative aspects?&lt;br /&gt;
&lt;br /&gt;
Figure: the figure with the amount of time you have to work for a car or for a pack of siggarettes in different cities. explain.&lt;br /&gt;
&lt;br /&gt;
Words: who is Eduardo Galeano? What is a jeffour?&lt;br /&gt;
&lt;br /&gt;
== 2013 ==&lt;br /&gt;
&lt;br /&gt;
# De eerste les hebben we een film over agro-ecologie bekeken en toen hebt gij een kritische vraag daarover gesteld of da ni te positief werd voorgesteld. Bekijk dat nu eens kritisch met         alles wat we in de les gezien hebben&lt;br /&gt;
# figuur met voorspelde irrigatiecapaciteit en werkelijke&lt;br /&gt;
# begrippen uitleggen: zero-grazing en import-substitutie&lt;br /&gt;
&lt;br /&gt;
# Wat is de rol van de ruimte in het ontwikkelingsproces/ rol van de geograaf in het ontwikkelingsproces.&lt;br /&gt;
# Figuur over ontbossing en toename akkerland&lt;br /&gt;
# Ecofascisme  &amp;amp; duricrust&lt;br /&gt;
&lt;br /&gt;
== 2007 ==&lt;br /&gt;
Hoofdvragen:&lt;br /&gt;
&lt;br /&gt;
* Waarom is de ontwikkelingsproblematiek in de 3 continenten verschillend. Bespreek de mogelijke ontwikkelingsstrategieën voor elk continent&lt;br /&gt;
* Bij de start van de cursus werd gezegd dat de ontwikkelingsproblamatiek moet kunnen gevat worden op verschillende schaalniveaus. Bespreek langs de concepten de interscalaire ontwikkelingsproblematiek.&lt;br /&gt;
* Wat is de rol van de ruimte in het ontwikkelingsvraagstuk?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Figuren:&lt;br /&gt;
&lt;br /&gt;
* Van transportplanning in input-outputmodel &lt;br /&gt;
* Indonesie &lt;br /&gt;
* Nominal GDP en real GDP&lt;br /&gt;
* bnp&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Woordjes:&lt;br /&gt;
&lt;br /&gt;
* Comparatief voordeel &lt;br /&gt;
* Ijzeren driehoek&lt;br /&gt;
* Turner&lt;br /&gt;
* Kornai &lt;br /&gt;
* Perifeer fordisme&lt;br /&gt;
* Productiviteit&lt;br /&gt;
* Relatieve meerwaarde&lt;br /&gt;
&lt;br /&gt;
== 2006 ==&lt;br /&gt;
Hoofdvragen:&lt;br /&gt;
&lt;br /&gt;
* Bespreek hoe ontwikkeling tot stand kan komen volgens kapitalistische en socialistische weg. &lt;br /&gt;
* Bespreek de ontwikkelingsproblematiek interscalair.&lt;br /&gt;
* Stel een ontwikkelingsplan op voor Latijns-Amerika, voor Afrika en voor Zuid-Oost Azië. Hou vooral rekening met de verschillen tussen de continenten.&lt;br /&gt;
* Verklaar waarom het ontwikkelingsvraagstuk op de verschillende (ruimtelijke) schalen bekeken moet worden?&lt;br /&gt;
* Je krijgt een foldertje met daarop de 8 milleniumdoelstellingen. Kies er enkele uit en bespreek de ruimtelijke dimensie ervan aan de hand van wat we gezien hebben in de cursus. Formuleer indien mogelijk ook enkele kritieken.&lt;br /&gt;
* Bespreek de ontwikkelingsproblematiek aan de hand van de relatie tussen landbouw en industrie. Bijvraag: hoe komen mensen in de sloppenwijken aan eten?&lt;br /&gt;
* Pas de geografische zienswijzen, geleerd voor de cursus wereldbeeld, toe op de ontwikkelingsproblematiek.&lt;br /&gt;
* Stel dat je gaat lesgeven in het middelbaar: Hoe zou jij een handboek van de ontwikkelingslanden opstellen voor de leerlingen en hen bewustmaken van de ontwikkelingsproblematiek?&lt;br /&gt;
* Stel ontwikkelingsplan op voor ieder continent en leg uit waarom je dit best afstelt op het continent zelf.&lt;br /&gt;
* Contrast kapitalisme – socialisme, en ruimtelijke gevolgen.&lt;br /&gt;
* Tabel van de HDI. Wat wordt hier gemeten, en hoe staat dat in relatie tot het ontwikkelingsprobleem? Wat ontbreekt er in deze tabel (ecologische factoren)? Bijvraagjes als &#039;hoe kan je de productiviteit meten?&#039; en &#039;waarom is de status van de vrouw belangrijk?&#039;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Figuren:&lt;br /&gt;
&lt;br /&gt;
* Laatste figuur van de figuren (fig 11 evolutie mogelijkheden van het landgebruik) &lt;br /&gt;
* Grafiek uit eerste Engelse tekst met 7 koloniserende landen, je moest er alles over zeggen wat je wist. (dus met afwisselend concurrerend-nietconcurrende periodes)&lt;br /&gt;
* Groei van kapitalisme&lt;br /&gt;
* Toename van de sojaproductie in Brazilië&lt;br /&gt;
* Fig 11&lt;br /&gt;
* Transmigraties in Indonesië. Bijvraag: waarom is die oorspronkelijk begonnen vanuit Java? Waarom niet vanuit Sumatra, wat maakt dat de bevolkingsdichtheid oorspronkelijk zo groot was in Java en niet op Sumatra?&lt;br /&gt;
* Grafiek ivm absolute en relatieve meerwaarde.&lt;br /&gt;
* Fig 3 van tekst van Mindanao: participants in the spatial conflicts.&lt;br /&gt;
* BNP&lt;br /&gt;
* Verschillende BBP&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Woordjes:&lt;br /&gt;
&lt;br /&gt;
* Wet van engel&lt;br /&gt;
* Productiviteit&lt;br /&gt;
* Tordessillas&lt;br /&gt;
* Perifeer Fordisme&lt;br /&gt;
* Leontiev&lt;br /&gt;
* Wereldbank&lt;br /&gt;
* Verschil BNP BBP&lt;br /&gt;
* Relatieve meerwaarde&lt;br /&gt;
* Kornai&lt;br /&gt;
* Encomiendes&lt;br /&gt;
* Vernon&lt;br /&gt;
* Proletarisme&lt;br /&gt;
* Turner?&lt;br /&gt;
* Hoe wordt er rekening gehouden met ecologische problemen in het kapitalisme, hoe in het socialisme?&lt;br /&gt;
* Sauvy&lt;br /&gt;
* Chinese arbeidspaspoort&lt;br /&gt;
* Ubiciteit&lt;br /&gt;
* Transportflessenhals&lt;br /&gt;
* Waarom is er dynamiek (groei) in het kapitalistisch systeem ondanks klassenstrijd.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=River_Geomorphology&amp;diff=774</id>
		<title>River Geomorphology</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=River_Geomorphology&amp;diff=774"/>
		<updated>2025-01-31T11:42:51Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: Nieuwe pagina aangemaakt met &amp;#039;!! To do - clean up layout  2nd year, 1st semester  Earth and Climate  Christian Schwarz  one 3-hr lecture every friday; one-day field trip to the Lesse river to perform measurements and an assignment for one point in which you discuss the measurements.  The exam is open book, but has very little available time (2025)!!. Dont waste time, prioritise the questions that you can&amp;#039;t defend orally, and you should be fine.  == 2025 ==  === January === 1 hour to prepar...&amp;#039;&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;!! To do - clean up layout&lt;br /&gt;
&lt;br /&gt;
2nd year, 1st semester&lt;br /&gt;
&lt;br /&gt;
Earth and Climate&lt;br /&gt;
&lt;br /&gt;
Christian Schwarz&lt;br /&gt;
&lt;br /&gt;
one 3-hr lecture every friday; one-day field trip to the Lesse river to perform measurements and an assignment for one point in which you discuss the measurements.&lt;br /&gt;
&lt;br /&gt;
The exam is open book, but has very little available time (2025)!!. Dont waste time, prioritise the questions that you can&#039;t defend orally, and you should be fine.&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
1 hour to prepare the questions, 10 min to present 2 of the 4 questions orally&lt;br /&gt;
&lt;br /&gt;
# Oral question&lt;br /&gt;
## Graph: log-log graph of weighted percentage silt+clay M vs width-depth ratio w/d. What connection do you see? why could this be? Express the relation in an equation&lt;br /&gt;
## Graphs: connection between slope/froude number vs shear velocity and number of braids in a river channel, also a graph describing the connection between ? and ?, where the planforms of the concerned rivers are indicated: braided/straight/meandering. What relation do the graphs show? Why? Which factors could be missing from these graphs?&lt;br /&gt;
# Field trip: given is the connection between bankful discharge and width and depth. You get the equation governing the connection, of the form w = a ln(Q) +b (a&amp;amp;b =cte). How would you calculate flow velocity? Give an equation.&lt;br /&gt;
# How would you measure the discharge of a river, if you can only measure flow depth? Explain how and explain the physical sense behind it.&lt;br /&gt;
# Oral question: explain Hortonian genesis of drainage networks. How does this compare with groundwater-driven genesis?&lt;br /&gt;
&lt;br /&gt;
= 2023 =&lt;br /&gt;
&lt;br /&gt;
=== January (almost exactly the same as previous exams) ===&lt;br /&gt;
&lt;br /&gt;
# A river has a rectangular cross-section of 17m wide. The bed is sandy (density 1460 kg/m3, assume ks ~3*D90), with a grain size (D90 = 7mm) and a slope of 0.5%. (water at 10°C has a kinematic viscosity of 1.306*10-6 m2/s and a density of 999.75 kg/m3).  a) Assume a discharge of 18 m3/s: what whill be the corresponding water depth? Use an iterative procedure here (accuracy 2 decimal places). ! Be careful, motivate every choice of parameters and assumptions you make!&lt;br /&gt;
&lt;br /&gt;
b) Under the conditions of (a) will bed load transport occur? What is the maximum grain size the river van transport?&lt;br /&gt;
&lt;br /&gt;
c) What kind of bedform do you expect?&lt;br /&gt;
&lt;br /&gt;
d) Explain how the bedforms influence the shear stress using this figure... Do you have to adjust your calculation of shear stress?&lt;br /&gt;
&lt;br /&gt;
# Field trip: During the field excursions along the Lesse river, you measured the hydraulic geometry with increasing distance from the river’s source. Below you see figures based on the data collected during the measurements.&lt;br /&gt;
&lt;br /&gt;
# Use regime theory to establish a relationship between velocity and discharge; use this relationship to the calculate the velocities at the d1(blue) excursion stops (d1: stop1-4, q1,q2,q3,q4:0.07,0.31,3.28,4.66 m3 /s); tip: use the equation shown below&lt;br /&gt;
# Use the resulting equation to estimate the discharge at stop5 (width= 25 m)&lt;br /&gt;
# During the field trip we calculated the bankful discharge:  - Why did we do this? Give at least three examples.  - Looking at this cross-section. Why does it look this way? How does this form influence your river? What factors are important?&lt;br /&gt;
&lt;br /&gt;
=== January pt 2 ===&lt;br /&gt;
&lt;br /&gt;
# We have learned about different ways to characterize and compare river morphologies, explain the different methods, their assumptions and what we can learn from them in your own words?&lt;br /&gt;
# Describe the different mechanisms creating drainage networks, and the factors influencing them&lt;br /&gt;
# &#039;&#039;&#039;E&#039;&#039;&#039;xplain the meaning of “geomorphological dominant discharge of river”, what kind of discharges is this term referring to ? How do we know this (you can describe it, show equations and draw graphs but you need explain what they mean)?&lt;br /&gt;
# Below you find the fundamental equation describing turbulent flow:&lt;br /&gt;
## Explain how this one is deduced. Since you can use your slides make sure to explain on what concepts and assumptions the equations are based on. Use your own words.&lt;br /&gt;
## If you compare the velocity profile between turbulent and laminar flow, what are the main differences caused by? Does the velocity profile of turbulent and laminar flow have implications on sediment transport, yes/no, which?&lt;br /&gt;
## Aside from bedload transport we also learned about suspended sediment transport, below you see a graph we discussed during the lecture showing the change in sediment concentration during a storm event, please describe the figure and give at least two reasons why it looks like that?&lt;br /&gt;
&lt;br /&gt;
= &#039;&#039;&#039;2&#039;&#039;&#039;021-2022 =&lt;br /&gt;
&lt;br /&gt;
=== August ===&lt;br /&gt;
&lt;br /&gt;
# A river has a rectangular cross-section of 123m wide. The bed is sandy(density: 2650 kg/m3 , assume ks ≈ 3*D90) , with a grain size( D90: 0.8 cm) and a slope of 0.5%. (water at 10°C has a kinematic viscosity: 1.306 * 10-6 m2 /s and a density of 999.75 kg/m3 )&lt;br /&gt;
&lt;br /&gt;
# Assume a discharge of 40 m³ s-1 : what will be the corresponding water depth ? Use an iterative procedure here (accuracy 2 decimal places). ! Be careful, motivate every choice of parameters and assumptions you make ! Assume 𝑛 ≠ 𝑘𝑠 1 6 26&lt;br /&gt;
# Under the conditions of (a) will bed load transport occur, what is the maximum grain size the river can transport ?&lt;br /&gt;
# What kind of bedform do you expect?&lt;br /&gt;
# If bedforms are present, would you need to adjust the total calculated shearstress in a shear stress available for transport of bed material. In the course we learned one method, explain it and discuss its implications on sediment transport?&lt;br /&gt;
&lt;br /&gt;
# Field trip: During the field excursions along the Lesse river, you measured the hydraulic geometry with increasing distance from the river’s source. Below you see figures based on the data collected during the measurements.&lt;br /&gt;
&lt;br /&gt;
# Use regime theory to establish a relationship between velocity and discharge; use this relationship to the calculate the velocities at the d1(blue) excursion stops (d1: stop1-4, q1,q2,q3,q4:0.07,0.31,3.28,4.66 m3 /s); tip: use the equation shown below&lt;br /&gt;
# Use the resulting equation to estimate the discharge at stop5 (width= 25 m)&lt;br /&gt;
# Discuss the implications of your results, how does the river morphology change with increasing bankfull discharge, does it get deeper or wider. Are there any other factors which could influence the relationship between discharge, width depth and velocity?&lt;br /&gt;
# Looking at the grainsize analysis of the sediment samples collected during the excursion, we see a coarsening, increasing D50, from stop1 to stop5. Based on theoretical considerations is this what we would expect, yes/no why, please discuss?&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
# A river has a rectangular cross-section of 11 m wide. The bed is gravelly (density: 1460 kg/m3 , assume ks ≈ 3*D90) , with a grain size( D90: 8 cm) and a slope of 0.5%. (water at 10°C has a kinematic viscosity: 1.306 * 10-6 m2 /s and a density of 999.75 kg/m3 )&lt;br /&gt;
&lt;br /&gt;
# Assume a discharge of 18 m³ s-1 : what will be the corresponding water depth ? Use an iterative procedure here (accuracy 2 decimal places). ! Be careful, motivate every choice of parameters and assumptions you make ! Assume 𝑛 ≠ 𝑘𝑠 1 6&lt;br /&gt;
# Under the conditions of (a) will bed load transport occur, what is the maximum grain size the river can transport ?&lt;br /&gt;
# What kind of bedform do you expect?&lt;br /&gt;
# If bedforms are present, would you need to adjust the total calculated shearstress in a shear stress available for transport of bed material. In the course we learned one method, explain it and discuss its implications on sediment transport?&lt;br /&gt;
&lt;br /&gt;
# Field trip: During the field excursions along the Lesse river, you measured the hydraulic geometry with increasing distance from the river’s source. Below you see figures based on the data collected during the measurements.&lt;br /&gt;
&lt;br /&gt;
# Use regime theory to establish a relationship between velocity and discharge; use this relationship to the calculate the velocities at the d1(blue) excursion stops (d1: stop1-4, q1,q2,q3,q4:0.07,0.31,3.28,4.66 m3 /s); tip: use the equation shown below&lt;br /&gt;
# Use the resulting equation to estimate the discharge at stop5 (width= 25 m)&lt;br /&gt;
# Discuss the implications of your results, how does the river morphology change with increasing bankfull discharge, does it get deeper or wider. Are there any other factors which could influence the relationship between discharge, width depth and velocity?&lt;br /&gt;
# Looking at the grainsize analysis of the sediment samples collected during the excursion, we see a coarsening, increasing D50, from stop1 to stop5. Based on theoretical considerations is this what we would expect, yes/no why, please discuss&lt;br /&gt;
&lt;br /&gt;
=== January pt 2 ===&lt;br /&gt;
&lt;br /&gt;
# We have learned about different ways to characterize and compare river morphologies, explain the different methods, their assumptions and what we can learn from them in your own words?&lt;br /&gt;
# Describe the different mechanisms creating drainage networks, and the factors influencing them?&lt;br /&gt;
# Explain the meaning of “geomorphological dominant discharge of river”, what kind of discharges is this term referring to ? How do we know this (you can describe it, show equations and draw graphs but you need explain what they mean)?&lt;br /&gt;
&lt;br /&gt;
# Below you find the fundamental equation describing turbulent flow:&lt;br /&gt;
&lt;br /&gt;
# Explain how this one is deduced. Since you can use your slides make sure to explain on what concepts and assumptions the equations are based on. Use your own words.&lt;br /&gt;
# If you compare the velocity profile between turbulent and laminar flow, what are the main differences caused by? Does the velocity profile of turbulent and laminar flow have implications on sediment transport, yes/no, which?&lt;br /&gt;
# Aside from bedload transport we also learned about suspended sediment transport, below you see a graph we discussed during the lecture showing the change in sediment concentration during a storm event, please describe the figure and give at least two reasons why it looks like that ?&lt;br /&gt;
&lt;br /&gt;
In 2021-2022 Schwartz took over the course so pay attention to exam question that are older because they might not be representative&lt;br /&gt;
&lt;br /&gt;
= 2017-2018 (Govers replaced by Lies Jacobs) =&lt;br /&gt;
1. Given: figure of specific energy vs. water depth. Discuss this figure. What happens in the minimum and the 2 asymptots of this function? Express this mathematically. What is subcritical, critical and supercritical flow and how can you quantify it? Why would this information be useful to know?&lt;br /&gt;
&lt;br /&gt;
2. Given: figure of ln(z) - velocity. How can you calculate shear velocity from this? What is the relation between the steepness of the linear relation and the shear velocity? How do you then find the shear stress and what are the units?&lt;br /&gt;
&lt;br /&gt;
3. Given: figure with Shields parameter on y axis and grain size diameter on x axis, and a line that indicates initial motion of bedload and initial motion of suspended load. Why do the curve look like this? What does initiation of motion depend on in both cases? How would you expect the curve to look for sediments finer then ca. 100 µm?&lt;br /&gt;
&lt;br /&gt;
4. Excursion 1: Given graph of discharge vs. nitrate concentration in the Dijle with showed rather odd results for only a small range of discharge values. How can you link the figure with the theory of statistical models in chapter 1? What would be your strategy to deal with this problem?&lt;br /&gt;
&lt;br /&gt;
5. Exursion 2: Given graph of velocity measured at max. depth at each stop for the Dijle. What relation do you expect for the velocity when going downstream? Why is this (not) the case here?&lt;br /&gt;
&lt;br /&gt;
6. Exercise 1: Same as 1. from 2014-2015 but with other values.&lt;br /&gt;
&lt;br /&gt;
7. Exercise 2: Given a figure with log(discharge) and exceedance probability. Can you make an estimate of the geomorphic most effective discharge?&lt;br /&gt;
&lt;br /&gt;
= 2014-2015 =&lt;br /&gt;
1. A river has a rectengular section of 10 m wide. The bed is gravelly, with a mean diameter of 0.1 m. The slope is 0.5%.&lt;br /&gt;
&lt;br /&gt;
a) Assume a discharge of 15 m³/s, what will be the corresponding water depth? Use an iterative approach&lt;br /&gt;
&lt;br /&gt;
b) What is the maximum grain size the river can transport?&lt;br /&gt;
&lt;br /&gt;
c) Assume that the following suspended load concentrations are measured. What is then the suspended load sediment flux transported by the river?&lt;br /&gt;
&lt;br /&gt;
z (m) - C (mg/L)&lt;br /&gt;
&lt;br /&gt;
0.05 - 1210&lt;br /&gt;
&lt;br /&gt;
0.10 - 950&lt;br /&gt;
&lt;br /&gt;
0.15 - 625&lt;br /&gt;
&lt;br /&gt;
0.25 - 325&lt;br /&gt;
&lt;br /&gt;
0.30 - 225&lt;br /&gt;
&lt;br /&gt;
0.40 - 125&lt;br /&gt;
&lt;br /&gt;
0.50 - 100&lt;br /&gt;
&lt;br /&gt;
0.70 - 70&lt;br /&gt;
&lt;br /&gt;
0.90 - 50&lt;br /&gt;
&lt;br /&gt;
2. Spring amphitheaters in Kinshasha are formed in Kalahari sands, which have a mean diameter of 300 µm. You may assume that the rainfall excess in the area is 500 mm/y. Finally assume that you have a spring amphiteater draining a surface area of 1.5 km² where the water seeps out over a surface of 150 m² and that the system is in steady state. Thus, the water draining towards the groundwater table is evacuated via the spring. The level of the springs is ca. 150 m below the level of the general topography. Can you calculate, assuming a realistic value for the hydraulic conductivity for the sands, whether or not spring erosion will occur? You will need to calculate the groundwater potential gradient from the data provided to use Dunne&#039;s formula.&lt;br /&gt;
&lt;br /&gt;
3. Field trip:&lt;br /&gt;
&lt;br /&gt;
a) Calculate shear velocity from ln(z) - velocity graph.&lt;br /&gt;
&lt;br /&gt;
b) In your report, you calculated Manning n values for the Lesse river, which has a bed medium grain size of 50 mm. Are your n values larger ofg smaller than expected? How would you explain this?&lt;br /&gt;
&lt;br /&gt;
c) Calculaten of maximum transportable grain size via diagram in excursion guide and via Shields curve.&lt;br /&gt;
&lt;br /&gt;
4. Given: the fundamental equation describing turbulent flow. Explain how this is deducded. Look into your slides and make notes so that you can explain in your own words where this equation is coming from.&lt;br /&gt;
&lt;br /&gt;
5. Given: the graph of exceedance probability vs. geometric length (fractal dimension). Can you explain what fractals are, how one can calculate the fractal dimension and why it does or does not work for rivers?&lt;br /&gt;
&lt;br /&gt;
= 2013-2014 =&lt;br /&gt;
schriftelijk:&lt;br /&gt;
&lt;br /&gt;
1. Gegeven: snelheidsprofiel uit excursiegids + tabel met sleepsnelheid (berekend en afgeleid van grafiek): Hoe kan je adhv de grafiek de sleepsnelheid berekenen? en hoe bereken je deze direct zonder snelheidsprofiel? Hoe zie je op de grafiek dan stop 4 en 5 een lagere U* hebben dan de andere stops?&lt;br /&gt;
&lt;br /&gt;
2. oefening ivm initiëren van bronerosie. verwacht je dat er bronerosie mogelijk is? (slope, infiltratie in mm per jaar, soort ondergrond (k uit afleiden)... was gegeven)&lt;br /&gt;
&lt;br /&gt;
3. oefening over suspentielading. Diepte en hoeveelheid suspensie per diepte was gegeven =&amp;gt; wat is correctiefactor als je meet op 0.25 m? Hiervoor heb je eerst nog de verschillende snelheden nodig. bereken ook de gemiddelde snelheid.&lt;br /&gt;
&lt;br /&gt;
mondeling:&lt;br /&gt;
&lt;br /&gt;
4. gegeven stukje matlabcode over pca. Uitleggen wat er staat en waarvoor dit nodig is.&lt;br /&gt;
&lt;br /&gt;
5. hoe kom je aan de afleiding van het snelheidsprofiel voor turbulente stroming? &lt;br /&gt;
&lt;br /&gt;
= 2004 – 2005 =&lt;br /&gt;
&lt;br /&gt;
# Verklaar voor volgende stellingen of ze waar/niet waar zijn en leg uit waarom:&lt;br /&gt;
## Als de waarschijnlijkheidsdichtheid voor een debiet van 20m³/s bij een neerslagduur van 1uur gelijk is aan 0.25 en deze van een debiet van 60m³/s bij een neerslagduur van 2uur gelijk is aan 0.10, dan kunnen we de overschrijdingskans voor een debiet van 80m³/s bij een neerslagduur van 3uur berekenen als (0.10*0.25)/((0.10+0.25)/2).&lt;br /&gt;
## De patronen in een rivierbedding (ribbels, duinen, ...) kunnen weergegeven worden door een fractale dimensie.&lt;br /&gt;
## We weten voor een rivier dat de meandergolflengte tijdens de laatste tussen-ijstijd 2 keer zo lang was dan deze nu is. Het debiet toen moet dus ook twee maal zo groot geweest zijn.&lt;br /&gt;
# Een rivier heeft een rechthoekige sectie van 10m breed en 1m diep. De helling bedraagt 0.3% en de mediane korreldiameter 0.01m. De waardes voor de suspentieconcentratie op iedere hoogte (boven wateroppervlak) zijn gegeven:  h (g/l)  0.05 10.6  0.10 9.7  0.15 8.0  0.20 7.5  0.30 7.3  0.40 6.8  0.50 5.7  0.60 6.3  0.70 5.4  0.80 2.4  0.90 1.2  Bereken de suspentielast gegeven de formules voor snelheidsverdeling en suspentielading uit de cursus. Bereken ook de gemiddelde snelheid van de stroming&lt;br /&gt;
&lt;br /&gt;
= 2003 – 2004 =&lt;br /&gt;
&lt;br /&gt;
# Juist of fout en beargumenteer&lt;br /&gt;
## Als de verdeling van riviernetwerken in ambilaterale klassen niet significant verschillen onder de nulhypothese dan impliceert dit dat de netwerken altijd toevallig verdeelt zijn.&lt;br /&gt;
## Het vast debiet is recht evenredig met de sleepsnelheid tot de macht 3/2 en de sleepsnelheid is recht evenredig met de snelheid tot de macht 2/3. Bijgevolg is het vast debiet recht evenredig met de snelheid.&lt;br /&gt;
## Ribbels en zandbanken in een rivier vertonen een fractaal karakter.&lt;br /&gt;
## De wetten van Horton m.b.t. de bifurcatie ratio vertellen ons dat de evolutie van riviersegmenten in een riviernetwerk voorspeld kan worden. Ook de lengteratio en de oppervlakteratio vertellen ons iets over de hydrologische karakteristieken van het bekken.&lt;br /&gt;
## De herhalingsperiode van een debiet van 60m3/s voor de Dijle is 100 jaar. Bijgevolg is de kans dat dit debiet in de komende 5 jaar overschreden zal worden 20%.&lt;br /&gt;
# Een rivier heeft een rechthoekige sectie, 10m breed en 1m diep. De helling bedraagt 0,3% en de mediane korrelgrootte 0,01m. Volgende waarden voor de suspentieconcentratie werden gemeten over verschillende diepten:  diepte (m) concentratie (g/l)  0,05 10,6  0,10 9,7  0,15 8,0  0,20 7,5  0,30 7,3  0,40 6,8  0,50 5,7  0,60 6,3  0,70 5,4  0,80 2,4  0,90 1,2  Bereken de suspentielast, het beddingstransport en de gemiddelde snelheid van de stroming.&lt;br /&gt;
&lt;br /&gt;
# Excursie Lesse: Teken op een log-log grafiek de evolutie van de breedte, diepte en gemiddelde snelheid van de Lesse in stroomafwaartse zin. Wat neemt het sterkst toe: de diepte of de snelheid en waarom?&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Geospatial_Information_Technologies&amp;diff=755</id>
		<title>Geospatial Information Technologies</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Geospatial_Information_Technologies&amp;diff=755"/>
		<updated>2025-01-24T20:07:15Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Van Orshoven Jos&amp;lt;br&amp;gt;Lhermitte Stef&amp;lt;br&amp;gt;Vanden Berghe Ingrid|data3=Lectures|data4=Partial or continuous assessment with (final) exam during the examination period|data6=6|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=1st semester|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/I0I32AE.htm Link]|title=Course Information}}&lt;br /&gt;
&#039;&#039;Evalutation:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
* &#039;&#039;OLA I0D98a: Geospatial databases (weight 1/6):&#039;&#039;&lt;br /&gt;
** &#039;&#039;Written exam, Open Book&#039;&#039;&lt;br /&gt;
** &#039;&#039;Previously this was oral, of which we have the following &amp;quot;review&amp;quot;: Van Orshoven is really nice and calm, if you don&#039;t know the answer right away he tries to help you find the answer anyway, if you don&#039;t know it at all, he explains it to you.&#039;&#039;&lt;br /&gt;
* &#039;&#039;OLA I0D99a: Geospatial Databases and SQL: Practical (weight 2/6)&#039;&#039;&lt;br /&gt;
** &#039;&#039;2 to 4 individual or group assignments to be handed in in the course of the semester according to a prescribed timing (see Toledo)&#039;&#039;&lt;br /&gt;
* &#039;&#039;OLA I0U99a: Geospatial data infrastructures (weight 2/6)&#039;&#039;&lt;br /&gt;
** &#039;&#039;Written exam, since 2025 open Book, together with I0D98a&#039;&#039;&lt;br /&gt;
* &#039;&#039;OLA I0V00A: Geospatial data infrastructures: practical (weight 1/6)&#039;&#039;&lt;br /&gt;
** &#039;&#039;2 to 3 individual or group assignments to be handed in in the course of the semester according to a prescribed timing (see Toledo)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
Written exam, both exams open book&lt;br /&gt;
&lt;br /&gt;
Nobody I spoke to after the exam had a feeling they could confidently answer any questions from the SDI part apart from maybe the true/false ones so dont feel bad&lt;br /&gt;
&lt;br /&gt;
==== Geospatial Databases ====&lt;br /&gt;
Given: a dataset with discharge measurement stations, with the station name, elevation, year of start of measurements and year of end of measurements and point coordinates, with daily measurements of the parameters discharge, sediment load, superficial flow velocity, water level, and the directors responsible for the stations in different periods. You also have a river segment dataset with average bank height, line geometry, river code, river name and Strahler order (including strahler order explanation). Furthermore, you have a dataset with the 8 largest hydropower plants. The coordinates of the hydropower turbines (point geometry), the installed power generation capacity, the reservoir polygon geometry, the reservoir capacity (km3) and dam height are all available. Furthermore, you have daily measurements of the turbine&#039;s power output.&lt;br /&gt;
&lt;br /&gt;
# Draw a conceptual database model (entity-relationship) that can grasp this data&lt;br /&gt;
# What real-life questions can you answer using this db-structure?&lt;br /&gt;
# Draw a logical database model&lt;br /&gt;
# What types of relations can you model with UML, and which of these relations are applicable where in the DB you just drew?&lt;br /&gt;
&lt;br /&gt;
==== Spatial Data Infrastructures ====&lt;br /&gt;
Two parts, part A counted for 80% and part B for 20% (i think?)&lt;br /&gt;
&lt;br /&gt;
Part A: open questions&lt;br /&gt;
&lt;br /&gt;
# You have a shapefile, a geotiff and a netCDF file. (20%)&lt;br /&gt;
## How can you host this data on a traditional SDI?&lt;br /&gt;
## How would you do that on a cloud-based platform such as Google Earth Engine?&lt;br /&gt;
## What are the advantages/disadvantages of these two approaches?&lt;br /&gt;
## What are the advantages/disadvantages for producers for hosting your data on a traditional SDI or a cloud-based platform such as GEE?&lt;br /&gt;
## What are the advantages/disadvantages for users for hosting the data on a traditional SDI or a cloud-based platform such as GEE?&lt;br /&gt;
# Compare CSW and STAC in SDI context. What are the respective advantages and disadvantages in the discovery, management and access to metadata? Give example scenarios where you would prefer either one. (20%)&lt;br /&gt;
# You want to assess the evolution of NDVI of areas in the USA hit by forest fires using Landsat imagery since 1980. How would you do this using a openEO datacube? Write out pseudocode. (20%)&lt;br /&gt;
# You have a .zar file with climate data for a large area in n dimensions containing variables such as temperature, pressure, precipitation, etc. You want to calculate some kind of yearly weather statistic, but in a way allowing for lazy computation. Integrate this all in an interactive Leaflet map. Write this all out in pseudocode. (20%)&lt;br /&gt;
&lt;br /&gt;
Part B: true/false. You only get 0.5/4 for the question if you only get the true/false right without justification, with justification this can climb to 4/4. Each question here counted for 4%&lt;br /&gt;
&lt;br /&gt;
# The primary goal of an SDI is to store data efficiently within an organisation. &lt;br /&gt;
# Chunking is not relevant for local data storage as it does not impact storage efficiency.&lt;br /&gt;
# XYZ tiling is performant and caching-friendly in applications with real-time data updates&lt;br /&gt;
# Data regularisation is only relevant for spatial data and does not have to be applied when using temporal data&lt;br /&gt;
# abc&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== SPATIAL DATA INFRASTRUCTURES ====&lt;br /&gt;
1 open question: SWE figure given, explain all components&lt;br /&gt;
&lt;br /&gt;
10 true/false questions (+ explanation):&lt;br /&gt;
&lt;br /&gt;
* The NGI is a geobroker outside in for the government&lt;br /&gt;
* The main steps of data harmonisation are ... The harmonisation process can always be called standardisation&lt;br /&gt;
* the GRB and open street map are authentic sources of data&lt;br /&gt;
* GetFeatureInfo request of WMS given, is this correct?&lt;br /&gt;
* Discovery, Exploration, Exploitation: availability of metadata: which one?&lt;br /&gt;
* Geometry, topology and semantics --&amp;gt; CityGML, KML and ArcGis --&amp;gt; do they represent the first three terms&lt;br /&gt;
* Are these measures good for measuring impedence of an SDI? (Price, Legal, transfer method, restrictions and need for preparation)&lt;br /&gt;
* ...&lt;br /&gt;
&lt;br /&gt;
==== GEOSPATIAL DATABASES ====&lt;br /&gt;
&#039;&#039;(written because of covid)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Dataset 1:&lt;br /&gt;
&lt;br /&gt;
* A certain amount (I don&#039;t remember exactly) of charging poles for electrical cars or bikes with point coordinates, name, type of usage (car, bike, car&amp;amp;bike), type of operator (public, private), start date, date of last maintenance, type of electricity generation (solar, wind, fossil), simultanuous service capacity, ... (maybe some other things). Also for each pole the name and professional details of the operator who helped construct the pole, per sub-period were given. There are also daily statistics of the number of bikes, the amount of electricity per bike, the number of cars and the amount of electricity per car.&lt;br /&gt;
* Certain amount of repair facilities with point coordinates, type of usage (bike, car, bike&amp;amp;car), opening hours, ... and the repairs done each day again with the type, time, ...&lt;br /&gt;
* Network of roads and bike tracks with line geometry and type of road.&lt;br /&gt;
&lt;br /&gt;
Questions:&lt;br /&gt;
&lt;br /&gt;
# Make a conceptual entity-relation diagram&lt;br /&gt;
# Which real-life questions can be answered using this conceptual model and which GIS tools would you use to solve these questions?&lt;br /&gt;
# Create a logical data model with help of the previously made entity-relationship model.&lt;br /&gt;
# Is this a hybrid gDB? if not, how can you adapt it to a hybrid gDB?&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== Spatial Data Infrastructures ====&lt;br /&gt;
1 open question: SWE figure given, explain all components&lt;br /&gt;
&lt;br /&gt;
10 true/false questions (+ explanation):&lt;br /&gt;
&lt;br /&gt;
* The NGI is a geobroker outside in for the government&lt;br /&gt;
* The main steps of data harmonisation are ... The harmonisation process can always be called standardisation&lt;br /&gt;
* the GRB and open street map are authentic sources of data&lt;br /&gt;
* getfeature request of WFS given. Is this correct? What is missing?&lt;br /&gt;
* GML, CityGML and HTML are all XML-based.&lt;br /&gt;
* SDI governance is about assessing the performance of the SDI.&lt;br /&gt;
&lt;br /&gt;
==== Geospatial Databases ====&lt;br /&gt;
&#039;&#039;(written because of covid)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
A lot of information is given about measurement stations (and measurements) and power plants on a river network&lt;br /&gt;
&lt;br /&gt;
# create a conceptual database model&lt;br /&gt;
# Which questions can be answered using this conceptual model?&lt;br /&gt;
# Create a logical data model&lt;br /&gt;
# Which are the 4 non-spatial relationships in UML and how can you use these between the classes in your logical data model?&lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== Geospatial Databases ====&lt;br /&gt;
Dataset:&lt;br /&gt;
&lt;br /&gt;
Example of a river network. there are different measurement stations that returns measurements like water depth, sediment load, surface speed, start of operation, end of operation...  Then there are directors with a name, details... that are in charge of measurement stations, can change over time. The table of stations also contains stations that replaced older stations. Then you have data of Hydro power plants with the power output, which company manages it, a geometry of the power plant, a geometry of the basin related to it and again measurements of power output for certain time intervals. Also given is the geometry of the river with more than 20.000 segments.&lt;br /&gt;
&lt;br /&gt;
Questions:&lt;br /&gt;
&lt;br /&gt;
# Make a logical structure (entity/relation model) of this data (expect to give some cardinalities)&lt;br /&gt;
# What answers could you derive from this dataset? Could you measure effects of climate change? You have only 200 measurements but more than 20.000 river segments, are those useful? (&amp;quot;You should do some interpolation&amp;quot;)&lt;br /&gt;
# The table of stations also contains stations that replace older stations, how is this fitted in the database (kinship relation)&lt;br /&gt;
# UML defines more types of relationships besides association, would some be applicable here?&lt;br /&gt;
# How could this database be turned into a hybrid database?&lt;br /&gt;
# Draw a logical and hybrid database based on the UML principles.&lt;br /&gt;
# How could spatial indexes be used and implemented in this database?&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== Geospatial databases ====&lt;br /&gt;
&#039;&#039;Same question as previous years, you randomly take a dataset (I think there were three different ones)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Dataset 1:&lt;br /&gt;
&lt;br /&gt;
* A certain amount (I don&#039;t remember exactly) of charging poles for electrical cars or bikes with point coordinates, name, type of usage (car, bike, car&amp;amp;bike), type of operator (public, private), start date, date of last maintenance, type of electricity generation (solar, wind, fossil), simultanuous service capacity, ... (maybe some other things). Also for each pole the name and professional details of the operator who helped construct the pole, per sub-period were given. There are also daily statistics of the number of bikes, the amount of electricity per bike, the number of cars and the amount of electricity per car.&lt;br /&gt;
* Certain amount of repair facilities with point coordinates, type of usage (bike, car, bike&amp;amp;car), ... maybe something else.&lt;br /&gt;
* Network of roads and bike tracks with line geometry and type of road.&lt;br /&gt;
&lt;br /&gt;
Questions (with some answers):&lt;br /&gt;
&lt;br /&gt;
# spatial relationships: typical network (distance relation)&lt;br /&gt;
# questions to answer with this dataset&lt;br /&gt;
# make a conceptual entity-relation diagram &#039;&#039;(entity classes were: charging poles, operators, repair facilities, road-segments)&#039;&#039; specify the cardinalities&lt;br /&gt;
# ORDB:&lt;br /&gt;
#* the tables (logical modelling), tables for the entity classes and pivot tables for the many-to-many relationships (charging pole + operator): specify primary and foreign keys&lt;br /&gt;
#* Lookup tables for the attributes (because numbers in the entity table are more compact than strings)&lt;br /&gt;
#* hybrid geo-relational database:&lt;br /&gt;
#** this means taking the geometry out of the object-tables and storing these in a separate file. The geometry file and the object-table have a 1-1 cardinality&lt;br /&gt;
# How to use indexing, both attribute and spatial, for the repair facilities?&lt;br /&gt;
#* attribute index = B-tree (draw example index table and explain to him what this is + the cardinality of this table with the entity table)&lt;br /&gt;
#* spatial index = grid, quad-tree or R-tree and then he asks to explain one or more of these&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Same dataset as above: (question 1,2,3 and 4 were the same)&lt;br /&gt;
&lt;br /&gt;
5.&lt;br /&gt;
&lt;br /&gt;
a) What do you need to change to convert the model made in previous questions into UML.&lt;br /&gt;
&lt;br /&gt;
b) Can you apply a kinship relationship to the nearest charging point?&lt;br /&gt;
&lt;br /&gt;
6. apply versioning on the road network.&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== Spatial Data Infrastructures ====&lt;br /&gt;
2 big questions, each on 5 points:&lt;br /&gt;
&lt;br /&gt;
* Explain a WMS&lt;br /&gt;
* SWE image: explain all components (he asks this all the time)&lt;br /&gt;
* CityGML: appearance?&lt;br /&gt;
* GML Linestring: you have to specify what each part does. Then: you have to transform the given GML data into one that is representing a doughnut.&lt;br /&gt;
* ! Define two strings &amp;amp; define the outer &amp;amp; inner boundary. --&amp;gt; You should know the tags of inner &amp;amp; outer boundary.&lt;br /&gt;
&lt;br /&gt;
True/false questions (10 questions, each on 2 points: 0.5 for the T/F, 1.5 for the explanation you provide for it).&lt;br /&gt;
&lt;br /&gt;
* Explain 10 (!) abbreviations &amp;amp; if they&#039;re correct or not&lt;br /&gt;
* Figure: is this the right order in which a request is posed in a metadata catalog?&lt;br /&gt;
* Is the main reason that SDI uses object-relational databases because it allows multi-user functionality? FALSE. It&#039;s one of the reasons, but other reasons = e.g. make relations between datasets.&lt;br /&gt;
* HTTP &amp;amp; GML are both XML based&lt;br /&gt;
* Table &amp;amp; XML translation of it: correct or not?&lt;br /&gt;
* Are open street map &amp;amp; GRB authentic data?&lt;br /&gt;
* Discovery, Exploration, Exploitation: availability of metadata: which one? (it&#039;s discovery, the statement says its exploitation).&lt;br /&gt;
* Data transformation (of reference data) --&amp;gt; E.g. making it INSPIRE conform: what are the main steps? Target Schema matching, mapping &amp;amp; transformation?&lt;br /&gt;
* Conflation: put two datasets together &amp;amp; use them.&lt;br /&gt;
&lt;br /&gt;
== 2015 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== Spatial Data Infrastructures ====&lt;br /&gt;
Open questions: you get two of those&lt;br /&gt;
&lt;br /&gt;
* e-Government, explain all&lt;br /&gt;
* the figure of SWE architecture was given. Explain all the components. Where can this technology be useful in the future? Give an example that we did not see in the lectures. Side questions: would a SWE technology be usful for the smoke detectors in this building? What would be missing?&lt;br /&gt;
* an example of a link to open a WMS was given (from slide 20 the second one). Explain this. What is a WMS? What does &#039;getFeatureInfo&#039; do? Why is no reference system given? What is BBOX? How is the image delivered?&lt;br /&gt;
* given was the semantic UML-schema of a building in cityGML. Explain the diagram. How is the 3D nature of this model apparant in this schema? How is topology apparant in this schema?&lt;br /&gt;
&lt;br /&gt;
correct/false (you get 10 of these and have to explain)&lt;br /&gt;
&lt;br /&gt;
* &amp;quot;in SDI, metadata needs to allow a user to find data, see what it&#039;s contents are and see how this data can be obtained. This type of metadata is called discovery metadata.&amp;quot;&lt;br /&gt;
* &amp;quot;The data quality elements are: completeness, positional accuracy, lineage, and usability.&amp;quot;&lt;br /&gt;
* &amp;quot;html and gml both use xml&amp;quot;&lt;br /&gt;
* given: figure from cityGML which is also in the course, of a building which had rooms. &amp;quot;This is LoD4&amp;quot;&lt;br /&gt;
* given was the xml-code of the parcels from linkvitt. But he changed it a bit. it went: &amp;lt;myDatabase&amp;gt; &amp;lt;Owner&amp;gt; &amp;lt;Owner&amp;gt; Lotte &amp;lt;/Owner&amp;gt; &amp;lt;Parcel&amp;gt; Berga1:1 &amp;lt;/Parcel&amp;gt; &amp;lt;Area&amp;gt;2.1&amp;lt;/Area&amp;gt;&amp;lt;/Owner&amp;gt;. &amp;quot;This is a correct way of representing this table.&amp;quot;&lt;br /&gt;
* &amp;quot;An RTK service is comparable to a SOS&lt;br /&gt;
* Given was a UML diagram. &amp;quot;This is a diagram that shows how metadata catalogues work.&amp;quot;&lt;br /&gt;
* &amp;quot;The properties of open data are: (I don&#039;t remember but he gave five of them)&amp;quot;&lt;br /&gt;
* .&lt;br /&gt;
&lt;br /&gt;
== 2014 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== Geospatial Databases ====&lt;br /&gt;
&#039;&#039;*It&#039;s a long question, I do not know he details&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
given is following data on a public transport network in Antwerp:&lt;br /&gt;
&lt;br /&gt;
* all (4000+) stops: coördinates, name, date of last maintenance, comfort level (shelter or open air), start of operation date, end of operation date.&lt;br /&gt;
* 342 trajectories (vector line files) with: geometry, trajectory code, trajectory name, direction (so one line can be stored twice: from A to B and from B to A, if this trajectory is indeed in both directions). It also includes:&lt;br /&gt;
* the compagny that regulates the trajectory in a given time period (the last ten years), and all the details about this compagny regulations (price, director, ...)&lt;br /&gt;
* yearly statistics about the number of people using the trajectory, the number of people using it without valid ticket, and the number of criminal acts on the trajectory, for the last 15 years&lt;br /&gt;
* A road and rail map of Belgium, containing all roads, railways, tramways (over a million vectors).&lt;br /&gt;
&lt;br /&gt;
now:&lt;br /&gt;
&lt;br /&gt;
# what spatial relations can be found in this dataset?&lt;br /&gt;
# what questions can be answered using this dataset?&lt;br /&gt;
# make an entity-relation diagram.&lt;br /&gt;
# .&lt;br /&gt;
#* transform this to an object-relational database (logical modelling)&lt;br /&gt;
#* transform this to a geo-relational database&lt;br /&gt;
# how can you use indexing here? illustrate using the &#039;Stops&#039; entity. Do this non-spatial and spatial.&lt;br /&gt;
&lt;br /&gt;
questions during oral: he always asks the cardinality, of every relation. Also, he like &#039;lookup-tables&#039;, ...&lt;br /&gt;
&lt;br /&gt;
time is limited!&lt;br /&gt;
&lt;br /&gt;
== Previous years ==&lt;br /&gt;
&#039;&#039;less certainty:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
given: some data&lt;br /&gt;
&lt;br /&gt;
# what questions can be answered with this database?&lt;br /&gt;
# give the topological relations&lt;br /&gt;
# make an entity-relationship diagram&lt;br /&gt;
# convert to:&lt;br /&gt;
#* object-relational database&lt;br /&gt;
#* geo-relational database&lt;br /&gt;
# do indexing for the parcels, for attributes as well as spatial.&lt;br /&gt;
&lt;br /&gt;
He asked this for a dataset on farms one year. The other year, it was 121 measuring stations at flemish rivers. You get the hydrological data, and who was director of the station through time. you also get a line vector dataset with the rivers, a poly dataset with the catchments (12 polygons, 11 catchments so catchment consisted of 2 polygons...)&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Geospatial_Information_Technologies&amp;diff=754</id>
		<title>Geospatial Information Technologies</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Geospatial_Information_Technologies&amp;diff=754"/>
		<updated>2025-01-24T18:38:29Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Van Orshoven Jos&amp;lt;br&amp;gt;Lhermitte Stef&amp;lt;br&amp;gt;Vanden Berghe Ingrid|data3=Lectures|data4=Partial or continuous assessment with (final) exam during the examination period|data6=6|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=1st semester|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/I0I32AE.htm Link]|title=Course Information}}&lt;br /&gt;
&#039;&#039;Evalutation:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
* &#039;&#039;OLA I0D98a: Geospatial databases (weight 1/6):&#039;&#039;&lt;br /&gt;
