Mon Mar 20 11:22:12 2017
| Back to Proposal List | ||
| Approvals Received: |
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| Approvals Pending: | College/Dean > Provost > WI > Catalog | |
| Effective Status: | Active | |
| Effective Term: | 1179 - Fall 2017 | |
| Course: | CHEM 1911W | |
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Institution: Campus: |
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities |
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| Career: | UGRD | |
| College: | TIOT - College of Science and Engineering | |
| Department: | 11098 - Chemistry | |
| General | ||
| Course Title Short: | Quant Mech & Popular Phil | |
| Course Title Long: | Quantum Mechanics and Popular Philosophy | |
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Max-Min Credits for Course: |
2.0 to 2.0 credit(s) | |
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Catalog Description: |
One may argue about its causal role in these matters, but there is no doubt that the language of quantum mechanics has provided a powerful new set of metaphors with which to express our understanding of ourselves and our place in the overall scheme of things. We will begin with an introduction to some of the basic ideas of quantum mechanics, including the uncertainty principle and wave/particle duality, and discuss some of the quantum paradoxes that highlight the counter-intuitive nature of these concepts. We will then go on to discuss the reflection of these ideas in popular books, articles and web sites concerning religion, mythology and philosophy. |
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| Print in Catalog?: | Yes | |
| Grading Basis: | Stdnt Opt | |
| Topics Course: | No | |
| Honors Course: | No | |
| Online Course: | No | |
| Freshman Seminar: | Yes | |
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Is any portion of this course taught outside of the United States?: |
No | |
| Community Engaged Learning (CEL) : | None | |
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Instructor Contact Hours: |
2.0 hours per week | |
| Course Typically Offered: | Periodic Fall & Spring | |
| Component 1 : |
LEC (no final exam) |
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Auto-Enroll Course: |
No | |
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Graded Component: |
LEC | |
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Academic Progress Units: |
Not allowed to bypass limits.
2.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits.
2.0 credit(s) |
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Repetition of Course: |
Allow up to 2 repetition(s) totalling up to 4.0 credit(s). | |
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Course Prerequisites for Catalog: |
<no text provided> | |
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Course Equivalency: |
No course equivalencies | |
| Cross-listings: | No cross-listings | |
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Add Consent Requirement: |
No required consent | |
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Drop Consent Requirement: |
No required consent | |
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Enforced Prerequisites: (course-based or non-course-based) |
001475 - Freshman and FRFY for Freshman Seminar Courses | |
| Editor Comments: |
Doreen Leopold Chemistry DATE/TIME TBD East Bank Doreen Leopold has taught quantum mechanics, physical and introductory chemistry since 1987, and does research in spectroscopy. |
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| Proposal Changes: | <no text provided> | |
| History Information: | <no text provided> | |
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Faculty Sponsor Name: |
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Faculty Sponsor E-mail Address: |
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| Student Learning Outcomes | ||
| Student Learning Outcomes: |
* Student in the course:
- 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. This outcome will be addressed by introducing the concepts of quantum mechanics which has provided a powerful new set of metaphors with which to express our understanding of ourselves and our place in the overall scheme of things. We will begin with an introduction to some of the basic ideas of quantum mechanics, including the uncertainty principle and wave/particle duality, and discuss some of the quantum paradoxes that highlight the counter-intuitive nature of these concepts. We will then go on to discuss the reflection of these ideas in popular books, articles and web sites concerning religion, mythology and philosophy. 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. The students learning will be assessed with weekly quizzes, class participation, class presentation, writing assignments, and a final quiz. |
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| Liberal Education | ||
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Requirement this course fulfills: |
None | |
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Other requirement this course fulfills: |
None | |
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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> |
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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:
<no text provided> |
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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 |
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| Writing Intensive | ||
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Propose this course as Writing Intensive curriculum: |
Yes | |
| 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. The purpose of this course is to teach the students the skills that are required to write research based papers with proper referencing and writing techniques. Students will be able to interpret reading materials and be able to convey their learning and understanding of the material. |
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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 2,500 minimum word
count (or its equivalent) for finished writing will be met. Two papers consist of 2,500 will be required. At least one of the two papers must be a research paper which cites at least 5 books and/or articles in high-quality journals. Each will include the topic of the students choice from the course topics in class. Students will provide a scientifically accurate discussion of one or more aspect(s) of quantum mechanics that is/are relevant to the main topic of the paper. Attention will be provided to students writing style, use correct grammar, spelling and punctuation, and cite your references at appropriate points throughout your paper. It is critical to teach students how to write academic papers with the proper skills and techniques and includes supporting references. |
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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. The students writing assignments will be 50% of the students overall course grade. |
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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. The faculty member teaching the course will provide feedback on the two writing assignments as indicated on the syllabus. |
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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? The faculty member will discuss writing assignment expectations in class and provide addition information of exceptions on the course moodle site. Students are encouraged to look at the available resources on the moodle site and ask the faculty member any questions if clarification is required. I |
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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. n/a |
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| Statement of Certification: | This course is certified as Writing Internsive effective as of | |
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Readme link.
