CE 5543 -- New Course

Wed Aug 22 12:33:52 2012

Approvals Received:
on 07-24-12
by Cherie Lemer
Approvals Pending: College/Dean  > Catalog > CCE Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1139 - Fall 2013
Course: CE 5543
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11101 - Civil Engineering
Course Title Short: Env Fluid
Course Title Long: Introductory Environmental Fluid Mechanics
Max-Min Credits
for Course:
4.0 to 4.0 credit(s)
Divergence theorem, Convective flux, Mass conservation, Biological reactions, Random walk and diffusive flux, Receptors and channels, Momentum conservation, Navier-Stokes equations, Boundary layer,  Chemotaxis,  Phototaxis, Shear dispersion, Turbulent flows.
Print in Catalog?: Yes
CCE Catalog
Divergence theorem, Convective flux, Mass conservation, Biological reactions, Random walk and diffusive flux, Receptors and channels, Momentum conservation, Navier-Stokes equations, Boundary layer,  Chemotaxis,  Phototaxis, Shear dispersion, Turbulent flows.
Grading Basis: A-F or Aud
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Contact Hours:
2.0 hours per week
Years most
frequently offered:
Odd years only
Term(s) most
frequently offered:
Component 1: LEC (with final exam)
Component 2: LAB (no final exam)
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
Repetition not allowed.
for Catalog:
[CE 3502 or AEM 4201 or ChEn 3005], [CSE major]
No course equivalencies
No required consent
(course-based or
[CE 3502 or AEM 4201 or ChEn 3005], [CSE major]
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
Miki Hondzo
Sponsor E-mail Address:
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.

Students will identify and appreciate real life environmental problems and their causes. Using fundamental principles of fluid mechanics, chemistry, and microbiology they will able to gain deeper understanding of the problems and identify and evaluate corresponding solutions.

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.

Students will be evaluated by bi-weekly homework, two hands-on laboratories, two exams during a semester, and final exam at the end of semester.

Liberal Education
this course fulfills:
Other requirement
this course fulfills:
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
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.

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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.

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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.

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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.

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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?

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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.

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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.)

Fall Semester, 2011
CE 5180: Introductory Environmental Fluid Mechanics
University of Minnesota
Department of Civil Engineering

Cladophora filament colonized by epiphytic diatom Epithemia in a turbulent flow.  Field measurements at the Angelo Coast Range Reserve, CA, Summer 2010.  Courtesy of  the National Center for Earth-surface Dynamics (P. Furey, A. Hansen, M. Power, and M. Hondzo).

Location:         Room 205 (CIVE)
Time:        Monday and Wednesday (11:15 am 12:30 pm)
Instructor:          Miki Hondzo
Phone:        (612) 625-0053
E-mail:         mhondzo@umn.edu

Support material:
Multimedia Fluid Mechanics, G.M. Homsy et al., Cambridge University Press, ISBN 978-0-521-72169-1, 2007.
Week of        Topic
7        Introduction
12        Scalars, vectors, tensors
14        Divergence theorem, pressure, Archimedes principle
19-21        Convective flux, fluid mass conservation
26-28        Introduction to biological reactions

3-5        Random walk and diffusive flux
10-12        Receptors and channels
17-19        Momentum conservation
24-26        Constitutive relation for Newtonian fluid
31        Exam 1

2        Navier-Stokes equations
7-9        Boundary layer approximations of the Navier-Stokes equations
14-16        Laminar flows with microorganisms (chemotaxis,  phototaxis)
21-23        Shear dispersion       
28-30        Introduction to turbulent flows

5-7        Introduction to turbulent flows
12        Laboratory experiments (laminar and turbulent flows)
14        Nutrient fluxes to microorganisms in a turbulent flow
16-22        Final exam

Exam 1 (midterm, October 31)        25 %
Final exam        40 %
Laboratory          10 %
Homework                 25 %

General polices

Homework is assigned biweekly.
Strategic Objectives & Consultation
Name of Department Chair
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Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

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Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

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Strategic Objectives -
Consultation with Other
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.

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