** &#039;&#039;Written exam, Open Book&#039;&#039;&lt;br /&gt;
** &#039;&#039;Previously this was oral, of which we have the following &amp;quot;review&amp;quot;: Van Orshoven is really nice and calm, if you don&#039;t know the answer right away he tries to help you find the answer anyway, if you don&#039;t know it at all, he explains it to you.&#039;&#039;&lt;br /&gt;
* &#039;&#039;OLA I0D99a: Geospatial Databases and SQL: Practical (weight 2/6)&#039;&#039;&lt;br /&gt;
** &#039;&#039;2 to 4 individual or group assignments to be handed in in the course of the semester according to a prescribed timing (see Toledo)&#039;&#039;&lt;br /&gt;
* &#039;&#039;OLA I0U99a: Geospatial data infrastructures (weight 2/6)&#039;&#039;&lt;br /&gt;
** &#039;&#039;Written exam, since 2025 open Book, together with I0D98a&#039;&#039;&lt;br /&gt;
* &#039;&#039;OLA I0V00A: Geospatial data infrastructures: practical (weight 1/6)&#039;&#039;&lt;br /&gt;
** &#039;&#039;2 to 3 individual or group assignments to be handed in in the course of the semester according to a prescribed timing (see Toledo)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
Written exam, both exams open book&lt;br /&gt;
&lt;br /&gt;
Nobody I spoke to after the exam had a feeling they could confidently answer any questions from the SDI part apart from maybe the true/false ones so dont feel bad&lt;br /&gt;
&lt;br /&gt;
==== Geospatial Databases ====&lt;br /&gt;
Given: a dataset with discharge measurement stations, with the station name, elevation, year of start of measurements and year of end of measurements and point coordinates, with daily measurements of the parameters discharge, sediment load, superficial flow velocity, water level, and the directors responsible for the stations in different periods. You also have a river segment dataset with average bank height, line geometry, river code, river name and Strahler order (including strahler order explanation). Furthermore, you have a dataset with the 8 largest hydropower plants. The coordinates of the hydropower turbines (point geometry), the installed power generation capacity, the reservoir polygon geometry, the reservoir capacity (km3) and dam height are all available. Furthermore, you have daily measurements of the turbine&#039;s power output.&lt;br /&gt;
&lt;br /&gt;
# Draw a conceptual database model (entity-relationship) that can grasp this data&lt;br /&gt;
# What real-life questions can you answer using this db-structure?&lt;br /&gt;
# Draw a logical database model&lt;br /&gt;
# What types of relations can you model with UML, and which of these relations are applicable where in the DB you just drew?&lt;br /&gt;
&lt;br /&gt;
==== Spatial Data Infrastructures ====&lt;br /&gt;
Two parts, part A counted for 80% and part B for 20% (i think?)&lt;br /&gt;
&lt;br /&gt;
Part A: open questions&lt;br /&gt;
&lt;br /&gt;
# You have a shapefile, a geotiff and a netCDF file. (20%)&lt;br /&gt;
## How can you host this data on a traditional SDI?&lt;br /&gt;
## How would you do that on a cloud-based platform such as Google Earth Engine?&lt;br /&gt;
## What are the advantages/disadvantages of these two approaches?&lt;br /&gt;
## What are the advantages/disadvantages for producers for hosting your data on a traditional SDI or a cloud-based platform such as GEE?&lt;br /&gt;
## What are the advantages/disadvantages for users for hosting the data on a traditional SDI or a cloud-based platform such as GEE?&lt;br /&gt;
# Compare CSW and STAC in SDI context. What are the respective advantages and disadvantages in the discovery, management and access to metadata? Give example scenarios where you would prefer either one. (20%)&lt;br /&gt;
# You want to assess the evolution of NDVI of areas in the USA hit by forest fires using Landsat imagery since 1980. How would you do this using a openEO datacube? Write out pseudocode. (20%)&lt;br /&gt;
# You have a .zar file with climate data for a large area in n dimensions containing variables such as temperature, pressure, precipitation, etc. You want to calculate some kind of yearly weather statistic, but in a way allowing for lazy computation. Integrate this all in an interactive Leaflet map. Write this all out in pseudocode. (20%)&lt;br /&gt;
&lt;br /&gt;
Part B: true/false. You only get 0.5/4 for the question if you only get the true/false right without justification, with justification this can climb to 4/4. Each question here counted for 4%&lt;br /&gt;
&lt;br /&gt;
# The primary goal of an SDI is to store data efficiently within an organisation. &lt;br /&gt;
# Chunking is not relevant for local data storage as it does not impact storage efficiency.&lt;br /&gt;
# abc&lt;br /&gt;
# abc&lt;br /&gt;
# abc&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== SPATIAL DATA INFRASTRUCTURES ====&lt;br /&gt;
1 open question: SWE figure given, explain all components&lt;br /&gt;
&lt;br /&gt;
10 true/false questions (+ explanation):&lt;br /&gt;
&lt;br /&gt;
* The NGI is a geobroker outside in for the government&lt;br /&gt;
* The main steps of data harmonisation are ... The harmonisation process can always be called standardisation&lt;br /&gt;
* the GRB and open street map are authentic sources of data&lt;br /&gt;
* GetFeatureInfo request of WMS given, is this correct?&lt;br /&gt;
* Discovery, Exploration, Exploitation: availability of metadata: which one?&lt;br /&gt;
* Geometry, topology and semantics --&amp;gt; CityGML, KML and ArcGis --&amp;gt; do they represent the first three terms&lt;br /&gt;
* Are these measures good for measuring impedence of an SDI? (Price, Legal, transfer method, restrictions and need for preparation)&lt;br /&gt;
* ...&lt;br /&gt;
&lt;br /&gt;
==== GEOSPATIAL DATABASES ====&lt;br /&gt;
&#039;&#039;(written because of covid)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Dataset 1:&lt;br /&gt;
&lt;br /&gt;
* A certain amount (I don&#039;t remember exactly) of charging poles for electrical cars or bikes with point coordinates, name, type of usage (car, bike, car&amp;amp;bike), type of operator (public, private), start date, date of last maintenance, type of electricity generation (solar, wind, fossil), simultanuous service capacity, ... (maybe some other things). Also for each pole the name and professional details of the operator who helped construct the pole, per sub-period were given. There are also daily statistics of the number of bikes, the amount of electricity per bike, the number of cars and the amount of electricity per car.&lt;br /&gt;
* Certain amount of repair facilities with point coordinates, type of usage (bike, car, bike&amp;amp;car), opening hours, ... and the repairs done each day again with the type, time, ...&lt;br /&gt;
* Network of roads and bike tracks with line geometry and type of road.&lt;br /&gt;
&lt;br /&gt;
Questions:&lt;br /&gt;
&lt;br /&gt;
# Make a conceptual entity-relation diagram&lt;br /&gt;
# Which real-life questions can be answered using this conceptual model and which GIS tools would you use to solve these questions?&lt;br /&gt;
# Create a logical data model with help of the previously made entity-relationship model.&lt;br /&gt;
# Is this a hybrid gDB? if not, how can you adapt it to a hybrid gDB?&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== Spatial Data Infrastructures ====&lt;br /&gt;
1 open question: SWE figure given, explain all components&lt;br /&gt;
&lt;br /&gt;
10 true/false questions (+ explanation):&lt;br /&gt;
&lt;br /&gt;
* The NGI is a geobroker outside in for the government&lt;br /&gt;
* The main steps of data harmonisation are ... The harmonisation process can always be called standardisation&lt;br /&gt;
* the GRB and open street map are authentic sources of data&lt;br /&gt;
* getfeature request of WFS given. Is this correct? What is missing?&lt;br /&gt;
* GML, CityGML and HTML are all XML-based.&lt;br /&gt;
* SDI governance is about assessing the performance of the SDI.&lt;br /&gt;
&lt;br /&gt;
==== Geospatial Databases ====&lt;br /&gt;
&#039;&#039;(written because of covid)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
A lot of information is given about measurement stations (and measurements) and power plants on a river network&lt;br /&gt;
&lt;br /&gt;
# create a conceptual database model&lt;br /&gt;
# Which questions can be answered using this conceptual model?&lt;br /&gt;
# Create a logical data model&lt;br /&gt;
# Which are the 4 non-spatial relationships in UML and how can you use these between the classes in your logical data model?&lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== Geospatial Databases ====&lt;br /&gt;
Dataset:&lt;br /&gt;
&lt;br /&gt;
Example of a river network. there are different measurement stations that returns measurements like water depth, sediment load, surface speed, start of operation, end of operation...  Then there are directors with a name, details... that are in charge of measurement stations, can change over time. The table of stations also contains stations that replaced older stations. Then you have data of Hydro power plants with the power output, which company manages it, a geometry of the power plant, a geometry of the basin related to it and again measurements of power output for certain time intervals. Also given is the geometry of the river with more than 20.000 segments.&lt;br /&gt;
&lt;br /&gt;
Questions:&lt;br /&gt;
&lt;br /&gt;
# Make a logical structure (entity/relation model) of this data (expect to give some cardinalities)&lt;br /&gt;
# What answers could you derive from this dataset? Could you measure effects of climate change? You have only 200 measurements but more than 20.000 river segments, are those useful? (&amp;quot;You should do some interpolation&amp;quot;)&lt;br /&gt;
# The table of stations also contains stations that replace older stations, how is this fitted in the database (kinship relation)&lt;br /&gt;
# UML defines more types of relationships besides association, would some be applicable here?&lt;br /&gt;
# How could this database be turned into a hybrid database?&lt;br /&gt;
# Draw a logical and hybrid database based on the UML principles.&lt;br /&gt;
# How could spatial indexes be used and implemented in this database?&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== Geospatial databases ====&lt;br /&gt;
&#039;&#039;Same question as previous years, you randomly take a dataset (I think there were three different ones)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Dataset 1:&lt;br /&gt;
&lt;br /&gt;
* A certain amount (I don&#039;t remember exactly) of charging poles for electrical cars or bikes with point coordinates, name, type of usage (car, bike, car&amp;amp;bike), type of operator (public, private), start date, date of last maintenance, type of electricity generation (solar, wind, fossil), simultanuous service capacity, ... (maybe some other things). Also for each pole the name and professional details of the operator who helped construct the pole, per sub-period were given. There are also daily statistics of the number of bikes, the amount of electricity per bike, the number of cars and the amount of electricity per car.&lt;br /&gt;
* Certain amount of repair facilities with point coordinates, type of usage (bike, car, bike&amp;amp;car), ... maybe something else.&lt;br /&gt;
* Network of roads and bike tracks with line geometry and type of road.&lt;br /&gt;
&lt;br /&gt;
Questions (with some answers):&lt;br /&gt;
&lt;br /&gt;
# spatial relationships: typical network (distance relation)&lt;br /&gt;
# questions to answer with this dataset&lt;br /&gt;
# make a conceptual entity-relation diagram &#039;&#039;(entity classes were: charging poles, operators, repair facilities, road-segments)&#039;&#039; specify the cardinalities&lt;br /&gt;
# ORDB:&lt;br /&gt;
#* the tables (logical modelling), tables for the entity classes and pivot tables for the many-to-many relationships (charging pole + operator): specify primary and foreign keys&lt;br /&gt;
#* Lookup tables for the attributes (because numbers in the entity table are more compact than strings)&lt;br /&gt;
#* hybrid geo-relational database:&lt;br /&gt;
#** this means taking the geometry out of the object-tables and storing these in a separate file. The geometry file and the object-table have a 1-1 cardinality&lt;br /&gt;
# How to use indexing, both attribute and spatial, for the repair facilities?&lt;br /&gt;
#* attribute index = B-tree (draw example index table and explain to him what this is + the cardinality of this table with the entity table)&lt;br /&gt;
#* spatial index = grid, quad-tree or R-tree and then he asks to explain one or more of these&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Same dataset as above: (question 1,2,3 and 4 were the same)&lt;br /&gt;
&lt;br /&gt;
5.&lt;br /&gt;
&lt;br /&gt;
a) What do you need to change to convert the model made in previous questions into UML.&lt;br /&gt;
&lt;br /&gt;
b) Can you apply a kinship relationship to the nearest charging point?&lt;br /&gt;
&lt;br /&gt;
6. apply versioning on the road network.&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== Spatial Data Infrastructures ====&lt;br /&gt;
2 big questions, each on 5 points:&lt;br /&gt;
&lt;br /&gt;
* Explain a WMS&lt;br /&gt;
* SWE image: explain all components (he asks this all the time)&lt;br /&gt;
* CityGML: appearance?&lt;br /&gt;
* GML Linestring: you have to specify what each part does. Then: you have to transform the given GML data into one that is representing a doughnut.&lt;br /&gt;
* ! Define two strings &amp;amp; define the outer &amp;amp; inner boundary. --&amp;gt; You should know the tags of inner &amp;amp; outer boundary.&lt;br /&gt;
&lt;br /&gt;
True/false questions (10 questions, each on 2 points: 0.5 for the T/F, 1.5 for the explanation you provide for it).&lt;br /&gt;
&lt;br /&gt;
* Explain 10 (!) abbreviations &amp;amp; if they&#039;re correct or not&lt;br /&gt;
* Figure: is this the right order in which a request is posed in a metadata catalog?&lt;br /&gt;
* Is the main reason that SDI uses object-relational databases because it allows multi-user functionality? FALSE. It&#039;s one of the reasons, but other reasons = e.g. make relations between datasets.&lt;br /&gt;
* HTTP &amp;amp; GML are both XML based&lt;br /&gt;
* Table &amp;amp; XML translation of it: correct or not?&lt;br /&gt;
* Are open street map &amp;amp; GRB authentic data?&lt;br /&gt;
* Discovery, Exploration, Exploitation: availability of metadata: which one? (it&#039;s discovery, the statement says its exploitation).&lt;br /&gt;
* Data transformation (of reference data) --&amp;gt; E.g. making it INSPIRE conform: what are the main steps? Target Schema matching, mapping &amp;amp; transformation?&lt;br /&gt;
* Conflation: put two datasets together &amp;amp; use them.&lt;br /&gt;
&lt;br /&gt;
== 2015 ==&lt;br /&gt;
&lt;br /&gt;
=== June ===&lt;br /&gt;
&lt;br /&gt;
==== Spatial Data Infrastructures ====&lt;br /&gt;
Open questions: you get two of those&lt;br /&gt;
&lt;br /&gt;
* e-Government, explain all&lt;br /&gt;
* the figure of SWE architecture was given. Explain all the components. Where can this technology be useful in the future? Give an example that we did not see in the lectures. Side questions: would a SWE technology be usful for the smoke detectors in this building? What would be missing?&lt;br /&gt;
* an example of a link to open a WMS was given (from slide 20 the second one). Explain this. What is a WMS? What does &#039;getFeatureInfo&#039; do? Why is no reference system given? What is BBOX? How is the image delivered?&lt;br /&gt;
* given was the semantic UML-schema of a building in cityGML. Explain the diagram. How is the 3D nature of this model apparant in this schema? How is topology apparant in this schema?&lt;br /&gt;
&lt;br /&gt;
correct/false (you get 10 of these and have to explain)&lt;br /&gt;
&lt;br /&gt;
* &amp;quot;in SDI, metadata needs to allow a user to find data, see what it&#039;s contents are and see how this data can be obtained. This type of metadata is called discovery metadata.&amp;quot;&lt;br /&gt;
* &amp;quot;The data quality elements are: completeness, positional accuracy, lineage, and usability.&amp;quot;&lt;br /&gt;
* &amp;quot;html and gml both use xml&amp;quot;&lt;br /&gt;
* given: figure from cityGML which is also in the course, of a building which had rooms. &amp;quot;This is LoD4&amp;quot;&lt;br /&gt;
* given was the xml-code of the parcels from linkvitt. But he changed it a bit. it went: &amp;lt;myDatabase&amp;gt; &amp;lt;Owner&amp;gt; &amp;lt;Owner&amp;gt; Lotte &amp;lt;/Owner&amp;gt; &amp;lt;Parcel&amp;gt; Berga1:1 &amp;lt;/Parcel&amp;gt; &amp;lt;Area&amp;gt;2.1&amp;lt;/Area&amp;gt;&amp;lt;/Owner&amp;gt;. &amp;quot;This is a correct way of representing this table.&amp;quot;&lt;br /&gt;
* &amp;quot;An RTK service is comparable to a SOS&lt;br /&gt;
* Given was a UML diagram. &amp;quot;This is a diagram that shows how metadata catalogues work.&amp;quot;&lt;br /&gt;
* &amp;quot;The properties of open data are: (I don&#039;t remember but he gave five of them)&amp;quot;&lt;br /&gt;
* .&lt;br /&gt;
&lt;br /&gt;
== 2014 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== Geospatial Databases ====&lt;br /&gt;
&#039;&#039;*It&#039;s a long question, I do not know he details&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
given is following data on a public transport network in Antwerp:&lt;br /&gt;
&lt;br /&gt;
* all (4000+) stops: coördinates, name, date of last maintenance, comfort level (shelter or open air), start of operation date, end of operation date.&lt;br /&gt;
* 342 trajectories (vector line files) with: geometry, trajectory code, trajectory name, direction (so one line can be stored twice: from A to B and from B to A, if this trajectory is indeed in both directions). It also includes:&lt;br /&gt;
* the compagny that regulates the trajectory in a given time period (the last ten years), and all the details about this compagny regulations (price, director, ...)&lt;br /&gt;
* yearly statistics about the number of people using the trajectory, the number of people using it without valid ticket, and the number of criminal acts on the trajectory, for the last 15 years&lt;br /&gt;
* A road and rail map of Belgium, containing all roads, railways, tramways (over a million vectors).&lt;br /&gt;
&lt;br /&gt;
now:&lt;br /&gt;
&lt;br /&gt;
# what spatial relations can be found in this dataset?&lt;br /&gt;
# what questions can be answered using this dataset?&lt;br /&gt;
# make an entity-relation diagram.&lt;br /&gt;
# .&lt;br /&gt;
#* transform this to an object-relational database (logical modelling)&lt;br /&gt;
#* transform this to a geo-relational database&lt;br /&gt;
# how can you use indexing here? illustrate using the &#039;Stops&#039; entity. Do this non-spatial and spatial.&lt;br /&gt;
&lt;br /&gt;
questions during oral: he always asks the cardinality, of every relation. Also, he like &#039;lookup-tables&#039;, ...&lt;br /&gt;
&lt;br /&gt;
time is limited!&lt;br /&gt;
&lt;br /&gt;
== Previous years ==&lt;br /&gt;
&#039;&#039;less certainty:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
given: some data&lt;br /&gt;
&lt;br /&gt;
# what questions can be answered with this database?&lt;br /&gt;
# give the topological relations&lt;br /&gt;
# make an entity-relationship diagram&lt;br /&gt;
# convert to:&lt;br /&gt;
#* object-relational database&lt;br /&gt;
#* geo-relational database&lt;br /&gt;
# do indexing for the parcels, for attributes as well as spatial.&lt;br /&gt;
&lt;br /&gt;
He asked this for a dataset on farms one year. The other year, it was 121 measuring stations at flemish rivers. You get the hydrological data, and who was director of the station through time. you also get a line vector dataset with the rivers, a poly dataset with the catchments (12 polygons, 11 catchments so catchment consisted of 2 polygons...)&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Hoofdpagina&amp;diff=739</id>
		<title>Hoofdpagina</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Hoofdpagina&amp;diff=739"/>
		<updated>2025-01-18T13:31:26Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;[[Bestand:Atlaslogo.jpg|links|kaderloos|140x140px]]&lt;br /&gt;
[[Bestand:Atlaslogo.jpg|rechts|kaderloos|140x140px]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
{|style=&amp;quot;text-align: center; font-size = 40px&amp;quot;, align = &amp;quot;center&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
|&#039;&#039;&#039;[[Bachelor Geografie| Bachelor in de Geografie]]&#039;&#039;&#039; &lt;br /&gt;
|&#039;&#039;&#039;[[Bachelor Geologie| Bachelor in de Geologie]]&#039;&#039;&#039; &lt;br /&gt;
|-&lt;br /&gt;
|&#039;&#039;&#039;[[Master_of_Geography| Master of Geography]]&#039;&#039;&#039;&lt;br /&gt;
|&#039;&#039;&#039;[[Master_of_Geology| Master of Geology]]&#039;&#039;&#039; &lt;br /&gt;
|-&lt;br /&gt;
|&#039;&#039;&#039;[[Master_of_Sustainable_Development| Master of Sustainable Development]]&#039;&#039;&#039; &lt;br /&gt;
|&#039;&#039;&#039;[[Master_of_Tourism| Master of Tourism]]&#039;&#039;&#039;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Welkom op de examenwiki van Atlas!&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Klik hiernaast op je opleiding om oude examenvragen van je vakken terug te vinden of gebruik de zoekfunctie om meteen naar het vak van je keuze te gaan. Naast examenvragen zijn op deze wiki ook een aantal samenvattingen te raadplegen. Om de pagina&#039;s op deze wiki te kunnen lezen of bewerken, moet je jezelf eerst [[Speciaal:GebruikerAanmaken|registreren]]. Dit duurt slechts enkele minuutjes en kost je helemaal niets! &#039;&#039;&#039;Let op&#039;&#039;&#039;, dit kan als beveiligingsmaatregel enkel met je studenten e-mailadres &#039;&#039;naam@student.kuleuven.be&#039;&#039;. Na het registreren moet je je account bevestigen m.b.v. een link die je per mail toegestuurd krijgt (controleer ook zeker je spam-folder).&lt;br /&gt;
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&lt;br /&gt;
&#039;&#039;Check de [https://sites.google.com/view/examwiki-merkator/homepage?authuser=0 de oude examenwiki] van Merkator als je voor een vak geen vragen vindt.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Welcome to the Atlas exam wiki!&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Here we present the old exam questions relevant for the master&#039;s in Geography, Geology, Sustainable Development and Tourism. Some old questions will be registered in Dutch; Google is your friend (or ask someone from your year).&lt;br /&gt;
&lt;br /&gt;
Feel free to add questions! You will need to [[Speciaal:GebruikerAanmaken|register]] first, though. This only takes a short while and costs nothing. Remember to use your KUL-email when registering, as this is mandatory. In case of problems, feel free to contact the [mailto:webmaster@atlasleuven.be webmaster].&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;If any questions are missing for a certain course, check out [https://sites.google.com/view/examwiki-merkator/homepage?authuser=0 Merkator&#039;s old wiki] : there will probably be some over there.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
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		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Bestand:Atlaslogo.jpg&amp;diff=738</id>
		<title>Bestand:Atlaslogo.jpg</title>
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		<updated>2025-01-18T13:21:38Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;atlaslogo wit zonder achtergrond, bron = fb&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Hoofdpagina&amp;diff=737</id>
		<title>Hoofdpagina</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Hoofdpagina&amp;diff=737"/>
		<updated>2025-01-18T13:14:09Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&#039;&#039;&#039;Welkom op de examenwiki van Atlas!&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Klik hiernaast op je opleiding om oude examenvragen van je vakken terug te vinden of gebruik de zoekfunctie om meteen naar het vak van je keuze te gaan. Naast examenvragen zijn op deze wiki ook een aantal samenvattingen te raadplegen. Om de pagina&#039;s op deze wiki te kunnen lezen of bewerken, moet je jezelf eerst [[Speciaal:GebruikerAanmaken|registreren]]. Dit duurt slechts enkele minuutjes en kost je helemaal niets! &#039;&#039;&#039;Let op&#039;&#039;&#039;, dit kan als beveiligingsmaatregel enkel met je studenten e-mailadres &#039;&#039;naam@student.kuleuven.be&#039;&#039;. Na het registreren moet je je account bevestigen m.b.v. een link die je per mail toegestuurd krijgt (controleer ook zeker je spam-folder).&lt;br /&gt;
&lt;br /&gt;
Voeg zeker je eigen examenvragen of samenvattingen toe aan deze wiki, je opvolgers zullen je eeuwig dankbaar zijn! Als je problemen zou hebben bij het registreren, bij het bewerken van een pagina of met iets helemaal anders, aarzel dan zeker niet om de [mailto:webmaster@atlasleuven.be webmaster] te contacteren. Veel succes met je examens!&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Check de [https://sites.google.com/view/examwiki-merkator/homepage?authuser=0 de oude examenwiki] van Merkator als je voor een vak geen vragen vindt.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Welcome to the Atlas exam wiki!&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Here we present the old exam questions relevant for the master&#039;s in Geography, Geology, Sustainable Development and Tourism. Some old questions will be registered in Dutch; Google is your friend (or ask someone from your year).&lt;br /&gt;
&lt;br /&gt;
Feel free to add questions! You will need to [[Speciaal:GebruikerAanmaken|registrer]] first, though. This only takes a short while and costs nothing. Remember to use your KUL-email when registering, as this is mandatory. In case of problems, feel free to contact the [mailto:webmaster@atlasleuven.be webmaster].&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;If any questions are missing for a certain course, check out [https://sites.google.com/view/examwiki-merkator/homepage?authuser=0 Merkator&#039;s old wiki] : there will probably be some over there.&#039;&#039;&lt;br /&gt;
{|style=&amp;quot;text-align: center; font-size = 40px&amp;quot;, align = &amp;quot;center&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
|&#039;&#039;&#039;[http://wiki.atlasleuven.be/index.php?title=Bachelor_Geografie: Bachelor in de Geografie]&#039;&#039;&#039; &lt;br /&gt;
|&#039;&#039;&#039;[http://wiki.atlasleuven.be/index.php?title=Bachelor_Geologie: Bachelor in de Geologie]&#039;&#039;&#039; &lt;br /&gt;
|-&lt;br /&gt;
|&#039;&#039;&#039;[http://wiki.atlasleuven.be/index.php?title=Master_of_Geography: Master of Geography]&#039;&#039;&#039;&lt;br /&gt;
|&#039;&#039;&#039;[http://wiki.atlasleuven.be/index.php?title=Master_of_Geology: Master of Geology]&#039;&#039;&#039; &lt;br /&gt;
|-&lt;br /&gt;
|&#039;&#039;&#039;[http://wiki.atlasleuven.be/index.php?title=Master_of_Sustainable_Development: Master of Sustainable Development]&#039;&#039;&#039; &lt;br /&gt;
|&#039;&#039;&#039;[http://wiki.atlasleuven.be/index.php?title=Master_of_Tourism: Master of Tourism]&#039;&#039;&#039;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Meer hulp over MediaWiki ==&lt;br /&gt;
&lt;br /&gt;
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Lijst met instellingen]&lt;br /&gt;
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ Veelgestelde vragen (FAQ)]&lt;br /&gt;
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ Mailinglijst voor aankondigingen van nieuwe versies]&lt;br /&gt;
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Maak MediaWiki beschikbaar in uw taal]&lt;br /&gt;
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Leer hoe u spam kunt voorkomen op uw wiki]&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=736</id>
		<title>Atmospheric Modelling</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=736"/>
		<updated>2025-01-18T13:04:02Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Nicole van Lipzig|data3=Lectures and practicals|data4=Written, open book|data6=6?|header1=Lectures, exams, practical sessions|header5=Achtergrond|headerstyle=background:lightgrey|label2=Docent|label3=Type of course|label4=Type of exam|label6=ECTS|label7=When?|data7=1st master, 1st semester|label8=ECTS|data8= |title=Course info}}&lt;br /&gt;
Half of the course marks are based on practical reports you submit throughout the semester, the other half is based on the exam. Of the exam part, 20% is based on the exercises.&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== 18th of January ===&lt;br /&gt;
The entire exam was open book - you could bring everything.&lt;br /&gt;
&lt;br /&gt;
Theory part - open book (1.5hr)&lt;br /&gt;
&lt;br /&gt;
# Evolution of cloud droplets&lt;br /&gt;
## What determines the maximum height above cloud base a droplet will reach? &lt;br /&gt;
## Draw the evolution of a cloud droplet&#039;s radius after formation on the graph to the right (x-axis = radius, y-axis = height above cloud base)&lt;br /&gt;
## What mechanisms contribute to the growth of cloud droplets? Explain them and indicate where on the graph they are of importance.&lt;br /&gt;
## When does the droplet reach maximum height?&lt;br /&gt;
# Surface pressure tendency&lt;br /&gt;
## Which equation can you use to evaluate changes in surface pressure?&lt;br /&gt;
## Is this a prognostic or a diagnostic equation? Explain.&lt;br /&gt;
## On which conservation law is the equation based?&lt;br /&gt;
## What do the different terms of the equation stand for? Explain the variables involved.&lt;br /&gt;
## What is the physical meaning of the last term? Why does this contribute to changes in surface pressure?&lt;br /&gt;
# Paper: in one paper, the probabilistic outcomes of different models are evaluated based on an error metric specifically designed for this purpose.&lt;br /&gt;
## Which paper and which graph am I talking about?&lt;br /&gt;
## Explain how the considered models work.&lt;br /&gt;
## Which models underperform and why?&lt;br /&gt;
&lt;br /&gt;
Exercise part - remaining time&lt;br /&gt;
&lt;br /&gt;
# Given a map with isopleths (constant geopotential height) and isotherms for the 500 hPa level.&lt;br /&gt;
## Is there warm or cold air advection at point A? Explain.&lt;br /&gt;
## Estimate the magnitude of the geostrophic wind at point A.&lt;br /&gt;
## Calculate the thermal wind at point A. You can leave the coriolis parameter as is.&lt;br /&gt;
# Given the horizontal velocity vector V = 10 + 200cos(x)sin(y) - 0005y (example values).&lt;br /&gt;
## Give the horizontal advection term for ..? (i think? you had to calculate k x  nablaV thats for sure) &lt;br /&gt;
# A droplet is suspended in a cloud chamber with initial drop radius 10^-8m, vapour pressure of 23 hPa, pressure of 1000 hPa, temperature of 20 degrees Celsius, diffusion coefficient of 10^2 m^2/s and an supersaturation of 4%.&lt;br /&gt;
## If you leave the droplet for one minute, what size will it be?&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&amp;lt;i&amp;gt;Different teacher!&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
- Draw a graph of the evolution of a raindrop through a cloud, height on the y-axis, drop radius on the x-axis&lt;br /&gt;
&lt;br /&gt;
- Under what circumstances are raindrops very large? Link with equations&lt;br /&gt;
&lt;br /&gt;
- When will a raindrop reach the top of a cloud? On what factors does it depend?&lt;br /&gt;
&lt;br /&gt;
- Some questions about radar reflectivity and the radar reflectivity factor.&lt;br /&gt;
&lt;br /&gt;
== 2018 ==&lt;br /&gt;
Oral: &lt;br /&gt;
&lt;br /&gt;
1. Assume two air masses, one is clean with not much CCN, the other one is polluted and has a lot of CCN. Both air masses are rising (upward motion of the atmosphere) en will form cloud droplets. Make a sketch for both situations and show the change of the droplet&#039;s radius and the supersaturation in time. What is the essential difference between both situations with clean and polluted air? &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
2. What is the Marshall-Palmer relationship? Explain how this relation is used to derivate rainfall rate. What is the error made when unusual large rain drops are formed which aren&#039;t comparable to the Marshall-Palmer relationship? Will the algorithm over- or underestimate the rainfall? &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
3. Precipitation can be convective or stratiform. How does the precipitation intensity between these two systems differ? What kind of effect does the type of precipitation (convective/stratiform) have on the relationship between temperature and precipitation intensity? &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Excercices: &lt;br /&gt;
&lt;br /&gt;
1. A map is shown with lines of equal geopotential height and isothermes. Is cold or warm advection occurring at point A? How can you quantify the magnitude of this advection term? &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
2. Takehome 17 a&amp;amp;b with different numbers &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
3. An air parcel has a vapor pressure of 24.33 hPa and a temperature of 20°C. The water vapor diffusion coefficiënt of air is given by: &lt;br /&gt;
&lt;br /&gt;
D=2.10^(-2).T^(0.81). 1/P &lt;br /&gt;
&lt;br /&gt;
Where P is the pressure and T is the temperature. Calculate how much time it takes in this case for a droplet to grow from 10 to 20 µm by the process of water difussion		 only. &lt;br /&gt;
&lt;br /&gt;
4. The divergence in the atmospheric column in between 1000-500 hPa is 3.10^-7 /s. Above 500 hPa there is covergence until a pressure level of 200 hPa of 2.10^-7 /s. What is the value of ws=dps/dt? &lt;br /&gt;
&lt;br /&gt;
== 2015-2016 ==&lt;br /&gt;
&#039;&#039;&#039;Augustus&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
1. Papers: IPCC gebruikt vaak de term &#039;stralingsforcering&#039;. Waarom is dit misleidend? Illustreer aan de hand van gelezen papers.  &lt;br /&gt;
&lt;br /&gt;
2. Geef formule die evolutie luchtdruk met tijd weergeeft. Welke atmosferische variabelen komen voor in deze formule? Leg uit waarom deze atmosferische variabelen een invloed hebben op de oppervlaktedruk. &lt;br /&gt;
&lt;br /&gt;
3. LWC en detrainment uitleggen  &lt;br /&gt;
&lt;br /&gt;
=== Reeks 1 ===&lt;br /&gt;
&#039;&#039;&#039;Oral:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# ow does the amount of aerosols influence the rain-forming process? Make a sketch where you plot the evolution of the droplet radius and supersaturation with time for a cloud in clean air and polluted air. A lot of questions asked about figure 6.16 in Wallace &amp;amp; Hobbs, e.g. what is the influence of pollution on the activation on droplets?  &lt;br /&gt;
# In which paper did we see the explanation for the recent slowing down of global warming? How do they explain this and what methods did they use? &lt;br /&gt;
# How is the surface pressure calculated in an atmospheric model (equation + explain principle + discretization). What is fundamentally different with the calculation of the geopotential in an atmospheric model? &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Exercises:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# A map is shown with lines of equal geopotential height and isothermes. Is cold or warm advection occurring at point A? How can you quantify the magnitude of this advection term?&lt;br /&gt;
# A model has a grid spacing of 1 km and a timestep of 30 s. With an upstream FED the model calculates an advection wave with a speed of 100km/hr, what is the value of the numerical amplification factor for this model? (values for p were not given) &lt;br /&gt;
# Take home exercises 17 A and B but with different values (COSMO model: calculate the time when only autoconversion and accretion is considered) &lt;br /&gt;
# An aerosol with a thin layer of water around it has a total radius of 3E-8 m. In a labo, experiments are conducted in a chamber where T = 20°C and supersaturation = 4%. Will this droplet grow, evaporate or reach a steady state? &lt;br /&gt;
&lt;br /&gt;
=== Reeks 2 ===&lt;br /&gt;
&#039;&#039;&#039;oral:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
1. Given a map (north up) with lines of geopotential thickness (5 km to the lower left to 5.4 km to the upper right) between the 1000 and 500 hPa level. At the surface, there is a southerly wind. In which direction is the wind at the 500 hPa level? Is there cold advection or warm advection? Explain. &lt;br /&gt;
&lt;br /&gt;
2. What is meant with the effective radius of a hydrometeor? In which paper that we discussed did we see this in detail? What were the conclusions of that paper? &lt;br /&gt;
&lt;br /&gt;
3. Explain the CFL criterium. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Excercises:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. An air parcel has a vapor pressure of 24.33 hPa and a temperature of 20°C. The water vapor diffusion coefficiënt of air is given by: &lt;br /&gt;
&lt;br /&gt;
D=2.10^(-2).T^(0.81). 1/P &lt;br /&gt;
&lt;br /&gt;
Where P is the pressure and T is the temperature. Calculate how much time it takes in this case for a droplet to grow from 10 to 20 µm by the process of water difussion only. &lt;br /&gt;
&lt;br /&gt;
2. Sedimentation in the COSMO model: &lt;br /&gt;
&lt;br /&gt;
Gridbox at height 850 hPa and vertical extend of 500m. There are raindrops in this gridbox, with a total mixing ratio of 3.10^-3 kg/kg. The Tempature is 20°C. How long does it take for the mixing ratio to reduce to 1.5.10^-3 kg/kg? There are no raindrops in the atmosphere column above this gridbox. Will -in this COSMO model- the average size of the drop increase, decrease, or stay the same? Explain why. &lt;br /&gt;
&lt;br /&gt;
3. A collector drop with radius 30 µm catches slightly smaller drops with a radius of 20µm. Will the collection efficiency stay the same, increase or decrease when the collector drop grows? Explain why. &lt;br /&gt;
&lt;br /&gt;
4. The divergence in the atmospheric column in between 1000-500 hPa is 3.10^-7 /s. Above 500 hPa there is covergence until a pressure level of 200 hPa of 2.10^-7 /s. What is the value of ws=dps/dt? &lt;br /&gt;
&lt;br /&gt;
== 2014-2015 ==&lt;br /&gt;
&lt;br /&gt;
=== &#039;&#039;&#039;Oral:&#039;&#039;&#039; ===&lt;br /&gt;
&lt;br /&gt;
==== Reeks 1 ====&lt;br /&gt;
&lt;br /&gt;
# If the number of droplets linearly decreases with height, how would this be implemented in the continuous collection model? &lt;br /&gt;
&lt;br /&gt;
# How does an atmospheric model calculates the easterly wind advection? Derive an equation using the primitive equations. Discretisize. (kinda like this:    For a given situation, the meridional (v-) component of the wind is zero. Write, from the horizontalequation of motion, an expression for the zonal (u-)component of the wind, and describe what the different terms refer to. ) &lt;br /&gt;
&lt;br /&gt;
# How does land use change affects the ocean temperature? Use one paper to explain this --&amp;gt; paper about deforestation and climate forcing &lt;br /&gt;
&lt;br /&gt;
==== Reeks 2 ====&lt;br /&gt;
1. Explain the growth of a droplet within subsaturated/supersaturated air + some smaller questions regarding the diagram + what does delta E mean? &lt;br /&gt;
&lt;br /&gt;
2. Effect of warm advection on the formation of extratropical cyclones + some smaller questions regarding extratropical cyclones. &lt;br /&gt;
&lt;br /&gt;
3. Explain the taylor diagram from the paper regarding the Alpine flood. What does it show and what do you learn from it.  &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Written exercises: ===&lt;br /&gt;
&lt;br /&gt;
==== Reeks 1 ====&lt;br /&gt;
a. a model has a grid spacing of 1km and a timestep of 30s. With an upstream FED the model calculates an advection wave with a speed of 100km/hr, what is the value of the numerical amplification factor for this model? &lt;br /&gt;
&lt;br /&gt;
b. From a weather card, it can be read that at 850 hPa the temperature increases between 12:00UTC and &lt;br /&gt;
&lt;br /&gt;
15:00UTC by 3K. If you assume that advection played a minor role, what is the average diabatic heating &lt;br /&gt;
&lt;br /&gt;
rate between 12:00UTC and 15:00UTC at the 850hPa level? &lt;br /&gt;
&lt;br /&gt;
c. For the same situation as under b), but now assuming that only the horizontal advection can be neglected, &lt;br /&gt;
&lt;br /&gt;
estimate the average vertical temperature advection and diabatic heating rate at the 850hPa level between &lt;br /&gt;
&lt;br /&gt;
12:00UTC and 15:00UTC. You can assume a vertical lapse rate of 6°C/km, a surface temperature of 20°C &lt;br /&gt;
&lt;br /&gt;
and a vertical velocity at 850hPa of 5·10-3 m/s.  &lt;br /&gt;
&lt;br /&gt;
d. A collector cloud drop has a radius of 30micrometers. A second drop has a radius of 20mirometer. Would the Collision Efficiency increase or decrease as the first drop increases in radius?&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=735</id>
		<title>Atmospheric Modelling</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=735"/>
		<updated>2025-01-18T12:57:10Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Nicole van Lipzig|data3=Lectures and practicals|data4=Written, open book|data6=6?|header1=Lectures, exams, practical sessions|header5=Achtergrond|headerstyle=background:lightgrey|label2=Docent|label3=Type of course|label4=Type of exam|label6=ECTS|label7=When?|data7=1st master, 1st semester|label8=ECTS|data8= |title=Course info}}&lt;br /&gt;
Half of the course marks are based on practical reports you submit throughout the semester, the other half is based on the exam. Of the exam part, 20% is based on the exercises.&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== 18th of January ===&lt;br /&gt;
The entire exam was open book - you could bring everything.&lt;br /&gt;
&lt;br /&gt;
Theory part - open book (1.5hr)&lt;br /&gt;
&lt;br /&gt;
# Evolution of cloud droplets&lt;br /&gt;
## What determines the maximum height above cloud base a droplet will reach? &lt;br /&gt;
## Draw the evolution of a cloud droplet&#039;s radius after formation on the graph to the right (x-axis = radius, y-axis = height above cloud base)&lt;br /&gt;
## What mechanisms contribute to the growth of cloud droplets? Explain them and indicate where on the graph they are of importance.&lt;br /&gt;
## When does the droplet reach maximum height?&lt;br /&gt;
# Surface pressure tendency&lt;br /&gt;
## Which equation can you use to evaluate changes in surface pressure?&lt;br /&gt;
## Is this a prognostic or a diagnostic equation? Explain.&lt;br /&gt;
## On which conservation law is the equation based?&lt;br /&gt;
## What do the different terms of the equation stand for? Explain the variables involved.&lt;br /&gt;
## What is the physical meaning of the last term? Why does this contribute to changes in surface pressure?&lt;br /&gt;
# Paper: in one paper, the probabilistic outcomes of different models are evaluated based on an error metric specifically designed for this purpose.&lt;br /&gt;
## Which paper and which graph am I talking about?&lt;br /&gt;
## Explain how the considered models work.&lt;br /&gt;
## Which models underperform and why?&lt;br /&gt;
&lt;br /&gt;
Exercise part - remaining time&lt;br /&gt;
&lt;br /&gt;
# Given a map with isopleths (constant geopotential height) and isotherms for the 500 hPa level.&lt;br /&gt;
## Is there warm or cold air advection at point A? Explain.&lt;br /&gt;
## Estimate the magnitude of the geostrophic wind at point A.&lt;br /&gt;
## Calculate the thermal wind at point A. You can leave the coriolis parameter as is.&lt;br /&gt;
# ? forgot&lt;br /&gt;
# A droplet is suspended in a cloud chamber with initial drop radius 10^-8m, vapour pressure of 23 hPa, pressure of 1000 hPa, temperature of 20 degrees Celsius, diffusion coefficient of 10^2 m^2/s and an supersaturation of 4%.&lt;br /&gt;
## If you leave the droplet for one minute, what size will it be?&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&amp;lt;i&amp;gt;Different teacher!&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
- Draw a graph of the evolution of a raindrop through a cloud, height on the y-axis, drop radius on the x-axis&lt;br /&gt;
&lt;br /&gt;
- Under what circumstances are raindrops very large? Link with equations&lt;br /&gt;
&lt;br /&gt;
- When will a raindrop reach the top of a cloud? On what factors does it depend?&lt;br /&gt;
&lt;br /&gt;
- Some questions about radar reflectivity and the radar reflectivity factor.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Urban_Ecology_and_Green_Management&amp;diff=734</id>
		<title>Urban Ecology and Green Management</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Urban_Ecology_and_Green_Management&amp;diff=734"/>
		<updated>2025-01-18T12:51:21Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Somers Ben&amp;lt;br&amp;gt;Hermy Martin|data3=Lectures and Practical|data4=Partial or continuous assessment with (final) exam during the examination period|data6=4|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=1st semester|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/I0U73AE.htm Link]|title=Course Information}}&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 13 January ====&lt;br /&gt;
&lt;br /&gt;
# Link 5 words and explain them:&lt;br /&gt;
## clinging and Hedera helix&lt;br /&gt;
## hemicrypthophytes and humulus lupulus&lt;br /&gt;
## Thom&#039;s discomfort index and albedo&lt;br /&gt;
## Holzzementdach and extensive green roof&lt;br /&gt;
## BVOC and ecosystem disservices&lt;br /&gt;
# BAF assignment handed in beforehand&lt;br /&gt;
# Explain to the prof why private green (gardens) is always left out in plans and argue whether you would implement private green as they are 12% of flanders surface and contribute to the blue-green network. Give a detailed step-by-step plan on how AND why you would implement private green in a plan for a municipality.&lt;br /&gt;
# 3 points of interest on a villa. The owner wants more green and so on the roof (B) (which can carry up to 1000kg/m² including snow) he want some greenery and he want to be able to enjoy the upstairs and it needs to be accessible. On the front wall (A) (south oriented) he want to have a green wall. At the garage entrance (C) he also want some soil bound vertical green and want to have less impervious soil here (but the car still has to be able to enter the garage). &lt;br /&gt;
## Which green element would you implement at A, B and C. &lt;br /&gt;
## give all the technical aspects of the implementation of these green elements (for B, draw a cross section of the layers needed for the roof and name them and for A, give some species you would put there).&lt;br /&gt;
## Shortly explain all the maintenance for these locations.&lt;br /&gt;
&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 16 January ====&lt;br /&gt;
# Make 5 word pairs and explain link: Bioclimatic Chart, FLL, Phanerophyte, LiDAR, vegetation structure, wall flower, &#039;&#039;Wisteria sinensis&#039;&#039;, pumice, trass, Thom&#039;s Discomfort Index.&lt;br /&gt;
# BAF task (handed in beforehand)&lt;br /&gt;
# How would you adjust the green infrastructure in Brussels when you want to maximise the health benefits of green spaces? Give a detailed step by step plan.&lt;br /&gt;
# Given design of a new town hall with a total roof area of 5000 m². It has a sloping part (15°) all the way from the ground up to the flat part of the roof. The roof should be used as a public park. The architect will adjust his design based on the weight of your design.&lt;br /&gt;
## What kind of green roof would you put on the roof? Explain all technical aspects of the design and draw a picture elaborating on each element, also shortly explain the requirements that each element should conform to.&lt;br /&gt;
## What green elements would you include in the design, taken into account that Biodiversity is a main concern of the municipality.&lt;br /&gt;
## What  species would you include in the design?&lt;br /&gt;
## What are the maintenance requirements for the roof you&#039;ve chosen?&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 17 January ====&lt;br /&gt;
&lt;br /&gt;
