BBE 3043 -- New Course

Mon Sep 21 11:28:47 2009

Approvals Received:
Department
on 09-18-09
by Susan O'Brien
(olsen005@umn.edu)
Approvals Pending: College/Dean  > Catalog > CCE Catalog
Effective Status: Active
Effective Term: 1103 - Spring 2010
Course: BBE 3043
Institution:
Campus:
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - Institute of Technology
Department: 11032 - Bioproducts & Biosyst Engineer
General
Course Title Short: Biological/Environment Thermo
Course Title Long: Biological & Environmental Thermodynamics
Max-Min Credits
for Course:
3.0 to 3.0 credit(s)
Catalog
Description:
This course applies the laws of thermodynamics to understand energy, environmental and biological sciences. The first law and the second law of thermodynamics are used in representing phase change, biochemical reactions, metabolic cycles and photosynthesis.
Print in Catalog?: Yes
CCE Catalog
Description:
This course applies the laws of thermodynamics to understand energy, environmental and biological sciences. The first law and the second law of thermodynamics are used in representing phase change, biochemical reactions, metabolic cycles and photosynthesis.
Grading Basis: A-F or Aud
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Instructor
Contact Hours:
3.0 hours per week
Years most
frequently offered:
Every academic year
Term(s) most
frequently offered:
Spring
Component 1: LEC (with final exam)
Auto-Enroll
Course:
No
Graded
Component:
LEC
Academic
Progress Units:
Not allowed to bypass limits.
3.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
3.0 credit(s)
Repetition of
Course:
Repetition not allowed.
Course
Prerequisites
for Catalog:
Math 1272 or 1273; Phys 1301, 1302, Chem 1021, Biol 1009
Course
Equivalency:
No course equivalencies
Consent
Requirement:
No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)
No prerequisites
Editor Comments: New course proposal
Proposal Changes: <no text provided>
History Information: <no text provided>
Faculty
Sponsor Name:
Bruce Wilson
Faculty
Sponsor E-mail Address:
wilson@umnm.edu
Liberal Education
Requirement
this course fulfills:
None
Other requirement
this course fulfills:
None
Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

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Criteria for
Theme Courses:
Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.


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Writing Intensive
Propose this course
as Writing Intensive
curriculum:
No
Question 1: What types of writing (e.g., reading essay, formal lab reports, journaling) are likely to be assigned? Include the page total for each writing assignment. Indicate which assignment(s) students will be required to revise and resubmit after feedback by the instructor or the graduate TA.

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Question 2: How does assigning a significant amount of writing serve the purpose of this course?

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Question 3: What types of instruction will students receive on the writing aspect of the assignments?

<no text provided>
Question 4: How will the students' grades depend on their writing performance? What percentage of the overall grade will be dependent on the quality and level of the students' writing compared with the course content?

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Question 5: If graduate students or peer tutors will be assisting in this course, what role will they play in regard to teaching writing?

<no text provided>
Question 6: How will the assistants be trained and supervised?

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Question 7: Write up a sample assignment handout here for a paper that students will revise and resubmit after receiving feedback on the initial draft.

<no text provided>
Course Syllabus
Course Syllabus: For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide a syllabus that includes the following information: course goals and description; format;structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated. The University "Syllabi Policy" can be found here

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester.

(Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.)


BBE 3043 BIOLOGICAL AND ENVIRONMENTAL THERMODYNAMICS


Instructors:  Bruce Wilson

Credits:        3.0 (3 lectures per week)

Course Description: The aim of this course is to apply the laws of thermodynamics to the study of energy transformation in biological and environmental sciences.

Audience: This course is for sophomores/juniors in engineering disciplines (IT students).

Pre Requisites: Math 1272 or 1273; Phys 1301, 1302, Chem 1021, Biol 1009

Outcomes:

1.         To be able to formulate the First Law and to define heat, work, thermal efficiency and differentiate between various forms of energy.
2.         To be able identify and describe energy exchange processes in biological and environmental systems.
3.         To be able to explain the concepts of path dependence/independence and reversibility/irreversibility of various thermodynamic processes, to represent these in terms of changes in thermodynamic state, and to cite examples of how these would impact the performance of various systems.

Recommended Text:

Haynie, D. T. 2001  Biological Thermodynamics. Oxford University Press, New York.

Reference Text (suggested reading)

Nelson, P. 2008.  Biological Physics: Energy, Information and Life. W.H. Freeman and Company, New York.

Atkins, P. and J. de Paula.  2006.  Physical Chemistry of the Life Sciences. W.H. Freeman and Company, New York.

Hammes G.G.  2000. Thermodynamics and Kinetics for the Biological Sciences.  John Wiley and Sons, Inc., New York.

Bohren, C.F. and B.A. Albrecht.  1998. Atmospheric Thermodynamics.  Oxford University Press, New York.




Course Outline

1.         Introduction (1 week): Scope of Thermodynamics, units and dimensions, concepts force, temperature, heat, pressure, work and energy.

2.         First Law and Basic Concepts (3 weeks):  Thermodynamic state and state functions, concepts of internal energy, enthalpy, heat capacity, formulation of first law, steady-state processes, constant volume and constant pressure processes, reversible processes, energy conservation in living organisms.

3.         Properties of Fluids (2 week): Ideal gas laws, equations of state, atmospheric pressure, specific heats and enthalpy, generalized correlations for gases and liquids.

4.         Second law of Thermodynamics (3 weeks): Concepts of entropy and heat engines, formulation of the second law, isothermal and adiabatic systems, statistical thermodynamics, third law, Gibbs energy.

5.         Gibbs Free Energy - Theory (3 weeks): Equilibrium, phase transitions, chemical potential, equilibrium constants, solute effect on phase changes, role of temperature

6.         Gibbs Free Energy - Application (3 weeks): Photosynthesis, lapse rate and cloud formation, osmosis, polymerase chain reaction, protein solubility.

Some Examples in the Environmental area include:
-        Definitions of vapor pressure, relative humidity, absolute humidity, dew point temperature, wet-bulb temperature and virtual temperature
-        Application of Clausius-Clapeyron equation in phase change
-        Cloud formation
-        Chemical equilibrium applications to various environmental systems

Some Examples in the Biological area include:
-        Applications of Thermodynamics to biochemcial reactions, metabolic cycles, direct synthesis of ATP, protein structure will be emphasized.
-        Applications of Gibbs Free Energy to osmosis, dialysis, enzyme-substrate interaction etc.