BBE 4753 -- New Course

Tue Feb 16 10:42:58 2016

Approvals Received:
Department
on 02-04-16
by Susan Olsen
(olsen005@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1173 - Spring 2017
Course: BBE 4743
Institution:
Campus:
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11032 - Bioproducts & Biosyst Engineer
General
Course Title Short: Nanobioengrg & Nanobiotech
Course Title Long: Nanobioengineering & Nanobiotechnology
Max-Min Credits
for Course:
3.0 to 3.0 credit(s)
Catalog
Description:
This course will educate on the interdisciplinary areas of bionanotechnology/nanobiotechnology and nanobioengineering, including engineering principles and inherent technological applications.

Prereq: Calcul I (Math 1371 or MATH 1271 or MATH 1571H), and at least one of the following courses: Phys 1301, Biol 1009, and Chem 1061, or equivalent or obtain Instructor consent.
Print in Catalog?: Yes
CCE Catalog
Description:
<no text provided>
Grading Basis: Stdnt Opt
Topics Course: No
Honors Course: No
Online Course: No
Instructor
Contact Hours:
3.0 hours per week
Course Typically Offered: Every 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:
<no text provided>
Course
Equivalency:
BBE 4743/BBE 5743
Add Consent
Requirement:
No required consent
Drop Consent
Requirement:
No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)
Calcul I (Math 1371 or MATH 1271 or MATH 1571H)
Editor Comments: 1/30/16 - New course proposal which is cross-listed & equivalent with BBE 5743 GRAD Career.
Proposal Changes: 1/30/16 - New course proposal which is cross-listed & equivalent with BBE 5743 GRAD Career.
History Information: 1/30/16 - New course proposal which is cross-listed & equivalent with BBE 5743 GRAD Career.
Faculty
Sponsor Name:
Faculty
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 have the ability to understand the concpets, identify, formulate and solve engineering problems related to nanobiotechnology and nanobioengineering.

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.

Student learning outcomes will be assessed using appropriate homeworks and four tests (an exam is organized after each major chapter) and the evaluation of the student participation in class. Student performance in each of the above will be assessed and appropriate grade is given.

- Understand the role of creativity, innovation, discovery, and expression across disciplines

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

Understanding of bionano machinearies, structural design and application evaluations for biomanufacturing, biosensing and biomedical treatment.

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.

In class problem solving and tests.

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>
LE Recertification-Reflection Statement:
(for LE courses being re-certified only)
<no text provided>
Statement of Certification: This course is certified for a Core, effective as of 
This course is certified for a Theme, effective as of 
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>
Statement of Certification: This course is certified as Writing Internsive effective  as of 
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.)


Nanobioengineering & Nanobiotechnology  
BBE 4743/5743  &#8722; Spring 2015

Type: Lectures
Number of credits:  3
Semester:  Spring, Time and location:  TBD
Instructors:
Prof. Abdennour ABBAS        Prof. Ping Wang
Office: 220 Kaufert Lab        Office: 208 Kaufert Lab
E-mail: aabbas@umn.edu
E-mail: ping@umn.edu
Phone : 612-624-4292        Phone : 612-624-4792
Office hours: Friday, 9-11 am        Office hours: Friday, 1-3 pm

Course description:
This course will educate on the interdisciplinary areas of bionanotechnology/nanobiotechnology and nanobioengineering, including engineering principles and inherent technological applications. The course focuses on three different perspectives in the field:
•        How does nature refine structure and functionality at the nanoscale;  
•        How are nanoengineering and nanotechnology used to understand, monitor and control biological and environmental processes and phenomena;
•        How can biological sciences inspire new engineering and nanotechnological concepts.
Following a general introduction to the nanoworld and a description of the different properties emerging at the nanoscale and related visualization methods, we will discuss bionanomaterials and biological nanomachines. Subsequent chapters will address synthesis methods, properties and applications of engineered nanomaterials. We will also address the engineering aspects (micro-and nanofabrication, self-assembly, micro- and nanofluidics) of biosensors, lab-on-chips and biological/medical microdevices. The presentation of new emerging directions and applications of bionanotechnology will conclude this course. The knowledge gained in this course will enable the students to think and use nanotechnology as a new approach to address physical, chemical, biological, and environmental phenomena, but also as a powerful tool to develop new products for different industries (food, agriculture, health, cosmetics).