# Make 6 word pairs and explain link: Ecopolis, UHI, LCZ, WSUD, Ziggurat, Holzzementdach,  OECD, WDR2009, Aerosolen, Dry composition, Therophyte, Ploughing.&lt;br /&gt;
# BAF task (handed in beforehand)&lt;br /&gt;
# Open question about how you would adjust the green infrastructures in Brussel to optimize the health benefits providing by the green spaces. Give a detailed step by step plan.&lt;br /&gt;
# Building of 20 floors high, orientation given, there is a large surface A where the plan was to construct another floor. On top of the surface A is a small building where the roof was a helicopter platform (surface B): The owner wants a green roof on A and B, on A should also be a terrace (In the south) and you should also create shade on the terrace by just using plants (and a support structure), the remaining green roof should be aesthetically pleasant. For surface B you should focus on biodiversity. You don&#039;t want the maintenace to be too high&lt;br /&gt;
## What kind of green roof would you install on surface A? What kind of plant species, ...?&lt;br /&gt;
## How would you design the terrace? Draw a sketch&lt;br /&gt;
## What kind of green roof would you install on surface B? What kind of plant species, ...?&lt;br /&gt;
## Draw all the components of the green roof on surface A and explain the different layers.&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 15 January ====&lt;br /&gt;
&lt;br /&gt;
# Make 6 word pairs and explain link: Ecopolis, Living City, FLL, Pumice, Antropochory, mobile species, UHI, LCZ, Guerilla gardening, Horticultural therapy, CAM, Sempervivum&lt;br /&gt;
# BAF task (handed in beforehand)&lt;br /&gt;
# Open question about how you would adjust the green infrastructures in Brussel to optimize the health benefits providing by the green spaces. Give a detailed step by step plan.&lt;br /&gt;
# Big villa with given dimensions and orïentation. The owner wants to make his building greener. He wants low maintenance and if possible a tree.&lt;br /&gt;
## Which green elements (vertical and &#039;horizontal&#039;) would you suggest&lt;br /&gt;
## Explain technical aspect of your design.&lt;br /&gt;
## Explain the required maintenance of your design.&lt;br /&gt;
&lt;br /&gt;
==== Unkown date ====&lt;br /&gt;
&lt;br /&gt;
# Make 6 word pairs and explain link: BVOC-ecosystem disservice, endolithic-poikilohydric, OECD-WDR2009, bioclimatic charts-Thom&#039;s discomfort index, Ecopolis-WSUD, ziggurat-Holzzementdach&lt;br /&gt;
# BAF task (handed in beforehand)&lt;br /&gt;
# Question about how you would approach implementing green infrastructure in Leuven City. Present to the city council how, where, what and why you do certain things. What basic principles are important (ecopolis)? etc&lt;br /&gt;
# What kind of green roof would you put on a garage/carport? Draw all layers and structure, name them and explain what they consist of. What can you do to attract insects to the green roof?&lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
# Hermy: Design a green roof for a particular building with a sloped and a flat roof. Give the different layers of this green roof. What vegetation would you choose and how would you construct the different layers. Which management is needed.&lt;br /&gt;
# Somers: The government of Brussels asks you to investigate and improve the accessible green for all the citizens. How will you make sure that all the citizens have nearby access to urban green (give step by step plan). + some additional question during the oral exam about blue-green network, BUGS, ...&lt;br /&gt;
# 12 terms that have to be linked in pairs and explained: EPS, noppenmat, UHI, succulentie, extensief groendak, LCZ, bioclimatic charts, muurvaren, S-habitat, albedo, ...&lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== January 30 ====&lt;br /&gt;
&lt;br /&gt;
# BAF assignment&lt;br /&gt;
# Make 6 pairs: E Park, CAM, horticulture therapy, antropochory, endolithic species, poikilohydric, bryophytes, sempervivum tectorum (houseleek), guerilla gardening&lt;br /&gt;
# Open question about gardens and intensive green roofs&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== January 30 ====&lt;br /&gt;
&amp;lt;u&amp;gt;Version A&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Water(balance)&lt;br /&gt;
## Compare the urban and rural water balance qualitatively and quantitatively (if possible).&lt;br /&gt;
## Discuss the waterbalance on an extensive greenroof. What parts of the greenroof have an impact on the waterbalance? &lt;br /&gt;
## WSUD: what is it, discuss some ways to implement this structurally.&lt;br /&gt;
# Make 6 positive pairs: anthropochory, mobile species, zugarrat, Holzzementdach, perching site, Wall flower, trass, lichen, FLL, pumice, extinction prone, Red species list&lt;br /&gt;
# Write components of extensive greenroof next to figure from the slides&lt;br /&gt;
# Ben Somers: What is citizen science or crowdsourcing? How does it impact sustainable urban design? Give two different examples.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Version B&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Species and urbanization&lt;br /&gt;
## In what categories can species be divided according to their reaction to urbanization? &lt;br /&gt;
## How can urbanization be expressed (what variables can be used as proxies)&lt;br /&gt;
## What is the total effect, in number of species, of urbanization on the different categories of species?&lt;br /&gt;
# Make 6 pairs: antropochory, endolithic species, poikilohydric, bryophytes, sempervivum tectorum (houseleek), guerilla gardening, Robert E Park, CAM, horticulture therapy, EPS, pumice, casuals.&lt;br /&gt;
# Write components of extensive greenroof next to figure from the slides&lt;br /&gt;
# Why and how can remote sensing help for urban ecology and green management? Give two examples.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=733</id>
		<title>Atmospheric Modelling</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=733"/>
		<updated>2025-01-18T12:46:34Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: /* 2025 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;4 chapters, with a question about each of them, and one question about the presented papers.&lt;br /&gt;
&lt;br /&gt;
Open book - written?&lt;br /&gt;
&lt;br /&gt;
Page is work in progress&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== 18th of January ===&lt;br /&gt;
The entire exam was open book - you could bring everything.&lt;br /&gt;
&lt;br /&gt;
Theory part - open book (1.5hr)&lt;br /&gt;
&lt;br /&gt;
# Evolution of cloud droplets&lt;br /&gt;
## What determines the maximum height above cloud base a droplet will reach? &lt;br /&gt;
## Draw the evolution of a cloud droplet&#039;s radius after formation on the graph to the right (x-axis = radius, y-axis = height above cloud base)&lt;br /&gt;
## What mechanisms contribute to the growth of cloud droplets? Explain them and indicate where on the graph they are of importance.&lt;br /&gt;
## When does the droplet reach maximum height?&lt;br /&gt;
# Surface pressure tendency&lt;br /&gt;
## Which equation can you use to evaluate changes in surface pressure?&lt;br /&gt;
## Is this a prognostic or a diagnostic equation? Explain.&lt;br /&gt;
## On which conservation law is the equation based?&lt;br /&gt;
## What do the different terms of the equation stand for? Explain the variables involved.&lt;br /&gt;
## What is the physical meaning of the last term? Why does this contribute to changes in surface pressure?&lt;br /&gt;
# Paper: in one paper, the probabilistic outcomes of different models are evaluated based on an error metric specifically designed for this purpose.&lt;br /&gt;
## Which paper and which graph am I talking about?&lt;br /&gt;
## Explain how the considered models work.&lt;br /&gt;
## Which models underperform and why?&lt;br /&gt;
&lt;br /&gt;
Exercise part - remaining time&lt;br /&gt;
&lt;br /&gt;
# Given a map with isopleths (constant geopotential height) and isotherms for the 500 hPa level.&lt;br /&gt;
## Is there warm or cold air advection at point A? Explain.&lt;br /&gt;
## Estimate the magnitude of the geostrophic wind at point A.&lt;br /&gt;
## Calculate the thermal wind at point A. You can leave the coriolis parameter as is.&lt;br /&gt;
# ? forgot&lt;br /&gt;
# A droplet is suspended in a cloud chamber with initial drop radius 10^-8m, vapour pressure of 23 hPa, pressure of 1000 hPa, temperature of 20 degrees Celsius, diffusion coefficient of 10^2 m^2/s and an supersaturation of 4%.&lt;br /&gt;
## If you leave the droplet for one minute, what size will it be?&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&amp;lt;i&amp;gt;Different teacher!&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
- Draw a graph of the evolution of a raindrop through a cloud, height on the y-axis, drop radius on the x-axis&lt;br /&gt;
&lt;br /&gt;
- Under what circumstances are raindrops very large? Link with equations&lt;br /&gt;
&lt;br /&gt;
- When will a raindrop reach the top of a cloud? On what factors does it depend?&lt;br /&gt;
&lt;br /&gt;
- Some questions about radar reflectivity and the radar reflectivity factor.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=732</id>
		<title>Atmospheric Modelling</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=732"/>
		<updated>2025-01-18T12:42:29Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;4 chapters, with a question about each of them, and one question about the presented papers.&lt;br /&gt;
&lt;br /&gt;
Open book - written?&lt;br /&gt;
&lt;br /&gt;
Page is work in progress&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== 18th of January ===&lt;br /&gt;
The entire exam was open book - you could bring everything.&lt;br /&gt;
&lt;br /&gt;
Theory part - open book (1.5hr)&lt;br /&gt;
&lt;br /&gt;
# Evolution of cloud droplets&lt;br /&gt;
## Draw the evolution of a cloud droplet&#039;s radius after formation on the graph to the right (x-axis = radius, y-axis = height above cloud base)&lt;br /&gt;
## What mechanisms contribute to the growth of cloud droplets? Explain them and indicate where on the graph they are of importance.&lt;br /&gt;
## ..?&lt;br /&gt;
# Surface pressure tendency&lt;br /&gt;
## Which equation can you use to evaluate changes in surface pressure?&lt;br /&gt;
## Is this a prognostic or a diagnostic equation? Explain.&lt;br /&gt;
## What do the different terms of the equation stand for?&lt;br /&gt;
## What is the physical meaning of the last term? Why does this contribute to changes in surface pressure?&lt;br /&gt;
# Paper: in one paper, the probabilistic outcomes of different models are evaluated based on an error metric specifically designed for this purpose.&lt;br /&gt;
## Which paper and which graph am I talking about?&lt;br /&gt;
## Explain how the considered models work.&lt;br /&gt;
## Which models underperform and why?&lt;br /&gt;
&lt;br /&gt;
Exercise part - remaining time&lt;br /&gt;
&lt;br /&gt;
# Given a map with isopleths (constant geopotential height) and isotherms for the 500 hPa level.&lt;br /&gt;
## Is there warm or cold air advection at point A? Explain.&lt;br /&gt;
## Estimate the magnitude of the geostrophic wind at point A.&lt;br /&gt;
## Calculate the thermal wind at point A. You can leave the coriolis parameter as is.&lt;br /&gt;
# ? forgot&lt;br /&gt;
# A droplet is suspended in a cloud chamber with initial drop radius 10^-8m, vapour pressure of 23 hPa, pressure of 1000 hPa, temperature of 20 degrees Celsius, diffusion coefficient of 10^2 m^2/s and an supersaturation of 4%.&lt;br /&gt;
## If you leave the droplet for one minute, what size will it be?&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&amp;lt;i&amp;gt;Different teacher!&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
- Draw a graph of the evolution of a raindrop through a cloud, height on the y-axis, drop radius on the x-axis&lt;br /&gt;
&lt;br /&gt;
- Under what circumstances are raindrops very large? Link with equations&lt;br /&gt;
&lt;br /&gt;
- When will a raindrop reach the top of a cloud? On what factors does it depend?&lt;br /&gt;
&lt;br /&gt;
- Some questions about radar reflectivity and the radar reflectivity factor.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Environmental_Change&amp;diff=730</id>
		<title>Environmental Change</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Environmental_Change&amp;diff=730"/>
		<updated>2025-01-18T12:29:06Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The course consists of a weekly four-hour lecture, in which prof Huybrechts and Verstraeten alternate giving their part of the course. Verstraeten&#039;s part counts for the majority of the points and the majority of the ECTS credits, as it included a two-day field trip to Eastern Belgium. Prof. Verstraeten&#039;s part includes a large assignment, which has varied over the past years. As of 2024-2025, the task consists of a large report linking observations made on the excursion with course material, and the exam includes a personalised question based on a part of the report the professor/assistants had questions about.{{Infobox|data2=Verstraeten Gert&amp;lt;br&amp;gt;Huybrechts Philippe|data3=Lectures|data4=Partial or continuous assessment with (final) exam during the examination period|data6=6|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=1st semester|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/G9X30AE.htm Link]|title=Course Information}}&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 15/01/2025 ====&lt;br /&gt;
Verstraeten (2h = short!), open book&lt;br /&gt;
&lt;br /&gt;
# REVEALS vs KK10, REVEALS vs HYDE (figure given)&lt;br /&gt;
## Why is the coverage of the differences/vegetative land cover reconstructions not continuous?&lt;br /&gt;
## Why is the difference between REVEALS and HYDE different from the difference between REVEALS and KK10? I.e. what is the difference between KK10 and HYDE?&lt;br /&gt;
# Human adaptations to different environmental changes. (Table with different adaptations for different types of environmental change given.) Give coping strategies that were used in the past to cope with three different environmental changes (e.g. drought, sealevel, ...)&lt;br /&gt;
# True or false? Give a short argumentation.&lt;br /&gt;
## The Anthropocene can&#039;t be defined as a geological epoch starting in 5000 BP as human impact was not of global scale at that point.&lt;br /&gt;
## Legacy landforms are landforms that formed under different environmental conditions, which most often changed due to natural environmental change.&lt;br /&gt;
# Given: figure with glacial extent of two glaciers in the Alps for the past 2000 years. &lt;br /&gt;
## How do they construct such graphs? Which proxy measures could be useful?&lt;br /&gt;
## What can explain the pattern in glacial extent?&lt;br /&gt;
## What different, non-glacial related proxies are available that reflect the same variability as the glacier extents?&lt;br /&gt;
# Personalised question on assignment about the field trip (wtf)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Huybrechts (1h = ridiculously short), closed book&lt;br /&gt;
&lt;br /&gt;
Instruction: &amp;quot;keep the answers short, should never be longer than 10 lines&amp;quot;&lt;br /&gt;
&lt;br /&gt;
# Explain why CO2 in the atmosphere doesnt come from volcanoes to your aunt, keep it simple and short&lt;br /&gt;
# Young faint sun paradox&lt;br /&gt;
# Atmospheric fraction of CO2 - what is it, what does it represent, ..?&lt;br /&gt;
# Why does temperature continue to be approximately equal to peak warming for centuries after emissions stop?&lt;br /&gt;
# Mass extinction due to climate change - give three relevant examples of mechanisms / dangers posed to the biosphere&lt;br /&gt;
# Water vapour is not considered a forcing but a feedback, why, explain&lt;br /&gt;
# What are the characteristics of the West-Antarctic tipping element and what it its corresponding tipping point temperature?&lt;br /&gt;
# Svensmark hypothesis - explain what and why we can refute it&lt;br /&gt;
# We want to stay below 2 degrees warming,. A lot of scenarios where we do this expect net-negative emissions of CO2 by the end of the century - what is understood by net-negative emissions and how can you attain that? What types of techniques are available? Explain the most discussed techniques, including advantages and drawbacks.&lt;br /&gt;
# The earth is in a radiative imbalance, explain this. Where is the excess heat stored and what is direct effect of it.&lt;br /&gt;
# What is the scientific consensus on the evolution of tropical cyclones (= hurricanes) in the past decades?&lt;br /&gt;
# (forgot)&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&#039;&#039;&#039;30/01/2024&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Verstraeten (2h, open book)&lt;br /&gt;
&lt;br /&gt;
# Explain what evidence we have seen on the excursion that is related to the figure on the right, try to include figures from the excusion guide when appropriate (8p)[[Bestand:Antropoceen examenvraag.png|miniatuur|Figure asked on 30/01/2024]]&lt;br /&gt;
# Explain the early Anthropocene hypothesis and the link with ALSS models (6p)&lt;br /&gt;
## how are these two graphs related to each other?&lt;br /&gt;
## why are there different dates possible for the start of the antropocene&lt;br /&gt;
## explain how HYDE and KK10 reach there CO2 emissions&lt;br /&gt;
# A delta 18O curve is given for the past 3 million years. (3p)&lt;br /&gt;
#* a) How is this curve constructed (where are the data coming from - which proxy is shown)?&lt;br /&gt;
#* b) What does it represent with relation to environmental change (what is the meaning of the proxy)?&lt;br /&gt;
#* c) What controls delta 18O (why does it change)? 4. Explain the Anthropocene in 10-15 lines to a non-specialist. Use lines for evidence and propose a moment in time as the start of the Anthropocene. It should be like a short newspaper or blogpost. (3p)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;26/01/2024&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Verstraeten (2h, open book)&lt;br /&gt;
&lt;br /&gt;
# vgl van sedimentatie in de Geul met de Ambleve (8p)&lt;br /&gt;
# vgl HYDE, KK10 en Reveals&lt;br /&gt;
# hoe ge glacier extensie meet &lt;br /&gt;
# Antropoceen uitleggen in 15 lijnen&lt;br /&gt;
&lt;br /&gt;
==== 23/01/2024 ====&lt;br /&gt;
&#039;&#039;Verstraeten (2h, open book)&#039;&#039;&lt;br /&gt;
[[Bestand:Figure vraag 1.png|miniatuur]]&lt;br /&gt;
&lt;br /&gt;
* &#039;&#039;&#039;Vraag 1: Field trip question (/8):&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# The Dijle stores more alluvial sediment then the Amblève while the difference for colluvial sediment is not so big, what causes this?&lt;br /&gt;
# Explain how natural and anthropogenic factors influence sediment storage &lt;br /&gt;
# Use different stops from the excursion to assist your answers from above&lt;br /&gt;
*&#039;&#039;&#039;Vraag 2 ( /6)&#039;&#039;&#039;[[Bestand:Figure vraag 2.png|miniatuur]]Given is a graph of the reconstruciton of the anthropogenic vegetation in the Dijle catchment created by the KK10, HYDE 3.1 and Reveals models. Explain how this graph was created for every model. What is the difference between those models (what explains the variance between the graphs)? What caused the uncertainties for each model? &lt;br /&gt;
*&#039;&#039;&#039;Vraag 3 (see figure)&#039;&#039;&#039; ( /3)[[Bestand:Figure vraag 3.png|miniatuur]]&lt;br /&gt;
*# How do we construct such a graph&lt;br /&gt;
*# What causes the sea level to rise&lt;br /&gt;
*# Give a comparison between Northern Britain and Southern Britain&#039;s sea level rise.&lt;br /&gt;
* &#039;&#039;&#039;Vraag 4&#039;&#039;&#039;&lt;br /&gt;
** Explain the Anthropocene in 10-15 lines to a non-specialist. Use lines for evidence and propose a moment in time as the start of the Anthropocene. It should be like a short newspaper or blogpost. ( /3)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts (1h, closed book)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Explain greenhouse gas effect&lt;br /&gt;
# The sources and sinks of Carbon&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Mid pliocene warm, give the characteristics and why is this period so interesting for us right now.&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why is this above the global mean surface temperature?&lt;br /&gt;
# At what rate is the sea level rising between 2006-2018? Give the main contributors for this increase (also the amount of their contribution)&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# Greenland tipping point, at which temperature and how does it work&lt;br /&gt;
# How would you explain to your aunt that it is not the volcanoes that are responsible for so much carbon dioxide in the atmosphere? Answer short and to the point.&lt;br /&gt;
# Scientific background for the target set to stay below 2º --&amp;gt; how do we stay below 2° and if we keep emitting CO2 when do we reach 2°&lt;br /&gt;
# Anthropogenic emissions of CO2, give the sinks and sources with the relative amounts&lt;br /&gt;
# Explain MISI and MICI&lt;br /&gt;
&lt;br /&gt;
==== 02/01/2024 ====&lt;br /&gt;
&#039;&#039;Verstraeten (2h, open book)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
* Many say that landscapes have shifted from a nautre-dominated landscape to a anthropogenic-dominated landscape. Can you give examples to support this statement from what we have seen during the excursion in the Amblève region? Refer to useful figures in the field guide (add figure number and page). ( /8)&lt;br /&gt;
&lt;br /&gt;
* Given is a graph of the reconstruciton of the anthropogenic vegetation in the Dijle catchment created by the KK10, HYDE 3.1 and Reveals models. Explain how this graph was created for every model. What is the difference between those models (what explains the variance between the graphs)? ( /6)&lt;br /&gt;
&lt;br /&gt;
* A delta 18O curve is given for the past 3 million years. ( /3)&lt;br /&gt;
** a) How is this curve constructed (where are the data coming from - which proxy is shown)?&lt;br /&gt;
** b) What does it represent with relation to environmental change (what is the meaning of the proxy)?&lt;br /&gt;
** c) What controls delta 18O (why does it change)?&lt;br /&gt;
&lt;br /&gt;
* Explain the Anthropocene in 10-15 lines to a non-specialist. Use lines for evidence and propose a moment in time as the start of the Anthropocene. It should be like a short newspaper or blogpost. ( /3)&lt;br /&gt;
&#039;&#039;Huybrechts (1h, closed book)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Water vapour is not considered a forcing of the climate but more as a feedback system. Why is that and explain this feedback mechanism.&lt;br /&gt;
# Explain young faint paradox.&lt;br /&gt;
# What is airborne fraction CO2? How much is it and why?&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# How do we stay below 2°C warming? Explain the advantages and disadvantages.&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# What is the West Antarctic tripping point?&lt;br /&gt;
# Explain Svensmark hypothesis.&lt;br /&gt;
# The earth is in a radiative imbalance, explain this. Where is the excess heat stored and what is direct effect of it.&lt;br /&gt;
# Explain short why CO2 concentrations are not due to volcanic release of CO2&lt;br /&gt;
# Something about exctinctions. Give three examples of climate change major impacts on ecosystems.&lt;br /&gt;
# Some statement. Right/wrong? (forgot, sorry)&lt;br /&gt;
&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 23/01/2023 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Excursion: Don’t know it anymore, but it was more or less a compersion between the colluvial and alluvial storage in the Ardennes and Dijle/ Geul catchment (8p)&lt;br /&gt;
# KK10, HYDE, REVEALS and figure is given (slide 84 chapter anthropocene):&lt;br /&gt;
## What are the different methods (how are they constructed)?&lt;br /&gt;
## what are their problems&lt;br /&gt;
## What are the differences and why?&lt;br /&gt;
# Explain in 10 short phrases to someone what the Anthropocene is and which evidences there are (3p)&lt;br /&gt;
# figure is given (slide 36 chapter 4):&lt;br /&gt;
## How do we construct such a graph&lt;br /&gt;
## What causes the sea level to rise&lt;br /&gt;
# Give a comparison between Northern Britain and Southern Britain&#039;s sea level rise.&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
# Explain greenhouse gas effect&lt;br /&gt;
# What is the West antarctic tripping point and what are their best made estimates&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Mid pliocene warm, give the characteristics and why is this period so interesting for us right now.&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why is this above the global mean surface temperature?&lt;br /&gt;
# At what rate is the sea level rising between 2006-2018? Give the main contributors for this increase (also the amount of their contribution)&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# Question about the paper “Celebrating the anniversary of three key events in climate change science”. It was something like “explain what the gold standard is and give 3 key events in climate change science”&lt;br /&gt;
# How would you explain to your aunt that it is not the volcanoes that are responsible for so much carbon dioxide in the atmosphere? Answer short and to the point.&lt;br /&gt;
# Scientific background for the target set to stay below 2º --&amp;gt; how do we stay below 2° and if we keep emitting CO2 when do we reach 2°?&lt;br /&gt;
# ?&lt;br /&gt;
# ?&lt;br /&gt;
&lt;br /&gt;
==== 30/01/2023 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# How do the Geul and the Ambleve fit into this graph (chapter 7 slide  92) ? What are the similarities and what are the differences?&lt;br /&gt;
# KK10, HYDE, REVEALS (5p) --&amp;gt; map REVEALS VS KK10 and REVEALS VS HYDE given&lt;br /&gt;
## Why are there pixels without data? why is it not continuous?&lt;br /&gt;
## Why do the two comparisons not give the same results? What are the differences between KK10 and HYDE&lt;br /&gt;
# Figure slide 6 chapter 4 is given.&lt;br /&gt;
## What proxies/evidences are used to contruct this graph?&lt;br /&gt;
## What explains the variability of this? Why do they fluctuate in extent?&lt;br /&gt;
## What other environmental proxies can be used?&lt;br /&gt;
# Explain in 10 short phrases to someone what the Anthropocene is and which evidences there are.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# What is airborne fraction CO2? How much is it and why?&lt;br /&gt;
# What is meant by committed sea level rise?&lt;br /&gt;
# Explain young faint paradox.&lt;br /&gt;
# Explain greenhouse gas effect&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why is this above the global mean surface temperature?&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# Scientific background for the target set to stay below 2º --&amp;gt; how do we stay below 2° and if we keep emitting CO2 when do we reach 2°?&lt;br /&gt;
# The Arctic is warming at a higher pace than the rest of the world. What is the term for the phenomenon and explain it.&lt;br /&gt;
# Net negative emissions&lt;br /&gt;
# Statement: MWP is warmer than today so humans are not responsible for cimate global warming. right/wrong, why?&lt;br /&gt;
# Greenland tipping point + temperature&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 25/01/2022 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Field trip: list evidences from the field trip that support the hypothesis that we have gone from nature dominated to human dominated landscapes.&lt;br /&gt;
# KK10, HYDE, REVEALS&lt;br /&gt;
## What are the different methods (how are they constructed)?&lt;br /&gt;
## What are the differences and why?&lt;br /&gt;
# Oxygen isotope delta O18 graph&lt;br /&gt;
## How is it constructed?&lt;br /&gt;
## What does the data represent?&lt;br /&gt;
## Why are there variabilities in the data? &lt;br /&gt;
# Give examples of civilisations that collapsed due to the drought period and what coping mechanisms they used to survive.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Describe greenhouse effect&lt;br /&gt;
# Explain main source of anthropogenic emissions&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why? &lt;br /&gt;
# Explain global impact of El Nino&lt;br /&gt;
# Explain satellite method on ice sheets of altimetry and gravimetry, explain technique and parameters for recalibration the mass ice balance&lt;br /&gt;
# Explain last decade sea level rise, amount of meters + main factors why&lt;br /&gt;
# Statement: MWP is warmer than today so humans are not responsible for cimate global warming --&amp;gt; right/wrong + why?&lt;br /&gt;
# Mid pliocene period: what is it + link with climate today&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# What is arctic sheet tipping element? &lt;br /&gt;
# Why does covid-19 CO2 decrease does not impact temp change?&lt;br /&gt;
# Geo-engineering for solar radiation explain, method, (he will probably ask us about CO2)&lt;br /&gt;
&lt;br /&gt;
==== 28/01/2022 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Field trip question: Don&#039;t know it anymore, but it was more or less a comparison between sedimentation in Ardennes vs sedimentation in the Dijle catchment. (8p)&lt;br /&gt;
# KK10, HYDE, REVEALS (6p)&lt;br /&gt;
# Give examples of civilisations that collapsed due to the drought period and what coping mechanisms they used to survive. (3p)&lt;br /&gt;
# And another question I forgot (3p)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Describe greenhouse effect&lt;br /&gt;
# Explain main of anthropogenic emissions&lt;br /&gt;
# Explain Svenmark hypothesis&lt;br /&gt;
# The Arctic is warming at a higher pace than the rest of the world. What is the term for the phenomenon and explain it.&lt;br /&gt;
# Explain satellite method on ice sheets of altimetry and gravimetry, explain technique and parameters for recalibration the mass ice balance&lt;br /&gt;
# The earth is in an imbalance, explain this. Where is the excess heat stored and what is direct effect of it.&lt;br /&gt;
# Why is CO2 of fossil fuels bad, while CO2 of bush fires, carbonated drinks, animals, people, etc... is good?&lt;br /&gt;
# Mid pliocene warm, give the characteristics and why is this period so interesting for us right now.&lt;br /&gt;
# I forgot this question&lt;br /&gt;
# Greenland tipping point, explain.&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Explain net negative emissions and what are the techniques to achieve this.&lt;br /&gt;
&lt;br /&gt;
==== 31/01/2022 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Excursion: Figure of summary slide of 3 cases (Chapter7) given. How can you link Amblève and Geul river with this figure? &lt;br /&gt;
# KK10, HYDE, REVEALS (5p) --&amp;gt; map REVEALS VS KK10 and REVEALS VS HYDE  given&lt;br /&gt;
## Why are there pixels without data? why is it not continuous?&lt;br /&gt;
## Why do the two comparisons not give the same results? What are the differences between KK10 and HYDE?&lt;br /&gt;
# Figure of glaciations over time given (ppt4 slide 6) explain and what are proxies that have an infuence&lt;br /&gt;
# Give examples of civilisations that collapsed due to the drought period and what coping mechanisms they used to survive. (3p)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Describe greenhouse effect&lt;br /&gt;
# Explain Svensmark hypothesis&lt;br /&gt;
# Explain satellite method on ice sheets of altimetry and gravimetry, explain technique and parameters for recalibration of the mass ice balance&lt;br /&gt;
# Mid pliocene warm, give the characteristics and why is this period so interesting for us right now.&lt;br /&gt;
# THC tipping point, explain.&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why? &lt;br /&gt;
# Scientific background for the target set to stay below 2º --&amp;gt; how do we stay below 2° and if we keep emitting CO2 when do we reach 2°?&lt;br /&gt;
# What evidence proves that the increased C02 concentration, coming from fossil fuel burning, in the atmosphere is due to anthropogenic influence? &lt;br /&gt;
# Explain to your aunt in 60 seconds that it is not volcanoes that increase the CO2 concentration in the atmosphere, but the combustion of fossil fuels is responsible. &lt;br /&gt;
# What is the influence of climate change on freshwater? Give 3 examples&lt;br /&gt;
# ? &lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 17/01/2020 ====&lt;br /&gt;
Huybrechts&lt;br /&gt;
&lt;br /&gt;
# Compare current climate change with previous periods of climate change. What is the difference in the behaviour of CO2? Give three examples of warmer periods before the current warm period.&lt;br /&gt;
# What is the influence of the solar activity on climate change? Compare the last decades with the last 1000 years.&lt;br /&gt;
# Explain in 60 seconds: Why is CO2 of fossile fuels bad, while CO2 of bush fires, caronated drinks, animals, people, etc... is good?&lt;br /&gt;
&lt;br /&gt;
Verstraeten&lt;br /&gt;
&lt;br /&gt;
# How did rivers in North-West Europe evolve since the LGM and how can you prove this? How did these rivers interact with Holocene humans and what did humans do to cope with the changing river dynamics? What was the effect of the river dynamics on the landscape? What changes can be explained by natural causes and what changers are related to humans?&lt;br /&gt;
# Right or wrong:&lt;br /&gt;
## The medieval warm period was a global event that could be proved by the retreat of glaciers. (wrong, not global and glaciers were already retreating for thousands of years)&lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 18/01/2019 ====&lt;br /&gt;
&#039;&#039;Huybrechts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# What is a tipping element? Explain the Greenland icesheet as a tipping element.&lt;br /&gt;
# Explain the different geo-engineering possibilities and risks.&lt;br /&gt;
# Explain in 60 seconds:  A letter was written to a newspaper about the climate congress in Paris: &amp;quot;Why is CO2 in your drinks, in wildfires,.. etc. good and CO2 coming from fossil fuels bad?&amp;quot; &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broothaerts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# (Excursion) &lt;br /&gt;
## Late-glacial climate in Hautes Fagnes: explain the enivronment. What are the typical landforms and how to date them?&lt;br /&gt;
## How to use Industrial pollution to measure sedimentation rates?&lt;br /&gt;
# (Theory) Compare human influence in a valley system in European Loess Belt to a Mediterrean area.&lt;br /&gt;
# (Papers) Neolithit transition in Europe: Why is a single-proxy approach not sufficient? Propose your own multi-proxy approach and how your different methods/proxies will complement each other.&lt;br /&gt;
&lt;br /&gt;
==== 29/01/2019 ====&lt;br /&gt;
&#039;&#039;Huybrechts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# about the oceans observation for the last century and the projections for 2100 by ipcc&lt;br /&gt;
# scientific background for the target set to stay below 2º of raise and the political and societal implications of those&lt;br /&gt;
# you realize the satellite has produced errors in measuring the trend towards climate change. Would I change my mind on the global warming? Why, why not?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broothaerts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# explain how peat layers can be used as proxy to reconstruct pollution, vegetation changes and climatic changes AND how to derive sedimentation rates from polluted layers, provide examples from different rivers (in between he asked what can we infer from completely polluted section of the floodplain)&lt;br /&gt;
# different behaviour of river systems in the USA and Mediterranean, draw a sketch&lt;br /&gt;
# Neolithization: describe the problems of a non multi proxy approach to assess the process of Neolithization and how would you implement a multi proxy approach&lt;br /&gt;
&lt;br /&gt;
== 2018 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&#039;&#039;Huybrechts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# What is the effect of aerosols on climate change? Explain the relationship between aerosols and radiation budget, temperature, etc.. How did the amount of aerosols change during the 20th century and the last millennia. How is it projected to change according to the IPCC? (Oral questions: When was the aerosol emission peak, why and where was it situated? Did the aerosol effect become more or less important on climate change? Do all the models predict the same change? How do you know if a model is a good or a bad model?)&lt;br /&gt;
# What are tipping elements? Explain by using the Arctic Sea Ice as a tipping element. Why is this a tipping element? How did it change during the last century? What are the IPCC projected changes for 2100?&lt;br /&gt;
# A climate activist tells you that is has never been as warm as today. Is this correct? Why? (oral questions about length of glacial/interglacial cycles, when was it warmer during the Holocene?, why is this warming a problem...)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broodthaers:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Explain the differences in floodplain sediment storage for the Dijle, Geul and Amblève river. Give the differences and equalities between them. (Show one summarizing figure from the excursion bundle to explain). How did the human impact change during the Holocene for these catchments, draw graphs for the three catchments and give the influence of these human impacts on the floodplain sediment storage. Compare these three catchments with a Meditteranean catchment. What are the main differences? (Oral questions: when did the human influence in these catchments start?).&lt;br /&gt;
# Megafaunal exctinctions are mainly caused by climate change. Discuss this statement.&lt;br /&gt;
# Apply the figure of the coping strategies to the Norse in Greenland. What coping strategies have they used? How did researchers find that they had these coping strategies? Discuss the collapse of the Norse settlements in Greenland and compare it to the Inuït presence in Greenland. (Additional oral questions: which proxies would you have added to the research, why? Are pollen data usefull in this research? Why (not)?)&lt;br /&gt;
&lt;br /&gt;
=== September ===&lt;br /&gt;
&#039;&#039;Huybechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# What are the evidences to proof that the increased C02 concentration, coming from fossil fuel burning, in the atmosphere is due to anthropogenic influence? What can we learn from a graph that plots the CO2 concentration in function of the O2 concentration?&lt;br /&gt;
# Contributors and projection of SLR&lt;br /&gt;
# Explain to your aunt in maximum 60 seconds that not vulcanos but fossil fuels are responsible for the increase in CO2 concentration.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broothaerts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Excursion: vegetation changes during holocone at &#039;de hoge venen&#039;: distinguish between natural and anthropogenic impacts&lt;br /&gt;
# Theorie: Hoe colluviale afzetting dateren? Geef voor- en nadelen van de techniek&lt;br /&gt;
# Presentaties: geef voorbeelden van positieve impacten door milieuverandering, negatieve impact door milieuverandering en voorbeeld van dominantie menselijke impact. je moet 1 van de 3 bespreken met bewijzen uit presentatie, je mag nooit je eigen presentatie als voorbeeld gebruiken.&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
reeks A&lt;br /&gt;
&lt;br /&gt;
# atmospheric moisture: evolution during 19th-20th century + projections for future; relation with temperature; precipitation: how will change the spatial pattern in future? &lt;br /&gt;
# The greenland ice sheet as tipping point&lt;br /&gt;
# Explain to your aunt in maximum 60 seconds that not vulcanos but fossil fuels are responsible for the increase in CO2 concentration.&lt;br /&gt;
&lt;br /&gt;
Reeks H&lt;br /&gt;
&lt;br /&gt;
# Give how the oceans have changed in the 20th century and describe the predictions of IPCC AR5 for the 21st century.&lt;br /&gt;
# What are the most important projections for 2100 regarding the impact on ecosystem? Group these impacts by regions/most severe climatic impact.&lt;br /&gt;
# Assume that recently one has discovered that satellites have made mistakes in the past. Would you still believe that there is climate change? Yes/No +give arguments.&lt;br /&gt;
&lt;br /&gt;
# Describe the rol of the sun as a driver for natural forcing. How can it influence the climate? Describe the role of the sun on the climate over the last millenium and in the recent climate change. (he really expects you to understand the whole paper that deals with this and asks a lot of questions about it, e.g. how does the sun influence cosmic rays?)...&lt;br /&gt;
# Explain geo-engeneering. Which methods are proposed? What are their advantages and weaknesses? Why do they cost so much?&lt;br /&gt;
# A letter was written to a newspaper about the climate congress in Paris: &amp;quot;why is CO2 in your drinks, in wildfires, etc. good and CO2 coming from fossil fuels bad?&amp;quot; (hint: it has to do with fluxes within the global carbon cycle)&lt;br /&gt;
&lt;br /&gt;
# AR5 statement about that is extremely likely that humans are responsible for more than 50% of the observed warming due to exhausted athropogenic greenhouse gasses. How does the IPCC prove this with which elements and methods? (IPCC proves this with models)&lt;br /&gt;
# What is ENSO? Why can it be considered as a tipping element? What are the projections for the future?&lt;br /&gt;
# Your friend says that climatic scientists always dramatise everything. &amp;quot;They say that in the future more droughts and more floods will occur but by doing this they speak in contradictions because it is not possible that both occur, it&#039;s one or the other&amp;quot; What do you tell to your friend?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broothaerts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# excursion: vegetation changes during holocone op de hoge venen: maak een onderscheid tussen natuurlijke en antropogene impacten &lt;br /&gt;
# Theorie: waarom verschil in zeespiegelstijging noord-Engeland en zuid-engeland? &lt;br /&gt;
# presentaties: geef voorbeelden van positieve impacten door milieuverandering, negatieve impact door milieuverandering en voorbeeld van dominantie menselijke impact. je moet 1 van de 3 bespreken met bewijzen uit presentatie, je mag nooit je eigen presentatie als voorbeeld gebruiken. &lt;br /&gt;
&lt;br /&gt;
# Excursion: illustrate how anthropogenic influence has changed the fluvial systems in the Geul catchment and the Hautes Fages/Ardennens. Use as much changes and features of fluvial systems as possible. &lt;br /&gt;
# Theory: how can a pollen diagram be used to reconstruct climatic changes on vegetation? and human impact? can it also be used to distinguish between the two? (some smaller questions like how can you correct for the differences in pollen production per species?)&lt;br /&gt;
# Papers: apply the figure of the copies strategies on the Akkadian empire: (1) how did they (or could have possibly) adapt to environmental change? (2) which methods are used to prove that they had to adapt themselves (so why did they collapse)? (3) illustrate the importance of a detailed and qualitative chronology.&lt;br /&gt;
&lt;br /&gt;
# Excursion: &lt;br /&gt;
## Give examples: Peat (Hoge Venen) is a perfect indicator for environmental changes. Try to give examples of different kind of environmental changes.&lt;br /&gt;
## Assumption:&amp;quot;The sediment delivery to the floodplain is both in the Amblève catchment and near the Geul dependent on topography&amp;quot;.&lt;br /&gt;
# How can we use pollen to detect human impact/climate change? What are the difficulties?&lt;br /&gt;
# Papers: give examples of positive and negative natural climate change and dominant human impact and give for one example all methods that were used + the outcome. It&#039;s not possible to use your own presentation.&lt;br /&gt;
&lt;br /&gt;
# Excursion: Reconstruct the vegetation of the Hautes Fagnes for the last 15 ka. When were the changes antropoghenic or climatic?&lt;br /&gt;
# Two true or false questions (nuance your aswers):&lt;br /&gt;
## The extinction of mega fauna is caused by humans.&lt;br /&gt;
## The transition from the Subboreal to the Atlantic is pure climatic.&lt;br /&gt;
# Group reports: Give and example of a group report where the climate had an negative influence on societies, where the climate had a positive effect on societies and where the    human impact on the environment was the cause for collapse. Discuss for one of these the used methods.&lt;br /&gt;
&lt;br /&gt;
== 2015 ==&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# What are the evidences to proof that the increased C02 concentration, coming from fossil fuel burning, in the atmosphere is due to anthropogenic influence? What can we learn from a graph that plots the CO2 concentration in function of the 02 concentration?&lt;br /&gt;
# What are the most important projections for 2100 regarding the impact on ecosystems. (corals, ice caps, coasts, tundra, ...&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Graph of sediment fluxes throughout the Holocene, discuss + give examples that we saw on excursion. &lt;br /&gt;
# How can we use pollen data to check if changes are due to Human impacts or due to natural changes.&lt;br /&gt;
# Compare Anasazi, Maya, Ankor people - with the adaptation table and discuss the concept of collapse.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Discuss the aerosol influence on earth&#039;s temperature and its radiation balance, and it different kind of effects. Explain for the last millenium and for the 20th century. Important: numbers and units of radiation balance, how much increased/decreased radiative forcing, extra questions about cloud impact (higher, whiter,...)&lt;br /&gt;
# What  are tipping elements? Explain the Arctic sea ice as a tipping element. Relate this to 20th century change and IPCC projections for the 21st century. Important: different scenarios, detailed numbers, drivers, critical points,... as in Lenton et al. paper, why not always considered as tipping point?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Verstraeten&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# Excursion: Discuss how abrupt climatic changes during the last 15000 years could have influenced vegetation, soils and geomorphology at the 2 different excursions So: Opgrimbie layer, lithalsa&#039;s, Dijle paleomeanders,...&lt;br /&gt;
# Explaining a graph (chapter 4, last graph with Smax/Smin for different basin areas). How can such a graph be constructed?&lt;br /&gt;
# Give one example of (1) climate change having a negative influence on human settlements, (2) climate change enhancing human living conditions, (3) a situation in which human alteration is considered the most important. Explain for one of these 3 examples used methods and techniques (not your own paper).&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Carbon cycle - how much CO2 emitted last decade? Sources and sinks ( /!\ the atm is considered a sink as well).  How do we influence the cycle (=fossil fuel burning, acidification, deforestation)? Explain the graph with O2 - CO2: what can we learn from this? &lt;br /&gt;
# Compare GIS and Arctic IC. How is the SMB assessed? what processes lead to a changing SMB.? what are the projections for 2100? Know the mm the SL will rise in 2100 and is rising now. Talk about WAIS (East vs West vs Peninsule)&lt;br /&gt;
&lt;br /&gt;
