BBE 4012 -- New Course

Mon Dec 6 12:25:59 2010

Approvals Received:
Department
on 12-03-10
by Susan O'Brien
(olsen005@umn.edu)
Approvals Pending: College/Dean  > Catalog
Effective Status: Active
Effective Term: 1119 - Fall 2011
Course: BBE 4012
Institution:
Campus:		 UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11032 - Bioproducts & Biosyst Engineer
General
Course Title Short: Trans in Biological Process I
Course Title Long: Transport in Biological Processes I
Max-Min Credits
for Course:		 4.0 to 4.0 credit(s)
Catalog
Description:		 An introductory course in fluid mechanics. Fluid statics and kinematics. Differential and finite control volume analysis with continuity, momentum, and energy equations. Bernoulli and Euler Equation. Dimensional analysis. Potential flow. Non-Newtonian Fluids.
Print in Catalog?: Yes
CCE Catalog
Description:		 <no text provided>
Grading Basis: A-F or Aud
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Instructor
Contact Hours:		 4.0 hours per week
Years most
frequently offered:		 Every academic year
Term(s) most
frequently offered:		 Fall
Component 1: LEC (with final exam)
Component 2: LAB (no final exam)
Auto-Enroll
Course:		 Yes
Graded
Component:		 LAB
Academic
Progress Units:		 Not allowed to bypass limits.
4.0 credit(s)
Financial Aid
Progress Units:		 Not allowed to bypass limits.
4.0 credit(s)
Repetition of
Course:		 Repetition not allowed.
Course
Prerequisites
for Catalog:		 (MATH 2243 or 2373), (MATH 2263 or 2374), BBE 3001, PHYS 1302W
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 Changes: New Course
History Information: <no text provided>
Faculty
Sponsor Name:		 Mrinal Bhattacharya
Faculty
Sponsor E-mail Address:		 bhatt002@umn.edu
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

You will learn fundamental characteristics of fluids and select the appropriate fluid flow principle to analyze problems in biological engineering and related fields.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Course examinations, laboratories, and class assignments will evaluate student understanding of fluid flow and its application to biological engineering.

- Have mastered a body of knowledge and a mode of inquiry

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

You will be required to demonstrate an ability to recognize the type of fluid in a particular system and apply fluid-flow principles to solve and analyze the problem using simplifying assumptions.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Course examinations and class assignments will be focused to evaluate the students comprehensive knowledge of all course materials.

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.

 <no text provided>
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.


 <no text provided>
Writing Intensive
Propose this course
as Writing Intensive
curriculum:		 No
Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

 <no text provided>
Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will be met.

 <no text provided>
Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

 <no text provided>
Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

 <no text provided>
Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

 <no text provided>
Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

 <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 4012 Transport in Biological Processes I
Credits:  4
Course Format: 3 Lectures and 1 Lab per week.
Course Grading: Homework (20%), Two hour exam (20% each), Finals (35%), Class Participation (5%).
Textbook(s) Any one of the three
1.        Fundamentals of Fluid Mechanics by Munson, Young, Okiishi, and Huebsch Sixth Ed.
John Wiley and Sons.
2.        Engineering Fluid Mechanics by Crowe, Elger, Williams, and Roberson. Ninth Ed. John Wiley and Sons.
3.        Fluid Mechanics, Fundamentals and Applications by Yunus Cengel and John M. Cimbala. Second Ed. McGraw Hill.

Course Objective:Develop an understanding of fluid dynamics in biological engineering and related fields. Use of control volume analysis to develop basic equations and to solve problems is emphasized.  Understand the concept of Newtonian and non-Newtonian viscosity. Understand and use differential equations to determine pressure and velocity in various flow systems.  Determine losses in flow systems. Learn to use dimensional analysis to design physical or numerical experiments and to apply dynamic similarity.
Course Description: An introductory course in fluid mechanics. Fluid statics and kinematics. Differential and finite control volume analysis with continuity, momentum, and energy equations. Bernoulli and Euler Equation. Dimensional analysis. Potential flow. Non-Newtonian Fluids.

Pre-requisites:  Linear Algebra and Differential Equations (MA 2243 or2373)
        Multivariate Calculus (MA 2263 or 2374)
        Mechanics and Structural Design (BBE 3001).
        Introductory Physics II (Phys 1302W).


Week 1        Introduction, Classification of Fluid Flows, System and Control Volumes, Units and Dimensions, Properties of Fluids
Week 2        Properties of Fluids, Pressure, Introduction to Fluid Statics, hydrostatic forces on submerged plane surfaces, hydrostatic forces on submerged curved surfaces.
Week 3        Buoyancy and Stability, Fluids in rigid body motion, Fluid kinematics, Lagrangian and Eulerian descriptions, Flow pattern and visualization (streamlines, streamtubes, pathlines etc.), Vorticity and Rotationality
Week 4        Reynolds Transport Theorem, Conservation of Mass, Mechanical energy and Efficiency, Bernouli⿿s Equation, General Energy Equation, Analysis of Steady Flow.
Week 5        Exam # 1, Introduction to Control Volume analysis, Linear Momentum Equation,
Review of Rotational Motion and Angular Momentum.
Week 6        Angular Momentum Equation, Constitutive Equations to describe Newtonian and non-Newtonian Fluids.
Week 7        Laminar and Turbulent Flow, Entry Region, Losses in Pipe flow, Piping Network and Pump selection.
Week 8        Navier Stokes Equation, Solution to Momentum Equation for fluids having different constitutive equation.
Week 8        Solution to Momentum Equation for fluids having different constitutive equation, Creeping Flow, Irrotational Flow, Boundary Layer Approximation.
Week 9        Dimensional Homegeneity, Dimensional Analysis and Similarity, Buckingham  theorem, Modeling and Similarity
Week 10        Classification of Open Channel Flow, Froude Number and Wave Speed, Uniform flow in Channels, Hydraulic Cross Section.
Week 11        Exam # 2, Gradually Varied Flow, Rapidly Varied Flow, Hydraulic Jump
Week 12        Turbomachinary, Pumps, Pump Scaling Laws
Week 13        Turbines and Turbine Scaling Laws
Week 14        Compressible Flow, Mach #, Isentropic and Nonisentropic Flow.
Strategic Objectives & Consultation
Name of Department Chair
Approver:		 <no text provided>
Strategic Objectives -
Curricular Objectives:		 How does adding this course improve the overall curricular objectives ofthe unit?

 <no text provided>
Strategic Objectives - Core
Curriculum:		 Does the unit consider this course to be part of its core curriculum?

 <no text provided>
Strategic Objectives -
Consultation with Other
Units:		 In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs in relevant units and follow-up with direct consultation. Please summarize response from units consulted and include correspondence. By consultation with other units, the information about a new course is more widely disseminated and can have a positive impact on enrollments. The consultation can be as simple as an email to the department chair informing them of the course and asking for any feedback from the faculty.

 <no text provided>