Course objectives:
•        Learn the wide range of applications of nanotechnology and its interdisciplinary aspect.
•        Learn the principles governing the effect of size on material properties at the nanoscale, and perform quantitative analysis.
•        Familiarize the students with native bionanomachinery in living cells, how cells use these "soft machines" for generating energy, motion, synthesizing biomolecules, and how these principles can be applied to design new biomolecules and bionanodevices.
•        Gain a working knowledge in nanotechnology techniques (synthesis, fabrication, characterization) and acquire the ability to use them to solve problems in bioengineering, biomedicine and agricultural/environmental issues.
•        Correlate the impact of nanotechnology and nanoscience in a global, economic, environmental, and societal context.
•        Identify career paths at the interface of nanotechnology, biology, environmental and agricultural engineering and medicine.
Prerequisites:
Calcul I (Math 1371), and at least one of the following courses: Phys 1301, Biol 1009, and Chem 1061, or equivalent or obtain Instructor consent.
Audience:
This course is designed for undergraduate students in CFANS, CSE, and CBS, who are interested in working on the applications of nanotechnology to biological, medical, environmental or agricultural/food applications. The course will be particularly of interest to students in the following departments:
&#61692;        Bioproducts and Biosystems Engineering
&#61692;        Biomedical Engineering
&#61692;        Chemical Engineering and Materials Science
&#61692;        Electrical and Computer Science and Engineering
&#61692;        Mechanical Engineering
&#61692;        Biochemistry
&#61692;        Chemistry
&#61692;        The Biotechnology Institute



Course Topics:
Date        Lecture Topics        Instructor        Textbook
Wk 1        Course overview, The world of small dimensions        A.A        -
        Nanoscale Properties (Electrical, Optical, Chemical)        A.A        1 (page 24)

       
Wk 2        Nanoscale visualization techniques 1: Electron microscopy (TEM, SEM, Cryo-SEM)        A.A        2

        Nanoscale visualization techniques 2: Scanning probe microscopy (AFM, STM), Diffraction techniques (XRD, synchrotron)         A.A        3

        Field trip: Nanoscale Center and BioNano Lab       
       
Wk 3        Bionanomaterials 1: Biological building blocks         P.W        4, 5

        Bionanomaterials 2: Bionanostructures (nanofibers, nanotubes, nanocellulose)
+ Class Nano Sample Demonstration        P.W        6(page 977)

       
Wk 4        Biological nanomachines 1: Ribosomes, Photosynthesis systems,        P.W        4(p135-166), 5

        Biological nanomachines 2: Bionanomotors        P.W        4(p167-225), 5

        Test #1        
       
Wk 5        Engineered Nanomaterials 1: Carbon nanomaterials (fullerenes, graphene, nanotubes, nanofibers)        A.A        6(page 37)

        Engineered Nanomaterials 2: Metal nanoparticles (synthesis, properties and applications) + Class Demonstration        A.A        6(page 301)

       
Wk 6        Engineered Nanomaterials 3: Magnetic nanoparticles (synthesis, properties and applications) + Class Demonstration           A.A        6(page 473), 7

       
Wk 7        Engineered Nanomaterials 4: Quanatum dots, liquid crystals, + Class demonstration        A.A        8

        Engineered Nanomaterials 5: Nanoporous materials (metalic, zeolite, MOFs)        A.A        6(page 777)

        Test #2       
       
Wk 8        Microfabrication methods (photolithography, soft lithography, replication)        A.A        1 (page 32)

        Nanofabrication methods (Top-Down approaches)        A.A        -
       
Wk 9        Nanotechnology by self-assembly 1 (Bottom-Up approach): Principles, thermodynamics, interactions, properties        P.W        6

        Nanotechnology by self-assembly 2: Supramolecular self-assembly        P.W        6(page 905)

       
Wk 10        Nanotechnology by self-assembly 3: Protein nanotechnology        P.W        4(p261-294),9

        Nanotechnology by self-assembly 4: DNA nanotechnology        P.W        4(p261-294)

        Test #3       
       
Wk 11        Microfluidics: surface tension, capillarity, Reynolds number, diffusion, viscosity        A.A        10,10b,

        Nanofluidics: nanopores and nanocapillaries, Debye length,         A.A        11, 12,

       
Wk 12        Diffusion in solid phase and drug delivery        P.W        -
       
Wk 13        Biological and medical microdevices: lab on chips, organ-on-chips         P.W        -
        Biosensors (fabrication, functionalization, applications)        A.A        -
       
Wk 14        Nanotechnology safety and the environment         A. A        -
        Impact of nanotechnology on society and industry        A.A        -
       