# Methane concentration: tell about its evolution after industrialization and after 1980. What are the sources and sinks? What is the amount of imbalance in direct and indirect radiative forcing? Very important in these questions is the long lifetime of co2 and the short lifetime of methane! also huybrechts asks after atmospheric chemistry so what happens whit methane after 10 years? ch4+oh--&amp;gt;co2+h2o at much lower concentrations.&lt;br /&gt;
# Explain the commited climate change and talk about co2 concentration and climate change after thousand years. Why is the climate still the same over thousend years even if co2 is stopped emitting?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Verstraeten&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
(Note: everyone gets a personalized exam. If you missed an excursion, you don&#039;t get a question about it.  The paper-question contains always your own paper or the papers you reviewed)&lt;br /&gt;
&lt;br /&gt;
# Compare the vegetation change and Human impact in Dijle Catchment and in the Hautes Fagnes. Is there a difference in HI?&lt;br /&gt;
# Is human impact on Geomorphology scale dependent (temporal and spatial)?&lt;br /&gt;
# Compare Anasazi, Maya, Sahel people - with the adaptation table and discuss the concept of collapse. OR Compare Anasazi, Maya, Norse people - with the adaptation table and discuss the concept of collapse.&lt;br /&gt;
&lt;br /&gt;
== 2014 ==&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Give all the late glacial landforms we saw in the excursion. Explain their genesis. How were they studied. What is their age and how do we know that?&lt;br /&gt;
# true or false:&lt;br /&gt;
## The Holocene climate has a great regional difference, and this can be seen looking at the difference in flooding history of Northern versus Southern Brittain.&lt;br /&gt;
## The Holocene climate optimum is a worldwide phenomenon (something like that...)&lt;br /&gt;
# give an adaptive cycle for the Norse settlers on Greenland.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# How did humidity and precipitation change in the last century? Also give regional differences and give information on the type of humidity/precipitation. How does IPCC AR5 project this to change by 2100?&lt;br /&gt;
# What are tipping elements in the climate system? Explain the Greenland Ice sheet as a tipping element.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# Which aeolian land forms did we see on both excursion days? Explain their formation related to environmental change. How where they dated (explain in detail). &lt;br /&gt;
# Question 2 &lt;br /&gt;
## explain equifinality and give an example related to EC. &lt;br /&gt;
## How do you explain increased river incision in the Italian Alps since the last 100yrs?  (answ: dams --&amp;gt; clear-water effect)&lt;br /&gt;
# Vikings and Inuit on Greenland: apply the table of coping strategies (hb p141, but table was given)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# how do we know the increase in atmospheric CO2 is to be attributed to fossil fuel burning? What can we learn when comparing the graph of CO2 and O2 concentrations?  Extra questions: what explains the little extra amount of O2 observed than the amount expected by photosynthesis (answ: temperature rise --&amp;gt; outgassing of oceans). Give numbers about land and ocean sink (answ: around 25% of emitted CO2 each).  &lt;br /&gt;
# What is a tipping element? --&amp;gt; apply to arctic sea ice (tipping point?).  What are observations since second half of 20th century? What are the projections of the AR5? Extra question: what is the most important feature of the Arctic sea ice (answ: the extent of the sea ice in the summer (september)). &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Compare the glacial-interglacial cycle of Iversen to the pollen diagrams of the Hautes Fagnes (3 diagrams), find some stages. Mention things that are different from stages.&lt;br /&gt;
# Explain the figure (isostatic rebound on the British Isles), additional question: Where should archeologists look for ancient coastal communities? How much absolute sea level rise has taken place?&lt;br /&gt;
# Last chapter: adaptive cycle. Make one for the Anasazi&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# AR5 statement about that is extremely likely that humans are responsible for more than 50% of the observed warming due exhausted greenhouse gasses. How does the IPCC prove this with which elements and methods?&lt;br /&gt;
# Committed climate change: What do they mean with that, what will happen on a timescale of 1000 years? Most important changes?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Link these 2 graphs to as many points of the excursion as possible (Smin/Smax graph and Antropocene graph at the end of CHAPTER 7)&lt;br /&gt;
# Anasazi and Maya cultures - compare their adaptive strategies and the reasons for their collapse&lt;br /&gt;
# True false statements&lt;br /&gt;
## Does evidence for flooding and discharge point indicate precipitation levels &lt;br /&gt;
## Something to do with Mediterranean (especially Italy) and high sedimentation in delta - is it because of higher erosion rates?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Reeks 1&lt;br /&gt;
&lt;br /&gt;
# The sun&#039;s impact on climate - different ways in which it can have an impact, differentiate between the last 1000 year and the 20th century&lt;br /&gt;
# Projected precipitation changes, impact on freshwater uses and availability, differentiate between regions and severity&lt;br /&gt;
&lt;br /&gt;
Reeks 2&lt;br /&gt;
&lt;br /&gt;
# What is the evidence of that the climatic forcing is of an antropogenic nature given by the IPCC?&lt;br /&gt;
# Explain &#039;commited climate change&#039;? What is meant by irreversible climate change? Give examples on a milenium scale.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Carbon sinks&lt;br /&gt;
# Geo-engineering&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Excursion: describe and compare the vegetation since the Young Dryas (I think it was around 13ka) until now on the Dijle and Hautes Fagnes.&lt;br /&gt;
# Theory&lt;br /&gt;
## can a pollen record describe all the plants present in a place. (or sth like that)&lt;br /&gt;
## can the estuaries that exist in Italy be human influence. (again, or sth like that)&lt;br /&gt;
# Reports: how can we relate this figure with the Anazasi (Adaptive cycle figure)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
reeks 7&lt;br /&gt;
&lt;br /&gt;
# Methaan is een broeikasgas. Sources en sinks + hoeveelheden. Wat is de concentratie en evolutie sinds 1750 en vooral na 1980. &lt;br /&gt;
# Tipping element THC: hoe werkt het en wat maakt dat het een tipping element is. Tipping point geven dat gezegd is door IPCC AR5. Geef het direct en indirect effect op de radiative forcing. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Mr. Notebaert:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Evolutie van de Dijle in detail uitleggen adhv schema Vandenberghe (1995, 1997). Is het schema altijd geldig? Welke dateringsmethoden zijn gebruikt om de veranderingen in het riviersysteem te dateren?&lt;br /&gt;
# Geef de ruimtelijke spreiding van natuurlijke en antropogene erosie in de USA. &lt;br /&gt;
## De Genyornis stierf uit en de Dromaius niet. Waarom?&lt;br /&gt;
# Welke waren de &#039;coping strategies&#039; van de Maya en de Anasazi om te overleven en bij milieuveranderingen? &lt;br /&gt;
&lt;br /&gt;
== 2013 ==&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Evolutie van GIS, WAIS, en EAIS uitleggen en verklaren wat er gaat gebeuren in de toekomst.&lt;br /&gt;
# ENSO uitleggen + verklaren wat de toekomst geeft.&lt;br /&gt;
# Zeer belangrijk voor beiden: tipping points&lt;br /&gt;
# beschrijf sources en sinks van CO2 (hij vraagt ook achter de getallen van de verschillende sources en sinks!)&lt;br /&gt;
# Hoe zullen de ecosystemen veranderen door de temperatuursveranderingen in de 21e eeuw (ofzoiets)&lt;br /&gt;
# Evolutie Antarctica en Groenland uitleggen. Wat zijn de voorspellingen voor 2100?&lt;br /&gt;
# ENSO als tipping point: leg uit.&lt;br /&gt;
&lt;br /&gt;
Op eerste zicht makkelijke vragen, maar hij vraagt heel veel ambetante bij vragen zoals hoe veel CO2 wordt er uitgestoten bij El Nino, El Nina en de gewone situatie. Wat zijn de processen hier achter? En wat moet je doen om dit tegen te gaan. kan dit een extra impuls zijn voor lokale zeespiegel stijging. Hoe veel vissen gaan er dood bij el Nino en hoe komt dit?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
* Evolutie van alle rivieren die we gezien hebben tijdens de excursie en verklaren aan de hand van 2 figuren.&lt;br /&gt;
* 2 waar of fout vragen.&lt;br /&gt;
*# Heeft een groot event (bv aardbeving) veel invloed op samenlevingen.&lt;br /&gt;
*# Kan een pollen diagram worden gebruikt voor de reconstructie van paleo vegetatie&lt;br /&gt;
* En een grote vraag over het verschil in de Maya&#039;s en Anasazi en hun collapse&lt;br /&gt;
* excursie: alles van laat-glaciale periode dat we gezien hebben opsommen en uitleggen, hij vraag ook achter de dateringstechnieken.&lt;br /&gt;
&lt;br /&gt;
* Lessen: juist of fout?&lt;br /&gt;
** &amp;quot;het middeleeuws optimum is een globale periode en zorgde voor droogte en warmer klimaat&amp;quot;&lt;br /&gt;
** &amp;quot;De overgang van atlanticum naar subboreaal is door het klimaat&amp;quot;&lt;br /&gt;
* papers:&lt;br /&gt;
** andere paper: Moche en Mayas vergelijken (collapse, aanpassingen die ze deden bij environmental change)&lt;br /&gt;
** eigen paper: stellingen Ruddiman uitleggen&lt;br /&gt;
* Excursie: geef de rivierdynamieken die we gezien hebben op excursie die te maken hebben met menselijke invloeden.&lt;br /&gt;
&lt;br /&gt;
* Juist of fout&lt;br /&gt;
** Kan je met een pollendiagram met pollenpreservatie een gedetailleerde lokale reconstructie doen&lt;br /&gt;
** Was het in de middeleeuwen globaal warm en kan je dit afleiden met behulp van een alpen gletsjer? Was het ook droog?&lt;br /&gt;
* eigen paper uitleggen. En dan een figuur linken aan maya en anasazi&lt;br /&gt;
* excursiestops van verschillende rivieren linken aan grafiek ivm grootte drainagebekken en bodemerosie en grafiek met fluxen op (laatste slides van hfdst7)&lt;br /&gt;
&lt;br /&gt;
* juist/fout:&lt;br /&gt;
** De impact van vulkaanuitbarstingen, tsunami&#039;s,...hebben niet zo&#039;n grote impact op de mens.&lt;br /&gt;
** Via pollenanalyse kan de vroegere vegatatie van dat gebied nagegaan worden door rekening te houden met de preservatie van de pollen.&lt;br /&gt;
* over eigen paper ivm Noormannen in Groenland: linken aan figuur 5.1 uit boek met coping strategies en verschillen uitleggen tussen Inuit en Noormannen.&lt;br /&gt;
&lt;br /&gt;
== 2008 ==&lt;br /&gt;
&#039;&#039;Prof. Huybrechts:&#039;&#039;&lt;br /&gt;
* What are the arguments to conclude that the recent rice in atmosferic CO2 must be due to antropogenic inputs, especially from combustion of fossil fuels?&lt;br /&gt;
* What are the mail characteristics of the projected precipitation changes for the 21st century?&lt;br /&gt;
* What are the expected impacts of climatic change on freshwater resources ant fresh water availability? Differentiate in your answer by region and by severity of the climatic change.&lt;br /&gt;
* Welke zijn de belangrijkste processen die hebben bijgedragen tot veranderingen in het zee-niveau tijdens de 20e eeuw? op welke manier en door welke fysische processen? Wat voorspelt het IPCC voor de 21e eeuw? Wat zal er gebeuren met het zeeniveau na de 21e eeuw, zelfs als het opwarmen stabiliseert in 2100 en waarom?&lt;br /&gt;
* Wat is een tipping point in het klimaatsysteem en welk gedrag kan opgemerkt worden wanneer dit punt overschreden wordt? Welke zijn de specifieke kenmerken van het volgende tipping element: Groenland Ice Sheet?&lt;br /&gt;
* Wat is een tipping point in het klimaatsysteem en welk gedrag kan opgemerkt worden wanneer dit punt overschreden wordt? Welke zijn de specifieke kenmerken van het volgende tipping element: THC&lt;br /&gt;
* Bespreek de invloed van de zon in de huidige klimaatsopwarming. Vergelijk de laatste 100 jaar met de laatste 1000 jaar of zoiets. (hier moest ge dus blijkbaar dieje paper van Fröchlich voor gelezen hebben)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Verstraeten:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
* Bespreek de respectieve rol die mens en klimaat hebben gespeeld in de vorming van het fluviatiel landschap van de Dijle. (excursievraag)&lt;br /&gt;
* Bespreek onderstaande figuur. Illustreer adhv minstens 5 voorbeelden uit verschillende regio&#039;s. Is er sprake van enig schaalafhankelijkheid? Geef van minstens 1 voorbeeld ook meer details met betrekking tot de wijze waarop de informati[quote] bekomen en geinterpreteerd werd. (laatste slide hoofdstuk 7 (of 4de laatste ook))&lt;br /&gt;
* Onderstaand schema toont de verschillende strategiën die een gemeenschap kan ontwikkelen als respons op een externe milieuverandering. Illustreer verschillende van deze opties zoals ze werden gevolgd door verschillende beschavingen in de VS, Egypte en het MO tijdens laatste 15 ka. (boek p 141)&lt;br /&gt;
* Bespreek de evolutie van het fluviatiele systeem in NW-europa. Wat is de impact van het klimaat geweest? Welke technieken zijn gebruikt voor het opmeten van de veranderingen. Welke veranderingen zijn veroorzaakt door het klimaat en welke door mensen? Wat is de impact van fluviatiele systemen geweest op het menselijk handelen?&lt;br /&gt;
* Vroeger werden enkel pollendateringen en zuurstofisotopen gebruikt voor het dateren. Tegenwoordig wordt ook gebruik gemaakt van multi-proxy aanpak. Waarom is deze multi-proxy beter? Geef 3 voorbeelden van sedimentbudgetten waar een multi-proxy aanpak werd gebruikt en bespreek.&lt;br /&gt;
* excursie: gegeven: 2 figuren uit Hoofstuk 7: de allerlaatste en dan deze met Smax/Smin: koppel dit aan zoveel mogelijk excursiestops&lt;br /&gt;
* iets in de trend van: klimaat kan positieve impact hebben op een menselijke beschaving, maar ook een negatieve en soms kan de mens zelfs het klimaat overtreffen. Geef van elke een voorbeeld en geef bij 1 voorbeeld het nodige bewijsmateriaal.&lt;br /&gt;
* dan 4 calibratiescruves gegeven, 1 profiel van Dijlebekken en 1 tabelleke gevraagd:&lt;br /&gt;
* A bereken sedimentatieratio&#039;s, zijn er periodes met hogere en lagere ratio&#039;s te onderscheiden? B voordelen en beperkingen radiocarbondatering bespreken aan de hand van de gegevens C welk beter dateringsalternatief zou je voorstellen? D veenlaag op figuur: geef de pollenkenmerken, welke AP en niet AP zal e hier wel/ niet terugvinden en waarom?&lt;br /&gt;
* Bespreek de invloed van klimaat en mens bij de vorming van het landschap in en in de nabije omgeving van de Hoge Venen&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=719</id>
		<title>Atmospheric Modelling</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=719"/>
		<updated>2025-01-16T08:51:59Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;4 chapters, with a question about each of them, and one question about the presented papers.&lt;br /&gt;
&lt;br /&gt;
Open book - written?&lt;br /&gt;
&lt;br /&gt;
Page is work in progress&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&amp;lt;i&amp;gt;Different teacher!&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
- Draw a graph of the evolution of a raindrop through a cloud, height on the y-axis, drop radius on the x-axis&lt;br /&gt;
&lt;br /&gt;
- Under what circumstances are raindrops very large? Link with equations&lt;br /&gt;
&lt;br /&gt;
- When will a raindrop reach the top of a cloud? On what factors does it depend?&lt;br /&gt;
&lt;br /&gt;
- Some questions about radar reflectivity and the radar reflectivity factor.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=718</id>
		<title>Atmospheric Modelling</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=718"/>
		<updated>2025-01-16T08:50:23Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&lt;br /&gt;
&amp;lt;h1&amp;gt;2024&amp;lt;/h1&amp;gt;&lt;br /&gt;
&amp;lt;i&amp;gt;Different teacher!&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
- Draw a graph of the evolution of a raindrop through a cloud, height on the y-axis, drop radius on the x-axis&lt;br /&gt;
&lt;br /&gt;
- Under what circumstances are raindrops very large? Link with equations&lt;br /&gt;
&lt;br /&gt;
- When will a raindrop reach the top of a cloud? On what factors does it depend?&lt;br /&gt;
&lt;br /&gt;
- Some questions about radar reflectivity and the radar reflectivity factor.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=717</id>
		<title>Atmospheric Modelling</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Atmospheric_Modelling&amp;diff=717"/>
		<updated>2025-01-16T08:49:56Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: Nieuwe pagina aangemaakt met &amp;#039; &amp;lt;h1&amp;gt;2024&amp;lt;/h1&amp;gt; &amp;lt;i&amp;gt;Different teacher!&amp;lt;/i&amp;gt;  - Draw a graph of the evolution of a raindrop through a cloud, height on the y-axis, drop radius on the x-axis - Under what circumstances are raindrops very large? Link with equations - When will a raindrop reach the top of a cloud? On what factors does it depend? - Some questions about radar reflectivity and the radar reflectivity factor.&amp;#039;&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&lt;br /&gt;
&amp;lt;h1&amp;gt;2024&amp;lt;/h1&amp;gt;&lt;br /&gt;
&amp;lt;i&amp;gt;Different teacher!&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
- Draw a graph of the evolution of a raindrop through a cloud, height on the y-axis, drop radius on the x-axis&lt;br /&gt;
- Under what circumstances are raindrops very large? Link with equations&lt;br /&gt;
- When will a raindrop reach the top of a cloud? On what factors does it depend?&lt;br /&gt;
- Some questions about radar reflectivity and the radar reflectivity factor.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Environmental_Change&amp;diff=714</id>
		<title>Environmental Change</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Environmental_Change&amp;diff=714"/>
		<updated>2025-01-15T16:20:34Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Verstraeten Gert&amp;lt;br&amp;gt;Huybrechts Philippe|data3=Lectures|data4=Partial or continuous assessment with (final) exam during the examination period|data6=6|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=1st semester|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/G9X30AE.htm Link]|title=Course Information}}&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 15/01/2025 ====&lt;br /&gt;
Verstraeten (2h = short!), open book&lt;br /&gt;
&lt;br /&gt;
# REVEALS vs KK10, REVEALS vs HYDE (figure given)&lt;br /&gt;
## Why is the coverage of the differences/vegetative land cover reconstructions not continuous?&lt;br /&gt;
## Why is the difference between REVEALS and HYDE different from the difference between REVEALS and KK10? I.e. what is the difference between KK10 and HYDE?&lt;br /&gt;
# Human adaptations to different environmental changes. (Table with different adaptations for different types of environmental change given.) Give coping strategies that were used in the past to cope with three different environmental changes (e.g. drought, sealevel, ...)&lt;br /&gt;
# True or false? Give a short argumentation.&lt;br /&gt;
## The Anthropocene can&#039;t be defined as a geological epoch starting in 5000 BP as human impact was not of global scale at that point.&lt;br /&gt;
## Legacy landforms are landforms that formed under different environmental conditions, which most often changed due to natural environmental change.&lt;br /&gt;
# Given: figure with glacial extent of two glaciers in the Alps for the past 2000 years. &lt;br /&gt;
## How do they construct such graphs? Which proxy measures could be useful?&lt;br /&gt;
## What can explain the pattern in glacial extent?&lt;br /&gt;
## What different, non-glacial related proxies are available that reflect the same variability as the glacier extents?&lt;br /&gt;
# Personalised question on assignment about the field trip (wtf)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Huybrechts (1h = ridiculously short), closed book&lt;br /&gt;
&lt;br /&gt;
Instruction: &amp;quot;keep the answers short, should never be longer than 10 lines&amp;quot;&lt;br /&gt;
&lt;br /&gt;
# Explain why CO2 in the atmosphere doesnt come from volcanoes to your aunt, keep it simple and short&lt;br /&gt;
# Young faint sun paradox&lt;br /&gt;
# Atmospheric fraction of CO2 - what is it, what does it represent, ..?&lt;br /&gt;
# Why does temperature continue to be approximately equal to peak warming for centuries after emissions stop?&lt;br /&gt;
# Mass extinction due to climate change - give three relevant examples of mechanisms / dangers posed to the biosphere&lt;br /&gt;
# Water vapour is not considered a forcing but a feedback, why, explain&lt;br /&gt;
# What are the characteristics of the West-Antarctic tipping element and what it its corresponding tipping point temperature?&lt;br /&gt;
# Svensmark hypothesis - explain what and why we can refute it&lt;br /&gt;
# We want to stay below 2 degrees warming,. A lot of scenarios where we do this expect net-negative emissions of CO2 by the end of the century - what is understood by net-negative emissions and how can you attain that? What types of techniques are available? Explain the most discussed techniques, including advantages and drawbacks.&lt;br /&gt;
# The earth is in a radiative imbalance, explain this. Where is the excess heat stored and what is direct effect of it.&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&#039;&#039;&#039;30/01/2024&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Verstraeten (2h, open book)&lt;br /&gt;
&lt;br /&gt;
# Explain what evidence we have seen on the excursion that is related to the figure on the right, try to include figures from the excusion guide when appropriate (8p)[[Bestand:Antropoceen examenvraag.png|miniatuur|Figure asked on 30/01/2024]]&lt;br /&gt;
# Explain the early Anthropocene hypothesis and the link with ALSS models (6p)&lt;br /&gt;
## how are these two graphs related to each other?&lt;br /&gt;
## why are there different dates possible for the start of the antropocene&lt;br /&gt;
## explain how HYDE and KK10 reach there CO2 emissions&lt;br /&gt;
# A delta 18O curve is given for the past 3 million years. (3p)&lt;br /&gt;
#* a) How is this curve constructed (where are the data coming from - which proxy is shown)?&lt;br /&gt;
#* b) What does it represent with relation to environmental change (what is the meaning of the proxy)?&lt;br /&gt;
#* c) What controls delta 18O (why does it change)? 4. Explain the Anthropocene in 10-15 lines to a non-specialist. Use lines for evidence and propose a moment in time as the start of the Anthropocene. It should be like a short newspaper or blogpost. (3p)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;26/01/2024&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Verstraeten (2h, open book)&lt;br /&gt;
&lt;br /&gt;
# vgl van sedimentatie in de Geul met de Ambleve (8p)&lt;br /&gt;
# vgl HYDE, KK10 en Reveals&lt;br /&gt;
# hoe ge glacier extensie meet &lt;br /&gt;
# Antropoceen uitleggen in 15 lijnen&lt;br /&gt;
&lt;br /&gt;
==== 23/01/2024 ====&lt;br /&gt;
&#039;&#039;Verstraeten (2h, open book)&#039;&#039;&lt;br /&gt;
[[Bestand:Figure vraag 1.png|miniatuur]]&lt;br /&gt;
&lt;br /&gt;
* &#039;&#039;&#039;Vraag 1: Field trip question (/8):&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# The Dijle stores more alluvial sediment then the Amblève while the difference for colluvial sediment is not so big, what causes this?&lt;br /&gt;
# Explain how natural and anthropogenic factors influence sediment storage &lt;br /&gt;
# Use different stops from the excursion to assist your answers from above&lt;br /&gt;
*&#039;&#039;&#039;Vraag 2 ( /6)&#039;&#039;&#039;[[Bestand:Figure vraag 2.png|miniatuur]]Given is a graph of the reconstruciton of the anthropogenic vegetation in the Dijle catchment created by the KK10, HYDE 3.1 and Reveals models. Explain how this graph was created for every model. What is the difference between those models (what explains the variance between the graphs)? What caused the uncertainties for each model? &lt;br /&gt;
*&#039;&#039;&#039;Vraag 3 (see figure)&#039;&#039;&#039; ( /3)[[Bestand:Figure vraag 3.png|miniatuur]]&lt;br /&gt;
*# How do we construct such a graph&lt;br /&gt;
*# What causes the sea level to rise&lt;br /&gt;
*# Give a comparison between Northern Britain and Southern Britain&#039;s sea level rise.&lt;br /&gt;
* &#039;&#039;&#039;Vraag 4&#039;&#039;&#039;&lt;br /&gt;
** Explain the Anthropocene in 10-15 lines to a non-specialist. Use lines for evidence and propose a moment in time as the start of the Anthropocene. It should be like a short newspaper or blogpost. ( /3)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts (1h, closed book)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Explain greenhouse gas effect&lt;br /&gt;
# The sources and sinks of Carbon&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Mid pliocene warm, give the characteristics and why is this period so interesting for us right now.&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why is this above the global mean surface temperature?&lt;br /&gt;
# At what rate is the sea level rising between 2006-2018? Give the main contributors for this increase (also the amount of their contribution)&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# Greenland tipping point, at which temperature and how does it work&lt;br /&gt;
# How would you explain to your aunt that it is not the volcanoes that are responsible for so much carbon dioxide in the atmosphere? Answer short and to the point.&lt;br /&gt;
# Scientific background for the target set to stay below 2º --&amp;gt; how do we stay below 2° and if we keep emitting CO2 when do we reach 2°&lt;br /&gt;
# Anthropogenic emissions of CO2, give the sinks and sources with the relative amounts&lt;br /&gt;
# Explain MISI and MICI&lt;br /&gt;
&lt;br /&gt;
==== 02/01/2024 ====&lt;br /&gt;
&#039;&#039;Verstraeten (2h, open book)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
* Many say that landscapes have shifted from a nautre-dominated landscape to a anthropogenic-dominated landscape. Can you give examples to support this statement from what we have seen during the excursion in the Amblève region? Refer to useful figures in the field guide (add figure number and page). ( /8)&lt;br /&gt;
&lt;br /&gt;
* Given is a graph of the reconstruciton of the anthropogenic vegetation in the Dijle catchment created by the KK10, HYDE 3.1 and Reveals models. Explain how this graph was created for every model. What is the difference between those models (what explains the variance between the graphs)? ( /6)&lt;br /&gt;
&lt;br /&gt;
* A delta 18O curve is given for the past 3 million years. ( /3)&lt;br /&gt;
** a) How is this curve constructed (where are the data coming from - which proxy is shown)?&lt;br /&gt;
** b) What does it represent with relation to environmental change (what is the meaning of the proxy)?&lt;br /&gt;
** c) What controls delta 18O (why does it change)?&lt;br /&gt;
&lt;br /&gt;
* Explain the Anthropocene in 10-15 lines to a non-specialist. Use lines for evidence and propose a moment in time as the start of the Anthropocene. It should be like a short newspaper or blogpost. ( /3)&lt;br /&gt;
&#039;&#039;Huybrechts (1h, closed book)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Water vapour is not considered a forcing of the climate but more as a feedback system. Why is that and explain this feedback mechanism.&lt;br /&gt;
# Explain young faint paradox.&lt;br /&gt;
# What is airborne fraction CO2? How much is it and why?&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# How do we stay below 2°C warming? Explain the advantages and disadvantages.&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# What is the West Antarctic tripping point?&lt;br /&gt;
# Explain Svensmark hypothesis.&lt;br /&gt;
# The earth is in a radiative imbalance, explain this. Where is the excess heat stored and what is direct effect of it.&lt;br /&gt;
# Explain short why CO2 concentrations are not due to volcanic release of CO2&lt;br /&gt;
# Something about exctinctions. Give three examples of climate change major impacts on ecosystems.&lt;br /&gt;
# Some statement. Right/wrong? (forgot, sorry)&lt;br /&gt;
&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 23/01/2023 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Excursion: Don’t know it anymore, but it was more or less a compersion between the colluvial and alluvial storage in the Ardennes and Dijle/ Geul catchment (8p)&lt;br /&gt;
# KK10, HYDE, REVEALS and figure is given (slide 84 chapter anthropocene):&lt;br /&gt;
## What are the different methods (how are they constructed)?&lt;br /&gt;
## what are their problems&lt;br /&gt;
## What are the differences and why?&lt;br /&gt;
# Explain in 10 short phrases to someone what the Anthropocene is and which evidences there are (3p)&lt;br /&gt;
# figure is given (slide 36 chapter 4):&lt;br /&gt;
## How do we construct such a graph&lt;br /&gt;
## What causes the sea level to rise&lt;br /&gt;
# Give a comparison between Northern Britain and Southern Britain&#039;s sea level rise.&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
# Explain greenhouse gas effect&lt;br /&gt;
# What is the West antarctic tripping point and what are their best made estimates&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Mid pliocene warm, give the characteristics and why is this period so interesting for us right now.&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why is this above the global mean surface temperature?&lt;br /&gt;
# At what rate is the sea level rising between 2006-2018? Give the main contributors for this increase (also the amount of their contribution)&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# Question about the paper “Celebrating the anniversary of three key events in climate change science”. It was something like “explain what the gold standard is and give 3 key events in climate change science”&lt;br /&gt;
# How would you explain to your aunt that it is not the volcanoes that are responsible for so much carbon dioxide in the atmosphere? Answer short and to the point.&lt;br /&gt;
# Scientific background for the target set to stay below 2º --&amp;gt; how do we stay below 2° and if we keep emitting CO2 when do we reach 2°?&lt;br /&gt;
# ?&lt;br /&gt;
# ?&lt;br /&gt;
&lt;br /&gt;
==== 30/01/2023 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# How do the Geul and the Ambleve fit into this graph (chapter 7 slide  92) ? What are the similarities and what are the differences?&lt;br /&gt;
# KK10, HYDE, REVEALS (5p) --&amp;gt; map REVEALS VS KK10 and REVEALS VS HYDE given&lt;br /&gt;
## Why are there pixels without data? why is it not continuous?&lt;br /&gt;
## Why do the two comparisons not give the same results? What are the differences between KK10 and HYDE&lt;br /&gt;
# Figure slide 6 chapter 4 is given.&lt;br /&gt;
## What proxies/evidences are used to contruct this graph?&lt;br /&gt;
## What explains the variability of this? Why do they fluctuate in extent?&lt;br /&gt;
## What other environmental proxies can be used?&lt;br /&gt;
# Explain in 10 short phrases to someone what the Anthropocene is and which evidences there are.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# What is airborne fraction CO2? How much is it and why?&lt;br /&gt;
# What is meant by committed sea level rise?&lt;br /&gt;
# Explain young faint paradox.&lt;br /&gt;
# Explain greenhouse gas effect&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why is this above the global mean surface temperature?&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# Scientific background for the target set to stay below 2º --&amp;gt; how do we stay below 2° and if we keep emitting CO2 when do we reach 2°?&lt;br /&gt;
# The Arctic is warming at a higher pace than the rest of the world. What is the term for the phenomenon and explain it.&lt;br /&gt;
# Net negative emissions&lt;br /&gt;
# Statement: MWP is warmer than today so humans are not responsible for cimate global warming. right/wrong, why?&lt;br /&gt;
# Greenland tipping point + temperature&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 25/01/2022 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Field trip: list evidences from the field trip that support the hypothesis that we have gone from nature dominated to human dominated landscapes.&lt;br /&gt;
# KK10, HYDE, REVEALS&lt;br /&gt;
## What are the different methods (how are they constructed)?&lt;br /&gt;
## What are the differences and why?&lt;br /&gt;
# Oxygen isotope delta O18 graph&lt;br /&gt;
## How is it constructed?&lt;br /&gt;
## What does the data represent?&lt;br /&gt;
## Why are there variabilities in the data? &lt;br /&gt;
# Give examples of civilisations that collapsed due to the drought period and what coping mechanisms they used to survive.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Describe greenhouse effect&lt;br /&gt;
# Explain main source of anthropogenic emissions&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why? &lt;br /&gt;
# Explain global impact of El Nino&lt;br /&gt;
# Explain satellite method on ice sheets of altimetry and gravimetry, explain technique and parameters for recalibration the mass ice balance&lt;br /&gt;
# Explain last decade sea level rise, amount of meters + main factors why&lt;br /&gt;
# Statement: MWP is warmer than today so humans are not responsible for cimate global warming --&amp;gt; right/wrong + why?&lt;br /&gt;
# Mid pliocene period: what is it + link with climate today&lt;br /&gt;
# Why does climate significantly increase even if emissions CO2 go down to zero?&lt;br /&gt;
# What is arctic sheet tipping element? &lt;br /&gt;
# Why does covid-19 CO2 decrease does not impact temp change?&lt;br /&gt;
# Geo-engineering for solar radiation explain, method, (he will probably ask us about CO2)&lt;br /&gt;
&lt;br /&gt;
==== 28/01/2022 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Field trip question: Don&#039;t know it anymore, but it was more or less a comparison between sedimentation in Ardennes vs sedimentation in the Dijle catchment. (8p)&lt;br /&gt;
# KK10, HYDE, REVEALS (6p)&lt;br /&gt;
# Give examples of civilisations that collapsed due to the drought period and what coping mechanisms they used to survive. (3p)&lt;br /&gt;
# And another question I forgot (3p)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Describe greenhouse effect&lt;br /&gt;
# Explain main of anthropogenic emissions&lt;br /&gt;
# Explain Svenmark hypothesis&lt;br /&gt;
# The Arctic is warming at a higher pace than the rest of the world. What is the term for the phenomenon and explain it.&lt;br /&gt;
# Explain satellite method on ice sheets of altimetry and gravimetry, explain technique and parameters for recalibration the mass ice balance&lt;br /&gt;
# The earth is in an imbalance, explain this. Where is the excess heat stored and what is direct effect of it.&lt;br /&gt;
# Why is CO2 of fossil fuels bad, while CO2 of bush fires, carbonated drinks, animals, people, etc... is good?&lt;br /&gt;
# Mid pliocene warm, give the characteristics and why is this period so interesting for us right now.&lt;br /&gt;
# I forgot this question&lt;br /&gt;
# Greenland tipping point, explain.&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Explain net negative emissions and what are the techniques to achieve this.&lt;br /&gt;
&lt;br /&gt;
==== 31/01/2022 ====&lt;br /&gt;
&#039;&#039;Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Excursion: Figure of summary slide of 3 cases (Chapter7) given. How can you link Amblève and Geul river with this figure? &lt;br /&gt;
# KK10, HYDE, REVEALS (5p) --&amp;gt; map REVEALS VS KK10 and REVEALS VS HYDE  given&lt;br /&gt;
## Why are there pixels without data? why is it not continuous?&lt;br /&gt;
## Why do the two comparisons not give the same results? What are the differences between KK10 and HYDE?&lt;br /&gt;
# Figure of glaciations over time given (ppt4 slide 6) explain and what are proxies that have an infuence&lt;br /&gt;
# Give examples of civilisations that collapsed due to the drought period and what coping mechanisms they used to survive. (3p)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Describe greenhouse effect&lt;br /&gt;
# Explain Svensmark hypothesis&lt;br /&gt;
# Explain satellite method on ice sheets of altimetry and gravimetry, explain technique and parameters for recalibration of the mass ice balance&lt;br /&gt;
# Mid pliocene warm, give the characteristics and why is this period so interesting for us right now.&lt;br /&gt;
# THC tipping point, explain.&lt;br /&gt;
# Covid 19 had almost no effect, why is that?&lt;br /&gt;
# Statement: Since mid 19th century temp in Belgium +2,5°C --&amp;gt; Why? &lt;br /&gt;
# Scientific background for the target set to stay below 2º --&amp;gt; how do we stay below 2° and if we keep emitting CO2 when do we reach 2°?&lt;br /&gt;
# What evidence proves that the increased C02 concentration, coming from fossil fuel burning, in the atmosphere is due to anthropogenic influence? &lt;br /&gt;
# Explain to your aunt in 60 seconds that it is not volcanoes that increase the CO2 concentration in the atmosphere, but the combustion of fossil fuels is responsible. &lt;br /&gt;
# What is the influence of climate change on freshwater? Give 3 examples&lt;br /&gt;
# ? &lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 17/01/2020 ====&lt;br /&gt;
Huybrechts&lt;br /&gt;
&lt;br /&gt;
# Compare current climate change with previous periods of climate change. What is the difference in the behaviour of CO2? Give three examples of warmer periods before the current warm period.&lt;br /&gt;
# What is the influence of the solar activity on climate change? Compare the last decades with the last 1000 years.&lt;br /&gt;
# Explain in 60 seconds: Why is CO2 of fossile fuels bad, while CO2 of bush fires, caronated drinks, animals, people, etc... is good?&lt;br /&gt;
&lt;br /&gt;
Verstraeten&lt;br /&gt;
&lt;br /&gt;
# How did rivers in North-West Europe evolve since the LGM and how can you prove this? How did these rivers interact with Holocene humans and what did humans do to cope with the changing river dynamics? What was the effect of the river dynamics on the landscape? What changes can be explained by natural causes and what changers are related to humans?&lt;br /&gt;
# Right or wrong:&lt;br /&gt;
## The medieval warm period was a global event that could be proved by the retreat of glaciers. (wrong, not global and glaciers were already retreating for thousands of years)&lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 18/01/2019 ====&lt;br /&gt;
&#039;&#039;Huybrechts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# What is a tipping element? Explain the Greenland icesheet as a tipping element.&lt;br /&gt;
# Explain the different geo-engineering possibilities and risks.&lt;br /&gt;
# Explain in 60 seconds:  A letter was written to a newspaper about the climate congress in Paris: &amp;quot;Why is CO2 in your drinks, in wildfires,.. etc. good and CO2 coming from fossil fuels bad?&amp;quot; &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broothaerts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# (Excursion) &lt;br /&gt;
## Late-glacial climate in Hautes Fagnes: explain the enivronment. What are the typical landforms and how to date them?&lt;br /&gt;
## How to use Industrial pollution to measure sedimentation rates?&lt;br /&gt;
# (Theory) Compare human influence in a valley system in European Loess Belt to a Mediterrean area.&lt;br /&gt;
# (Papers) Neolithit transition in Europe: Why is a single-proxy approach not sufficient? Propose your own multi-proxy approach and how your different methods/proxies will complement each other.&lt;br /&gt;
&lt;br /&gt;
==== 29/01/2019 ====&lt;br /&gt;
&#039;&#039;Huybrechts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# about the oceans observation for the last century and the projections for 2100 by ipcc&lt;br /&gt;
# scientific background for the target set to stay below 2º of raise and the political and societal implications of those&lt;br /&gt;
# you realize the satellite has produced errors in measuring the trend towards climate change. Would I change my mind on the global warming? Why, why not?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broothaerts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# explain how peat layers can be used as proxy to reconstruct pollution, vegetation changes and climatic changes AND how to derive sedimentation rates from polluted layers, provide examples from different rivers (in between he asked what can we infer from completely polluted section of the floodplain)&lt;br /&gt;
# different behaviour of river systems in the USA and Mediterranean, draw a sketch&lt;br /&gt;
# Neolithization: describe the problems of a non multi proxy approach to assess the process of Neolithization and how would you implement a multi proxy approach&lt;br /&gt;
&lt;br /&gt;
== 2018 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&#039;&#039;Huybrechts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# What is the effect of aerosols on climate change? Explain the relationship between aerosols and radiation budget, temperature, etc.. How did the amount of aerosols change during the 20th century and the last millennia. How is it projected to change according to the IPCC? (Oral questions: When was the aerosol emission peak, why and where was it situated? Did the aerosol effect become more or less important on climate change? Do all the models predict the same change? How do you know if a model is a good or a bad model?)&lt;br /&gt;
# What are tipping elements? Explain by using the Arctic Sea Ice as a tipping element. Why is this a tipping element? How did it change during the last century? What are the IPCC projected changes for 2100?&lt;br /&gt;
# A climate activist tells you that is has never been as warm as today. Is this correct? Why? (oral questions about length of glacial/interglacial cycles, when was it warmer during the Holocene?, why is this warming a problem...)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broodthaers:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Explain the differences in floodplain sediment storage for the Dijle, Geul and Amblève river. Give the differences and equalities between them. (Show one summarizing figure from the excursion bundle to explain). How did the human impact change during the Holocene for these catchments, draw graphs for the three catchments and give the influence of these human impacts on the floodplain sediment storage. Compare these three catchments with a Meditteranean catchment. What are the main differences? (Oral questions: when did the human influence in these catchments start?).&lt;br /&gt;
# Megafaunal exctinctions are mainly caused by climate change. Discuss this statement.&lt;br /&gt;
# Apply the figure of the coping strategies to the Norse in Greenland. What coping strategies have they used? How did researchers find that they had these coping strategies? Discuss the collapse of the Norse settlements in Greenland and compare it to the Inuït presence in Greenland. (Additional oral questions: which proxies would you have added to the research, why? Are pollen data usefull in this research? Why (not)?)&lt;br /&gt;
&lt;br /&gt;
=== September ===&lt;br /&gt;
&#039;&#039;Huybechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# What are the evidences to proof that the increased C02 concentration, coming from fossil fuel burning, in the atmosphere is due to anthropogenic influence? What can we learn from a graph that plots the CO2 concentration in function of the O2 concentration?&lt;br /&gt;
# Contributors and projection of SLR&lt;br /&gt;
# Explain to your aunt in maximum 60 seconds that not vulcanos but fossil fuels are responsible for the increase in CO2 concentration.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broothaerts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Excursion: vegetation changes during holocone at &#039;de hoge venen&#039;: distinguish between natural and anthropogenic impacts&lt;br /&gt;
# Theorie: Hoe colluviale afzetting dateren? Geef voor- en nadelen van de techniek&lt;br /&gt;
# Presentaties: geef voorbeelden van positieve impacten door milieuverandering, negatieve impact door milieuverandering en voorbeeld van dominantie menselijke impact. je moet 1 van de 3 bespreken met bewijzen uit presentatie, je mag nooit je eigen presentatie als voorbeeld gebruiken.&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
&#039;&#039;Huybrechts&#039;&#039;&lt;br /&gt;
reeks A&lt;br /&gt;
&lt;br /&gt;
# atmospheric moisture: evolution during 19th-20th century + projections for future; relation with temperature; precipitation: how will change the spatial pattern in future? &lt;br /&gt;
# The greenland ice sheet as tipping point&lt;br /&gt;
# Explain to your aunt in maximum 60 seconds that not vulcanos but fossil fuels are responsible for the increase in CO2 concentration.&lt;br /&gt;
&lt;br /&gt;
Reeks H&lt;br /&gt;
&lt;br /&gt;
# Give how the oceans have changed in the 20th century and describe the predictions of IPCC AR5 for the 21st century.&lt;br /&gt;
# What are the most important projections for 2100 regarding the impact on ecosystem? Group these impacts by regions/most severe climatic impact.&lt;br /&gt;
# Assume that recently one has discovered that satellites have made mistakes in the past. Would you still believe that there is climate change? Yes/No +give arguments.&lt;br /&gt;
&lt;br /&gt;
# Describe the rol of the sun as a driver for natural forcing. How can it influence the climate? Describe the role of the sun on the climate over the last millenium and in the recent climate change. (he really expects you to understand the whole paper that deals with this and asks a lot of questions about it, e.g. how does the sun influence cosmic rays?)...&lt;br /&gt;
# Explain geo-engeneering. Which methods are proposed? What are their advantages and weaknesses? Why do they cost so much?&lt;br /&gt;
# A letter was written to a newspaper about the climate congress in Paris: &amp;quot;why is CO2 in your drinks, in wildfires, etc. good and CO2 coming from fossil fuels bad?&amp;quot; (hint: it has to do with fluxes within the global carbon cycle)&lt;br /&gt;
&lt;br /&gt;
