BBE 3002 -- New Course

Wed Feb 17 12:17:56 2010

Approvals Received:
Department
on 02-08-10
by Susan O'Brien
(olsen005@umn.edu)
Approvals Pending: College/Dean  > Catalog
Effective Status: Active
Effective Term: 1109 - Fall 2010
Course: BBE 3002
Institution:
Campus:		 UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - Institute of Technology
Department: 11032 - Bioproducts & Biosyst Engineer
General
Course Title Short: Intro to Engineering Design
Course Title Long: Introduction to Engineering Design
Max-Min Credits
for Course:		 3.0 to 3.0 credit(s)
Catalog
Description:		 Intro to identify, formulate, dev/complete open-ended engrg designs in bioproducts & biosystems engrg at the conceptual level; understand & apply engrg economics principles for design project; understand & apply the safety/health considerations & engrg ethics for design project. Design projects involving written, graphical, & oral presentations.
Print in Catalog?: Yes
CCE Catalog
Description:		 <no text provided>
Grading Basis: A-F only
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:		 Fall
Component 1: LEC (with final exam)
Component 2: LAB (with final exam)
Auto-Enroll
Course:		 Yes
Graded
Component:		 LAB
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 1271 or Math 1371, Chem 1021, BBE lower division (soph) or upper division (jr) students, fresh writing req) or #
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:		 Shri Ramaswamy
Faculty
Sponsor E-mail Address:		 shri@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.

1. Introduce the design process including problem formulation, creativity, alternative solutions, decision criteria, functional and economic evaluation, and implementation. 2. Introduce concepts related to effective teams. 3. Apply the design process to a problem from the field of bioproducts and biosystems engineering in the form of a team design project. 4. Introduce principles of engineering economics for comparing the economic feasibility of alternatives and apply these principles in the design project. 5. Introduce principles of safety analysis applied to design and apply them in the design project. 6. Introduce principles of engineering ethics applied to design and apply them in the design project. 7. Introduce the principles of engineering design tools and their applications in design. 8. Provide opportunities for oral and written presentations of engineering work in the context of the design project.

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.

Two exams during the semester (Open Book) 40% Homeworks and Lab Assignments 30% Design Project including oral presentation and written report 30%

- Can locate and critically evaluate information

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

1. Introduce the design process including problem formulation, creativity, alternative solutions, decision criteria, functional and economic evaluation, and implementation. 2. Introduce concepts related to effective teams. 3. Apply the design process to a problem from the field of bioproducts and biosystems engineering in the form of a team design project. 4. Introduce principles of engineering economics for comparing the economic feasibility of alternatives and apply these principles in the design project. 5. Introduce principles of safety analysis applied to design and apply them in the design project. 6. Introduce principles of engineering ethics applied to design and apply them in the design project. 7. Introduce the principles of engineering design tools and their applications in design. 8. Provide opportunities for oral and written presentations of engineering work in the context of the design project.

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.

Two exams during the semester (Open Book) 40% Homeworks and Lab Assignments 30% Design Project including oral presentation and written report 30%

- 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.

1. Introduce the design process including problem formulation, creativity, alternative solutions, decision criteria, functional and economic evaluation, and implementation. 2. Introduce concepts related to effective teams. 3. Apply the design process to a problem from the field of bioproducts and biosystems engineering in the form of a team design project. 4. Introduce principles of engineering economics for comparing the economic feasibility of alternatives and apply these principles in the design project. 5. Introduce principles of safety analysis applied to design and apply them in the design project. 6. Introduce principles of engineering ethics applied to design and apply them in the design project. 7. Introduce the principles of engineering design tools and their applications in design. 8. Provide opportunities for oral and written presentations of engineering work in the context of the design project.

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.

Two exams during the semester (Open Book) 40% Homeworks and Lab Assignments 30% Design Project including oral presentation and written report 30%

- Can communicate effectively

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

1. Introduce the design process including problem formulation, creativity, alternative solutions, decision criteria, functional and economic evaluation, and implementation. 2. Introduce concepts related to effective teams. 3. Apply the design process to a problem from the field of bioproducts and biosystems engineering in the form of a team design project. 4. Introduce principles of engineering economics for comparing the economic feasibility of alternatives and apply these principles in the design project. 5. Introduce principles of safety analysis applied to design and apply them in the design project. 6. Introduce principles of engineering ethics applied to design and apply them in the design project. 7. Introduce the principles of engineering design tools and their applications in design. 8. Provide opportunities for oral and written presentations of engineering work in the context of the design project.

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.

Two exams during the semester (Open Book) 40% Homeworks and Lab Assignments 30% Design Project including oral presentation and written report 30%
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: 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.

 <no text provided>
Question 2: How does assigning a significant amount of writing serve the purpose of this course?

 <no text provided>
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?

 <no text provided>
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?

 <no text provided>
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.)


 Course Syllabus
BBE 3002 Introduction to Engineering Design (3 cr) (Fall)


Course Description: Introduction to identify, formulate, develop and complete open-ended engineering designs in bioproducts and biosystems engineering at the conceptual level; to understand and apply engineering economics principles for the design project; to understand and apply the safety/health considerations and engineering ethics for the design project. Design projects involving written, graphical, and oral presentations.