Wk 15        Test #4       

Text and References (all references are available online at the U library)
1.        Brydson, R. M.; Hammond, C., Generic Methodologies for Nanotechnology: Classification and Fabrication. In Nanoscale Science and Technology, John Wiley & Sons, Ltd: 2005; pp 1-55.
2.        Brydson, R. M.; Hammond, C., Generic Methodologies for Nanotechnology: Characterization. In Nanoscale Science and Technology, John Wiley & Sons, Ltd: 2005; pp 56-129.
3.        Leggett, G. J.; Jones, R. A. L., Bionanotechnology. In Nanoscale Science and Technology, John Wiley & Sons, Ltd: 2005; pp 419-445.
4.        Bucke, C., Bionanotechnology—lessons from nature. By David S Godsell. Wiley-Liss, Hoboken, NJ, 2004. 352 pp, ISBN 0 471 41719 X. Journal of Chemical Technology & Biotechnology 2005, 80 (8), 964-965.
5.        Goodsell, D. S., In Bionanotechnology, John Wiley & Sons, Inc.: 2004; pp i-xii.
6.        Dong, H.; Hu, W., Organic Nanomaterials. In Springer Handbook of Nanomaterials, Vajtai, R., Ed. Springer Berlin Heidelberg: 2013; pp 905-940.
7.        Gibbs, M. R. J., Nanomagnetic Materials and Devices. In Nanoscale Science and Technology, John Wiley & Sons, Ltd: 2005; pp 203-236.
8.        Mowbray, D., Inorganic Semiconductor Nanostructures. In Nanoscale Science and Technology, John Wiley & Sons, Ltd: 2005; pp 130-202.
9.        Gerrard, J. A., Protein Nanotechnology : Protocols, Instrumentation, and Applications, Second Edition. Humana Press: Totowa, NJ, 2013.
10.        (a) Lii, J.; Hsu, W.-J.; Lee, S. P.; Sia, S. K., Microfluidics. In Kirk-Othmer Encyclopedia of Chemical Technology, John Wiley & Sons, Inc.: 2000; (b) Renaud, L., Microfluidics: Manipulation of Nanovolume Samples. In Chemical Sensors and Biosensors, John Wiley & Sons, Inc.: 2012; pp 293-311.
11.        Vlassiouk, I.; Smirnov, S., Biosensing with Nanopores. In Biosensing Using Nanomaterials, John Wiley & Sons, Inc.: 2009; pp 457-490.
12.        Marie, R.; Kristensen, A., Nanofluidic devices towards single DNA molecule sequence mapping. Journal of Biophotonics 2012, 5 (8-9), 673-686.

Grading:
Tests         20 points (x4)
Homework        15 points
Attendance and participation
Total for Undergraduate        5 points
100 points

Grades will be assigned based on the total percentage for the course:
        B+        87-89%        C+        77-79%        D+        67-69%
A        93-99%        B        87-89%        C        73-76%         D        60-66%
A-        90-92%        B-        80-82%        C-        70-72%       
        Extra Credit Parameters:
        Any earned extra credit points will be added to your total points at the end of the term only if you have completed all of the course requirements satisfactorily.
Additional class guidelines
Attendance: Timely attendance in this course is expected. Advance notice for any non-emergency absence to the instructor is required.
Keep it Honest: Please note that all of your work is subject to the University of Minnesota Conduct Code (http://www.oscai.umn.edu/conduct/student/procedure.html). Any violation of this code (cheating, plagiarism and other academic offences) will result in disciplinary measures from the College.
Disabilities
Students with documented disabilities, who are taking this course and wish to discuss academic accommodations, please contact me as soon as possible. Student life services at the University of Minnesota are available to assist students in arranging these accommodations.
Final Review Week:
A period of 1-2 class days prior to the first day of final examinations will be, in part, dedicated to reviewing the program and allow student to prepare for examinations. There will be no assigned homework in this period.
Examinations and Make-up Policy:
There will be four exams during semester. All exams are open book and open notes.  All Students are expected to take the exams on the dates announced by the instructor. If a student is unable to appear for a mid-term or presentation or meet an assignment deadline, he is expected to give the instructor an advance notice by e-mail. A make-up test for the mid-term may be offered in case of documented emergency or if the instructor is notified in advance and provided with a reasonable written justification of absence.
Assessment
We seek informal feedback from the students at all times. Additionally, a feedback form will be distributed after mid-terms.
Strategic Objectives & Consultation
Name of Department Chair
Approver:
Shri Ramaswamy
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

This course adds an important component pertaining to nanotechnology and biotechnology and their biological and environmental applications. Nanotechnology and biotechnology and their intersection are emerging areas. There is a significant interest and growing need for this course on campus. This will be a good elective course for many science and engineering majors across the campus including the bioproducts and biosystems engineering major. This course will educate on the interdisciplinary areas of bionanotechnology/nanobiotechnology and nanobioengineering, including engineering principles and inherent technological applications.
Strategic Objectives - Core
Curriculum:
Does the unit consider this course to be part of its core curriculum?

Yes, the department of bioproducts and biosystems engineering does consider the proposed course to be part of our core academic and curriculuar offerings. We expect this course to be taken by our engineering major students as part of the technical electives course requirement.
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.

There are currently no courses at the University of Minnesota that covers this topic in a thorough and inter-disciplinary manner. We conducted a review of current course offerings at the University of Minnesota. While there no courses with significant overlap or equivalent content the following courses address limited topics or focus on the materials aspects:

·     BMEN 5151: Introduction to BioMEMS and Medical Microdevices

·     NPSE 8101: Nanoparticle Science and Engineering Seminar

·     EE 5181: Introduction to Nanotechnology (focuses on nanomaterials and microfabrication techniques).

·     One seminar in CHEM 1905: Nanotechnology to Nanomedicine: What does it all mean?

·     MT3141 Bionanotechnology: Applied Science Degree program, continued education center, for students who have little biological science background, currently offered by Prof. Wang (co-instructor of the proposed course) and colleagues at BioTechnologyInstitute and focused on biology at the nanoscale.

Please see the attached feedback/consultation from instructors, sent separately via email.