# AR5 statement about that is extremely likely that humans are responsible for more than 50% of the observed warming due to exhausted athropogenic greenhouse gasses. How does the IPCC prove this with which elements and methods? (IPCC proves this with models)&lt;br /&gt;
# What is ENSO? Why can it be considered as a tipping element? What are the projections for the future?&lt;br /&gt;
# Your friend says that climatic scientists always dramatise everything. &amp;quot;They say that in the future more droughts and more floods will occur but by doing this they speak in contradictions because it is not possible that both occur, it&#039;s one or the other&amp;quot; What do you tell to your friend?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Broothaerts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# excursion: vegetation changes during holocone op de hoge venen: maak een onderscheid tussen natuurlijke en antropogene impacten &lt;br /&gt;
# Theorie: waarom verschil in zeespiegelstijging noord-Engeland en zuid-engeland? &lt;br /&gt;
# presentaties: geef voorbeelden van positieve impacten door milieuverandering, negatieve impact door milieuverandering en voorbeeld van dominantie menselijke impact. je moet 1 van de 3 bespreken met bewijzen uit presentatie, je mag nooit je eigen presentatie als voorbeeld gebruiken. &lt;br /&gt;
&lt;br /&gt;
# Excursion: illustrate how anthropogenic influence has changed the fluvial systems in the Geul catchment and the Hautes Fages/Ardennens. Use as much changes and features of fluvial systems as possible. &lt;br /&gt;
# Theory: how can a pollen diagram be used to reconstruct climatic changes on vegetation? and human impact? can it also be used to distinguish between the two? (some smaller questions like how can you correct for the differences in pollen production per species?)&lt;br /&gt;
# Papers: apply the figure of the copies strategies on the Akkadian empire: (1) how did they (or could have possibly) adapt to environmental change? (2) which methods are used to prove that they had to adapt themselves (so why did they collapse)? (3) illustrate the importance of a detailed and qualitative chronology.&lt;br /&gt;
&lt;br /&gt;
# Excursion: &lt;br /&gt;
## Give examples: Peat (Hoge Venen) is a perfect indicator for environmental changes. Try to give examples of different kind of environmental changes.&lt;br /&gt;
## Assumption:&amp;quot;The sediment delivery to the floodplain is both in the Amblève catchment and near the Geul dependent on topography&amp;quot;.&lt;br /&gt;
# How can we use pollen to detect human impact/climate change? What are the difficulties?&lt;br /&gt;
# Papers: give examples of positive and negative natural climate change and dominant human impact and give for one example all methods that were used + the outcome. It&#039;s not possible to use your own presentation.&lt;br /&gt;
&lt;br /&gt;
# Excursion: Reconstruct the vegetation of the Hautes Fagnes for the last 15 ka. When were the changes antropoghenic or climatic?&lt;br /&gt;
# Two true or false questions (nuance your aswers):&lt;br /&gt;
## The extinction of mega fauna is caused by humans.&lt;br /&gt;
## The transition from the Subboreal to the Atlantic is pure climatic.&lt;br /&gt;
# Group reports: Give and example of a group report where the climate had an negative influence on societies, where the climate had a positive effect on societies and where the    human impact on the environment was the cause for collapse. Discuss for one of these the used methods.&lt;br /&gt;
&lt;br /&gt;
== 2015 ==&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# What are the evidences to proof that the increased C02 concentration, coming from fossil fuel burning, in the atmosphere is due to anthropogenic influence? What can we learn from a graph that plots the CO2 concentration in function of the 02 concentration?&lt;br /&gt;
# What are the most important projections for 2100 regarding the impact on ecosystems. (corals, ice caps, coasts, tundra, ...&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Verstraeten&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Graph of sediment fluxes throughout the Holocene, discuss + give examples that we saw on excursion. &lt;br /&gt;
# How can we use pollen data to check if changes are due to Human impacts or due to natural changes.&lt;br /&gt;
# Compare Anasazi, Maya, Ankor people - with the adaptation table and discuss the concept of collapse.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Discuss the aerosol influence on earth&#039;s temperature and its radiation balance, and it different kind of effects. Explain for the last millenium and for the 20th century. Important: numbers and units of radiation balance, how much increased/decreased radiative forcing, extra questions about cloud impact (higher, whiter,...)&lt;br /&gt;
# What  are tipping elements? Explain the Arctic sea ice as a tipping element. Relate this to 20th century change and IPCC projections for the 21st century. Important: different scenarios, detailed numbers, drivers, critical points,... as in Lenton et al. paper, why not always considered as tipping point?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Verstraeten&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# Excursion: Discuss how abrupt climatic changes during the last 15000 years could have influenced vegetation, soils and geomorphology at the 2 different excursions So: Opgrimbie layer, lithalsa&#039;s, Dijle paleomeanders,...&lt;br /&gt;
# Explaining a graph (chapter 4, last graph with Smax/Smin for different basin areas). How can such a graph be constructed?&lt;br /&gt;
# Give one example of (1) climate change having a negative influence on human settlements, (2) climate change enhancing human living conditions, (3) a situation in which human alteration is considered the most important. Explain for one of these 3 examples used methods and techniques (not your own paper).&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Carbon cycle - how much CO2 emitted last decade? Sources and sinks ( /!\ the atm is considered a sink as well).  How do we influence the cycle (=fossil fuel burning, acidification, deforestation)? Explain the graph with O2 - CO2: what can we learn from this? &lt;br /&gt;
# Compare GIS and Arctic IC. How is the SMB assessed? what processes lead to a changing SMB.? what are the projections for 2100? Know the mm the SL will rise in 2100 and is rising now. Talk about WAIS (East vs West vs Peninsule)&lt;br /&gt;
&lt;br /&gt;
# Methane concentration: tell about its evolution after industrialization and after 1980. What are the sources and sinks? What is the amount of imbalance in direct and indirect radiative forcing? Very important in these questions is the long lifetime of co2 and the short lifetime of methane! also huybrechts asks after atmospheric chemistry so what happens whit methane after 10 years? ch4+oh--&amp;gt;co2+h2o at much lower concentrations.&lt;br /&gt;
# Explain the commited climate change and talk about co2 concentration and climate change after thousand years. Why is the climate still the same over thousend years even if co2 is stopped emitting?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Verstraeten&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
(Note: everyone gets a personalized exam. If you missed an excursion, you don&#039;t get a question about it.  The paper-question contains always your own paper or the papers you reviewed)&lt;br /&gt;
&lt;br /&gt;
# Compare the vegetation change and Human impact in Dijle Catchment and in the Hautes Fagnes. Is there a difference in HI?&lt;br /&gt;
# Is human impact on Geomorphology scale dependent (temporal and spatial)?&lt;br /&gt;
# Compare Anasazi, Maya, Sahel people - with the adaptation table and discuss the concept of collapse. OR Compare Anasazi, Maya, Norse people - with the adaptation table and discuss the concept of collapse.&lt;br /&gt;
&lt;br /&gt;
== 2014 ==&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Give all the late glacial landforms we saw in the excursion. Explain their genesis. How were they studied. What is their age and how do we know that?&lt;br /&gt;
# true or false:&lt;br /&gt;
## The Holocene climate has a great regional difference, and this can be seen looking at the difference in flooding history of Northern versus Southern Brittain.&lt;br /&gt;
## The Holocene climate optimum is a worldwide phenomenon (something like that...)&lt;br /&gt;
# give an adaptive cycle for the Norse settlers on Greenland.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# How did humidity and precipitation change in the last century? Also give regional differences and give information on the type of humidity/precipitation. How does IPCC AR5 project this to change by 2100?&lt;br /&gt;
# What are tipping elements in the climate system? Explain the Greenland Ice sheet as a tipping element.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# Which aeolian land forms did we see on both excursion days? Explain their formation related to environmental change. How where they dated (explain in detail). &lt;br /&gt;
# Question 2 &lt;br /&gt;
## explain equifinality and give an example related to EC. &lt;br /&gt;
## How do you explain increased river incision in the Italian Alps since the last 100yrs?  (answ: dams --&amp;gt; clear-water effect)&lt;br /&gt;
# Vikings and Inuit on Greenland: apply the table of coping strategies (hb p141, but table was given)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# how do we know the increase in atmospheric CO2 is to be attributed to fossil fuel burning? What can we learn when comparing the graph of CO2 and O2 concentrations?  Extra questions: what explains the little extra amount of O2 observed than the amount expected by photosynthesis (answ: temperature rise --&amp;gt; outgassing of oceans). Give numbers about land and ocean sink (answ: around 25% of emitted CO2 each).  &lt;br /&gt;
# What is a tipping element? --&amp;gt; apply to arctic sea ice (tipping point?).  What are observations since second half of 20th century? What are the projections of the AR5? Extra question: what is the most important feature of the Arctic sea ice (answ: the extent of the sea ice in the summer (september)). &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Compare the glacial-interglacial cycle of Iversen to the pollen diagrams of the Hautes Fagnes (3 diagrams), find some stages. Mention things that are different from stages.&lt;br /&gt;
# Explain the figure (isostatic rebound on the British Isles), additional question: Where should archeologists look for ancient coastal communities? How much absolute sea level rise has taken place?&lt;br /&gt;
# Last chapter: adaptive cycle. Make one for the Anasazi&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# AR5 statement about that is extremely likely that humans are responsible for more than 50% of the observed warming due exhausted greenhouse gasses. How does the IPCC prove this with which elements and methods?&lt;br /&gt;
# Committed climate change: What do they mean with that, what will happen on a timescale of 1000 years? Most important changes?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Link these 2 graphs to as many points of the excursion as possible (Smin/Smax graph and Antropocene graph at the end of CHAPTER 7)&lt;br /&gt;
# Anasazi and Maya cultures - compare their adaptive strategies and the reasons for their collapse&lt;br /&gt;
# True false statements&lt;br /&gt;
## Does evidence for flooding and discharge point indicate precipitation levels &lt;br /&gt;
## Something to do with Mediterranean (especially Italy) and high sedimentation in delta - is it because of higher erosion rates?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Reeks 1&lt;br /&gt;
&lt;br /&gt;
# The sun&#039;s impact on climate - different ways in which it can have an impact, differentiate between the last 1000 year and the 20th century&lt;br /&gt;
# Projected precipitation changes, impact on freshwater uses and availability, differentiate between regions and severity&lt;br /&gt;
&lt;br /&gt;
Reeks 2&lt;br /&gt;
&lt;br /&gt;
# What is the evidence of that the climatic forcing is of an antropogenic nature given by the IPCC?&lt;br /&gt;
# Explain &#039;commited climate change&#039;? What is meant by irreversible climate change? Give examples on a milenium scale.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Carbon sinks&lt;br /&gt;
# Geo-engineering&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Excursion: describe and compare the vegetation since the Young Dryas (I think it was around 13ka) until now on the Dijle and Hautes Fagnes.&lt;br /&gt;
# Theory&lt;br /&gt;
## can a pollen record describe all the plants present in a place. (or sth like that)&lt;br /&gt;
## can the estuaries that exist in Italy be human influence. (again, or sth like that)&lt;br /&gt;
# Reports: how can we relate this figure with the Anazasi (Adaptive cycle figure)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
reeks 7&lt;br /&gt;
&lt;br /&gt;
# Methaan is een broeikasgas. Sources en sinks + hoeveelheden. Wat is de concentratie en evolutie sinds 1750 en vooral na 1980. &lt;br /&gt;
# Tipping element THC: hoe werkt het en wat maakt dat het een tipping element is. Tipping point geven dat gezegd is door IPCC AR5. Geef het direct en indirect effect op de radiative forcing. &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Mr. Notebaert:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Evolutie van de Dijle in detail uitleggen adhv schema Vandenberghe (1995, 1997). Is het schema altijd geldig? Welke dateringsmethoden zijn gebruikt om de veranderingen in het riviersysteem te dateren?&lt;br /&gt;
# Geef de ruimtelijke spreiding van natuurlijke en antropogene erosie in de USA. &lt;br /&gt;
## De Genyornis stierf uit en de Dromaius niet. Waarom?&lt;br /&gt;
# Welke waren de &#039;coping strategies&#039; van de Maya en de Anasazi om te overleven en bij milieuveranderingen? &lt;br /&gt;
&lt;br /&gt;
== 2013 ==&lt;br /&gt;
&#039;&#039;Prof. Huybrechts&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Evolutie van GIS, WAIS, en EAIS uitleggen en verklaren wat er gaat gebeuren in de toekomst.&lt;br /&gt;
# ENSO uitleggen + verklaren wat de toekomst geeft.&lt;br /&gt;
# Zeer belangrijk voor beiden: tipping points&lt;br /&gt;
# beschrijf sources en sinks van CO2 (hij vraagt ook achter de getallen van de verschillende sources en sinks!)&lt;br /&gt;
# Hoe zullen de ecosystemen veranderen door de temperatuursveranderingen in de 21e eeuw (ofzoiets)&lt;br /&gt;
# Evolutie Antarctica en Groenland uitleggen. Wat zijn de voorspellingen voor 2100?&lt;br /&gt;
# ENSO als tipping point: leg uit.&lt;br /&gt;
&lt;br /&gt;
Op eerste zicht makkelijke vragen, maar hij vraagt heel veel ambetante bij vragen zoals hoe veel CO2 wordt er uitgestoten bij El Nino, El Nina en de gewone situatie. Wat zijn de processen hier achter? En wat moet je doen om dit tegen te gaan. kan dit een extra impuls zijn voor lokale zeespiegel stijging. Hoe veel vissen gaan er dood bij el Nino en hoe komt dit?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Notebaert&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
* Evolutie van alle rivieren die we gezien hebben tijdens de excursie en verklaren aan de hand van 2 figuren.&lt;br /&gt;
* 2 waar of fout vragen.&lt;br /&gt;
*# Heeft een groot event (bv aardbeving) veel invloed op samenlevingen.&lt;br /&gt;
*# Kan een pollen diagram worden gebruikt voor de reconstructie van paleo vegetatie&lt;br /&gt;
* En een grote vraag over het verschil in de Maya&#039;s en Anasazi en hun collapse&lt;br /&gt;
* excursie: alles van laat-glaciale periode dat we gezien hebben opsommen en uitleggen, hij vraag ook achter de dateringstechnieken.&lt;br /&gt;
&lt;br /&gt;
* Lessen: juist of fout?&lt;br /&gt;
** &amp;quot;het middeleeuws optimum is een globale periode en zorgde voor droogte en warmer klimaat&amp;quot;&lt;br /&gt;
** &amp;quot;De overgang van atlanticum naar subboreaal is door het klimaat&amp;quot;&lt;br /&gt;
* papers:&lt;br /&gt;
** andere paper: Moche en Mayas vergelijken (collapse, aanpassingen die ze deden bij environmental change)&lt;br /&gt;
** eigen paper: stellingen Ruddiman uitleggen&lt;br /&gt;
* Excursie: geef de rivierdynamieken die we gezien hebben op excursie die te maken hebben met menselijke invloeden.&lt;br /&gt;
&lt;br /&gt;
* Juist of fout&lt;br /&gt;
** Kan je met een pollendiagram met pollenpreservatie een gedetailleerde lokale reconstructie doen&lt;br /&gt;
** Was het in de middeleeuwen globaal warm en kan je dit afleiden met behulp van een alpen gletsjer? Was het ook droog?&lt;br /&gt;
* eigen paper uitleggen. En dan een figuur linken aan maya en anasazi&lt;br /&gt;
* excursiestops van verschillende rivieren linken aan grafiek ivm grootte drainagebekken en bodemerosie en grafiek met fluxen op (laatste slides van hfdst7)&lt;br /&gt;
&lt;br /&gt;
* juist/fout:&lt;br /&gt;
** De impact van vulkaanuitbarstingen, tsunami&#039;s,...hebben niet zo&#039;n grote impact op de mens.&lt;br /&gt;
** Via pollenanalyse kan de vroegere vegatatie van dat gebied nagegaan worden door rekening te houden met de preservatie van de pollen.&lt;br /&gt;
* over eigen paper ivm Noormannen in Groenland: linken aan figuur 5.1 uit boek met coping strategies en verschillen uitleggen tussen Inuit en Noormannen.&lt;br /&gt;
&lt;br /&gt;
== 2008 ==&lt;br /&gt;
&#039;&#039;Prof. Huybrechts:&#039;&#039;&lt;br /&gt;
* What are the arguments to conclude that the recent rice in atmosferic CO2 must be due to antropogenic inputs, especially from combustion of fossil fuels?&lt;br /&gt;
* What are the mail characteristics of the projected precipitation changes for the 21st century?&lt;br /&gt;
* What are the expected impacts of climatic change on freshwater resources ant fresh water availability? Differentiate in your answer by region and by severity of the climatic change.&lt;br /&gt;
* Welke zijn de belangrijkste processen die hebben bijgedragen tot veranderingen in het zee-niveau tijdens de 20e eeuw? op welke manier en door welke fysische processen? Wat voorspelt het IPCC voor de 21e eeuw? Wat zal er gebeuren met het zeeniveau na de 21e eeuw, zelfs als het opwarmen stabiliseert in 2100 en waarom?&lt;br /&gt;
* Wat is een tipping point in het klimaatsysteem en welk gedrag kan opgemerkt worden wanneer dit punt overschreden wordt? Welke zijn de specifieke kenmerken van het volgende tipping element: Groenland Ice Sheet?&lt;br /&gt;
* Wat is een tipping point in het klimaatsysteem en welk gedrag kan opgemerkt worden wanneer dit punt overschreden wordt? Welke zijn de specifieke kenmerken van het volgende tipping element: THC&lt;br /&gt;
* Bespreek de invloed van de zon in de huidige klimaatsopwarming. Vergelijk de laatste 100 jaar met de laatste 1000 jaar of zoiets. (hier moest ge dus blijkbaar dieje paper van Fröchlich voor gelezen hebben)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Prof. Verstraeten:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
* Bespreek de respectieve rol die mens en klimaat hebben gespeeld in de vorming van het fluviatiel landschap van de Dijle. (excursievraag)&lt;br /&gt;
* Bespreek onderstaande figuur. Illustreer adhv minstens 5 voorbeelden uit verschillende regio&#039;s. Is er sprake van enig schaalafhankelijkheid? Geef van minstens 1 voorbeeld ook meer details met betrekking tot de wijze waarop de informati[quote] bekomen en geinterpreteerd werd. (laatste slide hoofdstuk 7 (of 4de laatste ook))&lt;br /&gt;
* Onderstaand schema toont de verschillende strategiën die een gemeenschap kan ontwikkelen als respons op een externe milieuverandering. Illustreer verschillende van deze opties zoals ze werden gevolgd door verschillende beschavingen in de VS, Egypte en het MO tijdens laatste 15 ka. (boek p 141)&lt;br /&gt;
* Bespreek de evolutie van het fluviatiele systeem in NW-europa. Wat is de impact van het klimaat geweest? Welke technieken zijn gebruikt voor het opmeten van de veranderingen. Welke veranderingen zijn veroorzaakt door het klimaat en welke door mensen? Wat is de impact van fluviatiele systemen geweest op het menselijk handelen?&lt;br /&gt;
* Vroeger werden enkel pollendateringen en zuurstofisotopen gebruikt voor het dateren. Tegenwoordig wordt ook gebruik gemaakt van multi-proxy aanpak. Waarom is deze multi-proxy beter? Geef 3 voorbeelden van sedimentbudgetten waar een multi-proxy aanpak werd gebruikt en bespreek.&lt;br /&gt;
* excursie: gegeven: 2 figuren uit Hoofstuk 7: de allerlaatste en dan deze met Smax/Smin: koppel dit aan zoveel mogelijk excursiestops&lt;br /&gt;
* iets in de trend van: klimaat kan positieve impact hebben op een menselijke beschaving, maar ook een negatieve en soms kan de mens zelfs het klimaat overtreffen. Geef van elke een voorbeeld en geef bij 1 voorbeeld het nodige bewijsmateriaal.&lt;br /&gt;
* dan 4 calibratiescruves gegeven, 1 profiel van Dijlebekken en 1 tabelleke gevraagd:&lt;br /&gt;
* A bereken sedimentatieratio&#039;s, zijn er periodes met hogere en lagere ratio&#039;s te onderscheiden? B voordelen en beperkingen radiocarbondatering bespreken aan de hand van de gegevens C welk beter dateringsalternatief zou je voorstellen? D veenlaag op figuur: geef de pollenkenmerken, welke AP en niet AP zal e hier wel/ niet terugvinden en waarom?&lt;br /&gt;
* Bespreek de invloed van klimaat en mens bij de vorming van het landschap in en in de nabije omgeving van de Hoge Venen&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Advanced_Earth_Observation_Techniques&amp;diff=707</id>
		<title>Advanced Earth Observation Techniques</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Advanced_Earth_Observation_Techniques&amp;diff=707"/>
		<updated>2025-01-11T21:28:02Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Canters Frank|data3=Lectures|data4=Oral exam and PRAC report|data6=3|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=1st semester|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/G0I91BE.htm KU Leuven]&amp;lt;br&amp;gt;[https://caliweb.vub.be/index.php?page=course-offer&amp;amp;id=011568&amp;amp;anchor=1&amp;amp;target=pr&amp;amp;year=2324&amp;amp;language=en&amp;amp;output=html VUB]|title=Course Information}}&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;[ORAL] Prof. Canters is very friendly during the exam. He lets you explain everything and doesn&#039;t really look at your notes. He asks many additional questions until you get stuck.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
== 2025 ==&lt;br /&gt;
Written exam due to miscommunications at the faculties&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
11/01/2025&lt;br /&gt;
&lt;br /&gt;
# LSMA&lt;br /&gt;
## Explain linear spectral unmixing and the principles behind it.&lt;br /&gt;
## What is MESMA and why does it improve on LSMA?&lt;br /&gt;
## How does MESME select the most appropriate model to unmix a given pixel?&lt;br /&gt;
# Semivariogram&lt;br /&gt;
## Explain in detail how a semi-variogram is constructed and how you can use it in spectral mixture analysis.&lt;br /&gt;
## How can you use a semivariogram to construct GLCMs?&lt;br /&gt;
# Metrics used in LU classification from a LC classification. (Vanderhaegen en Canters, Walde)&lt;br /&gt;
## Explain, with a drawing, the principles of patch-based metrics, profile-based metrics and graph-based metrics in LU classification from LC within given regions.&lt;br /&gt;
## Give an example of a metric in each category and explain how it can help in discerning different types of LU.&lt;br /&gt;
## What are the advantages of a region-based approach when compared to a kernel-based approach?&lt;br /&gt;
&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&#039;&#039;(oral again, 2 questions per person)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
==== 16 januari ====&lt;br /&gt;
&lt;br /&gt;
# MESMA&lt;br /&gt;
#* Explain MESMA. Explain why this is better than linear SMA.&lt;br /&gt;
#* Explain the two approaches how Degerickx et al. (2019) used LiDAR data to improve the performance of MESMA.&lt;br /&gt;
#* Which one did improve MESMA the most?&lt;br /&gt;
# SPARK&lt;br /&gt;
#* Explain SPARK.&lt;br /&gt;
#* Explain the disadvantages and advantages towards region based.&lt;br /&gt;
&lt;br /&gt;
# Textures:&lt;br /&gt;
#* What is the difference between first order and second order texture measures?&lt;br /&gt;
#* Explain how a GLCM is constructed with a numerical example.&lt;br /&gt;
#* Two second order texture meaures given (entropy and contrast). What texture measures do they represent? How can we use these measures to differentiate agricultural from urban land use?&lt;br /&gt;
# Regression&lt;br /&gt;
#* Explain Priem et al. (2019). How did they use map-based and library-based for training data?&lt;br /&gt;
#* Give the advantages and disadvantages of both approaches.&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
# MESMA&lt;br /&gt;
#* Explain MESMA in detail.&lt;br /&gt;
#* Explain the two approaches how Degerickx et al. (2019) used LiDAR data to improve the performance of MESMA. (WASMA should not be explained) How does the accuracy change?&lt;br /&gt;
#* Degerickx et al. (2019) first performed their analysis on a simulated APEX image before doing this on the actual APEX image. Why did they do this? What are the advantages of first performing the analysis on a simulated APEX image?&lt;br /&gt;
# Textures&lt;br /&gt;
#* Work out a simple numerical example to explain how a grey-level co-occurence matrix is created.&lt;br /&gt;
#* Two second order texture measures formulas are given. What texture measures do they represent? How can we use these measures to differentiate agricultural from urban land use? (contrast &amp;amp; entropy)&lt;br /&gt;
#* Explain how we can determine the optimal window size when we want to classify our image based on second-order texture measures.&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
* Explain SPARK and OSPARK&lt;br /&gt;
* Explain how Degerickx et al. used Lidar in 2 ways fro improving the performance of MESMA (explanation of WASMA not needed)&lt;br /&gt;
* Explain regression trees. When do you use this?&lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&lt;br /&gt;
* Explain LSMA, what are the assumptions? What is the differences with MESMA? What are the advantages?&lt;br /&gt;
* How did Canters and Priemer (2016) use LIDAR to improve their classification. What shadow masks were used?&lt;br /&gt;
* Explain the concept of regression trees (Example of the powerpoint is given). When do you expect this to work better than a normal regression approach?&lt;br /&gt;
* How are graphs used to infer Land Use from Land Cover? Explain how Walde et al. used graphs in their approach. Explain their case study, methodology and the most important conclusions.&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
&lt;br /&gt;
* Song (given figure of Ikonos and Landsat ETM+), explain formulas and explain influence of the background reflectance of non-vegetation&lt;br /&gt;
* How can you account for uncertainty in the ground truth data? (expand diagonal OR fuzzy error matrix).&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
&lt;br /&gt;
* Discuss the semi-variogram (with the use of the figure in the course). Wherefore is this used?&lt;br /&gt;
* What difficulties do you experience when using Landsat images to generate land cover classes (impervious, soil, vegetation). What does Wu (2004) uses? Discuss LMSA. How is the accuracy assessed  (Extra questions:  the difference between MAE and RMSE, what metric is highest?(RMSE looks at more outliers, What is the spatial resolution of the orthopotos? (3 cells)).&lt;br /&gt;
* Discuss the fuzzy error matrix. Why is it used. OR: How can you account for uncertainty in the ground trhuth data? (--&amp;gt; fuzzy matrices)&lt;br /&gt;
* Explain Song.  (dat mag adhv figuur slide 1.16) en leg uit hoe Song verklaart waarom de achtergrond reflectance een invloed heeft bij dit model&lt;br /&gt;
* Explain LSMA. Which assumptions are there made for LSMA.&lt;br /&gt;
* Explain the technique used by Van de Voorde et Al.. What are the main strengths and weaknesses of this technique.&lt;br /&gt;
* GLCM, explain it. Give an numerical example. There are formulas given of entropy and contrast (only formulas, no explanation), explain the formulas.&lt;br /&gt;
* Discuss paper of Canters. What method did he use?&lt;br /&gt;
&lt;br /&gt;
== 2015 ==&lt;br /&gt;
&lt;br /&gt;
* Song: bespreek (dat mag adhv figuur slide 1.16) en leg uit hoe Song verklaart waarom de achtergrond reflectance een invloed heeft bij dit model (of zoiets).&lt;br /&gt;
* Gegeven: 2 texture formules (het waren de &#039;contrast&#039; en &#039;entropy&#039; formules, maar dat stond er niet bij...) vraag: Wat is een GLCM en hoe wordt deze geconstrueerd? Toon met een numerisch voorbeeld. Wat is het voordeel van deze measures tov first order texture measures? Hoe werken de gegeven texture measures (leg uit mbv de formule) en hoe kun je ze gebruiken om agriculture van urban te gaan onderscheiden. Wat zijn de moeilijkheden bij het werken met texture?&lt;br /&gt;
* Bespreek de verschillende manieren om een medium resolution land cover map om te vormen naar een land use map. Wat zijn de voordelen en nadelen van kernel-based en region-based approaches?&lt;br /&gt;
&lt;br /&gt;
== 2014 ==&lt;br /&gt;
&lt;br /&gt;
* Leg SMA volledig uit: hoe werkt het, wat zijn de voordelen, wat zijn de veronderstellingen. Welke problemen kan je hebben met SMA als je werkt met Landsat? Wat is het VIS-model? Bespreek de methode van Lu en Weng (2004)&lt;br /&gt;
* Gegeven: 2 texture formules (het waren de &#039;contrast&#039; en &#039;entropy&#039; formules, maar dat stond er niet bij...) vraag: Wat is een GLCM en hoe wordt deze geconstrueerd? Toon met een numerisch voorbeeld. Hoe werken de gegeven texture measures en hoe kun je ze gebruiken om agriculture van urban te gaan onderscheiden. wat zijn de voordelen van het werken met texture, en wat zijn de moeilijkheden&lt;br /&gt;
** bijvraag: wanneer zou je opteren om directioneel i.p.v. omnidirectioneel te werken?&lt;br /&gt;
&lt;br /&gt;
== 2008 ==&lt;br /&gt;
&lt;br /&gt;
* Bespreek de opbouw van een GLCM? Waarvoor wordt deze textuurmaat gebruikt? Wat is het voordeel van 2e orde textuurmaten ten opzichte van eerste orde textuurmaten? Hoe verklaar je de nauwkeurigheid die bekomen wordt bij het toepassen van textuurmaten?&lt;br /&gt;
* Bespreek het VIS -model. Wat zijn de problemen die gerelateerd zijn met het gebruik van het VIS model en hoe zou je die problemen oplossen?&lt;br /&gt;
* Verklaar de werking van MLP. Wat zijn de voordelen t.o.v. maximum likelihood? Wat zijn de nadelen van MLP?&lt;br /&gt;
* Leg uit wat een semi-variogram komt doen bij remote sensing.&lt;br /&gt;
* Postclassificatie change detection.&lt;br /&gt;
* Emperical line calibration + vb.&lt;br /&gt;
* Leg het principe van lineaire unmixing uit. wat zijn de voorwaarden voor deze methode?&lt;br /&gt;
* Beschrijf de voor en nadelen van pixelgebaseerde classificatie tov object-oriented classificatie&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Introduction_to_Remote_Sensing&amp;diff=698</id>
		<title>Introduction to Remote Sensing</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Introduction_to_Remote_Sensing&amp;diff=698"/>
		<updated>2025-01-09T12:20:42Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== 2025 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
# Radiometric calibration&lt;br /&gt;
## What is a spectralon, and how is it used to perform in-field measurements?&lt;br /&gt;
## Empirical line method: explain the principle in image calibration&lt;br /&gt;
## What are Pseudo-Invariant Features (PIFs)? What kind of characteristics should they have?&lt;br /&gt;
# MLP&lt;br /&gt;
## Explain the structure of and training mechanisms in MLP, in detail&lt;br /&gt;
## What are some advantages and disadvantages in using MLP when compared to ML classification?&lt;br /&gt;
## What is &amp;quot;overtraining&amp;quot;? Explain how you can counter this in MLP classification&lt;br /&gt;
# Post-classification change detection&lt;br /&gt;
## Explain the three methods of post-classification change detection&lt;br /&gt;
## Advantages/disadvantages of each&lt;br /&gt;
## Something with accuracies&lt;br /&gt;
# No how are you :(&lt;br /&gt;
{{Infobox|data2=Canters Frank|data3=Lectures|data4=50% on written exam; 50% on reports|data6=3|header1=Courses and exams|header5=Background|headerstyle=background:lightgrey|label2=Prof|label3=Courses|label4=Examination|label6=Credits|label7=When?|data7=1st semester|label8=ECTS|data8=[https://caliweb.vub.be/?page=course-offer&amp;amp;id=006507&amp;amp;anchor=1&amp;amp;target=pr&amp;amp;year=2324&amp;amp;language=en&amp;amp;output=html Link]|title=Course Information}}&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
# Explain NDVI. Why can it be used to map biomes. Which sensors can be used to map this biomes (spectral + spatial characteristics)? &lt;br /&gt;
# What is off-nadir viewing. What are the advantages and the disadvantages?&lt;br /&gt;
# Explain Multiple Layer Perceptron in detail. What are the (dis)advantages compared to Maximum Likelihood? What is &#039;overtraining&#039; and how would you solve this for a MLP?&lt;br /&gt;
# What is Multidate composite image change detection? Explain the difference between supervised and unsupervised.&lt;br /&gt;
# How are you?&lt;br /&gt;
&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 12/01/2023 ====&lt;br /&gt;
&lt;br /&gt;
# Explain the Radiometric Empirical line calibration method. When is this method used and when not? Explain the importance of PIFs (Pseudo-Invariant Features) in this method.&lt;br /&gt;
# Explain Maximum Likelihood classification. (Principles, when to use, ...) Use these figures from a case study to explain the pitfalls of the methods (see Figure from 2018-2019).&lt;br /&gt;
# Explain all post-classification change detection methods. What are the assumptions you make for each method?&lt;br /&gt;
&lt;br /&gt;
==== 13/01/2023 ====&lt;br /&gt;
&lt;br /&gt;
# Explain MLP. What are the (dis)advantages in comparison with a maximum likelihood classifier? How can you avoid overtraining? + advantages and disadvanteges.&lt;br /&gt;
# Explain NDVI and how this measure can be used to map biomes on a global scale. Give examples of sensors that can be used to measure the NDVI globally on a daily basis (give spatial and spectral characteristics).&lt;br /&gt;
# Explain all post-classification change detection methods. What are the assumptions you make for each method? Is atmospheric/radiometric correction required for these methods? Why (not)?&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
# Explain the Radiometric Empirical line calibration method. When is this method used and when not? Explain the importance of PIFs (Pseudo-Invariant Features) in this method.&lt;br /&gt;
# Explain descision trees. Explain the principle of inductive learning and how automation via inductive learning improves descision trees. Explain different criteria to split nodes. How are these criteria defined?&lt;br /&gt;
# Explain the Random Forest algorithm. Why is RF usually better than a single descision tree?&lt;br /&gt;
# Explain all post-classification change detection methods. What are the assumptions you make for each method? Is atmospheric/radiometric correction required for these methods? Why (not)?&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
# Explain Maximum Likelihood classification. (Principles, when to use, ...) Use these figures from a case study to explain the pitfalls of the methods (see Figure from 2018-2019).&lt;br /&gt;
# Explain NDVI and how this measure can be used to map biomes on a global scale. Give examples of sensors that can be used to measure the NDVI globally on a daily basis (give spatial and spectral characteristics).&lt;br /&gt;
# Explain all post-classification change detection methods. What are the assumptions you make for each method? Is atmospheric/radiometric correction required for these methods? Why (not)?&lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&amp;lt;u&amp;gt;Series 3:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Explain Maximum Likelihood classification. (Principles, when to use, ...) Use these figures from a case study to explain the pitfalls of the methods.&lt;br /&gt;
# What are along-track off-nadir and off-track off-nadir image acquisition? Give applications and (dis)advantages for both.&lt;br /&gt;
&lt;br /&gt;
== 2018 ==&lt;br /&gt;
&amp;lt;u&amp;gt;Series 2:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Explain the different methods of post-classification. Compare the techniques and give their advantages/disadvantages.&lt;br /&gt;
# Explain how a confusion matrix is constucted. Give all the validations that you can calculate based on this confusion matrix. An image is classified by two different classifiers. How can I whether one classifier is significantly better than the other one?&lt;br /&gt;
&lt;br /&gt;
Additional questions:&lt;br /&gt;
&lt;br /&gt;
* Does your data require radiometric correction for image differencing? Why haven&#039;t we done that in the practicals? What would be the influence on the Gaussian shape of these values?&lt;br /&gt;
* What is the assumption you need to make for the cross correlation change detection method to work well?&lt;br /&gt;
* What is the range of values for the Kappa index, what does a Kappa of 0 mean?&lt;br /&gt;
* When will there be a large difference between PCC and Kappa?&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
&lt;br /&gt;
# How monitor vegetation on global scale.&lt;br /&gt;
# Explain decision tree&lt;br /&gt;
&lt;br /&gt;
# MLP&lt;br /&gt;
# Emperical line calibration&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
&amp;lt;u&amp;gt;Series 2:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Explain the different methods of post-classification. Compare the techniques and give their advantages/disadvantages.&lt;br /&gt;
# Explain how a confusion matrix is constucted. Give all the validations that you can calculate based on this confusion matrix. An image is classified by two different classifiers. How can I whether one classifier is significantly better than the other one?&lt;br /&gt;
&lt;br /&gt;
== 2015 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 26/01/2015 ====&lt;br /&gt;
&lt;br /&gt;
# Wat zijn off-track en along-track image acquisition? Geef aan bij welke toepassingen deze best gebruikt worden. Wat zijn de nadelen van off-nadir image acquisition?&lt;br /&gt;
# Beschrijf de werking van een MLP? Wat zijn de voordelen en nadelen vergeleken met een maxlike classifier? Hoe kan je overtraining vermijden?&lt;br /&gt;
# Geef alle methoden van postclassificatie change detection en hun voor- en nadelen.&lt;br /&gt;
&lt;br /&gt;
== 2014 ==&lt;br /&gt;
&lt;br /&gt;
=== January ===&lt;br /&gt;
&lt;br /&gt;
==== 20/01/2014 ====&lt;br /&gt;
&amp;lt;u&amp;gt;Reeks 1:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Maximumlikelihood classificatie en de a priori probabilities uitleggen + 2 figuren (slide 2.16 en 2.17) onderaan gegeven waar hij dan wat bijvragen over stelde&lt;br /&gt;
# Wat zijn &amp;quot;pointable&amp;quot; sensors? Geef voorbeelden van deze sensoren. Voordelen en nadelen? Wat is het meest efficiënte gebruik hiervan?&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Reeks 2:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Bespreek alle mogelijke methoden van post-classificatie change detection&lt;br /&gt;
# Leg alle soorten resolutie uit en mogelijke trade-offs.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Reeks 3:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Beschrijf de werking van een MLP? Wat zijn de voordelen en nadelen vergeleken met een maxlike classifier? Hoe kan je overtraining vermijden?&lt;br /&gt;
# Leg empirical line calibration uit. Hoe zou je dit uitvoeren, wat voor data heb je hier voor nodig? Is dit noodzakelijk voor elke analyse van een satelliet beeld? (bonus: toepassing uitleggen bij land cover CHANGE detection)&lt;br /&gt;
&lt;br /&gt;
== 2013 ==&lt;br /&gt;
&lt;br /&gt;
# Maximumlikelihood classificatie en de a priori probabilities uitleggen + 2 figuren (slide 2.16 en 2.17) onderaan gegeven waar hij dan wat bijvragen over stelde&lt;br /&gt;
# Wat zijn &amp;quot;pointable&amp;quot; sensors? Geef voorbeelden van deze sensoren. Voordelen en nadelen? Wat is het meest efficiënte gebruik hiervan?&lt;br /&gt;
&lt;br /&gt;
# verschillende soorten resolutie uitleggen&lt;br /&gt;
# post-classificatie methodes voor change detectie uitleggen&lt;br /&gt;
&lt;br /&gt;
# Geef alle methoden van postclassificatie change detection en hun voor- en nadelen.&lt;br /&gt;
# Bespreek spectrale, temporale, spatiale en radiometrische resolutie. Geef telkens voorbeelden van hoge en lage resolutie. Leg de trade-off tussen de verschillende resoluties uit en geef voorbeelden van wanneer welke combinaties nuttig zijn.&lt;br /&gt;
&lt;br /&gt;
# Bespreek de maximum likelihood classifier. Leg a priori probability uit en bespreek de figuren op slide 2.16 en 2.17.&lt;br /&gt;
# Wat zijn &#039;pointable sensors&#039;? Geef enkele voorbeelden van zulke sensoren? Wat zijn de voordelen en nadelen? Voor welke toepassingen kunnen ze gebruikt worden?&lt;br /&gt;
&lt;br /&gt;
# Bespreek Multi-Layer Perceptron. Hoe vermijd je overtraining. Vergelijk met maximum likelihood.&lt;br /&gt;
# Bespreek de empirische lijn methode. Is calibratie altijd noodzakelijk?&lt;br /&gt;
&lt;br /&gt;
# Het gebruik van de valse kleurencomposiet en de PCA bij kwalitatieve change detection uitleggen.&lt;br /&gt;
# Bespreek de Decision tree classifier. Wat zijn de voordelen ten opzichte van de maxlike? (Bespreek hierbij zeker uw inductive learning system uitgebreid!&lt;br /&gt;
&lt;br /&gt;
# Hoe bepaalt ge de top van uw piramide bij inductive learning? Wat is de evaluatiemethode/criteria van uw opsplitsing?&lt;br /&gt;
# Op welke basis wordt uw inductive learning getoetst?&lt;br /&gt;
&lt;br /&gt;
# Geef een eigen benaming voor de beelden van stable components en variable components (met verschilbeelden en veranderingbeelden ging hij wel akkoord)&lt;br /&gt;
# Op aangeven van eigen redenering: Wat is het specifieke voordeel en dus verschil tussen a-priori stratificatie bij maxlike en hierarchy inwerking door inductive learning?&lt;br /&gt;
&lt;br /&gt;
== 2012 ==&lt;br /&gt;
&lt;br /&gt;
# wat zijn &amp;quot;pointable&amp;quot; sensors? geeft voorbeelden van deze sensoren. voordelen en nadelen? wat is het meest efficiënte gebruik hiervan?&lt;br /&gt;
# werking MLP uitleggen. voordelen tov. MaxLike? wat is overtraining en hoe dit vermijden?&lt;br /&gt;
# geeft de verschillende soorten van post-classificatie om aan change detection te doen. Vermeld bij elke methode de voor-en nadelen.&lt;br /&gt;
&lt;br /&gt;
# Uitleggen wat spectrale,spatial,temporele en radiometrische resolutie is. En de trade-offs bij sensoren.&lt;br /&gt;
# Maximumlikelihood classifier gedetailleerd uitleggen. De a priori probabilities uitleggen. Plus de figuren op slde 2.16 en 2.17.&lt;br /&gt;
# Het gebruik van de valse kleurencomposiet en de PCA bij kwalitatieve change detection uitleggen.&lt;br /&gt;
&lt;br /&gt;
== 2011 ==&lt;br /&gt;
&amp;lt;u&amp;gt;Reeks 1:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Bespreek MLP. (werking, voor- en nadelen tov MLC, overtraining)&lt;br /&gt;
# Bespreek de empirical line method. Is die correctie altijd noodzakelijk?&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Reeks 3:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Hoe werkt de Maximum Likelihood Classifier? Wat zijn de vereisten voor een Maximum Likelihood Classifier? Wat zijn a priori probabilities? Hoe moet je die bepalen? Wat zijn de voor- en nadelen ervan? En dan stonden er ook die figuurkes op slides 2.16 en 2.17 bij (er stond niet in de vraag dat ge die figuren moest uitleggen, maar tijdens het examen vroeg hij daar natuurlijk wel zeer uitgebreid achter).&lt;br /&gt;
# Wat zijn &#039;pointable sensors&#039;? Geef enkele voorbeelden van zulke sensoren? Wat zijn de voordelen en nadelen? Voor welke toepassingen kunnen ze gebruikt worden?&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Reeks 4:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Bespreek alle types van postclassification change detection, geef ook telkens de voor en nadelen&lt;br /&gt;
# leg uit: spectrale, spatiale, temporele, radiometrische resolutie. geef telkens voordelen van hoge resoluties, leg trade-off uit en geef voorbeelden van wanneer welke combinaties nuttig zijn&lt;br /&gt;
&lt;br /&gt;
+ hele hoop bijvragen&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Reeks 5:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Bespreek de Decision tree classifier. Wat zijn de voordelen ten opzichte van de maxlike? (Bespreek hierbij zeker uw inductive learning system uitgebreid!)&lt;br /&gt;
# Hoe dragen a) false colour composite images en b) PCA bij tot een qualitatieve change detection?&lt;br /&gt;
&lt;br /&gt;
4 bijvragen:&lt;br /&gt;
&lt;br /&gt;
* Hoe bepaalt ge de top van uw piramide bij inductive learning? Wat is de evaluatiemethode/criteria van uw opsplitsing?&lt;br /&gt;
* Op welke basis wordt uw inductive learning getoetst?&lt;br /&gt;
* Geef een eigen benaming voor de beelden van stable components en variable components (met verschilbeelden en veranderingbeelden ging hij wel akkoord)&lt;br /&gt;
* Op aangeven van eigen redenering: Wat is het specifieke voordeel en dus verschil tussen a-priori stratificatie bij maxlike en hierarchy inwerking door inductive learning?&lt;br /&gt;
&lt;br /&gt;
== 2010 ==&lt;br /&gt;
&amp;lt;u&amp;gt;Reeks 1&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# MLP: hoe werkt het, wat zijn de voordelen tov ML en wat zijn er nadelen? leg overtraining uit en hoe los je het op?&lt;br /&gt;
# keuzetekst uitleggen, idem zoals kasper: doelstelling, methodologie, resultaten, conclusie&lt;br /&gt;
&lt;br /&gt;
(examenvragen van persoon na mij):&lt;br /&gt;
&lt;br /&gt;
# pixelbased vs objectbased (voor - en nadelen)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Reeks 2&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Semi-variogram uitleggen + verband met remote sensing (ook de figuur van no, low density en high density vegetation)&lt;br /&gt;
# Alles (doel, methodologie, resultaten en discussie) van keuzepaper uitleggen.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Geographic_Information_Systems&amp;diff=509</id>
		<title>Geographic Information Systems</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Geographic_Information_Systems&amp;diff=509"/>
		<updated>2024-02-10T18:00:42Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Matthias Vanmaercke&amp;lt;br&amp;gt;Jos Van Orshoven|data3=Hoorcollege, oefenzitting|data4=Schriftelijk en een &lt;br /&gt;
take-home assignment|data6=6|header1=Lessen en examens|header5=Achtergrond|headerstyle=background:lightgrey|label2=Docent|label3=Lesvorm|label4=Examenvorm|label6=Studiepunten|label7=Wanneer?|data7=3e bach, 1e sem|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/e/G0P10BE.htm Link]|title=Vakinfo}}&lt;br /&gt;
&amp;lt;i&amp;gt;Dit vak bestaat uit meerdere verschillende OLA&#039;s (onderwijsleeractiviteiten) die door verschillende mensen worden onderwezen. Het duikt ook soms op de vreemdste plekken op in je uurrooster. Hou dus de powerpoints van al die verschillende onderdelen goed bij, zodat je zeker niets vergeet te leren. Een les skippen is zeker geen ramp, de oefenzittingen zijn wel sterk aanbevolen.&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