Prerequisites    (Math 1271 or Math 1371, Chem 1021)  BBE lower division (soph) or upper division (jr) students; fr writing req, or instr consent )

Class Schedule and Locations
Lecture: MW 01:55 pm - 02:45 pm, 106 BAE Building, St. Paul  
Lab: M/W 03:00 pm ¿ 05:00 pm, 105 BAE Building, St. Paul

Grading System:
        Two exams during the semester (Open Book)             40%
Homeworks and Lab Assignments        30%
Design Project including oral presentation and written report             30%
       

Text:

Class Notes

References  (to be kept in St. Paul campus library)

Madara Ogot, Gul Okudan-Kremer, Engineering design: a practical guide, Togo Press, LLC. 2004, 544 pages.

Product & Process Design Principles: Synthesis, Analysis and Design, 3th Ed., Warren D. Seider, J. D. Seader, Daniel R. Lewin, Soemantri Widagdo , Wiley; 3 edition (December 22, 2008)

Kangas, P.C., Ecological Engineering, Principles and Practice, Lewis Publishers, 2004

Mitsch, W.J. and S.E. Jorgenson, Ecological Engineering and Restoration Ecology, 2003

van Andel, J. and J. Aronson, Restoration Ecology, Blackwell Publishing, 2006

Cussler E. L. , Moggridge, G. D. (2001) Chemical Product Design, Cambridge University Press
Blank, L.T., Tarquin, A. J. (1989) Engineering Economy, Third Edition, McGraw-Hill Publishing Company.
Felder R.M., Rousseau, R.W. (2000) Elementary Principles of Chemical Processes, Wiley.

Perry, R. H. and Chilton, C. H. (1984) Chemical Engineers¿ Handbook, 6th Edition, McGraw-Hill, New York.

References in Food Engineering?

Martin M. and Schinzinger R. (2009) Introduction to Engineering Ethics, 2rd Edition, McGraw-Hill Higher Education, Boston,

Whitbeck C. and Flowers W. C, (1998), Ethics in Engineering Practice and Research, Cambridge University Press, New York.

Course Objectives
1.        Introduce the design process including problem formulation, creativity, alternative solutions, decision criteria, functional and economic evaluation, and implementation.
2.        Introduce concepts related to effective teams.
3.        Apply the design process to a problem from the field of bioproducts and biosystems engineering in the form of a team design project.
4.        Introduce principles of engineering economics for comparing the economic feasibility of alternatives and apply these principles in the design project.
5.        Introduce principles of safety analysis applied to design and apply them in the design project.
6.        Introduce principles of engineering ethics applied to design and apply them in the design project.
7.        Introduce the principles of engineering design tools and their applications in design.
8.        Provide opportunities for oral and written presentations of engineering work in the context of the design project.

Topics:
1.        Introduction to engineering design principles and design process
2.        Design process/teamwork/projects
3.        Safety in design
4.        Engineering economics principles and applications in design
5.        Engineering ethics and applications in design
6.        Introduction to engineering design tools and applications
7.        Introduction to computational programming tool such as Matlab with applications
8.        Presentations/Powerpoint

Course Structure (tentative)
Week       
1        Lec         Introduction and Course Overview        Lec         Intro. to engineering design
        Lab         Into to the Lab and overview
       
2        Lec        Intro. to engineering design        Lec        Design Process, team work and projects
        Lab        Examples for the engineering design
       
3        Lec        Design process        Lec        Design Process
        Lab        Lab        Project assignments to the students and review of all the projects
       
4        Lec        Creation of a design        Lec        Environmental considerations
        Lab        Introduction to computational programming tool and applications*        Lab        Introduction to computational programming tool and applications*
       
5        Lec        Engineering Safety in design        Lec        Engineering Safety in design
        Lab        Introduction to computational programming tool and applications*        Lab        Introduction to computational programming tool and applications*
       
6        Lec        Engineering Safety in design        Lec        Engineering Safety in design
        Lab        Introduction to computational programming tool and applications*        Lab        Introduction to computational programming tool and applications*
       
7        Lec        Engineering ethics        Lec        Engineering ethics
        Lab        Introduction to computational programming tool and applications*        Lab        Introduction to computational programming tool and applications*
       
8        Lec        Mid Term Review of Design Project Progress        Lec        Mid Term Review of Design Project Progress
        Lab        Introduction to engineering design tools and applications**        Lab        Introduction to engineering design tools and applications**
       
9        Lec        Engineering Economics and Applications        Lec        Engineering Economics and Applications
        Lab        Introduction to engineering design tools and applications**        Lab        Introduction to engineering design tools and applications**
       
10        Lec        Engineering Economics and Applications         Lec        Engineering Economics and Applications
        Lab        Introduction to engineering design tools and applications**        Lab        Introduction to engineering design tools and applications**
       
11        Lec        Engineering Economics and Applications         Lec        Engineering Economics and Applications
        Lab        Introduction to engineering design tools and applications**        Lab        Introduction to engineering design tools and applications**
       
12        Lec        Principles of Statistics and  Applications in Design         Lec        Principles of Statistics and  Applications in Design
        Lab        Design Project development        Lab        Design Project development
       
13        Lec        Design Project development         Lec        Design Project development
        Lab        Design Project development        Lab        Design Project development
       
14        Lec        Design Project development         Lec        Design Project development
        Lab        Design Project development        Lab        Design Project development
       
15        Lec        Oral presentation        Lec        Oral presentation
        Lab        Oral presentation        Lec        Oral presentation

* Due to enrollment and lab capacity this will be taught in two lab sessions
** Depending on the emphasis area, students can choose to participate in one of the two lab sections dealing with engineering design tool and its applications ¿ process and product (HiSys or other equivalent design tool) or environment and ecology (Geographic Information System (GIS))