Mon Dec 20 13:13:07 2010
Approvals Received: 



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  
MaxMin 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. NonNewtonian Fluids. Applications to biological fluids & biological systems will be emphasized.  
Print in Catalog?:  Yes  
CCE Catalog Description: 
<no text provided>  
Grading Basis:  AF only  
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) 

AutoEnroll 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: (coursebased or noncoursebased) 
No prerequisites  
Editor Comments:  New Course  
Proposal Changes:  New Course  
History Information:  <no text provided>  
Faculty Sponsor Name: 
Mrinal Bhattacharya  
Faculty Sponsor Email 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 fluidflow 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:
<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:
<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 multiauthored 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> 

Readme link.
Course Syllabus requirement section begins below


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 Phenomena I Credits: 4 (3 lecture and 1 lab) Course Format: 3 Lectures and 1 Recitation/Lab per week. Course Grading: Homework (15%), Two hour exam (20% each), Finals (30%), Laboratory Reports (15%) 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. Reference Texts: Biological Process Engineering, An analogical approach to fluid flow, heat transfer and mass transfer applied to biological systems by A.T. Johnson, John Wiley and Sons, (1999). Transport Phenomena in Biological Systems by GA Truskey, F. Yan and DF Katz. Second Ed. Pearson Prentice Hall, (2008). Basic Transport Phenomena in Biomedical Engineering by Ronald L Fournier. Second Ed. Taylor and Francis (2007). 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 nonNewtonian viscosity. Understand and use differential equations to determine pressure and velocity in various flow systems. Determine losses in flow systems with emphasis on biological fluids. 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. NonNewtonian Fluids. Prerequisites: 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, Bernoulis 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 nonNewtonian 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 with application to food and biological systems. Week 8 Solution to Momentum Equation for fluids having different constitutive equation, Creeping Flow, Irrotational Flow, Boundary Layer Approximation. Week 9 Dimensional Homogeneity, Dimensional Analysis and Similarity, Buckingham Ͽ 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 Turbomachinery, Pumps, Pump Scaling Laws, Pump selection for Biological fluids. Week 13 Turbines and Turbine Scaling Laws Week 14 Compressible Flow, Mach #, Isentropic and Nonisentropic Flow. For each topic there will be examples relating to biological fluids in biological systems will be presented. Text materials will be augmented with notes and problems relating to nonNewtonian flow. The laboratory hours would alternate between a laboratory and recitation. Suggested Labs. 1. Evaluating Fluid Properties Viscosity, density, and surface tension (2 labs). 2. Pressure and Velocity Measurement. 3. Application of Bernoullis equation. 4. Calculating friction factor 5. Flow in porous media. 6. Pipe Networks. 

Readme link.
Strategic Objectives & Consultation section begins below


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 followup 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> 