Dit was ons laatste examen en verliep best chaotisch, dus dit is onze beste reconstructie van wat er op stond.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Januari&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Sam Ottoy&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(Van Orshoven)&lt;br /&gt;
&lt;br /&gt;
1. Map algebra &lt;br /&gt;
&lt;br /&gt;
a. What is map algebra?&lt;br /&gt;
&lt;br /&gt;
b. Is map algebra for vector data calculation, for raster data or for both? &lt;br /&gt;
&lt;br /&gt;
c.&lt;br /&gt;
&lt;br /&gt;
d. What types of map algebra operations can you use?&lt;br /&gt;
&lt;br /&gt;
e. Give a realistic example of how you would use map algebra to produce a map &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;(ANDERE REEKS: stel een topologische en spaghetti datastructuur op voor een gegeven structuur van lijnen enal op een coordinatensysteem-&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
2. Juist/fout&lt;br /&gt;
&lt;br /&gt;
a) Overlaying two layers with 5 and 6 polygons and 2 and 3 attributes respectively gives a map with 11 polygons and 5 attributes.&lt;br /&gt;
&lt;br /&gt;
b) Xout = .. Xin + ... Y i + ... is an example of an AFFINE coordinate transformation for raster datasets.&lt;br /&gt;
&lt;br /&gt;
c) Xin = .. Xout + ... Yout + ... is an example of POLYNOMIAL coordinate transformation for vector datasets.&lt;br /&gt;
&lt;br /&gt;
d) Gegeven drie prentjes met twee kruisende lijnen; enkel bij de derde staat er een knoop op het kruispunt. De richting van de pijlen is steeds anders. &amp;quot;Enkel voorbeeld 2 is een juist topologische weergave.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Matthias Vanmaercke&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1. Juist/fout&lt;br /&gt;
&lt;br /&gt;
a)  ASTER and SRTM are two global DEMs with similar resolutions and acquisition methods.&lt;br /&gt;
&lt;br /&gt;
b) Q-LavHA is a 0D, dynamic (discrete) probabilistic model.&lt;br /&gt;
&lt;br /&gt;
c) WATEM/SEDEM is a model that can be used to asses changes in time. &lt;br /&gt;
&lt;br /&gt;
d) Gegeven; formule voor gewichten in inverse distance interpolation. Als r hier gelijk is aan nul,komt dit overeen met een TIN-interpolatie.&lt;br /&gt;
&lt;br /&gt;
e) Voorbeeld van een graaf. Als je hierop het algoritme van Dijkstra toepast, zal je deze knopen in deze volgorde bezoeken: ....&lt;br /&gt;
&lt;br /&gt;
f) ?&lt;br /&gt;
&lt;br /&gt;
2. Kansrekenen. In een zeker gebied is de kans op overstroming elk jaar 3%. In 91% van de overstroomde gebieden was de hoogte onder de vijf meter. 61% van de gebieden onder de vijf meter overstroomden nooit. Wat is de kans dat er  ergens volgend jaar een overstroming plaatsvindt als je weet dat de hoogte onder de vijf meter is? &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;(ANDERE REEKS: oefening op algoritme van Dijkstra)&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
3. Gegeven: confusion matrix voor twee rasterlagen opgesteld met remote sensing ofzo (dus telkens: welke data staat er op de kaart en voor hoeveel pixels komt het overeen en voor hoeveel ni, per landgebruik/bodemtype). Wat is de minimale en maximale fout als we deze kaarten over elkaar leggen? Wat is de verwachte nauwkeurigheid?&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Felix Vanderleenen&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Thema: stammen in het Amazonewoud &lt;br /&gt;
&lt;br /&gt;
1. Describe your workflow for the following task, mentioning all tools and expressions used. Show your workflow in a diagram-like manner. Work out a map showing the locations to be considered for protection. The following layers are provided: a raster layer with data about forest type (1= dense, 2= moderately dense, 3= lightly forested), a raster layer with fire susceptibility from 0-1, and a raster with land use classes. Areas are suitable when densely or moderately densely forested, with fire susceptibility below 0,3 or above 0,8 and with distance from built up areas above 1000m. &lt;br /&gt;
&lt;br /&gt;
2. Gelijkaardige oefening maar dan met vectordata. Deze keer was er een laag met bebossing in 2010 en 2020 en een laag met de locaties van stammen, en moest je weergeven welke dorpen het meest bedreigd worden door oprukkende ontbossing en hoe groot de dorpen waren (stond in uw vector attributen). Moest ook uitleggen hoe je het ging weergeven op een kaart &lt;br /&gt;
&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&amp;lt;u&amp;gt;Sam Ottoy&amp;lt;/u&amp;gt; &lt;br /&gt;
&lt;br /&gt;
Zeer gelijkardig of identiek aan het examen van 2020. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Mathias Vanmaercke&amp;lt;/u&amp;gt; &lt;br /&gt;
#Oefening met waarschijnlijkheden(Bayes theorem)&lt;br /&gt;
#Oefening op berekinen error en accurancy en nog iets.&lt;br /&gt;
#Juist of fout vragen met verklaring.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Félix&amp;lt;/u&amp;gt; &lt;br /&gt;
#Wat geven Voronoi polygonen weer?&lt;br /&gt;
#Bedenk een scenario waarbij je deze Voronoi polygonen moet gebruiken en geef alles wat je in GIS zou moeten doen om tot een resultaat te komen.&lt;br /&gt;
#Vraag over OWA en WLC.&lt;br /&gt;
=== Augustus === &lt;br /&gt;
Over het algemeen was 1/3 hetzelfde als in januari.  &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Sam Ottoy&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Open vragen&lt;br /&gt;
## Filtering of raster geodataset&lt;br /&gt;
### What is the meaning of &#039;filtering of raster-geodataset&#039;?&lt;br /&gt;
###Which are the major types of filter-operations on categoric raster-geodatasets on the one hand and continuous raster-geodatasets on the other hand? What do they encompass?&lt;br /&gt;
###What are these filter operations useful for?&lt;br /&gt;
###Are there relationships between &#039;filtering&#039; and &#039;buffering&#039;? If yes, what are these relationships?&lt;br /&gt;
#Juist/fout vragen&lt;br /&gt;
##Xout = 160000 + 5.03Xin + 25.27Yin is an example of an AFFINE transformation of the X-coordinate in a raster geodataset. Yin = -42098 + 0.07Xout + 0.27Yout is an example of a 1ste polynomial coordinate transformation of the Y-coordinate of a vectorial dataset.&lt;br /&gt;
##The half-line algorithm and map algebra are two types of spatial analyses applicable to both vectorial and raster datasets.&lt;br /&gt;
##The most common result of a semi-automated digitation process is the Spaghetti-structured geodataset. This is a valid data structure to define point, line and polygon objects.&lt;br /&gt;
##A track is a temporal sequence of locations of a specific object. Both spatial and temporal topology are applicable to tracks.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Mathias Vanmaercke&amp;lt;/u&amp;gt; &lt;br /&gt;
#Exercise 1: We want to estimate fire risks in a city (defined as the risk that a building will be subject to fire, during the next 10 years). We have no accurate data on what constitutes the risks. However, we have two incomplete lines of evidence that seem useful:&lt;br /&gt;
#*A. Building built before 1980 has a 9% probability that it will catch fire within the next 10 years. For the other 91%, we have no idea. &lt;br /&gt;
#*B. If a building has no central heating, it has a 16% probability of catching fire. For the other 84%, we have no idea. Suppose now that we have a building from 1968 with no central heating.&lt;br /&gt;
#*a) Calculate the basic probability assignment that the house will catch fire.&lt;br /&gt;
#*b) What are the plausibility and belief interval of this hypothesis?&lt;br /&gt;
#Exercise 2: You are combining two categorical maps. The first is land cover map with the following accuracy matrix (tabel gegeven). The second map is a soil classification map with the following accuracy matrix (tabel gegeven). &lt;br /&gt;
##What is the minimum, maximum and expected interpolation error when combining both maps? &lt;br /&gt;
##What is the expected accuracy?&lt;br /&gt;
#Juist/fout vragen&lt;br /&gt;
##When dealing with a Kriging interpolation taking 3 points into account, we need to have a minimum of 3 equations which are defined as follows (drie vgl gegeven).&lt;br /&gt;
##Suppose we look for a suitable place to start a new shop, based on multicriteria analyses. The largest number of possible locations will generally result from maximizing the trade-off, as indicated in the graph below.&lt;br /&gt;
##The best way to evaluate the output of the Q-LavHA model is by using the Nash-Sutcliff efficiency.&lt;br /&gt;
##DEM products like ASTER and SRTM have become outdated since the invention of LiDAR. Likewise, LiDAR will probably become outdated now that SfM exists.&lt;br /&gt;
##Graphs can be represented in two ways: either as lists consisting of pairs of connected nodes, and the weight of the edge connecting those nodes or as matrices whereby each row/column represents a node and the value in the matrix represents the edge weight. the former is very efficient in storage, and the latter is computationally efficient. &lt;br /&gt;
##WATEM/SEDEM is a 0D-model because it has no spatial interactions&lt;br /&gt;
##A* algorithm and the Ant algorithm give an exact solution in contrast to the Dijkstra algorithm which gives only an approximate solution.&lt;br /&gt;
##Accuracy gives the spatial ... and precision gives the non-spatial ...&lt;br /&gt;
##The model improves if the model complexity increases. (Grafiek met model complexity, input complexity en total complexity gegeven)&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
==== 10 januari ====&lt;br /&gt;
&amp;lt;u&amp;gt;Prof 1&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Gegeven een hoop lijntjes in een coördinatensysteem. Schrijft dit op in tabellen volgens spaghettistructuur, niet-topologisch en topologisch.&lt;br /&gt;
# Veel juist-fout vragen&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Twee oefeningen Jacobs:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# zo met Max fout, Min fout, verwachte fout en verwachte nauwkeurigheid alles berekenen&lt;br /&gt;
# CI, CR en RI uitleggen&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Vraag over oefenzittingen:&amp;lt;/u&amp;gt; &lt;br /&gt;
&lt;br /&gt;
* georefereren. &lt;br /&gt;
** Welke input, &lt;br /&gt;
** wat betekent RMS, &lt;br /&gt;
** waarom wordt RMS pas na 3 links berekend &lt;br /&gt;
** enz...&lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;u&amp;gt;Sam Ottoy (Jos Van Orshoven)&amp;lt;/u&amp;gt; &lt;br /&gt;
# Juist/Fout Vragen &lt;br /&gt;
#* Rubber sheeting is an example of a systematic approach to changing the projection. &lt;br /&gt;
#* The V-value in the Tomlinson model is used for vectorial line generalization. &lt;br /&gt;
#* Two topological data-layers have 5 and 6 polygons and 2 and 3 attributes, respectively. The overlay will always have 30 polygons with 5 attributes. &lt;br /&gt;
# Open vraag: spatio-temporal geodatabases &lt;br /&gt;
#* How can a vectorial spatio-temporal information be stored in a geodatabase? &lt;br /&gt;
#* What is the difference between spatio-temporal modelling and spatial models? &lt;br /&gt;
#* Give a few extra applications of a multi-temporal geodataset when compared to a uni-temporal or a-temporal geodataset. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Liesbeth Jacobs&amp;lt;/u&amp;gt; &lt;br /&gt;
&lt;br /&gt;
# Juist/Fout Vragen &lt;br /&gt;
#* WATEMSEDEM is an improvement of the USLE model for sediment transport. &lt;br /&gt;
#* (Image given) In the following image, the shortest route from a to z has a value of 14. Use Dijkstra to prove/disprove. &lt;br /&gt;
#* Ideally, the RRMSE (formula given) should be 0 when performing cartographic conversions. &lt;br /&gt;
#* Something about the expected value in Kriging. &lt;br /&gt;
# Open vragen: &lt;br /&gt;
#* Splining: 3 points are given, give all the equations necessary to construct a spline interpolation. Use the correct coefficients. You do not have to solve the equations. &lt;br /&gt;
#* Dempster-Shafy algorithm. Given: two lines of evidence that show the probability of either forest or pasture in a certain area (limited to those 2 options). Calculate the belief and plausability of &#039;forest&#039; after combining the two lines of evidence.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Annelies Verstraelen&amp;lt;/u&amp;gt; &lt;br /&gt;
&lt;br /&gt;
# Viewshed Analysis &lt;br /&gt;
#* The government is planning to build a wind farm within 50km from your house. Using GIS, how would you decide to show all cells where a 100-meter windmill would be visible? Your room is 3 meters above ground level. Describe step by step and in detail (which tools, etc.) how you would proceed. &lt;br /&gt;
#* How would you incorporate a random component into this analysis? Surely there is some uncertainty in the data. &lt;br /&gt;
# WLC and OWA - exercise&lt;br /&gt;
&lt;br /&gt;
== 2018 ==&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;u&amp;gt;Van Orshoven&amp;lt;/u&amp;gt; &lt;br /&gt;
# Juist/Fout Vragen &lt;br /&gt;
#* &#039;Undershoot&#039;, &#039;Overshoot&#039;, &#039;Weeding Tolerance&#039; en &#039;Sliver&#039; zijn allemaal types van fouten dat voorkomen bij het scannen van papieren kaarten. &lt;br /&gt;
#* &#039;Rubber sheeting&#039; is een speciaal geval van &#039;Edge Matching&#039;. &lt;br /&gt;
#* De topologische overlay van 2 geodatasets van de een 6 polygonen met 2 attributen en de andere 5 polygonen en 3 attributen resulteerd altijd in een geodataset van 30 polygonen en 5 attributen. &lt;br /&gt;
#* Deze grafieken, drie grafieken met vier lijnen waarvan twee grafieken een intersectie node hadden en een niet, zijn allemaal topologisch correct object-georiënteerd representaties van een intersectie van vier straten. &lt;br /&gt;
#* Bij een geospatial database georganiseerd als een non-topological space-time composite is het mogelijk om veranderingen te detecteren in de toestand van een gebied. &lt;br /&gt;
#Extra vragen van reeks 4 &lt;br /&gt;
#*Vectorial Line generalisation &lt;br /&gt;
#**Wat is dit? &lt;br /&gt;
#** In welke gevallen wordt dit gebruikt? &lt;br /&gt;
#** Beschrijf, illustreer grafisch, en vergelijk twee algorithmes voor de generalisatie van een lijn object. Waarom geven de algorithmes niet noodzakelijk hetzelfde resultaat? &lt;br /&gt;
#Extra vragen van reeks 1 &lt;br /&gt;
#*Dijkstra algorithm toepassen op een gegeven voorbeeld + uitleggen hoe het werkt. &lt;br /&gt;
#**Welke datastructuur heb je minstens nodig om dit toe te kunnen passen? &lt;br /&gt;
#** Ken je mogelijke toepassingen van dit algoritme in een GIS? Geef er minstens twee. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;L.Jacobs, ter vervanging van Govers&amp;lt;/u&amp;gt;&lt;br /&gt;
# Juist/Fout Vragen&lt;br /&gt;
#* Trend surfaces zijn een goede interpolatie methode doordat ze de trend volgen en niet door de indivuduele punten gaan, hierdoor kan de fout van de geschatte waarde gekend worden.&lt;br /&gt;
#* Depth first algorithme gebruikt een first in, first out. Dan een figuur gegeven met een sequentie waarlangs het algorithme gaat.&lt;br /&gt;
#* Een oefening met variance en ordinary kriging.&lt;br /&gt;
#* Waarschijnlijkheid dat iemand kleuren blind is = 2%. De waarschijnlijkheid dat roodharige kleurenblind is is 25%. De waarschijnlijkheid dat niet kleurenblinden roodharen hebben is 5%. Hierdoor is de waarschijnlijkheid dat kleurenblinden roodharen hebben = 15%.&lt;br /&gt;
#* Je wordt gevraagd om een gebied van 50 km&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt; te karteren. Dit wordt gedaan met dGPS omdat dit een goede accuraatheid heeft.&lt;br /&gt;
#* K is veel groter bij een matrix, dat gegeven wordt, waarbij de centrale waarde groter is dan de rest (9 met er rond 1&#039;en en 2&#039;en) dan bij een matrix, ook gegeven, waarbij de waardes allemaal ongeveer hetzelfde zijn (9 met 8&#039;en en 10&#039;en).&lt;br /&gt;
#* 0D modellen zijn goed voor spatial modellering, zeker zoals bij file modelleren.&lt;br /&gt;
#* Vergelijking van K&amp;lt;sub&amp;gt;TC_NE&amp;lt;/sub&amp;gt;, deze is belangrijker voor het model, dan K&amp;lt;sub&amp;gt;TC_A&amp;lt;/sub&amp;gt;. Het zijn dezelfde figuren als in de slides.&lt;br /&gt;
#* Er is een minimum trade-off wanneer de hoogste gewichten worden gegeven aan het gemiddelde waarde.&lt;br /&gt;
#* De gewichten bij de Rank Reciprocal zijn groter dan de gewichten bij Rank Exponential. Dit geldt voor de criteria 2,3,4,5 met een rang van 5 en een p van 2. De formules worden gegeven.&lt;br /&gt;
# Take Home/Practica oefening &lt;br /&gt;
#* Het ging over OWA en zoals in een van de oefenzittingen uitgelegd door Annelies.&lt;br /&gt;
# Oefeningen &lt;br /&gt;
#* Dijkstra toepassen + uitleggen&lt;br /&gt;
#* Een semivariogram met een gegeven formule: φ=2*h+0.5. Hierbij moesten vier vergelijkingen, zoals in de slides, gegeven worden. Dit kon gehaald worden van de matrix die gegeven werd. Deze moest niet berekend te worden (maar was wel makkelijk om te doen).&lt;br /&gt;
#* Drie punten worden gegeven en deze worden met derde graads spline vergelijkingen beschreven. Hoeveel vergelijkingen moeten opgesteld worden en geef ze. Deze moesten ook niet berekend te worden. (Deze waren hel om wel te doen, dus heb ze niet afgemaakt)&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
&amp;lt;u&amp;gt;Govers:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Stellingen:&lt;br /&gt;
## Random formule gegeven, dit is de formule voor een fout die je in een MC gebruikt (MC = Monte Carle Simulation)&lt;br /&gt;
## m(A) = 0.75, m(B) = 0.46, de Belief voor A not B is dan 0.29&lt;br /&gt;
## Bij LiDAR heb je een dubbele reflectie, hierdoor wordt de hoogte onderschat&lt;br /&gt;
## Delaunaytriangulatie is de ideale manier om een DEM te creëren omdat de driehoeken dan allemaal equilateraal? zijn&lt;br /&gt;
## Grafieken voor ME van KTC_NE en KTC_A gegeven: de ene parameter is belangrijker dan de andere&lt;br /&gt;
## Consistency-Matrix gegeven, als er inconsistency is dan geldt dat de gemiddeldes van de rijen groter is dan het aantal criteria want (w1+w2+w3)&amp;gt;(C1+C2+C3)&lt;br /&gt;
## Verschillende m(A), m(B) waarden enzo gegeven, het Belief interval is dan gelijk aan...&lt;br /&gt;
## Gegeven de formule voor flux bij Tillage erosion (Qst zo). De erosie hangt enkel af van de slope gradient en niet van de lengte van het perceel&lt;br /&gt;
## Script voor Depth-First algoritme gegeven, er was een woord zwart gemaakt, welk woord moet hier staan.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Oefeningen:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Dijkstra toepassen en uitleggen&lt;br /&gt;
# LS-factor van een onregelmatige slope bepalen (formules voor rechtlijnige helling zijn gegeven)&lt;br /&gt;
# Multiple Flow algoritme van Quinn, formule is gegeven&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Jos:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# Stellingen:&lt;br /&gt;
## Ruimtelijke resolutie en Schaal zijn hetzelfde voor een rasterbestand&lt;br /&gt;
## Undershoot, Overshoot, Weeding Tolerantie en Sliver zijn voorbeelden van fouten bij digitalisatie van vectordata&lt;br /&gt;
## 3 netwerken gegeven, Stellen deze alle drie topologisch een rond punt voor?&lt;br /&gt;
# Grote vragen&lt;br /&gt;
## A/D-conversie naar vectordata. Op welke manieren kan dit gebeuren? Wat is line-generalisation, waarom gebruikt men het bij de A/D-conversie naar vectorbestanden? Geef een voorbeeld van een line-generalisatiemethode. Geef de voor- en nadelen voor een point-digitalisation en een stream-digitalisation&lt;br /&gt;
## Wat is een Map Algebra? Waarvoor kan het gebruikt worden? Geef een voorbeeld voor een continue en categorische variabele.&lt;br /&gt;
## Wat is een dataset?&lt;br /&gt;
## Cartographic Time, welke verschillende tijden ken je? Bespreek multitemporele analyses&lt;br /&gt;
## Maak verschillende structuren voor gegeven polygonen&lt;br /&gt;
# Takehome:&lt;br /&gt;
## Vraag over de input voor cost distance en backlink, gebruik je hiervoor je refugee_homes of Belgium?&lt;br /&gt;
## Drie fuzzy memberships gegeven, creëer een suitability-map door WLC en OWA.&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;u&amp;gt;Van Orshoven&amp;lt;/u&amp;gt; &lt;br /&gt;
# Scale en spatial resolution zijn hetzelfde voor een rasterbestand? &lt;br /&gt;
# &amp;quot;Boundary representation data structure&amp;quot; is het 3D equivalent van de &amp;quot;spaghetti data structure&amp;quot; in 2D &lt;br /&gt;
# 2 polygoonbestanden met respectievelijk 5 en 12 polygonen en respectievelijk 3 en 6 attributes worden over elkaar gelegd. Dit resulteert in een kaart met 17 polygonen en 9 attibutes. &lt;br /&gt;
# Lossles compression techniques are Run-length encoding, value point-encoding, Quadtree-encoding, chain-encoding, B-tree. &lt;br /&gt;
# Cartographic time  change of state of an object results in the mutation of a dataset &lt;br /&gt;
# Dijkstra algoritme &lt;br /&gt;
#* Leg het algoritme uit adhv onderstaande tekening/ pas het algoritme toe voor startpunt a en eindpunt e. &lt;br /&gt;
#* Welke datastructuur is nodig voor het algoritme, leg uitvoerig uit waarom &lt;br /&gt;
#* Geef 2 realistische voorbeelden in contect van GIS &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Govers&amp;lt;/u&amp;gt; &lt;br /&gt;
#juist/fout vragen &lt;br /&gt;
#* Bij vector naar raster conversie: eerste keer naar resolutie van 400m² heeft de laag 5% fout, als we de resolutie verhogen naar 100m² zal de fout &amp;gt;= 2% zoals we willen. &lt;br /&gt;
#* 3 layers met respectievelijk 6, 12 en 15% fout worden op elkaar gelegd. De resulteren fout op de finale laag is 23% &lt;br /&gt;
#* Een cel heeft als fuzzymemberschip value voor variable A de waarde 0.75. voor variabele B 0.46. De A and not B opereator zal dan 0.25 als resultaat geven &lt;br /&gt;
#* Trendsurfaces are constructed by minimizing the absolute deviation tussen observed and predicted value, thus: ∑(|X_obs-X_pred | ) &lt;br /&gt;
#* 2 kaarten gegeven die met IDW gemaakt zijn (eentje is gradueler de andere meer detail). De graduele kaart heeft een lagere r waarde dan de andere. &lt;br /&gt;
#* Bayes gebruikt voorwaardelijke probalities. Deze berekenen of een bepaalde condition true is. &lt;br /&gt;
#* Consistency matrix gegeven. Zeggen of deze juist of fout is. + nog wat uitleg over de som van een rij die niet nul is, dan is &amp;gt;n. ook nog iets van w1 &amp;gt; C1 &lt;br /&gt;
#* Pilar &amp;amp; Collishon voor vectorbestand  berekeningen hiervan zijn symmetrisch dus de weg van startpunt naar eindpunt is hetzelfde als deze omgewisseld worden in een anistrope data &lt;br /&gt;
#* 1D erosie: hellingsgraad en hellingslengte moeten niet opnieuw gedaan worden na elke iteratie. Dus deze berekenen we voor de macro ingesteld wordt. &lt;br /&gt;
#* Bel[A] = 0.5 als m(A) = 0.2, m(B) = 0.10, m(C)=0.15, m(A,B) = 0.1, m(B,C) = 0.1, m(A,C) = 0.1, m(A,B,C) = 0.1. &lt;br /&gt;
# Oefeningen: &lt;br /&gt;
#* LS-factor berekenen van RUSLE. Formule voor S en L gegeven.Gegevens:X= 45m, α=0.05; = 45-100, α=0.12; X=130-100, α=0.02 &lt;br /&gt;
#* Bereken de semivariantie op 10 en 30m en schat de waarde van de semivariantie op 5m: Waardes gegeven in een tabel &lt;br /&gt;
# Take home: &lt;br /&gt;
## Gegeven: een friction map, met de wintering grounds in de hoek links onder. In de hoek rechts boven is één breeding ground (situatie A) of zijn er drie breeding grounds (3 cellen, situatie B). Om de least cost path te berekenen, gelden de volgende regels (kies voor elke situatie één van de vier) &lt;br /&gt;
##*De input voor de backlink en cost distance kaarten zijn de breeding grounds. De input voor de cost path zijn wintering grounds. &lt;br /&gt;
##* De input voor de backlink en cost distance kaarten zijn de wintering grounds. De input voor de cost path zijn breeding grounds. &lt;br /&gt;
##* Het maakt niet uit welke input je geeft, zolang je voor backlink/cost distance en cost path niet dezelfde input geeft. &lt;br /&gt;
##* Het maakt niet uit welke input je geeft. &lt;br /&gt;
## OWA vul in als je weet dat de laagste rang 1 is. De som van de factorgewichten is 1 en het ranggewicht van 2 is 0.3, ranggewicht van 1 en 3 is 0.1 of 0.6. (verschillende tabellen als tussenstap gegeven die je moet invullen) &lt;br /&gt;
== 2015 ==&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;u&amp;gt;Van Orshoven&amp;lt;/u&amp;gt; &lt;br /&gt;
#juist/fout vragen &lt;br /&gt;
#*schaal en spatial resolution betekenen hetzelfde voor een vectorbestand &lt;br /&gt;
#*2 polygoonbestanden met respectievelijk 5 en 12 polygonen en respectievelijk 3 en 6 attibutes worden over elkaar gelegd. Dit resulteert in een kaart met 17 polygonen en 9 attibutes. &lt;br /&gt;
#*Een topologische &#039;Union&#039; overlay komt overeen met &#039;OR&#039; in Booleaanse algebra. &lt;br /&gt;
#*Een verandering van een &#039;state&#039; van een object zorgt voor een mutatie in de geodataset. &lt;br /&gt;
#*Block encoding, value point encoding, chain encoding, B-tree encoding zijn voorbeelden van &#039;lossless&#039; compressietechnieken voor rastergeodatasets. &lt;br /&gt;
#extra vragen reeks 1 &lt;br /&gt;
#*Geef een defenitie van een geodataset &lt;br /&gt;
#*Geef een defenitie van een image. Wanneer is een image een geodataset? &lt;br /&gt;
#*Wat is het belang van een geodataset in een GIS? &lt;br /&gt;
#*Wat betekenen schaal en spatial resolution voor een rasterbestand? &lt;br /&gt;
#*Wat betekenen schaal en spatial resolution voor een vectorbestand? &lt;br /&gt;
#*Wat wordt bedoeld met temporal resolution? En op welke soort datasets heeft dat een invloed? &lt;br /&gt;
#*Wat is radiometric resolution? &lt;br /&gt;
#extra vragen reeks 2 &lt;br /&gt;
#*Geef en bespreek de verschillende technieken voor A/D conversie naar vectoriele datasets &lt;br /&gt;
#*Wat zijn de fouten die hierbij voorkomen, geef grafisch weer &lt;br /&gt;
#*Wat is lijn generalisatie en waarom wordt lijn generalisatie toegepast? &lt;br /&gt;
#*Leg 1 techniek van lijngeneralisatie uit. &lt;br /&gt;
#*Geef en bespreek de voor- en nadelen van point digitisation en stream digitisation en vergelijk deze met elkaar. &lt;br /&gt;
#extra vragen reeks 3 &lt;br /&gt;
#*Wat is map algebra? &lt;br /&gt;
#*Waarvoor kan je dit gebruiken? Enkel voor vectorbestanden/enkel voor rasterbestanden of voor de twee? &lt;br /&gt;
#*Geef de verschillende subdisciplines met telkens een voorbeeld. &lt;br /&gt;
#*Geef twee concrete voorbeelden. &lt;br /&gt;
#extra vragen reeks 4 &lt;br /&gt;
#*Wat is het &#039;filteren&#039; van rasterbestanden? &lt;br /&gt;
#*Geef de verschillende filtertechnieken voor categorische en continue rasterbestanden. &lt;br /&gt;
#*Wat zijn de toepassingen van filteren? &lt;br /&gt;
#*Zijn er relaties tussen filteren en bufferen? Zoja, wat zijn die relaties? &lt;br /&gt;
#extra vragen reeks 5 (Spatio-Temporal GIS) &lt;br /&gt;
#*Geef de verschillende tijden in GIS (Database time etc.) &lt;br /&gt;
#*Ken je nog extra applicaties voor multi-temporale analyse tegen over a-temporale en unitemporale analyse? &lt;br /&gt;
#*De rest vergeten... &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Govers&amp;lt;/u&amp;gt; &lt;br /&gt;
#juist/fout vragen &lt;br /&gt;
#*Een vectorbestand wordt omgezet naar een rasterbesand. Bij de eerste omzetting is de de celoppervlakte 400m² en de tweede keer 100m². De resolutie van de tweede is een factor 4 meer dan de eerste. &lt;br /&gt;
#*Een semi-variogram is gegeven. De semivariantie neemt snel toe met de lag. Dat betekent dat er te weinig observatiepunten zijn om een goede kaart te maken. &lt;br /&gt;
#*Er zijn twee 3x3 rasters weergegeven waarbij bij het eerste raster de centrale waarde veel afwijkt van de rest en bij de tweede raster alle waarden gelijkaardig zijn. Stelling: De k waarde van de eerste raster is veel groter dan de k waarde van de tweede raster. Met X= k*X0 + (1-k)*gemX &lt;br /&gt;
#*Er is een figuur gegeven van 2 splines. De afgeleide van beide splines worden aan elkaar gelijkgesteld. Stelling: Deze vergelijking is juist (let op de indices) &lt;br /&gt;
#*Een macro wordt gebruikt om de slope gradient en slope length niet telkens opnieuw te moeten berekenen &lt;br /&gt;
#*De kans dat iemand kleurenblind is, is 1%. De kans dat een kleurenblinde rood haar heeft is 13%. De kans dat een niet kleurenblinde rood haar heeft is 5%. Daaruit kan berekend worden dat de kans dat een roodharige kleurenblind is 7% is. &lt;br /&gt;
#*Stereofotografie wordt gebruikt om hoogteverschillen af te leiden uit parallaxverschillen. &#039;Structure from motion&#039; gebruikt relatieve hoogteverschillen (hoe verder een object, hoe kleiner). &lt;br /&gt;
#*Kriging is een interpolatietechniek waarvan de geschatte waarden dezelfde onzekerheid bevatten als de originele data. &lt;br /&gt;
#*... &lt;br /&gt;
#oefeningen &lt;br /&gt;
#*Bereken de contributing area van de centrale cel. Gebuik de formule van Quinn et al. (3x3 raster gegeven met waarden en de formule van Quinn et al.) &lt;br /&gt;
#*Tabel gegeven met hoogtes en afstanden. De procedure voor het berekenen van de erosiehoogte is weergegeven. Je moet alle fouten eruit halen. (slope length, slope gradient, E=a*C*Lˆ0,5*S²) &lt;br /&gt;
&lt;br /&gt;
== 2014 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&#039;&#039;Van Orshoven&#039;&#039; (juist-fout vragen + iedereen kreeg andere oefening)&lt;br /&gt;
&lt;br /&gt;
- Is ruimtelijke resolutie en schaal hetzelfde bij een vectoriële dataset?&lt;br /&gt;
&lt;br /&gt;
- Als je bij een union 4 attributes en 7 polygonen hebt bij de ene dataset en 5 attributes en 9 polygonen bij de tweede dataset, zal de union 9 attributes tellen en 16 polygonen.&lt;br /&gt;
&lt;br /&gt;
- &amp;quot;overshooting&amp;quot;, &amp;quot;undershooting&amp;quot;, &amp;quot;snapping tolerance&amp;quot; en &amp;quot;slivers&amp;quot; zijn alle vier errors die voorkomen bij semi-automated digitalisation.&lt;br /&gt;
&lt;br /&gt;
Voorbeelden oefeningen:&lt;br /&gt;
&lt;br /&gt;
- Een vraag met bijvraagjes waarbij je de hele ppt van time moest uitleggen&lt;br /&gt;
&lt;br /&gt;
- Dijkstra&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Govers&#039;&#039; (10 juist-fout vragen, 3 oefeningen, 1 grote oefening)&lt;br /&gt;
&lt;br /&gt;
- Bij SAR kunnen beter kortere golflengtes gebruikt worden omdat deze minder gehinderd worden.&lt;br /&gt;
&lt;br /&gt;
- Een vraag waarbij je Bayes moet toepassen (formule gegeven).&lt;br /&gt;
&lt;br /&gt;
- Je krijgt formule voor splines: correct of niet?&lt;br /&gt;
&lt;br /&gt;
- Is volgende formule de juiste voor aspect van een gradient vector? (formule gegeven)&lt;br /&gt;
&lt;br /&gt;
- Bij kriging wordt de tweede term 0 omdat h gemiddeld gelijk is aan 0. (formule gegeven)&lt;br /&gt;
&lt;br /&gt;
Oefeningen:&lt;br /&gt;
&lt;br /&gt;
- Gegeven: 3x3 dem waarbij bij 1 punt de hoogte niet gekend is, slope gradient is ook gegeven: bereken hoogte.&lt;br /&gt;
&lt;br /&gt;
- Bereken LS-factor over helling, met alfa1, alfa2, alfa3, X1, X2, X3, formule voor S en formule voor L gegeven.&lt;br /&gt;
&lt;br /&gt;
- Gegeven: netwerk met reistijden, bereken de snelste route naar elk punt volgens Dijkstra.&lt;br /&gt;
&lt;br /&gt;
- Grote oefening: over marmotten, verschillende data zoals bodemkaart, dem... gegeven + ook voorwaarden waar marmotten meestal voorkomen&lt;br /&gt;
&lt;br /&gt;
Dan moet je een kaartje maken waar de marmotten zich waarschijnlijk bevinden + een wandelroute uitstippelen voor families met kinderen langs plaatsen waar veel marmotten       zijn.&lt;br /&gt;
&lt;br /&gt;
== 2013 ==&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;u&amp;gt;Govers&amp;lt;/u&amp;gt;  &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 1&#039;&#039;&#039; &lt;br /&gt;
#oppervlakte berekening van een DEM aan de hand van paar gegeven punten waarvan de hoogte gegeven was &lt;br /&gt;
#berekenen van semi-variantie met behulp van een tabel vol met waardes &lt;br /&gt;
#3 punten zijn gegeven, voer de interpolatie techniek van Spline toe, enkel de veeltermen zijn genoeg, ze moeten niet opgelost worden &lt;br /&gt;
#idrisi = Skistation plaatsen rekening houden met het gevaar op landverschuivingen die afhankelijk zijn van de geologie, vegetatie, of landverschuivingen in de buurt.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Orshoven &amp;lt;/u&amp;gt; &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Reeks 1&#039;&#039;&#039; &lt;br /&gt;
#Oppervlakte, omtrek en centroids ( zwaartekrachtpunten) bereken van gegeven polygonen &lt;br /&gt;
&#039;&#039;&#039;Reeks 2&#039;&#039;&#039; &lt;br /&gt;
#gDB is het hart van een GIS &lt;br /&gt;
#*Beargumenteer &lt;br /&gt;
#*structuur van een gDB &lt;br /&gt;
#*belangrijkste bronnen van een gDB &lt;br /&gt;
#*tot welke categorieën behoren deze bronnen &lt;br /&gt;
#*metadata &lt;br /&gt;
&#039;&#039;&#039;Stellingen:&#039;&#039;&#039; &lt;br /&gt;
#Galileo, gps en goolge earth zijn global navigation satellite systems &lt;br /&gt;
#De makkelijkste methode om in GIS oppervlaktes te berekenen is met het half - line algorithme. &lt;br /&gt;
#Als we een vectorieel object omzetten naar een raster en daarna terug naar een vector heeft dit dezelfde accuracy als het initiele object. &lt;br /&gt;
&lt;br /&gt;
== 2011 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&amp;lt;u&amp;gt;PROF. GOVERS:&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# 10 stellingen (waar/onwaar):&lt;br /&gt;
## Bij een lidarbeeld moet nog een paralaxcorrectie toegepast worden omdat het opgenomen is vanuit 1 punt&lt;br /&gt;
## Bij SAR kunnen beter kortere golflengtes gebruikt worden omdat deze minder gehinderd worden door wolken&lt;br /&gt;
## Als men een multi flow wil toepassen zal het DEM nauwkeuriger moeten zijn als bij een single flow.&lt;br /&gt;
## Gegeven, een formule met inverse distance weighing. Bij toenemende r neemt het gewicht van de nabije punten af (uitrekenen, want het was niet het formuletje uit de cursus).&lt;br /&gt;
## Semi-variogram met een vrij hoge nugget variance gegeven. Het meetnet moet verdichten om deze weg te werken.&lt;br /&gt;
## 3 functies gegeven A=4+/-2 B= 1+/-3 C= 8+/- 2 dan is A+B+C=19+/-7,16&lt;br /&gt;
## 2 kaartjes van de MCS gegeven, in het onderste kaartje is de credibility het hoogst&lt;br /&gt;
## Als 2 grafen topologisch identiek zijn, dan zijn ze ook isomorfisch&lt;br /&gt;
## Iets met A* aangepast algoritme, H moet altijd groter of gelijk zijn aan de echte afstand?&lt;br /&gt;
## (Iets met een heuristisch pathway algoritme en veel uitleg????)&lt;br /&gt;
# Formule van multiple flow algoritme en een 3x3 rastertje met hoogtes gegeven. Bereken hoeveel elke cel krijgt.&lt;br /&gt;
# Grafiek uit paper gegeven: verklaar (ME op y-as, K op x-as, per K-waarde zijn er verschillende Y-waarden: waarom?)&lt;br /&gt;
# Bereken SL-waarde van 2 segmenten (formules gegeven, komt ook uit paper), alfa en x gegeven, formules voor S en L ook&lt;br /&gt;
# Gegeven 3 punten. Geef alle vergelijkingen die je nodig hebt om deze te interpoleren via splines met een 3e graadsvergelijking&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;PROF. VAN ORSHOVEN&amp;lt;/u&amp;gt; (gebruikt verschillende vragenlijsten):&lt;br /&gt;
&lt;br /&gt;
# A/D conversie voor rasters:&lt;br /&gt;
## Welke methoden voor deze conversie tot stand te brengen?&lt;br /&gt;
## Welke soorten resolutie heb je hier?&lt;br /&gt;
## Wat versta je onder kleurenscannen?&lt;br /&gt;
## Een camera meet een spanning van 1.997 V. De meetrange is van 0 tot 6V en de output is 5 bit. Geef de output (decimaal en binair).&lt;br /&gt;
## Welke moeilijkheden treden op bij omzetting van raster naar vector?&lt;br /&gt;
# Maak een topologische, niet topologische en spaghetti structuur van 3 polygonen in een assenstelsel. Bereken voor alle 3 ook de perimeter, de omtrek en het zwaartepunt, geef ook de formules.&lt;br /&gt;
# Schema gegeven van 6 punten (a tot e) die verbonden zijn met lijnen met daarop de impedantiewaarde (wrijving). Bereken de route met de laagste impedantie van knooppunt a tot knooppunt e en toon hoe deze route loopt aan de hand van het algoritme van Dijkstra. Leg hierbij ook gestructureerd uit hoe dit algoritme werkt.&lt;br /&gt;
## Welke datastructuur is hiervoor vereist.&lt;br /&gt;
## Geef 2 realistische toepassingen in GIS waarvoor dit gebruikt wordt.&lt;br /&gt;
# Wat is een geodataset? En waar plaats je een geodataset in de logica van GIS?&lt;br /&gt;
## Wat is de schaal en ruimtelijke resolutie van een vector dataset?&lt;br /&gt;
## Wat is de ruimtelijke resolutie van een rasterdataset?&lt;br /&gt;
## Wat is temporele resolutie, en wat is radiometrische resolutie?&lt;br /&gt;
## Wat is een beeld en aan welke voorwaarden moet een beeld voldaan zijn om een geodataset te zijn.&lt;br /&gt;
# Vectorial Line Generalisation:&lt;br /&gt;
## What?&lt;br /&gt;
## Why?&lt;br /&gt;
## How? Give two algorithms and visualise them graphically&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;PRAKTISCHE OEFENING&amp;lt;/u&amp;gt; (voor iedereen):&lt;br /&gt;
&lt;br /&gt;
Gegeven: topokaart, landsatbeeld, bodemkaart, een hoop archeologische sites&lt;br /&gt;
&lt;br /&gt;
Gevraagd: zijn de siteplaatsen willekeurig verdeeld, of bestaat er een verband met bvb nabijheid van water, helling, bodem, ...? Stel ook een risicokaart op.&lt;br /&gt;
&lt;br /&gt;
== 2010 ==&lt;br /&gt;
&lt;br /&gt;
=== September === &lt;br /&gt;
&amp;lt;u&amp;gt;Orshoven&amp;lt;/u&amp;gt; &lt;br /&gt;
#Geef van een traject de kortste route via dijkstra &lt;br /&gt;
#Het hart van elk GIS is een gDB: &lt;br /&gt;
##Beargumenteer deze stelling &lt;br /&gt;
##Wat is de logische structuur van dergelijke gDB&#039;s? &lt;br /&gt;
##Welke zijn de belangrijkste bronnen van gegevens die opgenomen kunnen worden in een gDB? Hoe kan je deze bronnen categoriseren? &lt;br /&gt;
##Wat zijn metadata van geodatasets en waarvoor dienen ze? &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Govers&amp;lt;/u&amp;gt; &lt;br /&gt;
# Idrisi: een hele resem voorwaarden die gegeven waren zodat je de ideale locatie vond voor een skistation in te planten. &lt;br /&gt;
# Je kreeg een grafiek en je moest daar splines op uitvoeren, dus alleen vergelijkingen geven ( niet oplossen) &lt;br /&gt;
# Dan nog van een matrix vanalles berekenen.&lt;br /&gt;
&lt;br /&gt;
=== Januari  === &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt;  &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Orshoven&amp;lt;/u&amp;gt; &lt;br /&gt;
#Het hart van elk GIS is een gDB: &lt;br /&gt;
#*Beargumenteer deze stelling&lt;br /&gt;
#*Wat is de logische structuur van dergelijke gDB&#039;s?&lt;br /&gt;
#*Welke zijn de belangrijkste bronnen van gegevens die opgenomen kunnen worden in een gDB? Hoe kan je deze bronnen categoriseren?&lt;br /&gt;
#*Wat zijn metadata van geodatasets en waarvoor dienen ze?&lt;br /&gt;
#Map Algebra: &lt;br /&gt;
#*Wat wordt bedoeld met map algebra?&lt;br /&gt;
#*Is map algebra zowel toepasbaar op vectoriële als op raster geodatasets?&lt;br /&gt;
#*Categorisering van map algebraïsche functies en 1 voorbeeld per categorie&lt;br /&gt;
#*Wat is de rol van herbemonstering bij map algebra?&lt;br /&gt;
#*2 realistische voorbeelden uit je studiedomein die beantwoord kunnen worden door gebruik van map algebra in een context van GIS &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Orshoven&amp;lt;/u&amp;gt; &lt;br /&gt;
#Vectoriële lijngeneralistie: wat? waarom? twee lijngeneralisatie algoritmes geven. &lt;br /&gt;
#Het ruimtelijk gegevensmodel en de gDB zijn elkaars equivalent in een GIS? &lt;br /&gt;
#Wat is de &#039;ruimtelijke toestand&#039;? Hoe wordt dit opgeslagen en gemodelleerd in een gDB. &lt;br /&gt;
#??Iets met veranderingen van de toestand?? &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Govers&amp;lt;/u&amp;gt; &lt;br /&gt;
#Reflectantie berekenen van een 3*3 matrix &lt;br /&gt;
#De semivariantie berekenen (of aflezen in de grafiek?). De rest van het stelsel moest niet opgelost worden. &lt;br /&gt;
#Zelfde oefening als in de cursus bij kriging. &lt;br /&gt;
&lt;br /&gt;
== 2008 ==&lt;br /&gt;
=== Januari === &lt;br /&gt;
#Juist of Onjuist en leg uit &lt;br /&gt;
#*Bij de creatie van een DTM filteren we de gegevens best voor de interpolatie om onvolkomendheden in de data te elimineren. &lt;br /&gt;
#*Uit het onderstaande variogram besluiten we dat er slechts om de 100m (= range) staalname nodig is. &lt;br /&gt;
#*Het gewicht van de inverse distance wheighting wordt bepaald door (formule met 1/D^r dingen). Stel r = 0,5: een punt dat op 1 meter afstand staat van het te interpoleren punt zal 5x meer meetellen dan een punt op 10 meter afstand. &lt;br /&gt;
#*Lengte van de gradientvector wordt gegeven door sqrt((part-x)²+(part-y)²) &lt;br /&gt;
#*Onderstaande tekening = een spline interpolation door de verschillende punten. Er waren 2 functievoorschriften z=a1.x^3 + b1.x² + c1.x + d1 en z=a2.x^3 + b2.x² + c2.x + d2 voor de stukjes rechten links en rechts van een punt in het midden van de spline. Dan is: 3.a1.x² + 2.b1.x + c1 = 3.a2.x² + 2.b2.x + c2 &lt;br /&gt;
#2 gewone vragen: Code: {| class=&amp;quot;wikitable&amp;quot; style=&amp;quot;text-align:center&amp;quot; |- | 127 || 114 || 113 |- | 124 || 120 || 107 |- | 122 || 111 || 98 |} &lt;br /&gt;
#*Dit is een deel van een DTM met horizontale resolutie 50m. bereken helling en aspect voor het centrale punt. Leg deze methode uit en situeer deze methode tussen de andere methoden om topologische kenmerken te berekenen. Welke andere topologische attributen kunnen worden berekend a.d.h.v. een DTM? &lt;br /&gt;
#*Er waren twee variabelen gegeven in 1 dimensie, de ene (A) was heel gedetailleerd met fijne variatiekes in de grafiek, de andere (B) was heel ongedetailleerd en telde maar enkele plooiingen.. Teken het semivariogram. A en B hadden dezelfde absolute schaal, de meetnauwkeurigheid van B is véél slechter dan die van A en de totale lengte is voor beide 1km. &lt;br /&gt;
#Idrisivraag: &lt;br /&gt;
#*Je moest een skigebied/skidorp plaatsen. Het criterium was om zo weinig mogelijk kans op &amp;quot;landslides&amp;quot; te hebben. (en indirect om toch zo weinig mogelijk bouwkosten te hebben. etc etc &lt;br /&gt;
#*Criteria: &lt;br /&gt;
#**regoliet moet zo dun mogelijk zijn, dik = landslides &lt;br /&gt;
#**helling: grotere helling = meer slides &lt;br /&gt;
#**oriëntatie: zuidhelling = meest susceptibel voor landslides, noord het minst, oost en west zijn gelijk en gemiddeld &lt;br /&gt;
#**kromming: &lt;br /&gt;
#**vegetatie: bos = minder slides &lt;br /&gt;
#**... &lt;br /&gt;
#*Beschikbare gegevens: &lt;br /&gt;
#**luchtfoto&#039;s &lt;br /&gt;
#**stafkaart oa met hydrologie &lt;br /&gt;
#**geologische kaart &lt;br /&gt;
#**geotechnische sterktegegevens van geologie/regoliet &lt;br /&gt;
#**boringen in de regoliet van de bodem + de wetenschap dat de regoliet afhankelijk is van lokale geologie, lokale reliëf en je hebt info over lokale weerstations etc...) &lt;br /&gt;
#**.... &lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Andere prof&amp;lt;/u&amp;gt;&lt;br /&gt;
#Zijn de begrippen geografische databank en ruimtelijk gegevensmodel equivalent?&lt;br /&gt;
#Wat is een &#039;ruimtelijke toestand&#039; (of zoiets) en hoe kan men het verschil in ruimtelijke toestanden weergeven?&lt;br /&gt;
#Leg uit: &lt;br /&gt;
#*Analoog-digitaalconversie naar rastergeodataset&lt;br /&gt;
#*Scanresolutie&lt;br /&gt;
#*kleurenscanning&lt;br /&gt;
#*Rastervectortransformatie&lt;br /&gt;
== 2007 ==&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt; &lt;br /&gt;
#4 stellingen &lt;br /&gt;
#*Polygoonbestand gegeven in een tabel. Met al deze informatie weet je genoeg. &lt;br /&gt;
#*Verkleining van de schaal leidt tot overschatting van het aantal akkers. &lt;br /&gt;
#*Semivariogram gegeven met een range van 100m. Het is het beste om elke 100m een meting te doen. &lt;br /&gt;
#*Een kaart heeft een systematische fout van +1. De totale fout bij verschil is WORTEL(2). &lt;br /&gt;
#*En dan nog een vermenigvuldiging van 2 vierkantswortels met onder elke wortel ne 3*3 matrix. &lt;br /&gt;
#*Verbeter deze formule zodat je een juiste helling krijgt. (ofzoiets?) &lt;br /&gt;
#Paar willekeurige lijnen geven die al dan niet samenvallen en een polygoon vormen. Pas hier algoritme van Burrough op toe zodat je een volledige topologische structuur krijgt. &lt;br /&gt;
#2 5*5 matrixen gegeven. De ene over toxiciteit, de andere over iets anders. Toxiciteit mag nooit boven 100 gaan, geluidshinder nooit boven de 70. Karteer een overlaykaart via zowel de bolleanmethode als via fuzzy sets. Wat is het verschil tussen beide methoden ? &lt;br /&gt;
#TGV-traject aanleggen. Ge krijgt heel wa kaarten (satelliet, bodems, geologie, topografie, kadaster) en een tabel met de kosten per landg &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt;&lt;br /&gt;
#Stellingen: &lt;br /&gt;
#*Monte Carlo simulatie heeft het voordeel dat je geen idee hoeft te hebben over de fout gemaakt bij het scannen en digitaliseren. &lt;br /&gt;
#**de gradientvector is georienteerd in de richting van de steilste helling omdat daar de kromming maximaal is.(=&amp;gt; fout, Gradiëntvector is met eerste orde afgeleiden bepaald en de kromming met 2e orde afgeleide)&lt;br /&gt;
#**indien nugget variantie optreed zijn er te weinig stalen genomen.&lt;br /&gt;
#**bij topologische structuur is het gemakkelijker om de omtrek van een polygoon te berekenen&lt;br /&gt;
#**bij overlay zullen de meeste fouten optreden in de grote polygonen.&lt;br /&gt;
#*Toxiciteitindexraster en geluidhinderraster gegeven. Karteer het woongebied voor toxiciteit lager als 100 en geluid lager als 70. Doe dit met booleaans en fuzzy sets, leg het verschil tussen beide uit.&lt;br /&gt;
#Idrisi oefening: &lt;br /&gt;
#*iets met geometrische correctie, initial, regressie, ... Te lang om mij de vraag nog te herinner en redelijk moeilijk dus zie dat je tijd hebt voor deze laatste vraag.&lt;br /&gt;
&lt;br /&gt;
== 2006 ==&lt;br /&gt;
=== Januari === &lt;br /&gt;
&lt;br /&gt;
# stellingen: &lt;br /&gt;
#*De omtrek van een polygoon kan je beter in vector berekenen. &lt;br /&gt;
#*Als we een Monte carlo uitvoeren, hoeven we geen rekening te houden met de fouten die bij het inscannen van een document gebeuren. &lt;br /&gt;
#*Bij ovelays van polygonen zullen de meeste fouten voorkomenin de grootste resulterende polygonen, want daar is de meeste kans dat er een deel fout geklasseert werd. &lt;br /&gt;
#*Als er nugget variance optreedt zijn er te weinig metingen gebeurd. &lt;br /&gt;
#*De gradientvector is georienteerd naar de steilste helling omdat daar een maximale kromming is. &lt;br /&gt;
#Oefening ter bepaling van de reflectantiewaarde (basisformule gegevens) voor het midden van een gegevens window van een DTM &lt;br /&gt;
#Gigantische oefening met combinaties van monte carlo-toename-fouten op voorspellingen- overlay. vergelijking ruimtelijke spreiding en opp landgebruik. &lt;br /&gt;
&lt;br /&gt;
== 2005 ==&lt;br /&gt;
===Januari=== &lt;br /&gt;
#Stellingen: &lt;br /&gt;
#*bij 1D splines heb je 38 vergelijkingen nodig &lt;br /&gt;
#*bij &amp;quot;inverse distance weight&amp;quot; (ofzo) heb je een idee over de fout die je maakt &lt;br /&gt;
#*een rastergis is aangewezen bij de spreiding van artefacten en hun onderlinge afstand &lt;br /&gt;
#*... nog een makkelijke &lt;br /&gt;
#*... nog één da &#039;k echt nie meer weet &lt;br /&gt;
#Iets over foutenvoorplanting als ge drie kaarten hebt (een helling, bodem, en een ander kaart) en die via EN-operatie gaat combineren= &amp;gt; wat gebeurt er? &lt;br /&gt;
#*wat gebeurt er als de fout het grootst is bij steile hellingen en dit ook het geval is voor de bodems? &lt;br /&gt;
#*wat gebeurt er als zowel de fout op de helling en op de bodem het grootst is op zwakke hellingen? &lt;br /&gt;
#een tgv-traject aanleggen op een zo optimaal mogelijke plaats. gegeven: &lt;br /&gt;
#*geologische kaart &lt;br /&gt;
#*bodemkaart &lt;br /&gt;
#*satellietbeeld &lt;br /&gt;
#*topografische kaart &lt;br /&gt;
#*... NOG meer kaarten &lt;br /&gt;
#*=&amp;gt; uitwerken hoe je dit zou aanpakken in IDRISI! &lt;br /&gt;
&lt;br /&gt;
== 2004 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
#Zijn volgende stellingen waar of niet waar. Verduidelijk uw antwoord in één zin. &lt;br /&gt;
#*Voor een Monte Carlo simulatie is het niet nodig dat je de grootte van de fout op de gegevens kent. &lt;br /&gt;
#*Bij overlays van polygonen zullen de meeste fouten voorkomen in de grootste resulterende polygonen, want daar is het meeste kans dat er een deel fout geklasseerd werd. &lt;br /&gt;
#*De gradiëntvector is georiënteerd naar de steilste helling omdat daar een maximale kromming is. &lt;br /&gt;
#*Als er nugget variance optreedt zijn er te weinig metingen gebeurd. &lt;br /&gt;
#*Bij een topologische structuur is het gemakkelijker om de omtrek van een polygoon te berekenen. &lt;br /&gt;
#U moet de geschiktheid voor bewoning karteren in een bepaald terrein en beschikt over onderstaande informatie. Kaart A geeft de toxiciteitindex van de bodem: de norm is dat deze in woongebieden beneden de 100 moet liggen. Kaart B geeft de geluidshinder: deze zou in woongebieden onder de 70 moeten blijven. Klasseer de geschikte gebieden volgens de booleaanse methode en gebruik makend van fuzzy sets. Leg ook kort het verschil tussen de twee uit. &lt;br /&gt;
#Het was iets van voor twee jaar metingen per maand, reflectantiewaarden in het rode en infrarode gebied. Grootte van de verandering D=sqrt [(x1-x2)² +…]. Met x1 is waarde van een parameter op een bepaalde observatietijdstip (vb. iets berekend uit reflectantie van rode en IR-gebied) en x2 op het tweede tijdstip. Richting van de verandering alfa:Bgtg [(x1-x2)/(y1-y2)] (met x1 en x2 reflectantiewaarde in het rode gebied op verschillende tijdstippen en y1 en y2 van het IR gebied op verschillende tijdstippen) &lt;br /&gt;
#Kaarten gevraagd die de grootte en de richting van de verandering weergeven. &lt;br /&gt;
#*Neerslaggegeven per maand zijn gegeven voor een aantal meetstations (coördinaten in UTM) &lt;br /&gt;
#*Ga na of er een correlatie is tussen de neerslag en de verandering voor een maand in de 2 jaren. Welke technieken en welke problemen hierbij. Stel dat er een duidelijke relatie is tussen de neerslag en de verandering. Welk zijn de effecten op de vegetatieactiviteit bij een daling van 20% van de neerslaghoeveelheid.Welke kaarten bekom je? &lt;br /&gt;
== 2003 ==&lt;br /&gt;
=== Januari === &lt;br /&gt;
#Stellingen &lt;br /&gt;
#*Bij verdichting van het staalnamenet gaan in een variogram de range en de sill afnemen. &lt;br /&gt;
#*Een topologische structuur vergemakkelijkt geometrische correctie. &lt;br /&gt;
#*Kriging is de beste methode om nieuwe waarden toe te kennen aan een sattelietbeeld. &lt;br /&gt;
#*Om een Monte Carlo-simulatie uit te voeren, moeten we een idee hebben van de fout. &lt;br /&gt;
#Polyphylactische interpolatie is de beste methode om te gebruiken bij verschillende gebiedsindelingen. &lt;br /&gt;
#Gegeven: tabel met opp. (km²), bevolking (’86), aantal pixels geklasseerd als bebouwing (’86 en ’96). Pixelgrootte is 400m². Gevraagd: hoe zou je een zo nauwkeurig mogelijke kaart maken met een zo hoog mogelijke resolutie? Bespreek stap voor stap. &lt;br /&gt;
&lt;br /&gt;
#Idrisi-oefening: geef de evolutie van de landbouw uitgaande van een bodemkaart op papier, een geklasseerd sattelietbeeld van het bodemgebruik en een DTM. Om aan landbouw te doen moet de temperatuur min. 9°C, de bodem min. 1m en de neerslag minstens 720mm bedragen. De helling mag maximaal 15% zijn. We weten dat de temperatuur op zeeniveau 10.8°C is en dat deze 1°C daalt per 180m. De neerslag is op zeeniveau 720mm en op 700m 1250mm. Hoe gaat de landbouw evolueren als de temperatuur stijgt met 4°C en tegelijkertijd de neerslag 10% of 25% afneemt. &lt;br /&gt;
&lt;br /&gt;
== Nog meer stellingen == &lt;br /&gt;
&lt;br /&gt;
#Bij numerische operaties hoeft de relatieve fout niet altijd toe te nemen. &lt;br /&gt;
#Bij een geometrische correctie heb je minimaal 9 controlepunten nodig. &lt;br /&gt;
#bij 1D splines heb je 38 vergelijkingen nodig. &lt;br /&gt;
#Polyphylactische interpolatie is de beste manier om te gebruiken bij verschillende gebiedsindelingen. &lt;br /&gt;
#Bij verdischting van staalnamenet gaan in variogram de range en sill afnemen. &lt;br /&gt;
#Een topologische structuur vegemakkelijkt geometische correctie &lt;br /&gt;
#Om een Monte carlo simulatie uit te voeren , moeten we een idee hebben van de fout. &lt;br /&gt;
#Bij ovelays van polygonen zullen de meeste fouten voorkomenin de grootste resulterende polygonen, want daar is de meeste kans dat er een deel fout geklasseert werd. &lt;br /&gt;
#Als er nugget variance optreedt zijn er te weinig metingen gebeurd. &lt;br /&gt;
#De gradientvector is georienteerd naar de steilste helling omdat daar een maximale kromming is. een rastergis is aagewezen bij de spreiding van artefacten en hun ondelinge afstand. &lt;br /&gt;
#als er geen commando beschikbaar is om de helling te berenkenen voldoet een overlay operatie.&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Geomorfologische_processen&amp;diff=473</id>
		<title>Geomorfologische processen</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Geomorfologische_processen&amp;diff=473"/>
		<updated>2024-01-27T11:21:34Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;b&amp;gt;Professor:&amp;lt;/b&amp;gt; Matthias Vanmaercke, Dirk Goossens&amp;lt;br&amp;gt;&amp;lt;b&amp;gt;Wat?&amp;lt;/b&amp;gt; Hoorcollege, excursies, practica&amp;lt;br&amp;gt;&amp;lt;b&amp;gt;Studiepunten:&amp;lt;/b&amp;gt; 6&amp;lt;br&amp;gt;&amp;lt;b&amp;gt;Examenvorm:&amp;lt;/b&amp;gt; Schriftelijk sinds corona; proffen hebben gezegd dat ze graag terug mondeling willen.&amp;lt;br&amp;gt;&amp;lt;b&amp;gt;Examenperiode:&amp;lt;/b&amp;gt; januari&lt;br /&gt;
&lt;br /&gt;
&amp;lt;i&amp;gt;Voor meer informatie en extra examenvragen: https://sites.google.com/site/examenwikimerkator/home/3e-bachelor/geomorfologische-processen  Je gaat veel tijd steken in de practica (6 weken na elkaar 3 uur practica en ±3-5 uur verwerken) en in het seminarie op het einde van het jaar (±5 uur per persoon in het groepswerk + presentatiesessie van 4u in de laatste week).&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&lt;br /&gt;
=== &#039;&#039;&#039;26 januari&#039;&#039;&#039; ===&lt;br /&gt;
Vanmaercke&lt;br /&gt;
&lt;br /&gt;
# Juist/fout&lt;br /&gt;
## Eucalyptusplanten drogen de bodem uit en zorgen zo voor stabilisatie tegen ondiepe grondverschuivingen.&lt;br /&gt;
## De Rissa landslide is een voorbeeld van hoe klimaatverandering de hoeveelheid grondverschuivingen kan doen toenemen.&lt;br /&gt;
## Partial contributing areas hebben een grotere temporele variabiliteit in ariede gebieden dan in de gematigde klimaatzones.&lt;br /&gt;
## Afbeelding van zero flux plane en het verloop van de potentieel van het bodemwater. In het average zero flux plane blijft het vochtgehalte constant omdat de werking van evapotranspiratie die van de gravitationele potentieel compenseert.&lt;br /&gt;
## Deze vergelijking beschrijft het klaar-watereffect Dr = Drc ( 1-TC/G) (factoren werden benoemd; DIT STOND EXPRES MET TC EN G OMGEKEERD). Deze vergelijking toont dat erosie een zelfversterkend proces is.&lt;br /&gt;
## Ravijnerosie heeft grote gevolgen op gewasopbrengsten op de lange termijn. Dit terwijl geul- en intergeulerosie vooral gevolgen hebben op de korte termijn.&lt;br /&gt;
## Als je in een rivier met gekende breedte de diameter en de massa van de grootste rotsblokken kent, kun je makkelijk het piekdebiet inschatten.&lt;br /&gt;
## Planten bedekken de bodem en beschermen deze zodoende tegen zonneinstraling. Ze bepalen zelf hoeveel water ze verbruiken. Op die manier zorgt een goede plantenbedekking ervoor dat de evapotranspiratieverliezen in een bodem minder zijn.&lt;br /&gt;
# Oefening. Gegeven: tabel met ruwheidsparameters (n en f van de stromingsvergelijkingen van Chézy, Manning, etc die ook in de ppt staat). Neem een waarde uit deze tabel voor een stroming over losse zandgrond, met een helling van 2°, door een geul van 20cm breedte met waterdiepte 4cm.&lt;br /&gt;
## Bereken de hydraulische straal&lt;br /&gt;
## Bereken de stroomsnelheid&lt;br /&gt;
## Is de stroming turbulent?&lt;br /&gt;
&lt;br /&gt;
Goossens&lt;br /&gt;
&lt;br /&gt;
# Juist/fout&lt;br /&gt;
## Kortetermijnsuspensie staat voor een grote afstand afleggen in korte tijd, terwijl langetermijnsuspensie staat voor een korte afstand afleggen in lange tijd.&lt;br /&gt;
## Keienvloeren worden gevormd door langetermijndeflatie van kleinere korrelgroottes.&lt;br /&gt;
## Zand accumuleert in principe enkel als de windsnelheid daalt en de luchtstroming oververzadigd is.&lt;br /&gt;
# Gegeven: enkele hoogtes met een gemeten windsnelheid en een papier met een lege grafiek met  logaritmische assen. Is deze meting afkomstig vanop zee of boven land? Leg uit waarom.&lt;br /&gt;
# Foto gegeven van een duin met windvanen rond struikjes in de ene richting en zandribbels in de andere. Uit welke richting kwam de laatste erosieve wind? Leg uit waarom.&lt;br /&gt;
&lt;br /&gt;
Excursie&lt;br /&gt;
&lt;br /&gt;
# Leg aan de hand van excursiestops uit in welke periodes in de Belgische geschiedenis er eoloische activiteit was. Leg hierbij ook uit welke windrichting domineerde, en aan de hand van welke terreinobservaties je dit kan afleiden.&lt;br /&gt;
&lt;br /&gt;
=== &#039;&#039;&#039;22 januari&#039;&#039;&#039; ===&lt;br /&gt;
&#039;&#039;Vanmaercke&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
#De LS-Factor in het RUSLE model en de slope-area threshold bij ravijnerosie zijn allebei proxies voor de sleepdruk van water. Daarom kan RUSLE ook gebruikt worden voor het voorspellen van ravijnerosie.&lt;br /&gt;
# Het terug schrijden van ravijnhoofden is een zelfversterkend proces door positieve feedbackloops. Erosiesnelheid neemt dus steeds toe.&lt;br /&gt;
# Als de afvoer geschat wordt, is het concept van partial contributing areas vooral belangrijk in aride gebieden.&lt;br /&gt;
#Goede vegetatieve bedekking leidt in de meeste gevallen tot minder verliezen door evapotranspiratie. Dit doordat planten de bodem beschermen tegen direct zonlicht en planten zelf kunnen reguleren hoeveel ze verdampen.&lt;br /&gt;
#Siltige en kleiige leembodems hebben de grootste TAW en kunnen daarom het meeste water bevatten (figuur TAW gegeven).&lt;br /&gt;
#In een ruw turbulente stroming zal het al dan niet in transport komen van een korrel enkel afhangen van de massadichtheid van de korrel, de diameter van de korrel, de waterhoogte en de hellingsgraad van de rivierbedding.&lt;br /&gt;
#Vegetatie zorgt voor minder erosie. Het mechanisme dat daarvoor zorgt is dat de bodem hierdoor beschermd wordt tegen watererosie. (Zoiets)&lt;br /&gt;
#De plaats waar grondverschuivingen voorkomen is redelijk gemakkelijk om te bepalen. Het is een stuk moeilijker om te bepalen wanneer deze zullen plaatsvinden.&lt;br /&gt;
#Oefening op bodemwater denk ik&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039;&lt;br /&gt;
# Juist of fout&lt;br /&gt;
## Bij lineaire winderosie ligt de deflatiedrempel, voor korrels kleiner dan 300µm, maar half zo hoog als bij circulaire winderosie. Dit verklaart waarom zand op een droog strand, waar winderosie bijna altijd lineair gebeurt, zo gemakkelijk wegwaait.&lt;br /&gt;
##De uiteindes van barchanen staat windafwaarts gericht, die van paraboolduinen windopwaarts. Hierdoor kunnen paraboolduinen langgerekter worden. &lt;br /&gt;
## Door de grotere korrelverdeling zullen zandzeeën vooral als accumulatiezones optreden en steen- en rotsvlaktes als erosie- of transportgebieden. &lt;br /&gt;
# Oefening waarbij een formule van deflatiedrempel gegeven:&lt;br /&gt;
## Wat is elke parameter?&lt;br /&gt;
## Is dit een formule voor lineaire of circulaire erosie? (Ik denk lineaire)&lt;br /&gt;
## Voor een korrelgrootte &amp;gt;63 micron, welke waarde zou je nemen voor A: 0,14 of 0,24?&lt;br /&gt;
## Bereken de drempelwaarden voor de volgende korrelgroottes: 80µm, 120µm, 150µm, 200µm, 300µm, 350µm, 400µm &lt;br /&gt;
## Zet deze waardes uit op een grafiek, denk zeker aan de benoeming van de assen (millimeterpapier was gegeven op examen).&lt;br /&gt;
## Hoe zal de grafiek eruitzien voor korrelgroottes kleiner dan 80 micron?&lt;br /&gt;
# Er is een foto gegeven van een erosieverschijnsel. Wat is er te zien op de foto en hoe wordt het gevormd?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Excursie&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Leg aan de hand van verschillende stops van de excursies uit hoe de grootte, vorm, oriëntatie en gewaskeuze van landbouwgrond invloed hebben op watererosie, piping en grondverschuivingen.&lt;br /&gt;
&lt;br /&gt;
=== 16 januari ===&lt;br /&gt;
&#039;&#039;Vanmaercke&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Er bestaat een lineair verband tussen de hoeveelheid erosie en de mindere gewasopbrengst als gevolg daarvan.&lt;br /&gt;
# Iets over IDF-curves. De intensiteit wordt hoger als we een groter gebied beschrijven omdat er dan een grotere kans is dat een intenser event wordt meegenomen ofzoiets&lt;br /&gt;
# Landslides zoals de Rissa landslide in Noorwegen zullen in de toekomst versterkt worden door klimaatverandering/&lt;br /&gt;
# Bij hevige regen zal infiltratie en trouhfall afnemen en Stemflow toenemen in vergelijking met mindere regen&lt;br /&gt;
# De LS-Factor in het RUSLE model en de slope-area threshold bij ravijnerosie zijn allebei proxies voor de sleepdruk van water. Daarom kan RUSLE ook gebruikt worden voor het voorspellen van ravijnerosie.&lt;br /&gt;
# Het terugschrijden van ravijnhoofden is een zelfversterkend proces door positieve feedbackloops. Erosiesnelheid neemt dus steeds toe.&lt;br /&gt;
# Spaterosie is diffuus. Geul en ravijnerosie zijn advectief. Een grondverschuiving is ambigu.&lt;br /&gt;
# Iets met partial contributing areas om de runoff te bepalen in aride gebieden.&lt;br /&gt;
# Oefening debiet berekenen&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Juist of fout&lt;br /&gt;
## Een lengteduin groeit enkel in zijn lengte aan.&lt;br /&gt;
## De responstijd is bij grove korrels groter dan bij fijne korrels. Daarom speelt turbulentie een veel grotere rol tijdens transport in suspensie dan tijdens transport in saltatie.&lt;br /&gt;
## De putjes die in het oppervlak van een golfbal zitten zijn gemaakt om een volledig laminaire stroming te bewerkstelligen over het oppervlak van de golfbal. Daardoor vermindert de luchtweerstand en beweegt de golfbal sneller dan hij werd weggeslagen. &lt;br /&gt;
# Oefening op &amp;lt;math&amp;gt;u_{\infty}&amp;lt;/math&amp;gt; en checken op welke manier materiaal wordt getransporteerd. Gegeven een hoop constanten en windsnelheid op verschillende hoogten van windmast. Geef ook alle anderen transportmechanismen.&lt;br /&gt;
# Je krijgt een foto van een windbreker aan het Calandkanaal (zoek maar op). Kan je deze ook gebruiken om de winderosie langs een akker tegen te houden. Geef welonderbouwde en goede argumenten.&lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
&lt;br /&gt;
==== Januari 2020 ====&lt;br /&gt;
&lt;br /&gt;
=== &amp;lt;u&amp;gt;23 januari&amp;lt;/u&amp;gt; ===&lt;br /&gt;
&#039;&#039;Poesen&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
En nog niet in slaap gevallen?  &lt;br /&gt;
&lt;br /&gt;
* Vraagstuk: Een spanningslaag is 2 km lang en 7 meter dik. Het verschil in drukhoogte tussen 2 peilputten is 10m en de afstand tussen de peilputten is 900m. De hydraulische conductiviteit is K = 1,3 m/dag. Welke volume water stroomt er dagelijks uit de laag naar de beek? Welk debiet is dit (liter/seconde)? &lt;br /&gt;
* Rissa landslide uitleggen. &lt;br /&gt;
* Artikel uitleggen. &lt;br /&gt;
* Eigen bedachte examenvraag.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
En alles goed? Hoe is het al geweest?  &lt;br /&gt;
&lt;br /&gt;
* Welke types van transversale duinen ken je? Geef een bondige uitleg voor elk.&lt;br /&gt;
* Een mast staat opgesteld boven een vlak substraat (een pas ingezaaid veld bijvoorbeeld, zonder grote kluiten). Op 3m boven de grond wordt een windmeter geïnstalleerd, die een gemiddelde windsnelheid van 8 m/s aangeeft.&lt;br /&gt;
** Wat is een aannemelijke waarde voor de ruwheidslengte z0? 2cm, 2dm of 2m? &lt;br /&gt;
** Bereken de sleepsnelheid. &lt;br /&gt;
** Wat is de gemiddelde windsnelheid op 10 meter boven de grond?&lt;br /&gt;
* Excursie (open boek): Schets een kaartje van de algemene omgeving van de depressies waar we halt hielden in de vlakte van Bocholt. Maak ook een doorsnede en benoem alle delen. Hoe oud zijn de depressies ongeveer?&lt;br /&gt;
&lt;br /&gt;
=== Januari 2018 ===&lt;br /&gt;
&lt;br /&gt;
===== Reeks 2 =====&lt;br /&gt;
&#039;&#039;Poesen&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* Rissa landslide &lt;br /&gt;
* Leg uit f, Re, shear stress en sediment yield zoals te zien in de grafieken (hier dus 4 grafieken uit de slides met Re tov f en shear stress tov sediment yield). Verklaar deze grafieken en bespreek dmv. afvoerhydraulica en bodemerosie. Hier wordt het effect van begrazing dus mee bedoeld. &lt;br /&gt;
* Artikel uitleggen&lt;br /&gt;
* Eigen examenvraag&lt;br /&gt;
* Excursie: leg de mechanismen en de processen uit die hebben gezorgd voor een reactivatie van de Hekkenbrugstraat landslide in Oudenaarde de laatste 70jaar.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* Gegeven 5 juist/fout stelling waarbij je steeds je keuze moet verklaren &lt;br /&gt;
* Een zelfgekozen mechanisme uitleggen&lt;br /&gt;
&lt;br /&gt;
==== Januari 2017 ====&lt;br /&gt;
&lt;br /&gt;
===== Reeks 1 =====&lt;br /&gt;
&#039;&#039;Poesen&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* A)De wet van Darcy toepassen op de verticale infiltratie. (alle potentiale shit goe snappen!) B) Bekomen resultaat vgl met de Hortoniaanse infiltratie C) verklaar het verloop &lt;br /&gt;
* Rissa landslide &lt;br /&gt;
* artikel&lt;br /&gt;
* examenvraag &lt;br /&gt;
* excursie: Verklaring geven waarom de sinkholes juist op dat bepaald moment instorten.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* A)Overeenkomsten en verschillen tussen zand en stof ribbels (mechanisme, grootte, lineariteit...) B) Wat gebeurt er als een kleine ribbel een grote ribbel ontmoet? C) Inwendige structuur tussen duin en ribbel bespreken. D) Bestaat er nog een andere ribbel naast stof of zandribbel? &lt;br /&gt;
* Foto met een structuur op&lt;br /&gt;
&lt;br /&gt;
==== Januari 2016 ====&lt;br /&gt;
&lt;br /&gt;
===== Reeks 1 =====&lt;br /&gt;
&#039;&#039;Poesen&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* Wat is het poriëngetal en hoe kun je die praktisch bepalen? &lt;br /&gt;
* Wat is de veiligheidsfactor voor massatransport? Wat is de meest effectieve manier om massatransport tegen te gaan? Verder moet je een figuur bespreken uit de slides met de verschillende invloeden op de veiligheidsfactor.&lt;br /&gt;
* Eigen artikel bespreken, waarom je die hebt gekozen en waarom het relevant is voor dit vak. &lt;br /&gt;
* Opdracht om een eigen examenvraag te bedenken en uit te werken (mag je thuis voorbereiden en meenemen)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* Welke vormen van uitwendige wrijving ken je? Welk type is het meest belangrijk? &lt;br /&gt;
* Excursie: Beschrijf de verschillende fasen vanaf de late middeleeuwen waarin bebossing is aangeplant om verdere verstuivingen tegen te gaan. Verliepen de fasen in België en Nederland gelijktijdig?&lt;br /&gt;
&lt;br /&gt;
==== Juni 2015 ====&lt;br /&gt;
&lt;br /&gt;
* Excursievraag: Bespreek Vlaamse Ardennen en Leemstreek. Geologie, morfologie, geomorfologische processen,...&lt;br /&gt;
* Bespreek het experiment waarbij grasstengels telkens korter geknipt werden. Figuren uit slides gegeven ( Definieer f, Re, tau, sediment yield). Verklaar de hydraulische processen en de invloed op erosiesnelheid. &lt;br /&gt;
* Bespreek de deflatiedrempel van circulaire en lineaire winderosie (grafiek maken voor beide). Wat is het verschil tussen de stromingsdrempel en de impactdrempel? Wat doet winderosie met sortering? &lt;br /&gt;
* Artikel&lt;br /&gt;
&lt;br /&gt;
==== Juni 2010 ====&lt;br /&gt;
&lt;br /&gt;
* Een artikel gegeven van water/modderoverlast in Hoegaarden: &lt;br /&gt;
** beschrijf de hydrologische en geomorfologische componenten &lt;br /&gt;
** waarom daar en dan, leg uit adhv RUSLE &lt;br /&gt;
** zijn de cijfers in het artikel juist (er staat blijkbaar een rekenfout in) &lt;br /&gt;
* Bespreek de veiligheidsfactor van bodemmateriaal en leg figuur erbij uit (die grafiek met cohesie ed met procentuele bijdrage tot de delta FS (veiligheidsfactor)) &lt;br /&gt;
* Bespreek uw artikel &lt;br /&gt;
* Excursie (open boek) &lt;br /&gt;
** Leg het ontstaan van ravijnen uit &lt;br /&gt;
** Bespreek de evolutie van ravijnen in de leemstreek&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Geomorfologische_processen&amp;diff=472</id>
		<title>Geomorfologische processen</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Geomorfologische_processen&amp;diff=472"/>
		<updated>2024-01-27T10:50:54Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;b&amp;gt;Professor:&amp;lt;/b&amp;gt; Matthias Vanmaercke, Dirk Goossens&amp;lt;br&amp;gt;&amp;lt;b&amp;gt;Wat?&amp;lt;/b&amp;gt; Hoorcollege, excursies, practica&amp;lt;br&amp;gt;&amp;lt;b&amp;gt;Studiepunten:&amp;lt;/b&amp;gt; 6&amp;lt;br&amp;gt;&amp;lt;b&amp;gt;Examenvorm:&amp;lt;/b&amp;gt; Schriftelijk sinds corona&amp;lt;br&amp;gt;&amp;lt;b&amp;gt;Examenperiode:&amp;lt;/b&amp;gt; januari&lt;br /&gt;
&lt;br /&gt;
&amp;lt;i&amp;gt;Voor meer informatie en extra examenvragen: https://sites.google.com/site/examenwikimerkator/home/3e-bachelor/geomorfologische-processen Professor Poesen verwacht van de studenten een grondige verwerking van de cursus, begin er dus op tijd aan. Op het examen laat hij graag merken dat je nog steeds een student bent die niet alles weet, maar als je de cursus goed kent, is hij nog wel vriendelijk. Een gemotiveerde student die tijd heeft kan alle artikels van de excursiebundels doorlezen, dat vindt de prof altijd leuk, maar het is niet noodzakelijk. Wie minder tijd over heeft kan best de bundels eens doorbladeren en de belangrijkste delen lezen. Je gaat veel tijd steken in de practica (6 weken na elkaar 3 uur practica en ±3-5 uur verwerken) en in het seminarie op het einde van het jaar (±5 uur per persoon in het groepswerk + presentatiesessie van 4u in de laatste week).&amp;lt;/i&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&lt;br /&gt;
=== &#039;&#039;&#039;26 januari (in opmaak)&#039;&#039;&#039; ===&lt;br /&gt;
Vanmaercke&lt;br /&gt;
&lt;br /&gt;
# Juist/fout&lt;br /&gt;
## Eucalyptusplanten&lt;br /&gt;
## ?&lt;br /&gt;
## Partial contributing areas hebben een grotere ruimtelijke variabiliteit in ariede gebieden dan in de gematigde klimaatzones.&lt;br /&gt;
## ?&lt;br /&gt;
## Deze vergelijking beschrijft het klaar-watereffect Dr = Drc ( 1-TC/G) (factoren werden benoemd; DIT STOND EXPRES MET TC EN G OMGEKEERD). Deze vergelijking toont dat erosie een zelfversterkend proces is.&lt;br /&gt;
## ?&lt;br /&gt;
## ?&lt;br /&gt;
## ?&lt;br /&gt;
# Oefening. Gegeven: tabel met ruwheidsparameters (n en f van de stromingsvergelijkingen van Chézy, Manning, etc die ook in de ppt staat). Neem een waarde uit deze tabel voor een stroming over losse zandgrond, met een helling van 2°, door een geul van 20cm breedte met waterdiepte 4cm.&lt;br /&gt;
## Bereken de hydraulische straal&lt;br /&gt;
## Bereken de stroomsnelheid&lt;br /&gt;
## Is de stroming turbulent?&lt;br /&gt;
&lt;br /&gt;
Goossens&lt;br /&gt;
&lt;br /&gt;
# Juist/fout&lt;br /&gt;
## ?&lt;br /&gt;
## ?&lt;br /&gt;
## ?&lt;br /&gt;
# Gegeven: enkele hoogtes met een gemeten windsnelheid en een papier met een lege grafiek met  logaritmische assen. Is deze meting afkomstig vanop zee of boven land? Leg uit waarom.&lt;br /&gt;
# Foto gegeven van een duin met windvanen rond struikjes in de ene richting en zandribbels in de andere. Uit welke richting kwam de laatste erosieve wind? Leg uit waarom.&lt;br /&gt;
&lt;br /&gt;
Excursie&lt;br /&gt;
&lt;br /&gt;
# Leg aan de hand van excursiestops uit in welke periodes in de Belgische geschiedenis er eoloische activiteit was. Leg hierbij ook uit welke windrichting domineerde, en aan de hand van welke terreinobservaties je dit kan afleiden.&lt;br /&gt;
&lt;br /&gt;
=== &#039;&#039;&#039;22 januari&#039;&#039;&#039; ===&lt;br /&gt;
&#039;&#039;Vanmaercke&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
#De LS-Factor in het RUSLE model en de slope-area threshold bij ravijnerosie zijn allebei proxies voor de sleepdruk van water. Daarom kan RUSLE ook gebruikt worden voor het voorspellen van ravijnerosie.&lt;br /&gt;
# Het terug schrijden van ravijnhoofden is een zelfversterkend proces door positieve feedbackloops. Erosiesnelheid neemt dus steeds toe.&lt;br /&gt;
# Als de afvoer geschat wordt, is het concept van partial contributing areas vooral belangrijk in aride gebieden.&lt;br /&gt;
#Goede vegetatieve bedekking leidt in de meeste gevallen tot minder verliezen door evapotranspiratie. Dit doordat planten de bodem beschermen tegen direct zonlicht en planten zelf kunnen reguleren hoeveel ze verdampen.&lt;br /&gt;
#Siltige en kleiige leembodems hebben de grootste TAW en kunnen daarom het meeste water bevatten (figuur TAW gegeven).&lt;br /&gt;
#In een ruw turbulente stroming zal het al dan niet in transport komen van een korrel enkel afhangen van de massadichtheid van de korrel, de diameter van de korrel, de waterhoogte en de hellingsgraad van de rivierbedding.&lt;br /&gt;
#Vegetatie zorgt voor minder erosie. Het mechanisme dat daarvoor zorgt is dat de bodem hierdoor beschermd wordt tegen watererosie. (Zoiets)&lt;br /&gt;
#De plaats waar grondverschuivingen voorkomen is redelijk gemakkelijk om te bepalen. Het is een stuk moeilijker om te bepalen wanneer deze zullen plaatsvinden.&lt;br /&gt;
#Oefening op bodemwater denk ik&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039;&lt;br /&gt;
# Juist of fout&lt;br /&gt;
## Bij lineaire winderosie ligt de deflatiedrempel, voor korrels kleiner dan 300µm, maar half zo hoog als bij circulaire winderosie. Dit verklaart waarom zand op een droog strand, waar winderosie bijna altijd lineair gebeurt, zo gemakkelijk wegwaait.&lt;br /&gt;
##De uiteindes van barchanen staat windafwaarts gericht, die van paraboolduinen windopwaarts. Hierdoor kunnen paraboolduinen langgerekter worden. &lt;br /&gt;
## Door de grotere korrelverdeling zullen zandzeeën vooral als accumulatiezones optreden en steen- en rotsvlaktes als erosie- of transportgebieden. &lt;br /&gt;
# Oefening waarbij een formule van deflatiedrempel gegeven:&lt;br /&gt;
## Wat is elke parameter?&lt;br /&gt;
## Is dit een formule voor lineaire of circulaire erosie? (Ik denk lineaire)&lt;br /&gt;
## Voor een korrelgrootte &amp;gt;63 micron, welke waarde zou je nemen voor A: 0,14 of 0,24?&lt;br /&gt;
## Bereken de drempelwaarden voor de volgende korrelgroottes: 80µm, 120µm, 150µm, 200µm, 300µm, 350µm, 400µm &lt;br /&gt;
## Zet deze waardes uit op een grafiek, denk zeker aan de benoeming van de assen (millimeterpapier was gegeven op examen).&lt;br /&gt;
## Hoe zal de grafiek eruitzien voor korrelgroottes kleiner dan 80 micron?&lt;br /&gt;
# Er is een foto gegeven van een erosieverschijnsel. Wat is er te zien op de foto en hoe wordt het gevormd?&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Excursie&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Leg aan de hand van verschillende stops van de excursies uit hoe de grootte, vorm, oriëntatie en gewaskeuze van landbouwgrond invloed hebben op watererosie, piping en grondverschuivingen.&lt;br /&gt;
&lt;br /&gt;
=== 16 januari ===&lt;br /&gt;
&#039;&#039;Vanmaercke&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Er bestaat een lineair verband tussen de hoeveelheid erosie en de mindere gewasopbrengst als gevolg daarvan.&lt;br /&gt;
# Iets over IDF-curves. De intensiteit wordt hoger als we een groter gebied beschrijven omdat er dan een grotere kans is dat een intenser event wordt meegenomen ofzoiets&lt;br /&gt;
# Landslides zoals de Rissa landslide in Noorwegen zullen in de toekomst versterkt worden door klimaatverandering/&lt;br /&gt;
# Bij hevige regen zal infiltratie en trouhfall afnemen en Stemflow toenemen in vergelijking met mindere regen&lt;br /&gt;
# De LS-Factor in het RUSLE model en de slope-area threshold bij ravijnerosie zijn allebei proxies voor de sleepdruk van water. Daarom kan RUSLE ook gebruikt worden voor het voorspellen van ravijnerosie.&lt;br /&gt;
# Het terugschrijden van ravijnhoofden is een zelfversterkend proces door positieve feedbackloops. Erosiesnelheid neemt dus steeds toe.&lt;br /&gt;
# Spaterosie is diffuus. Geul en ravijnerosie zijn advectief. Een grondverschuiving is ambigu.&lt;br /&gt;
# Iets met partial contributing areas om de runoff te bepalen in aride gebieden.&lt;br /&gt;
# Oefening debiet berekenen&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Juist of fout&lt;br /&gt;
## Een lengteduin groeit enkel in zijn lengte aan.&lt;br /&gt;
## De responstijd is bij grove korrels groter dan bij fijne korrels. Daarom speelt turbulentie een veel grotere rol tijdens transport in suspensie dan tijdens transport in saltatie.&lt;br /&gt;
## De putjes die in het oppervlak van een golfbal zitten zijn gemaakt om een volledig laminaire stroming te bewerkstelligen over het oppervlak van de golfbal. Daardoor vermindert de luchtweerstand en beweegt de golfbal sneller dan hij werd weggeslagen. &lt;br /&gt;
# Oefening op &amp;lt;math&amp;gt;u_{\infty}&amp;lt;/math&amp;gt; en checken op welke manier materiaal wordt getransporteerd. Gegeven een hoop constanten en windsnelheid op verschillende hoogten van windmast. Geef ook alle anderen transportmechanismen.&lt;br /&gt;
# Je krijgt een foto van een windbreker aan het Calandkanaal (zoek maar op). Kan je deze ook gebruiken om de winderosie langs een akker tegen te houden. Geef welonderbouwde en goede argumenten.&lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
&lt;br /&gt;
==== Januari 2020 ====&lt;br /&gt;
&amp;lt;u&amp;gt;23 januari&amp;lt;/u&amp;gt; &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Poesen&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
En nog niet in slaap gevallen?  &lt;br /&gt;
&lt;br /&gt;
* Vraagstuk: Een spanningslaag is 2 km lang en 7 meter dik. Het verschil in drukhoogte tussen 2 peilputten is 10m en de afstand tussen de peilputten is 900m. De hydraulische conductiviteit is K = 1,3 m/dag. Welke volume water stroomt er dagelijks uit de laag naar de beek? Welk debiet is dit (liter/seconde)? &lt;br /&gt;
* Rissa landslide uitleggen. &lt;br /&gt;
* Artikel uitleggen. &lt;br /&gt;
* Eigen bedachte examenvraag.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
En alles goed? Hoe is het al geweest?  &lt;br /&gt;
&lt;br /&gt;
* Welke types van transversale duinen ken je? Geef een bondige uitleg voor elk.&lt;br /&gt;
* Een mast staat opgesteld boven een vlak substraat (een pas ingezaaid veld bijvoorbeeld, zonder grote kluiten). Op 3m boven de grond wordt een windmeter geïnstalleerd, die een gemiddelde windsnelheid van 8 m/s aangeeft.&lt;br /&gt;
** Wat is een aannemelijke waarde voor de ruwheidslengte z0? 2cm, 2dm of 2m? &lt;br /&gt;
** Bereken de sleepsnelheid. &lt;br /&gt;
** Wat is de gemiddelde windsnelheid op 10 meter boven de grond?&lt;br /&gt;
* Excursie (open boek): Schets een kaartje van de algemene omgeving van de depressies waar we halt hielden in de vlakte van Bocholt. Maak ook een doorsnede en benoem alle delen. Hoe oud zijn de depressies ongeveer?&lt;br /&gt;
&lt;br /&gt;
==== Januari 2018 ====&lt;br /&gt;
&lt;br /&gt;
===== Reeks 2 =====&lt;br /&gt;
&#039;&#039;Poesen&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* Rissa landslide &lt;br /&gt;
* Leg uit f, Re, shear stress en sediment yield zoals te zien in de grafieken (hier dus 4 grafieken uit de slides met Re tov f en shear stress tov sediment yield). Verklaar deze grafieken en bespreek dmv. afvoerhydraulica en bodemerosie. Hier wordt het effect van begrazing dus mee bedoeld. &lt;br /&gt;
* Artikel uitleggen&lt;br /&gt;
* Eigen examenvraag&lt;br /&gt;
* Excursie: leg de mechanismen en de processen uit die hebben gezorgd voor een reactivatie van de Hekkenbrugstraat landslide in Oudenaarde de laatste 70jaar.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* Gegeven 5 juist/fout stelling waarbij je steeds je keuze moet verklaren &lt;br /&gt;
* Een zelfgekozen mechanisme uitleggen&lt;br /&gt;
&lt;br /&gt;
==== Januari 2017 ====&lt;br /&gt;
&lt;br /&gt;
===== Reeks 1 =====&lt;br /&gt;
&#039;&#039;Poesen&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* A)De wet van Darcy toepassen op de verticale infiltratie. (alle potentiale shit goe snappen!) B) Bekomen resultaat vgl met de Hortoniaanse infiltratie C) verklaar het verloop &lt;br /&gt;
* Rissa landslide &lt;br /&gt;
* artikel&lt;br /&gt;
* examenvraag &lt;br /&gt;
* excursie: Verklaring geven waarom de sinkholes juist op dat bepaald moment instorten.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* A)Overeenkomsten en verschillen tussen zand en stof ribbels (mechanisme, grootte, lineariteit...) B) Wat gebeurt er als een kleine ribbel een grote ribbel ontmoet? C) Inwendige structuur tussen duin en ribbel bespreken. D) Bestaat er nog een andere ribbel naast stof of zandribbel? &lt;br /&gt;
* Foto met een structuur op&lt;br /&gt;
&lt;br /&gt;
==== Januari 2016 ====&lt;br /&gt;
&lt;br /&gt;
===== Reeks 1 =====&lt;br /&gt;
&#039;&#039;Poesen&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* Wat is het poriëngetal en hoe kun je die praktisch bepalen? &lt;br /&gt;
* Wat is de veiligheidsfactor voor massatransport? Wat is de meest effectieve manier om massatransport tegen te gaan? Verder moet je een figuur bespreken uit de slides met de verschillende invloeden op de veiligheidsfactor.&lt;br /&gt;
* Eigen artikel bespreken, waarom je die hebt gekozen en waarom het relevant is voor dit vak. &lt;br /&gt;
* Opdracht om een eigen examenvraag te bedenken en uit te werken (mag je thuis voorbereiden en meenemen)&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Goossens&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
* Welke vormen van uitwendige wrijving ken je? Welk type is het meest belangrijk? &lt;br /&gt;
* Excursie: Beschrijf de verschillende fasen vanaf de late middeleeuwen waarin bebossing is aangeplant om verdere verstuivingen tegen te gaan. Verliepen de fasen in België en Nederland gelijktijdig?&lt;br /&gt;
&lt;br /&gt;
==== Juni 2015 ====&lt;br /&gt;
&lt;br /&gt;
* Excursievraag: Bespreek Vlaamse Ardennen en Leemstreek. Geologie, morfologie, geomorfologische processen,...&lt;br /&gt;
* Bespreek het experiment waarbij grasstengels telkens korter geknipt werden. Figuren uit slides gegeven ( Definieer f, Re, tau, sediment yield). Verklaar de hydraulische processen en de invloed op erosiesnelheid. &lt;br /&gt;
* Bespreek de deflatiedrempel van circulaire en lineaire winderosie (grafiek maken voor beide). Wat is het verschil tussen de stromingsdrempel en de impactdrempel? Wat doet winderosie met sortering? &lt;br /&gt;
* Artikel&lt;br /&gt;
&lt;br /&gt;
==== Juni 2010 ====&lt;br /&gt;
&lt;br /&gt;
* Een artikel gegeven van water/modderoverlast in Hoegaarden: &lt;br /&gt;
** beschrijf de hydrologische en geomorfologische componenten &lt;br /&gt;
** waarom daar en dan, leg uit adhv RUSLE &lt;br /&gt;
** zijn de cijfers in het artikel juist (er staat blijkbaar een rekenfout in) &lt;br /&gt;
* Bespreek de veiligheidsfactor van bodemmateriaal en leg figuur erbij uit (die grafiek met cohesie ed met procentuele bijdrage tot de delta FS (veiligheidsfactor)) &lt;br /&gt;
* Bespreek uw artikel &lt;br /&gt;
* Excursie (open boek) &lt;br /&gt;
** Leg het ontstaan van ravijnen uit &lt;br /&gt;
** Bespreek de evolutie van ravijnen in de leemstreek&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Landschap,_erfgoed_en_identiteit&amp;diff=460</id>
		<title>Landschap, erfgoed en identiteit</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Landschap,_erfgoed_en_identiteit&amp;diff=460"/>
		<updated>2024-01-23T13:28:11Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Arie Stoffelen|data3=Hoorcollege|data4=Schriftelijk en een onderzoek|data6=6|header1=Lessen en examens|header5=Achtergrond|headerstyle=background:lightgrey|label 4=Examenvorm|label 6=Studiepunten|label2=Docent|label3=Lesvorm|label4=Examenvorm|label6=Studiepunten|label7=Wanneer?|data7=3e bach, 1e sem|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/n/F0VF0AN.htm Link]|title=Vakinfo}}&lt;br /&gt;
&lt;br /&gt;
== 2024 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
==== 20 januari ====&lt;br /&gt;
&lt;br /&gt;
# UNESCO hanteert een algemeen aanvaarde en geïnstitutionaliseerde visie op erfgoed.&lt;br /&gt;
## Licht toe waarom dit een heel selectieve visie op erfgoed is.&lt;br /&gt;
## Geef een voorbeeld dat dit illustreert&lt;br /&gt;
# Wat zijn critical heritage studies en waarom is het toepassen van co-adaptief management  voor hun interessant?&lt;br /&gt;
# Standbeeld JP Coen op het marktplein in hoorn gegeven: beke controversieel enal  (uitgebreide uitleg)&lt;br /&gt;
## Pas het cultureel circuit van Paul du Gay toe op dit beeld of op een voorbeeld naar keuze &lt;br /&gt;
## &#039;de openbare ruimte is een krachtig middel om ideeën te legitimeren en verspreiden ofzo&#039; Pas dit toe op monumentenbouw omtrent de Amerikaanse burgeroorlog, leg uit met drie fases &lt;br /&gt;
# Gegeven: kaartje met landgebruik en zonering van een UNESCO-site &lt;br /&gt;
## Zonering wordt vaak gebruikt bij erfgoedbescherming. Wat is de gedachtegang? &lt;br /&gt;
## Hoe past UNESCO dit toe? &lt;br /&gt;
## In dit voorbeeld ist enigszins gefaald. Leg uit waarom adhv de figuur&lt;br /&gt;
&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
==== 25 januari ====&lt;br /&gt;
&lt;br /&gt;
# Leg  3 stellingen uit aan de hand van voorbeelden. Je mag verschillende voorbeelden voor dezelfde stelling gebruiken, hetzelfde voorbeeld voor andere stellingen. Schrijf duidelijk (a) (b) en (c) waar je antwoord staat. &#039;&#039;(max 3 pagina&#039;s)&#039;&#039;&lt;br /&gt;
## Erfgoed wordt bepaald door het heden (i.p.v. het verleden) en erfgoedinterpretaties kunnen veranderen door de tijd&lt;br /&gt;
## Erfgoed is een proces in plaats van een object&lt;br /&gt;
## Erfgoed is contextafhankelijk&lt;br /&gt;
# Wat is het verschil tussen territoriale structuur en landschapsstructuur. Leg uit hoe dit verschil interessant kan zijn zowel als onderzoeksmethode en bij praktisch erfgoedbeheer. &#039;&#039;(max 2 pagina&#039;s)&#039;&#039;&lt;br /&gt;
# Case van Castlefort: &#039;&#039;(max 4 pagina&#039;s)&#039;&#039;&lt;br /&gt;
## Deze erfgoedinterpretatie is geen Authorized Heritage Discourse. Leg uit.&lt;br /&gt;
## Bij dit soort erfgoed is het conserveren van objecten minder belangrijk dan het ‘doen van erfgoed’. Leg uit.&lt;br /&gt;
## Stel dat jij verantwoordelijk wordt gesteld voor de komende 20 jaar om dit erfgoed te conserveren. Hoe zou je het aanpakken. Gebruik enkele concepten uit de les om je antwoord te staven&lt;br /&gt;
# Isachenko (2009) beschrijft een manier om de verschillende lagen van een landschap te bestuderen. &#039;&#039;(max. 4 pagina&#039;s)&#039;&#039;&lt;br /&gt;
## Pas dit model toe op één van de volgende drie landschappen:&lt;br /&gt;
### Victoria and Alfred Waterfront, Kaapstad, Zuid-Afrika&lt;br /&gt;
### Avebury World Heritage Site, VK&lt;br /&gt;
### De vroegere locatie van het IJzeren Gordijn op de grens tussen Duitsland en Tsjechië&lt;br /&gt;
## Gebruik je casus van a. om uit te leggen dat de sense of place niet intrinsiek aan een landschap is&lt;br /&gt;
## Gebruik je vorige antwoorden a. en b. om uit te leggen dat erfgoedconservering nooit neutraal is&lt;br /&gt;
# Casus van muurschilderingen met strips. Muren geven racistische en seksistische beelden weer. Actiegroep Nomes Peut-être vindt dit een schande. De stad Brussel stelt voor om QR-codes te plaatsen op de muren voor extra context. De actiegroep vindt dit niet vergaand genoeg en vraagt om de verwijdering van de muurschilderingen. &#039;&#039;(max. 3 paginas)&#039;&#039;&lt;br /&gt;
## Geef zowel de voor- als nadelen voor het hercontextualisering ter plaatse (QR-codes) en het verwijderen van de muurschilderingen. Is er nog een derde mogelijkheid&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
==== 13 januari ====&lt;br /&gt;
(max. 2 pagina&#039;s per vraag)&lt;br /&gt;
&lt;br /&gt;
# Na de laatste les over het Vlaamse rurale landschap kom ik tot drie conclusies: (1) Bepaalde Vlaamse landschapselementen zijn erfgoed, (2) het landschap is erfgoed in zijn totaliteit en (3) we schieten in Vlaanderen tekort in landschapsconservatie omdat de bevolking het landschap niet meer kan &amp;quot;lezen&amp;quot;. Vorm een mening over deze stellingen (elke apart of allemaal in hun geheel), je mag hier akkoord, niet akkoord of gedeeltelijk akkoord mee zijn, maar staaf je antwoord aan de hand van de cursus. Laat zien dat je inzicht hebt in het Vlaamse historische landschap.&lt;br /&gt;
# We hebben het begrip &#039;Authenticiteit&#039; gezien in de case van de Anasazi. Pas de verschillende aspecten van authenticiteit (materieel, functioneel, contextueel &amp;amp; objectivisme, constructivisme, existentialisme) toe op de case van Ierland. Zorg dat je in je antwoord duidelijk maakt dat je begrijpt wat elk van deze aspecten inhoudt.&lt;br /&gt;
# Vergelijk de case van Cape Town (Zuid-Afrika) met die van Havanna. Voor de case van Cape town zijn drie foto&#039;s gegeven, gebruik deze om jouw antwoord te illustreren (je mag op de foto&#039;s schrijven).&lt;br /&gt;
&lt;br /&gt;
== 2018 ==&lt;br /&gt;
&lt;br /&gt;
# In de les besproken we de dimensies van authenticiteit me de case van de Anasazi indianen. Deze is hier echter niet aan verbonden. Bespreek alle onderdelen van het authenticiteit schema (gegeven) en pas dit toe op de case van de Engelse mansions in Ierland.&lt;br /&gt;
# Bespreek de gelijkenissen en verschillen van het erfgoedlandschap en erfgoedbehoud tussen het industriele Gent en de diamantwijken in Brimingham. (Birmingham was niet gezien in de les, maar er werd wel verwacht dat je op basis van de reader het vergelijk kon maken).&lt;br /&gt;
# Gegeven: Stratenplan van Hamiton. Waarom kan die stratenpatroon als erfgoed gezien worden?&lt;br /&gt;
# De Zuid-Afrikaanse post-apartheidstad Bloemfontein wordt als &#039;contested heritage&#039; gezien. Wat is er erfgoed aan de stad en waarom is het contested?&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
Telkens de begrippen uitleggen waar het om gaat en bij elke vraag een voorbeeld geven uit een andere case&lt;br /&gt;
&lt;br /&gt;
* De rol van identiteit voor conservatie van erfgoed&lt;br /&gt;
* De rol van macht voor conservatie van erfgoed&lt;br /&gt;
* De rol van landschap en commodificatie van erfgoed&lt;br /&gt;
* De rol van authenticiteit en commodificatie van erfgoed&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
&lt;br /&gt;
# Gegeven: figuur authenticiteit. Leg de verschillende dimensies van authenticiteit aan de hand van voorbeelden uit een case naar keuze.&lt;br /&gt;
# &#039;een individu/groep mensen heeft een identiteit en erfgoed is een bouwsteen van identiteit&#039;. Leg uit waarom dit niet altijd zo gemakkelijk of evident is aan de hand van voorbeelden uit de les.&lt;br /&gt;
# gegeven: figuur Hamilton.&lt;br /&gt;
## Wat zie je hier?&lt;br /&gt;
## Leg uit hoe dit een voorbeeld is van sociale en culturele reproductie uit het verleden&lt;br /&gt;
## Wat is de betekenis van dit historisch patroon in het heden en de toekomst?&lt;br /&gt;
# Gegeven: figuur  kindon model. Leg uit hoe erfgoedbehoud gepaard gaat met beleid.Een voorbeeld uit de cases is gewenst, maar niet noodzakelijk.&lt;br /&gt;
&lt;br /&gt;
== 2015 ==&lt;br /&gt;
&lt;br /&gt;
# Figuur van authenticiteit. Leg een van de drie dimensies van de figuur uit voor de Anasazi-case en tracht ze ook toe te passen op de WOI-case.&lt;br /&gt;
# Leg het concept &#039;ongewenst erfgoed&#039; of &#039;contested heritage&#039; uit vanuit het concept van van bovenaf geplande steden. Geef hierbij voorbeelden uit de koloniale steden-case en de Bloemfontein-case.&lt;br /&gt;
# &amp;quot;Een sterke identiteit leidt tot een sterke conservatie en een efficiënt conserveringsbeleid&amp;quot; (of iets in die aard alleszins). Ben je akkoord met deze stelling en beargumenteer.&lt;br /&gt;
# Is de overdracht voor de volgende generatie geslaagd voor Sagalassos en omgeving? Beargumenteer.&lt;br /&gt;
&lt;br /&gt;
== 2014 ==&lt;br /&gt;
&lt;br /&gt;
# Slide van het besluit linken met voorbeelden uit de cases (empirie met theorie linken).&lt;br /&gt;
# Is de overdracht voor de volgende generatie geslaagd voor&lt;br /&gt;
## Het V&amp;amp;A Waterfront&lt;br /&gt;
## WOI Herinneringspark&lt;br /&gt;
## Sagalassos?&lt;br /&gt;
## Om welk historisch patroon gaat het hier en waarom is de overdracht wel/niet goed geslaagd?&lt;br /&gt;
# Leg het schema van authenticiteit uit en geef voorbeelden gezien in de les.&lt;br /&gt;
# .&lt;br /&gt;
## Hoe komt vervreemding tot stand? Geef voorbeelden.&lt;br /&gt;
## Moet historisch erfgoed altijd bewaard worden? (linken met deel a)&lt;br /&gt;
&lt;br /&gt;
== 2013 ==&lt;br /&gt;
&lt;br /&gt;
# Geef je mening over in welke mate I) omvorming van een historisch patroon tot een recreatieve functie samen gaat met II) conservering van het historisch patroon (materieel en sociaal).&lt;br /&gt;
# De case van de anasazi was bedoeld om materieel, functioneel en contextueel conserveren van erfgoed te duiden. Leg uit hoe deze vormen van authenticiteit aan bod zijn gekomen en pas toe op nog een andere case uit de cursus&lt;br /&gt;
# Kan de site van Sagalassos bijdragena aan de regionale en lokale ontwikkeling van de streek. Argumenteer&lt;br /&gt;
# Gegeven: 2 foto&#039;s: een landhuis in palladiaanse stijl en een informele tuin. Leg de case van de Ierse countryhouses GRONDIG uit, verwijs daarbij naar deze twee algemeen representatieve foto&#039;s.&lt;br /&gt;
&lt;br /&gt;
== 2007 ==&lt;br /&gt;
REEKS 1&lt;br /&gt;
&lt;br /&gt;
# a) Toon aan aan de hand van 2 voorbeelden dat conservering een gevolg kan zijn van identiteit met het erfgoed (of zoiets:)   b) Pas hier de geziene modellen op toe (Kings en 6F&#039;s)&lt;br /&gt;
# a) Pas het idee van machtstructuren en de invloed op het landschap toe op de case van Ierland.   b) geef hier een ander voorbeeld uit de cursus van&lt;br /&gt;
# a) gegeven de afbeeldingen van de façades van de gentse tinnenpotstraat en de gewadestraat en het kaartje met de huurprijzen van het prinsenhof. Leg hiermee de maatschappelijke structuur uit (was pré industrieel).   b) in hoeverre zijn de fysische en sociale structuren van toen hier nu nog aanwezig en interageren ze met elkaar&lt;br /&gt;
# Tabelletje met kaartnamen op de kolomhoofden en verschillende eigenschappen (van wie, jaartal, schaal, kleur/zwart-wit, manuscript/gedrukt, hoe gedrukt) en deze toepassen voor Poppkaart, Kabinetskaart, Carte Marchande, Topografische kaart NGI, Depot de la Guerre, Vandermaelenkaart, Militaire verkenningen,...&lt;br /&gt;
&lt;br /&gt;
REEKS 2&lt;br /&gt;
&lt;br /&gt;
# Kan de textielnijverheid van Gent in de 19e eeuw als erfgoed beschouwd worden ? Hoe zie je de evolutie /voortbestaan van dit ergoed in de toekomst ?&lt;br /&gt;
# De waterfront ontwikkeling van Capetown is geen goed voorbeeld van historisch erfgoed conservering; verklaar.&lt;br /&gt;
# Illustratie v Hamilton, en 2 illustraties uit de reader. Bespreek de figuren&lt;br /&gt;
&lt;br /&gt;
== 2006 ==&lt;br /&gt;
Van Ermen:&lt;br /&gt;
&lt;br /&gt;
* Een vraag over de kaarten (zo in schema al de kaarten zeggen)&lt;br /&gt;
* Bijvraag: je krijgt een ferrariskaart en daar stelt hij dan een vraagje over wat je ziet&lt;br /&gt;
&lt;br /&gt;
Vanneste:&lt;br /&gt;
&lt;br /&gt;
* De waterfrontwikkeling in Zuid- Afrika uitleggen&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
	<entry>
		<id>http://wiki.atlasleuven.be/index.php?title=Regionale_Geologie_I&amp;diff=459</id>
		<title>Regionale Geologie I</title>
		<link rel="alternate" type="text/html" href="http://wiki.atlasleuven.be/index.php?title=Regionale_Geologie_I&amp;diff=459"/>
		<updated>2024-01-23T13:23:48Z</updated>

		<summary type="html">&lt;p&gt;NikkeTamer: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Infobox|data2=Robert Speijer|data3=Hoorcollege|data4=Schriftelijk &amp;lt;br&amp;gt;(met mondelinge toelichting)|data6=3 (voor geografen)&amp;lt;br&amp;gt;5 (voor geologen)|header1=Lessen en examens|header5=Achtergrond|headerstyle=background:lightgrey|label2=Docent|label3=Lesvorm|label4=Examenvorm|label6=Studiepunten|label7=Wanneer?|data7=3e bach, 1e sem|label8=ECTS|data8=[https://onderwijsaanbod.kuleuven.be/syllabi/n/G0S19AN.htm Link (geografen)] &amp;lt;br&amp;gt;&lt;br /&gt;
[https://onderwijsaanbod.kuleuven.be/syllabi/n/G0Z15AN.htm Link (geologen)]|title=Vakinfo}}&lt;br /&gt;
== 2024 ==&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
==== 22 januari ====&lt;br /&gt;
&amp;lt;u&amp;gt;Voormiddag&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# De geologische kaart van België toont de Midi-Eifeloverschuiving. Bespreek de relevantie van deze overschuiving voor de opbouw va nde ondergrond van België, de verbeiding ervan, de vormingsprocessen, timing en wat je verder van belang acht.&lt;br /&gt;
# Bovenstaande figuur toont een reconstructie van de sedimentarire opeenvolging tijdens het Midden- tot Laat-Devoon doorheen het Dinantbekken. Beschrijf de algmene ontwikkeling en de achterliggende processen in dit bekken tijdens het Givetiaan.&lt;br /&gt;
# Gegeven: figuur met riviervorming tijdens Eind-Carboon (die ene van cursus en powerpoint, met een rivierstelsel van aan de zee tot in de bergen met de verschillende facies, in relatie met de Sudetische fase) en een figuur met de Belgische lithostratigrafie van het Carboon a) Waarom worden de etages Namuriaan en Westfaliaan in onze regio nog constant gebruikt? b) Leg uit op welke manier de 2 bovenstaande figuren met elkaar samenhangen en bespreek hoe de linkerfiguur samenhangt met de ontwikkeling van de Variscische orogenese.&lt;br /&gt;
# Bespreek drie verschillende typen van waaardevolle grondstoffen die in Vlaanderen dicht aan het oppervlak komen. Vermeld regio, formatie en toepassingen.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Namiddag&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1. Gegeven: tertiairgeologische kaart Vlaanderen. &lt;br /&gt;
&lt;br /&gt;
a) Waarom liggen de oudste lagen in het Zuiden en Westen de de jongste in het Noorden? &lt;br /&gt;
&lt;br /&gt;
b) Waarom wijkt de fm van Diest af van deze trend? &lt;br /&gt;
&lt;br /&gt;
2. Gegeven: prentje met vergelijking Krijtstratigrafie Monsbekken en land van Herve uit cursus en ppt. &lt;br /&gt;
&lt;br /&gt;
a) Bespreek de Krijtsedimentatie in deze gebieden met nadruk op de gelijkenissen en verschillen &lt;br /&gt;
&lt;br /&gt;
b) Wat kan je op basis hiervan zeggen over het al dan niet verbonden zijn van e twee bekkens in het Krijt? &lt;br /&gt;
&lt;br /&gt;
3. Bespreek het algemeen verloop van de tweede Varische megasequentie, die vooral gereconstrueerd is aan de hand van Ardense ontsluitingen. Vermeld zeker ook tektonische gebeurtenissen enal &lt;br /&gt;
&lt;br /&gt;
4) Wat voor economisch waardevolle grondstoffen zijn er terug te vinden in Wallonië? Geef er vier, met telkens erbij van welke leeftijd het is een, waar het ontgonnen wordt en waarvoor het gebruikt wordt.&lt;br /&gt;
&lt;br /&gt;
==== 12 januari ====&lt;br /&gt;
&lt;br /&gt;
# Verschil tussen felsische magma van o.a. Quenast en mafische magma&#039;s van in de Ardeense Massieven. Leg uit adhv platentektonische context van Laat-Ordovicium en Siluur.&lt;br /&gt;
# Figuur van HB p60. Let uit hoe de dingen die er te zien zijn gevormd zijn. (Het antwoord vervolgt op dat van vraag 1)&lt;br /&gt;
# Doorsnede van Mons bekken met ondergrond en Meso- en Cenozoïsche lagen die in het bekken zijn afgezet. Leg uit wat er te zien en hoe dat alles gevormd is.&lt;br /&gt;
# Tijdens Cenozoïcum heel veel trans- en regressies in Noordzeebekken. Leg uit welke factoren die beïnvloeden en hoe dat gerelateerd is aan het sediment dat er afzet (met voorbeelden)&lt;br /&gt;
&lt;br /&gt;
==== 22 januari ====&lt;br /&gt;
&amp;lt;u&amp;gt;Voormiddag&amp;lt;/u&amp;gt;&lt;br /&gt;
# Midi-Eifel overschuivingsbreuk in België. Welke betekenis heeft dit in de ondergrond van België, hoe is het gevormd, wanneer en andere zaken die je belangrijk vindt.&lt;br /&gt;
# Figuur gegeven van Devoons rif. Leg aan de hand van de figuur rifvorming tijdens het Givetiaan uit.&lt;br /&gt;
# a) Namuriaan en Westfaliaan zijn geen correcte termen in de tijdschaal. Waarom worden deze termen toch veel gebruikt. b) 2 figuren gegeven. 1 met rivieren en moeras(doorheen het carboon), andere met klassificatie steenkool België. Hoe zijn deze figuren aan elkaar verbonden en leg aan de hand van de eerste figuur de Caledonische gebergtevorming hier uit.&lt;br /&gt;
# Vlaanderen heeft in zijn ondiepe ondergrond heel wat grondstoffen zitten. Geef er drie en geef de formatie naam, regio waar het voorkomt en in welke toepassingen het gebruikt wordt.&lt;br /&gt;
&amp;lt;u&amp;gt;Namiddag&amp;lt;/u&amp;gt;&lt;br /&gt;
&lt;br /&gt;
# In Vlaanderen vormen de Tertiaire lagen een speciaal dagzoompatroon: oudere lagen in het zuiden en westen, jongere lagen in het noorden (in bijlage een kaart).&lt;br /&gt;
## Wat is de oorzaak hiervoor ?&lt;br /&gt;
## De Formatie van Diest lijkt dit patroon niet te volgen, hoe komt dit ?&lt;br /&gt;
# Figuur gegeven van het Krijt in Mons Bekken en Land van Herve.&lt;br /&gt;
## Leg de sedimentatiesequentie van het Krijt uit met een focus op de verschillen en gelijkenissen tussen die in het Mons Bekken en het Land van Herve. (4a op de belgische geologische kaart)&lt;br /&gt;
## Wat kun je zeggen over de afwezigheid/aanwezigheid van een mariene verbinding tussen deze twee regio&#039;s ?&lt;br /&gt;
# Beschrijf de volledige sedimentatiegeschiedenis van de 2de variscische megasequentie. Vermeld ook wanneer deze plaatsvond en de regionale tektoniek.&lt;br /&gt;
# Wallonië heeft een groots industieel verleden op basis van hun waardevolle grondstoffen in de ondergrond. Geef 4 zo&#039;n grondstoffen die nu nog steeds gebruikt worden en vermeld het tijdsperk, de regio waar ze voorkomen en in welke toepassingen/industriesectoren ze gebruikt worden.&lt;br /&gt;
&lt;br /&gt;
== 2023 ==&lt;br /&gt;
&lt;br /&gt;
=== Augustus === &lt;br /&gt;
Exact hetzelfde examen als in januari. &lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
#Kaart p 233 gegeven en hierop is de linker riviervallei van het BM in een kader gezet. &lt;br /&gt;
#*Teken een profiel van Z naar N. &lt;br /&gt;
#*Verklaar wat er in het midden en in het zuiden van het kader gebeurd.&lt;br /&gt;
#Vergelijk de afzettingen van het Midden-Devoon tem Midden-Carboon in de Ardennen met de afzettingen van het Cenozoïcum in Vlaanderen. &lt;br /&gt;
#Leg de Caledonische deformatie uit en vergelijk de Ardeense en Brabanse Fase. Wat is (volgens Leuvense studies) het effect van de Asturische Fase van de Variscische orogenese op de gesteenten van het Cambrium? &lt;br /&gt;
#De basis-Perm discordantie (=Saalische discordantie): waar, wanneer, kenmerken, ... Welke gesteenten liggen hierbovenop en wat zijn de kenmerken hiervan?&lt;br /&gt;
&lt;br /&gt;
== 2022 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&#039;&#039;Dit is een reconstructie 1 jaar na het examen dus het is een beetje vaag. Als je dus denkt dat er fouten in de vragen staan, kan dat zeker. De onderwerpen van de vragen gingen ongeveer zo:&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Leg de geschiedenis van het Brabant Massief uit&lt;br /&gt;
# Tekening met Kempisch bekken ook met een vraag over waarom sommige zanden wit zijn en anderen rood&lt;br /&gt;
# Iets van verschillende fasen bespreken&lt;br /&gt;
# Vraag over het plioceen&lt;br /&gt;
&lt;br /&gt;
== 2021 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
==== 14 januari ====&lt;br /&gt;
&lt;br /&gt;
# 4 stenen: Grand Breche, septaria S20, Mergels van gelinden en coticula. Wat is de naam, wat is de ouderdom? Geef argumenten waarom je dit denkt.&lt;br /&gt;
&lt;br /&gt;
Grote vragen:&lt;br /&gt;
&lt;br /&gt;
# Doorsnede gegeven en profiellijn tekenen op kaart van Belgie. Teken de profiellijn op de kaart van België. Geef minstens 4 argumenten waarom je deze profiellijn daar zou plaatsen. (Profiel ging van op het massief van Brabant tot in de RVG)&lt;br /&gt;
# Doorsnede van het Mons-bekken gegeven. Bespreek de subsidentiegeschiedenis van het gebied tijdens het Mesozoïcum en Cenozoïcum.  Was de subsidentie constant in de tijd? Welke zijn de oudste lagen? Welk mechanisme zorgt voor deze subsidentie?&lt;br /&gt;
&lt;br /&gt;
Kleine vragen:&lt;br /&gt;
&lt;br /&gt;
# Geef 4 voorbeelden van Milankovitch cycli en bespreek.&lt;br /&gt;
# Wat betekent L1, L2, Ya, Yb, Yc, Yd? Wat weerspiegelt het, wordt dit vandaag nog gebruikt?&lt;br /&gt;
# De Paleozoische geschiedenis is gekenmerkt door meerdere tektonische fasen, waaronder de Ardeense, Asturische, Brabantse, Bretoense, Saalische, Sudetische fasen (alfabetische volgorde!). A) Rangschik deze fasen volgens de geologische tijdsschaal en B) geef voor iedere tektonische fase een indicatieve tijdsperiode aan. C) Vermeld duidelijk of deze fasen een reflectie zijn van compressie of extensie en tot welke periode van grootschalige gebergtevorming deze toebehoren.&lt;br /&gt;
# Devilium, revinium en salmiaan waren termen die vroegen veel gebruikt werden, leg uit. (ook hoe ze nu heten enzo)&lt;br /&gt;
&lt;br /&gt;
== 2020 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
==== 15 januari ====&lt;br /&gt;
Mondeling&lt;br /&gt;
# 2 stenen: Grand-Brêche breccie (Viseaan) en wit schrijfkrijt (Campaniaan) &amp;lt;i&amp;gt;(2 punten)&amp;lt;/i&amp;gt; &lt;br /&gt;
# Doorsnede. Duid op de kaart aan waar de doorsnede zich bevindt (let op schaal) en geef minstens 4 hoofdargumenten voor je keuze. &amp;lt;i&amp;gt;(4 punten)&amp;lt;/i&amp;gt; &lt;br /&gt;
# Andere doorsnede, deze keer van Turnhout tot Dinant (maar dat is niet gegeven). Geef van alle breuken op de doorsnede de ouderdom en tektonische fase waarin ze ontstaan zijn. Gaat het om extensie of compressie? &amp;lt;i&amp;gt;(3 punten)&amp;lt;/i&amp;gt; &lt;br /&gt;
Schriftelijk&lt;br /&gt;
# De Milankovitch cycli hebben in meerdere Belgische geologische eenheden een rol gespeeld. Geef 4 van die geologische eenheden en situeer ze in de tijd, beschrijf hoe je de cycli kan herkennen in de lithologie. &amp;lt;i&amp;gt;(4? punten)&amp;lt;/i&amp;gt; &lt;br /&gt;
# In de Ardennen Hoge Leisteengordel zijn er fylladen terug te vinden aan het oppervlak. Die zijn gevormd uit klei-rijke sedimenten. Waar en wanneer zijn deze klei-rijke sedimenten afgezet? In welke tektonische omstandigheden zijn de fylladen gevormd? Waarom komen ze juist daar voor? &amp;lt;i&amp;gt;(2 punten)&amp;lt;/i&amp;gt; &lt;br /&gt;
# In welke tektonische eenheid bevinden de intrusieven van Quenast zich en wanneer zijn ze gevormd? Wat kan je afleiden in verband met het paleomagmatisch kader? &amp;lt;i&amp;gt;(1,5 punt)&amp;lt;/i&amp;gt; *# Devillium, Revinium, Salmiaan (gegeven in alfabetische volgorde). Situeer deze groepen in de tijd, geef per groep de belangrijkste lithologieën en verklaar aan de hand daarvan het plaattektonisch kader waarbinnen deze afzettingen zich vormden. &amp;lt;i&amp;gt;(1,5 punt)&amp;lt;/i&amp;gt; &lt;br /&gt;
# L1, L2, Ya, Yb, Yc, ... Wat betekent dit type codering? Wat kan men hieruit afleiden (m.a.w., wat betekenen de nummers en de letters)? Kan deze codering gebruikt worden om te situeren in plaats en tijd? Hoe wordt deze codering in de huidige stratigrafie nog gebruikt? &amp;lt;i&amp;gt;(2 punten)&amp;lt;/i&amp;gt; &lt;br /&gt;
&lt;br /&gt;
== 2019 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&lt;br /&gt;
==== 16 januari ====&lt;br /&gt;
&#039;&#039;Mondeling&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Twee handstukken, een krijt uit het Paleoceen met planten fossielen in en een Laat-Carboon Breccie gesteente&lt;br /&gt;
# Geologisch profiel: teken het profiel op een kaart van België,  geef 4 argumenten.&lt;br /&gt;
# Profiel gegeven met breukstructuren op van het Kempense bekken tot de Condroz. Welke tektonische fases hebben voor welke breuken gezorgd? Welke breuken kwamen tot stand door compressie en welke door rekking.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Schriftelijk&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
# Leg het Eoceen uit. Lithografie en tektonische en paleogeografische events.&lt;br /&gt;
# Quenast en Coticula. Hoe zijn die gevormd en hebben ze een gelijke paleomagnetische betekenis. Teken de platentecktoniek ook.&lt;br /&gt;
# Old red en New red continent uitleggen&lt;br /&gt;
# Conglomeraten van Burnot. Uitleggen en situeren. Wat is de link met de Varisidische megasequenties?&lt;br /&gt;
&lt;br /&gt;
== 2018 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Mondeling&lt;br /&gt;
# 2 stenen: conglomeraat uit het perm van Malmedy, wit zand van Mol uit Plioceen&lt;br /&gt;
# kaart met anomalieën: welke technieken zijn gebruikt en wat wordt hiermee onderzocht. De verschillende anomalieën uitleggen, Midi en Bordière aanduiden en Bordière uitleggen.&lt;br /&gt;
# Kimmerische fase in Europa en België uitleggen &lt;br /&gt;
Schriftelijk&lt;br /&gt;
# Boven Devoon uitleggen &lt;br /&gt;
# Waarom Iguanodons (Krijt dinos) teruggevonden in steenkoollagen&lt;br /&gt;
# Vanaf wanneer worden er continentale gesteenten teruggevonden na de krijtlagen van het Krijt&lt;br /&gt;
# nog eentje maar ben het vergeten :( &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Mondeling&lt;br /&gt;
# Twee handstukken, een van een coticula en een van de Dietse zanden. Hij vraagt over de ouderdom&lt;br /&gt;
# Duid het profiel, dat gegeven is, aan op de kaart van België. Het was een NZ profiel van Boom naar Antwerpen &lt;br /&gt;
#* Geef minstens 4 argumenten waarom je deze hebt gekozen.&lt;br /&gt;
#Variscische Orogenese &lt;br /&gt;
#*Hoe kan men de invloed van de Sudetische, Asturische en Saalische fasen vaststellen in de Kempen.&lt;br /&gt;
#*Beschrijf kort welke tektonische fenomenen plaatsvonden en geef ook duiding over de tijdsperiode.&lt;br /&gt;
#*Welke verband houden deze met de lithologische en paleogeografische veranderingen. &lt;br /&gt;
Schriftelijk&lt;br /&gt;
#Sedimentatiesnelheid &lt;br /&gt;
#*Is de sedimentatiesnelheid in het Onder-Paleozoïcum constant? Schets de curve van sedimentatiesnelheid tegenover tijd.&lt;br /&gt;
#*Leg uit aan de hand van megasequenties hoe de sedimentsnelheid in verband staat met de paleo-oceanografische evolutie.&lt;br /&gt;
#*Welke tektonische fenomenen vonden toen plaats.&lt;br /&gt;
#Invloed van Milankovitch cycli &lt;br /&gt;
#*Geef drie voorbeelden en de lithologische expressie&lt;br /&gt;
#*Geef hun ouderdommen&lt;br /&gt;
#*Wat is de wijze van herkenning en hun vormingsmechanisme&lt;br /&gt;
#Codering van L1, L2, Ya, Yb, Yc, Yd &lt;br /&gt;
#*Waar komt deze codering vandaan&lt;br /&gt;
#*Wat is de betekenis van deze reeks van symbolen&lt;br /&gt;
#*Voldoet een dergelijke codering voor de beschrijving van de lagen en wordt het nog gebruikt?&lt;br /&gt;
#Old en New Red Continents &lt;br /&gt;
#*Wat is de paleogeografische betekenis van de Old en New Red Continents en geef hun tijd.&lt;br /&gt;
#*Op welke wijze komen ze tot expressie in Belgie en naburige landen.&lt;br /&gt;
&lt;br /&gt;
== 2017 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
&#039;&#039;&#039;Reeks 4:&#039;&#039;&#039;  &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;mondeling&#039;&#039; &lt;br /&gt;
#2 stenen beschrijven: &lt;br /&gt;
#* Een rode en groene zandsteen uit het hageland van de formatie van Diest. Ijzerrijke zandsteen en glauconiet zandsteen.&lt;br /&gt;
#* Leisteen&lt;br /&gt;
#Beschrijf de Mesozoïsche en Cenozoïsche subsidentiegeschiedenis van het bekken va Mons aan de hand van een gegeven profiel. Beschrijf dit zo gedetailleerd mogelijk met duidelijke vermelding van A) Ouderdom van de aanwezige sedimenten en welke algemene lithologieën. B) Geologische reden en mechanismen waarom in deze regio subsidentie optreedt. C) Wanneer begon deze subsidentie en eventuele veranderingen van subsidentiesnelheden doorheen de tijd en plaats.&lt;br /&gt;
# Een kaart gegeven van geofysische structuren van België (densiteit en magnetisme): &lt;br /&gt;
#*A) gebruikte geofysische technieken toelichten&lt;br /&gt;
#*B) Bespreek de verschillende anomalieën.&lt;br /&gt;
#*C) Midi breuk aanduiden&lt;br /&gt;
#*D) Betekenis Faille de Bordière &lt;br /&gt;
&#039;&#039;schriftelijk&#039;&#039;&lt;br /&gt;
#Geef de geologische betekenis van de Vlaamse Vallei en waar deze zich situeert. Kan je deze gebeurtenissen in een tijdskader plaatsen en bijhorende paleografische context?&lt;br /&gt;
#Waar komen Pliocene lagen voor en beschrijf bondig de lithologieën. Kan je deze gebeurtenissen in een tijdskader en bijhorende paleogeografische context plaatsen?&lt;br /&gt;
#Perm afzettingen komen voor in het zuidelijk deel van de Noord-Zee. Wat kan je hierover vertellen en wat vertelt hun lithologische samenstelling over het paleo-afzettingsmilieu. Waar komt het Perm voor in België.&lt;br /&gt;
&#039;&#039;&#039;Reeks 3:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;mondeling&#039;&#039; &lt;br /&gt;
#2 stenen beschrijven: 1 was een rode kalksteen van de derde riffase van het Boven Devoon , 2de was schrijfkrijt van Campagniaan met een fossiel erop.&lt;br /&gt;
#Geef de 2 zanden die zijn ingesneden in de onderliggende lagen door geulen, beschrijven deze zanden, waarom het profiel zo is en uit welk tijdperk deze zanden komen.&lt;br /&gt;
#Beschrijf Kimmerische fase, Begin, Midden en Laat, regionaal en in West Europa. &lt;br /&gt;
&#039;&#039;schriftelijk&#039;&#039;&lt;br /&gt;
#Beschrijf Burnot conglomeraten&lt;br /&gt;
#Wordt de volgende codering: Ya, Yb en L1 en L2 nu nog gebruikt? Voor wat staan deze coderingen&lt;br /&gt;
#Beschrijven de lithostratigrafie van het Boven Devoon. &lt;br /&gt;
&#039;&#039;&#039;Reeks 2:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;mondeling&#039;&#039;&lt;br /&gt;
#2 handstukken: Silex uit het Krijt en steenkool&lt;br /&gt;
#Schets en beargumenteer de tektonische evolutie van Meso en Cenozoïsche lagen verklaart in een doorsnede parallel aan de Belgische kust. &lt;br /&gt;
##Is dit vergelijkbaar met de kempen? (hierbij is de doorsnede gegeven)&lt;br /&gt;
# Verduidelijk Comble Nord, Bordière breuk, GMS en Midi Condroz overschuivingsbreuk, beschrijf hierbij de tektonische betekenis. B) Geef of de lagen autochtoon, parautochtoon of allochtoon zijn C)Waar liggen deze in België? Duid aan op een kaart &lt;br /&gt;
&#039;&#039;schriftelijk&#039;&#039;&lt;br /&gt;
#Verklaar de sedimentatie snelheid van het onder paleozoïcum (cambrium tot Siluur) aan de hand van de Mega sequenties en geef het verband met de tektoniek.&lt;br /&gt;
#Old en New Red continent (wat, waar, hoe, wanneer)?&lt;br /&gt;
#Geef het Mioceen in België&lt;br /&gt;
&#039;&#039;&#039;Reeks1:&#039;&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;mondeling&#039;&#039;&lt;br /&gt;
#2 handstukken: septaria en coticula&lt;br /&gt;
#Vraag 2&lt;br /&gt;
##Zijn de Krijt-lagen van het Mons bekken en van het Kempisch bekken vergelijkbaar met elkaar? &lt;br /&gt;
##Bespreek de algemene lithologische gelijkenissen en verschillen tussen beide gebieden&lt;br /&gt;
##welke paleogeografische betekenissen kan je eraan koppelen?&lt;br /&gt;
#Een profiel van Vlaanderen is gegeven (met bij elke laag de tijdsperiode, niet de naam van de laag) &lt;br /&gt;
##waar situeer je deze profiel op de kaart? Het was een oost-west profiel met links de formaties van Kortrijk en Ieper en rechts Quartair. De formaties van de haven van Antwerpen lagen ergens in het midden. &lt;br /&gt;
##geef drie argumenten waarom je dit profiel hier zou leggen &lt;br /&gt;
&#039;&#039;schriftelijk&#039;&#039;&lt;br /&gt;
#figuurtje van de &#039;paleografische reconstructie van de paleosoïsche supercontinentcyclus&#039; was gegeven zonder de tijd eronder, die moest je invullen. Ook sommige de oceanen en continenten benoemen&lt;br /&gt;
#Het verschil uitleggen tussen de Sudetische en de Asterische fase&lt;br /&gt;
#Milankovich cycli: herkenbaar in vele formaties, vaak gezien in de les. &lt;br /&gt;
##Geef drie formaties waarbij dit van toepassing is &lt;br /&gt;
##situeer deze formaties in de tijd en op welke plaats ze voorkomen. &lt;br /&gt;
##Hoe uiten de Milankovich cycli zich telkens in deze lagen en wat kan men daaruit afleiden ivbm het paleoklimaat?&lt;br /&gt;
&lt;br /&gt;
== 2016 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
&#039;&#039;Stassen&#039;&#039; &lt;br /&gt;
#2 handstukken plaatsen in de cursus. Er was één schrijfkrijt en één septaria (1p) &lt;br /&gt;
#Zanden van Diest en Brussel aanduiden op een gegeven profiel. Vervolgens lithologie, voorkomen in België, sedimentaire structuren geven. (3p) &lt;br /&gt;
#Welke invloeden hadden de Kimmerische fasen in België? (3p) &lt;br /&gt;
#Dit was een van de voorbeeldvragen: Zijn de Krijt-lagen van het Mons bekken en van het Kempisch bekken vergelijkbaar met elkaar? B) Bespreek de algemene lithologische gelijkenissen en verschillen tussen beide gebieden en C) welke paleogeografische betekenissen kan je eraan koppelen? (3p) &lt;br /&gt;
&#039;&#039;Swennen&#039;&#039;&lt;br /&gt;
#Waarom is het Carboon zo belangrijk voor energie in België (vroeger, nu en in de toekomst)? Geef ook de exploitatievorm en mogelijke problemen die kunnen optreden. Waar zou je het beste boren om deze lagen te verkennen? (5p)&lt;br /&gt;
#Da figuurtje van de &#039;paleografische reconstructie van de paleosoïsche supercontinentcyclus&#039; was gegeven zonder de tijd eronder, die moest je invullen. Je moest ook de figuur uitleggen, de oceanen en continenten benoemen, kortom de cyclus uitleggen. (5p)&lt;br /&gt;
&lt;br /&gt;
== 2013 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt;  &lt;br /&gt;
&lt;br /&gt;
&#039;&#039;Swennen&#039;&#039; &lt;br /&gt;
#Bespreek de beweging van de continenten in het Paleozoïcum a.d.h.v. een gegeven figuur. Geef er de juiste tijd bij en benoem een aantal continentblokjes en paleo-oceanen.&lt;br /&gt;
#Figuur van zeespiegelfluctuaties in het Devoon gegeven. Bespreek en verklaar de vorm van de kustlijnen.&lt;br /&gt;
#Waarom is het Carboon zo belangrijk voor energie in België (vroeger, nu en in de toekomst)? Geef ook de exploitatievorm en mogelijke problemen die kunnen optreden. &lt;br /&gt;
&#039;&#039;Stassen&#039;&#039; &lt;br /&gt;
&lt;br /&gt;
# Bespreek het ontstaan en de evolutie van het Bekken van Mons in het Meso- en Cenozoïcum a.d.h.v. gegeven figuur. Vermeld de tijdsperiode, lithologieën en mogelijke verschillen in subsidentiesnelheid.&lt;br /&gt;
# Welke 2 geologische eenheden in België worden onderzocht voor berging van radioactief afval? Geef hun tijdsperiode en spreiding in België. &lt;br /&gt;
# Juist of fout en beargumenteer. Subsidentie van de Rijnslenk versnelt vanaf het Oligoceen.&lt;br /&gt;
#Juist of fout en beargumenteer. Het cuestalandschap in Lotharingen is gevormd in de lagen van het Krijt.&lt;br /&gt;
&lt;br /&gt;
== 2012 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt; &lt;br /&gt;
#Stel je voor dat je gevraagd wordt door een buitenlands bedrijf dat ertsen opspoort om uit te leggen hoe de geologie van het &#039;brabant massief&#039; in elkaar steekt; kan je een bondige en schematische &#039;geologische geschiedenis&#039; van deze geologische eenheid neerschrijven voor de exploratiemanager van dat bedrijf (die dus dat massief alleen zeer oppervlakkig kent)? illustreer in je rapport met de nodige schetsen (princiepsschetsen zijn belangrijker in deze fase dan nauwkeurige profielen of kaarten ...). zorg ervoor dat je aandacht besteedt aan alle componenten van de geologie, , namelijk sedimentatie, diagenese &amp;amp; metamorfisme, tektoniek (horizontaal en verticaal), magmatisme, erosie, ... &lt;br /&gt;
#wanneer en hoe ontstond de nederrijn slenk? Zijn er sporen van deze tektonische eenheid te vinden in het paleozoïcum? &lt;br /&gt;
#hoe vergelijkbaar zijn de krijtlagen van het mons bekken, van de kust en van de kempen met elkaar? &lt;br /&gt;
#was er enige economische motivatie om diepe verkenningsboringen uit te voeren in de condroz (Havelange) en noord frankrijk (Epinoy) ? leg je antwoord uit met enkele schetsen van de geologische opbouw van het gebied. kan je uitleggen welke nieuwe informatie de boring van havelange opleverde? &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt; &lt;br /&gt;
#Hoe kan men de invloed van de Sudetische en Saalische fasen van de Variscische orogenese vaststellen in de Kempen? &lt;br /&gt;
#Wat zijn de belangrijkste geologische fenomenen voor ons land geweest in de Jura-tijd? &lt;br /&gt;
#Zou je een paleogeografische schets van het zuidelijk Noordzeegebied kunnen geven bij de overganstijd van het Ypresiaan naar het Lutetiaan? Uiteraard moet je alles op je schets kunnen argumenteren. &lt;br /&gt;
#Kan je aangeven, liefst ook met enkele schetsen, wat de paleotektonische betekenis is van de magmatische gesteenten die voorkomen in de overgangstijd van Orovicium naar Siluur? &lt;br /&gt;
&lt;br /&gt;
== 2010 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
#Schets de evolutie van de paleogeografie van ons gebied tussen de Pyreneese en de Savische tektonische pulsen. &lt;br /&gt;
#Kan je de verschillende fasen van tektonische activiteit aangeven die het gebied van de huidige Neder Rijn (o.a. Roer Valley Graben...) heeft gekend in het Phanerozoïcum? &lt;br /&gt;
#Leg eens uit aan de hand van goed gekozen schetsen waarom de &#039;Syncline van Namen&#039; geen goede term is en hoe we doe structuur dan wel moeten begrijpen. &lt;br /&gt;
#Is de sedimentatiesnelheid tijdens het Onder Paleozoïcum (Cambrium, Ordovicium, Siluur) constant geweest? Leg uit hoe het verloop van die sedimentatiesnelheid in verband staat met de tektonische evolutie van die tijd. &lt;br /&gt;
&lt;br /&gt;
== 2009 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt; &lt;br /&gt;
#Stel je voor dat je gevraagd wordt door buitenlands bedrijf geologie van Brabant Massief uit te leggen. Bondige en schematische samenvatting van de geschiedenis met nodige principeschetsen geven (maar wel geen enkele stap vergeten!). En aandacht besteden aan alle componenten van de geologie zoals sedimentatie, diagenese &amp;amp; metamorfisme, tektoniek, magmatisme, erosie, ...&lt;br /&gt;
#Wanneer en hoe ontstond de Nederrijn slenk ? Zijn er sporen van deze tektonische eenheid te vinden in het Paleozoïcum (ge moet 3 voorlopers geven...) &lt;br /&gt;
#Hoe vergelijkbaar zijn de Krijtlagen van het Mons bekken, van de kust en van de Kempen met elkaar? &lt;br /&gt;
#Was er enige economische motivatie om diepe verkenningsboringen uit te voeren in de Condroz(Havelange) en noord-frankrijk(epinoy)? Leg uit aan de hand van schetsen van de geologische opbouw van het gebied... Leg ook uit welke nieuwe informatie de boring van Havelange opleverde. (men veronderstelde vooraf twee hypothese en ge moet dan zeggen welke als oplossing naar voren kwam uit interpretatie van boring..) &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt; &lt;br /&gt;
#Schets evolutie van de Schelde en leg verder uit... &lt;br /&gt;
#Beschrijf afzettingsmilieu van Diestiaan zanden. Wrm geven ze aanleiding tot specifieke landschap? &lt;br /&gt;
#Wat is de rol van de doorlatendheid van de gesteentes bij de excursies naar de prebarrages/stuwdam bij Samber/Maas. Toon opbouw van dam aan... &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 3&amp;lt;/b&amp;gt; &lt;br /&gt;
#Hoe zou je op een schematische manier de tektoniek van Henegouwen en Noord-Frankrijk voorstellen? &lt;br /&gt;
#Welke zijn de grote lijnen van de Onder Carboon paleogeografische ontwikkeling in onze gebieden? &lt;br /&gt;
#Leg de belangrijkste geologische fenomenen it die zich in de Perm tijd in onze gebieden voordeden en plaats ze in de contect van de Europese Perm geschiedenis. &lt;br /&gt;
#Welke zijn de belangrijkste kenmerken van de Zanden van Brussel en welke paleogeografische betekenis kan je eraan koppelen? &lt;br /&gt;
&lt;br /&gt;
== 2008 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt; &lt;br /&gt;
#Hoe verklaar je de grote porositeit in de Dinantiaan gesteenten van de Kempen? &lt;br /&gt;
#Maak een EIGEN vereenvoudigde (=enkel hoofdlijnen) geologische kaart van het steenkoolbekken van Luik, het land van Herve, het synclinorium van Verviers, het venster van Theux en het oostelijk gelegen Onder Devoon van de Ardennen (oa St Vith) en maak een eigen profiel erdoor, waarmee je kan uitleggen wat de geologische structuur is van dat gebied. &lt;br /&gt;
#Waar komt de codering als Ya, Yb, Yc, Yd, .. vandaan? Voldoet een dergelijke codering voor de beschrijving van de lagen? Hoe heeft men de kartering van deze lagen aangepakt op de nieuwe 1:50.000 kaarten? &lt;br /&gt;
#Was de tektonische rol van het Brabant Massief beperkt tijdens het Krijt? Argumenteer je antwoord &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt; &lt;br /&gt;
#Hoe verklaar je de verschillen in a) de Dinantiaan fauna van de Kempen en de Condroz? b) de Dinantiaan en Namuriaan lithologie in Kempen en Condroz Is er een relatie tussen beide fenomenen? &lt;br /&gt;
#Maak een EIGEN vereenvoudigde (=enkel hoofdlijnen) geologische kaart, met de nodige schematische profielen, van het steenkoolbekken van Noord-Frankrijk, Henegouwen en Namen waarmee je kan uitleggen wat de structurele ontwikkeling is van dat gebied. &lt;br /&gt;
#Op de oude 1:40000 geologische kaarten wordt een cyclus Landenien met codes L1 en L2 gebruikt. Deze lagen hebben een andere benaming gekregen op de recente 1:50000 kaarten. Weet je welke? Zou je een paleogeografische-sedimentologische historiek kunnen schetsen van ons gebied in deze tijd? &lt;br /&gt;
#Welke was de tektonische rol van het BM tijdens de Jura tijd? Argumenteer telkens wat je antwoordt. &lt;br /&gt;
&lt;br /&gt;
== 2007 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari === &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt; &lt;br /&gt;
#De zanden van Brussel hebben een beperkte geografische verspreiding. Bespreek eens hoe dat komt en zijn er dan lateraal tijdsequivalente afzettingen van deze zanden. &lt;br /&gt;
#Op de citadel te Namen konden we de Boven Carboon gesteenten observere, dicht tegen de rand van het BM. Welke elementen kunnen ons informeren over de vroegere maximale begravingsdiepte van deze gesteenten? welke was dat bedrag ongeveer? Wanneer werd het bereikt? Wanneer zijn deze gesteente terug aan de oppervlakte gekomen? Argumenteer telkens Uw antwoorden &lt;br /&gt;
#Bespreek de randvoorwaarden (de beschikbare gegevens, argumenten) om de plooiing van, en de metamorfisme in, het BM in de tijd te situeren. &lt;br /&gt;
#Welke zijn de belangrijke fasen in de geschiedenis van het breuksysteem van de westrand van de Roermond slenk die het noordoosten van ons land doortrekken? &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt;&lt;br /&gt;
#evolutie van het Brabant Massief geven&lt;br /&gt;
#Nederrijnslenk en zijn voorlopers geven&lt;br /&gt;
#vergelijk het krijt in mons, aan de kust, en in de kempen&lt;br /&gt;
#tektoniek in het tertiair&lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 3&amp;lt;/b&amp;gt; &lt;br /&gt;
#Kan je een schets maken van de paleogeografie van ons gebied tijdens het Siluur. Voor ieder paleogeografisch element dat je tekent verwijs je met een pijl naar een bondige argumentatie om dat element weer te geven. Suggestie: denk eerst na wat je weet van het Siluur, maak een lijst, en maak dan een compositieschets waarop al die paleogeografische elementen opstaan. &lt;br /&gt;
#Wat maakt dat de ondergrond van de Kempen blijkbaar geschikt is voor het aanleggen van een ondergrondse gasopslag en voor doubletgeothermische systemen ? En waarom in de Kempen geen grote gasvelden zoals in Nederland ? &lt;br /&gt;
#Zou je een geologische historiek van de Jura tijd kunnen schrijven voor ons land (dat is niet gans West-Europa) ? (dwz een chronologische volgorde van alle belangrijke &#039;geologische events, processen&#039; tijdens de Jura.) &lt;br /&gt;
#Zou je de verschillende stappen in de ontwikkeling van het Schelde riviersysteem kunnen opgeven, startend vanaf de eerste ontwikkeling van het rivierstelsel ? &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 4&amp;lt;/b&amp;gt; &lt;br /&gt;
#Stel je voor dat je gevraagd wordt voor een mineralen-exploratiebedrijf om een historiek van de geologische evolutie van het Brabant Massief te stellen: beschrijf eens de belangrijke fasen in de vorming, evolutie,... ervan. &lt;br /&gt;
#Hoe ver in het verleden kan je teruggaan om sporen, voorlopers, indicaties ... te vinden van de later Nederrijn slenk? Geef eens de grote evolutiestappen van deze slenk tot in het Quartair. &lt;br /&gt;
#Zijn de Krijtlagen van het Mons bekken, van de kust en de Kempen met elkaar te vergelijken? &lt;br /&gt;
#Zijn er in de Tertaire geschiedenis van ons land sporen van tektonische activiteit te vinden? Leg uit.&lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 5&amp;lt;/b&amp;gt; &lt;br /&gt;
#Kan je aantonen aan de hand van stratigrafische begrippen zoals &#039;Paniseliaan&#039; en &#039;Yc&#039; dat de stratigrafische methodologie verandert in de tijd, met een beter inzicht als gevolg. &lt;br /&gt;
#Kan je de geologische evolutie van ons land schetsen tijdens de Jura tijd? Liefst met enkele goede kaartschetsen met paleogeografische en structurele informatie op. &lt;br /&gt;
#Kan je de ontstaanswijze schetsen ( maak enkele goede figuren) van het venster van Theux, als structurele eenheid, in relatie met het Massief van Stavelot, het Massief van de Vesder, het synclinorium van Dinant en het massief van Jalhay.&lt;br /&gt;
#Welke argumenten, gegevens ... uit de Caledonische geschiedenis van ons land kunnen gebruikt worden om te suggereren dat Oost-Avalonië wellicht nog uit kleinere onafhankelijke terranes bestond? &lt;br /&gt;
&lt;br /&gt;
== 2006 ==&lt;br /&gt;
&lt;br /&gt;
=== Januari ===&lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt; &lt;br /&gt;
#Maak een paleogeografische schets van hoe ons land er ongeveer moet uitgezien hebben bij het begin van het Siluur. Geef voor de verschillende elementen die je op je figuur aanbrengt ook de argumentatie (algemeen + specifiek uit de geologie van ons land). &lt;br /&gt;
#Kan je de historiek van het breuksysteem van de westrand van de Roermandslenk in het noordoosten van ons land eens opschrijven van zover je kan terug in de tijd tot nu? Met telkens de argumentatie zoals je die uit de geologische opbouw van ons land kunt afleiden. &lt;br /&gt;
#Wanneer ontstonden de breuken in het steenkoolterrein van de Kempen? Argumenten geven. &lt;br /&gt;
#Leg met enkele schematische profielen en kaarten (eigen tekeningen) uit wat het ‘Venster van Theux’ is. &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt; &lt;br /&gt;
#hoe vergelijk je de geologie van Nederland met deze van ons land om uit te leggen dat Nederland grote gasvelden heeft in zijn ondergrond en België niet &lt;br /&gt;
#kan je iets gelijkaardigs doen om uit te leggen dat zowel de zuidelijke Noordzee als de meer Centrale Noordzee olievelden heeft en ons land niet? &lt;br /&gt;
#hoe verklaar je de vorming van het Brabant Massief in een plaattektonisch kader? Gebruik enkele schema&#039;s en geef er telkens de argumenten bij uit de geologie van ons eigen gebied. #Wat gebeurde er in de stratigrafie van het Cenozoïcum met het Paniseliaan, een eenheid die nu niet meer in de stratigrafische tabellen staat? leg dat eens uit. &lt;br /&gt;
#wanneer zijn de grote lijnen van ons rivierenstelsel zoals we dat nu kennen kunnen ontstaan? &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 3&amp;lt;/b&amp;gt; &lt;br /&gt;
#hebben tertiaire lagen een subhorizontaal vlak als afzetting bovenaan en onderaan? &lt;br /&gt;
#kan je een opeenvolgende paleogeografische evolutie schetsen die de geometrie van de mesozoische lagen verklaart in een doorsnede ongeveer parallel aan de belgische kust?(ergens in hfdst 9, een fig+uitleg op slides en cursustekst) &lt;br /&gt;
#hoe verklaar je de grote porositeit in de dinatiaangesteenten van de Kempen?(das met die karstlagen, Hfst4 Onder Carboon) &lt;br /&gt;
#Maak een vereenvoudigde (=enkel hoofdlijnen) geologische kaart van het steenkoolbekken van luik, het land van herve, synclinorium van verviers, het venster van theux, en het oostelijk gelegen onder devoon van de ardennen(oa St Vith) en een eigen profiel erdoor, waarmee je kan uitleggen wat de geologische structuur is van dat gebied (das het derde profiel van variscische+ da van stavelot(met die synclibnes zo) + da van het onderdevoon) &lt;br /&gt;
==Juni== &lt;br /&gt;
===Juni 2013=== &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt; &lt;br /&gt;
&lt;br /&gt;
# Hoe kan je de ouderdom van de verkarsting in de Fondry des Chiens bepalen. Hier moet ge dus wel uw verhaal over die zanden doen (Opheffing Ardennen in Oligoceen blablabla onverzadigde watertafel leidt tot grondwaterstromingen in Oligocene zanden die recent zijn afgezet -&amp;gt; zure grondwaterstromingen -&amp;gt; karst), maar het belangrijkst is de bepaling van de ouderdom, hoe doen ze dat (blijkbaar door die zanden te vergelijken met andere) en hoe kunt ge weten dat die verkarsting is gestopt in midden-Mioceen (Miocene venen bovenop oligocene zanden in karstholtes-&amp;gt; karst moet dus al gestopt zijn) &lt;br /&gt;
# Bespreek de soorten riffen die we op de verschillende excursies gezien hebben. 3. Wat is het belang van de discontinuïteitsvlakken in het gesteente bij de plaatsing van een stuwdam. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
#Aan de hand van de ontsluitingen die we gezien hebben aantonen dat de syncline/synclinorium van Namen geen goede naam is. &lt;br /&gt;
#Het afzettingsmilieu van de kleien in de groeve van Hautrage bespreken. &lt;br /&gt;
#Wat is de oorsprong van de rode lagen die we gezien hebben in Huy en Tailfer? Wat is er speciaal aan? &lt;br /&gt;
#Een profiel maken van de verschillende stops in Fond de Quareux &lt;br /&gt;
=== Juni 2011 === &lt;br /&gt;
#Toon aan de hand van profielen de verschillen in de geologie ten noorden van de Midi-overschuiving voor Namen en Huy. &lt;br /&gt;
#*Het komt er hier dus op neer da ge een profiel moet tekenen voor Huy, Namen en Dave. Heel belangrijk is dus da ge hier op de 2 flanken van het Namen synclinorium zit. Zegt best ook da het geen echt syncliorium is maar da ge hier me het GMS zit. &lt;br /&gt;
#Verklaar adv een profiel waarom er ten noorden van Visé Mesozoische lagen aan het opp. komen en ten zuiden Paleozoische lagen. &lt;br /&gt;
#*Hier moet ge dus sedimentatie aan de rand van het BM vermelden, de verkarste Frasniaanlagen waar dan Viséaan is tussen gesedimenteerd, Variscische deformatie en het krijt da eerst overal lag maar daarna geërodeerd bij de opheffing van de ardennen. Het is bewaard gebleven ten noorden van Visé door de zakking van de RVG. &lt;br /&gt;
#Geef enkele relevante kenmerken van het Quarreux coglomeraat en leid hier de geologie van dit conglomeraat af. &lt;br /&gt;
#*Het Quareux conglomeraat zijn we tegengekomen bij de excursie naar het massief van Stavelot. Da was dieje conglomeraatmuur waar ge iets verder aan den overkant van een rivierke de zwarte fylladen van RV 5 had. Me geologie wordt hier dus eigenlijk het faciës bedoeld. over tektoniek moet ge hier (gelukkig) niets zeggen. Het co,nglomeraat is grof, ongesorteerd en dus niet ver getransporteerd. Aangezien het niet overal even dik is, was er een klifkust, een paleoreliëf. Aangezien de keien dooraderd zijn was de rotskust een klifkust bestaande uit harde en reeds getektoniseerde Caledonische gesteenten. &lt;br /&gt;
#Omda we tijdens de excursies profieltjes moesten maken, is er ook hier een vraag over gekomen. Deze stond echter niet op de papieren. Wat is het verschil of de gelijkenis tussen de noordrand van het Stavelotmassief en de noordrand van het Rocroimassief? &lt;br /&gt;
#*Het was een gelijkenis, namelijk, bij beiden hebt ge stoelplooien. De massieven zijn naar voor gedrukt door de Varisciden en ook omhoog geheven. In het profiel van Eupen is dit te zien door een rechtopstaande conglomeraatbank. Later komen we deze al liggend tegen. Ook de jongere lagen zullen afwisselend rechtopstaand en plat voorkomen. &lt;br /&gt;
=== Juni 2010 === &lt;br /&gt;
#Beschrijf de elementen waaruit je het afzettingsmilieu kon afleiden bij volgende stops : Hautrange en Bierbeek &lt;br /&gt;
#geef belangrijke geologische elementen voor het plaatsen van de dam in ( ben de naam kwijt). Zie voorlaatste excursie laatste stop (met kalkstenen en schiefers) &lt;br /&gt;
#Samson vallei ... Plaats in de geologische context van ons land (vooral waarom gebroken en niet geplooid) &lt;br /&gt;
=== Juni 2008 === &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 1&amp;lt;/b&amp;gt; &lt;br /&gt;
#Hoe wijzigen rivieren hun werking onder invloed van klimaatsvariaties tijdens het Quartair? Kan je hier voorbeelden van geven? &lt;br /&gt;
#Bespreek het afzettingsmilieu in het Weald facies in Hautrage (excursie 6 dus) in het kader van de lokale geologie en de regionale geologie. Met andere woorden: waarom rijden we naar daar en kunnen we niet dichter bij op excursie gaan? &lt;br /&gt;
#Groeve van de Zanden van Egem. Bespreek de paleogeografie van het onder Eoceen tot het midden Eoceen in functie van deze excursie. &lt;br /&gt;
#Als het werkje goed is, overloopt hij gewoon kleine stuff die ge geschreven hebt in uw werkje en geeft hij kleine tips enzo. Als uw werkje een flater bevat, vraagt hij hoe ge daar aan komt etc en moet ge da uitleggen. &lt;br /&gt;
#Er was ook een quotering op 2 dingen die je op excursie zelf moest doen, maar daar vroeg hij niets over, hij overliep het gewoon met je. Een uitgebreide litholog maken (des te uitgebreider en des te ordelijker (hmm Joris ) des te beter) en een breukstructuur interpreteren. &lt;br /&gt;
&amp;lt;b&amp;gt;Reeks 2&amp;lt;/b&amp;gt; &lt;br /&gt;
#Schets de West-Europese paleogeografische context van de kleiafzettingen die in de groeve te Hautrage werden gezien. &lt;br /&gt;
#Kan je de geologie van de omgeving van Hoei (Huy) verklaren met de concepten van de geologische opbouw van Henegouwen sensu Delmer? &lt;br /&gt;
#Kan je uitleggen wat de Vlaamse Vallei is? &lt;br /&gt;
#Wat is het verschil tussen basisveen en Hollands veen? &lt;br /&gt;
=== Juni 2005 === &lt;br /&gt;
#Hoe vergelijk je de geologie van Nederland met die van ons land om uit te leggen dat Nederland grote gasvelden heeft en België niet? &lt;br /&gt;
#Kan je iets gelijkaardigs doen om uit te leggen dat zowel de zuidelijke Noordzee als de meer Centrale Noordzee olievelden heeft en ons land niet? &lt;br /&gt;
#Hoe verklaar je de vorming van het Brabant Massief in een plaattektonisch kader? &lt;br /&gt;
#Wat gebeurde er in de stratigrafie van het Cenozoïcum met een eenheid zoals het &#039;Paniseliaan&#039; (die nu niet meer in de stratigrafische tabellen staat)? &lt;br /&gt;
#Wanneer ontstonden de grote lijnen van ons rivierenstelsel zoals we dat nu kennen? ( en da gaat blijkbaar over meer dan&#039;t quartair) &lt;br /&gt;
===Juni 2004=== &lt;br /&gt;
#Op de citadel te Namen konden we de Boven Carboon gesteenten observeren, dicht tegen de rand van het Brabant Massief. Er zijn ook meerdere profielen besproken doorheen de lagen van de citadel te Namen. Welke elementen kunnen ons informeren over de vroegere maximale begravingsdiepte van deze gesteenten? Welke was dat bedrag ongeveer? Wanneer werd het bereikt? Wanneer zijn deze gesteenten dan aan de oppervlakte gekomen zoals we ze nu zien? Argumenteer telkens Uw antwoorden. &lt;br /&gt;
#Maak een paleogeografische schets van hoe ons land er ongeveer moet uitgezien hebben bij het begin van het Siluur. Geef voor de verschillende elementen die je op de schets aanbrengt de argumentatie. Hoe kadert die schets in het grotere plaattektonische beeld van die tijd? Suggestie: maak 2 schetsen, een detail voor ons land, een globaler voor de plaattektonische situatie &lt;br /&gt;
#Welke zijn de belangrijke fasen in de geschiedenis van het breuksysteem van de westrand van de Roermand slenk dat het noordoosten van ons land doortrekt? Schets dus de historiek vanaf het ontstaan tot nu van de slenk &lt;br /&gt;
#Indien je de lagenopbouw uit het kustprofiel (Cenozoïcum, Mesozoïcum tot op de Caledonische sokkel)analyseert dan moet daaruit noodzakelijkerwijze tot herhaalde en differentiële vertikale bewegingen besloten worden. Kan je die vertikale tektonische historiek voor het Mesozoïcum en het Cenozoïcum reconstrueren (en argumenteren)? &lt;br /&gt;
=== Juni 2002 === &lt;br /&gt;
#Paleogeografische en paleotektonische situatie van Cambrium (alles wat ge maar kunt verzinnen) &lt;br /&gt;
#Paleotektonische betekenis van het porfier van Quenast &lt;br /&gt;
#Bespreek Carboon (min5/max10 N-S profielen), wederom alles wat ge daarover kunt verzinnen &lt;br /&gt;
#Geef de elkaar in de tijd opeenvolgende stappen (Sedimentatie/Begin Deformatie/Eind Deformatie/...) van het Stavelot Massief- Venster van Theux - Synclinorium van Verviers (is blijkbaar figuur overtekenen uit boek; deze met de doorgeschoven anticline?) &lt;br /&gt;
== Augustus == &lt;br /&gt;
=== Augustus 2005 === &lt;br /&gt;
#Roerdalslenk: schets de belangrijke evolutiestappen met als tip dat ge de voorlopers ni moogt vergeten (gaat ver terug) &lt;br /&gt;
#Paleogeografische context van Onder en Boven Carboon met elkaar vergelijken (met spreiding en faciessen). Hij houdt zeer veel van zelf getekende kaartjes! (al tekent ge ze stiekem over uit de cursus) &lt;br /&gt;
=== Augustus 2004 === &lt;br /&gt;
#Paleogeografischebetekenis van de conglomeraten van Burnot. &lt;br /&gt;
#Welke argumenten zijn er om op het einde van het Ordovicium een plooing van de Ardeense massieven te veronderstellen? &lt;br /&gt;
#Met de kennis van de Perm afzettingen in ons land en deze van onze buurlanden schets de paleogeografische situatie van ons land en onze buurlanden. &lt;br /&gt;
#Zijn in de geologische opbouw van ons land sporen terug te vinden van de cimmerische opheffingen. &lt;br /&gt;
#Kan je de belangrijkste Pliocene en Pleistocene geologische fenomenen of lagen in ons land opsommen en ze in een tijdskader en in hun paleogeografische context plaatsen?&lt;/div&gt;</summary>
		<author><name>NikkeTamer</name></author>
	</entry>
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