Course Syllabus requirement section begins below
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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. 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. The University "Syllabi Policy" can be found here Any syllabus older than two years should be replaced with a current version when making ECAS updates. 1 QUANTUM MECHANICS AND POPULAR PHILOSOPHY Chem 1910W - 001 Freshman Seminar (Writing Intensive) 2 credits Instructor - Doreen Leopold, dleopold@umn.edu, office 211 Smith Hall, (612) 626-2047 One may argue about its causal role in these matters, but there is no doubt that the language of quantum mechanics has provided a powerful new set of metaphors with which to express our understanding of ourselves and our place in the overall scheme of things. We will begin with an introduction to some of the basic ideas of quantum mechanics, including the uncertainty principle and wave/particle duality, and discuss some of the quantum paradoxes that highlight the counter-intuitive nature of these concepts. We will then go on to discuss the reflection of these ideas in popular books, articles and web sites concerning religion, mythology and philosophy. Goals: In this course you will a) Become better acquainted with other students, a faculty member, and the U of M b) Get some practice writing and teaching c) Gain a familiarity with some of the basic ideas of quantum mechanics d) Explore the reflections of these ideas in writings on religion, philosophy and in your personal experience e) Enjoy yourself! Requirements: (details on the next page) a) Attend all classes b) Participate actively in discussions c) Do assigned readings and prepare questions d) Pass weekly short quizzes and longer final quiz e) Write two 2500 word essays f) Teach a class Daily schedule: Short quiz on assigned reading (5-10 min.) Questions/comments on today's readings, previous material, etc.; go over quiz (15-20 min.) Presentation/discussion by Doreen and/or students (50 min. and 10 min. break) Plan for next week (5 min.) Books available in bookstore (required): "Quantum: A Guide for the Perplexed", by Jim Al-Khalili (2003). "Schrödinger's Kittens and the Search for Reality: Solving the Quantum Mysteries", by John Gribbin (1995). ?The Tao of Physics: an Exploration of the Parallels between Modern Physics and Eastern Mysticism?, by Fritjof Capra (1975; 4th edition, 2000). "The Dancing Wu Li Masters: an Overview of the New Physics", by Gary Zukav (1979; reissue edition, 1994). Grading: All assignments will be graded on a three-level basis: excellent (3), satisfactory (2) and unsatisfactory (1). The following 4 categories will each contribute to the course grade: weekly work (weekly quizzes, final quiz) 15% class participation 10% class presentation 25% writing assignments 50% (25% each) A grade of "satisfactory" will be equivalent to a B. 2 Quizzes: Each class will begin with a short (5-10 minute) quiz on the assigned reading (typically about 50 pages). The purpose of this quiz is to encourage you to do all of the assigned reading before you come to class. There will be 3 or 4 questions, and it will be easy to answer them satisfactorily if you have done the reading. The quizzes are open-notebook; that is, you can consult your own notes (but not other people's notes or the assigned reading). There will also be a longer, approximately 60-minute long final quiz during our last class meeting. The final will be cumulative over the whole course but will be mainly focused on the material on basic quantum mechanics covered during the first seven weeks. Student presentations: (individually or with a partner) The topic and brief description of your planned presentation, to occur during weeks 9-13 (Mar. 28 - Apr. 25), should be ready at the start of class on Feb. 21. (Students who prefer to get a head start on the paper can submit their topic to Doreen earlier.) We will review these together and assign dates. One week before your presentation, you should provide a reading assignment for the class from one or more of our texts or from an online source. We can also scan in materials to be read and post them on the class Moodle site. You should prepare a 15-20 minute presentation, and be prepared to lead a 15-20 minute class discussion. The presentations should be interesting and informative. For the discussion portion, you should prepare questions to supplement (if necessary) those posed by the students, and/or a class activity. Students working with a partner can take the whole class period for their presentation and class discussion. Writing assignments: (individual) Each student will also prepare two papers of at least 2,500 words each. The first of these must be submitted on or before March 7 and will be returned in class the following week with comments. The revised version of this paper is due April 4. The second paper is due on or before April 25. One of these papers may be on your presentation topic. The second paper should be on a significantly different topic than the first paper, rather than an extension of the same topic. Your papers should be on topics discussed in class, in our texts, or on related topics. At least 500 words of each paper should provide a scientifically accurate discussion of one or more aspect(s) of quantum mechanics that is/are relevant to the main topic of the paper. At least one of the two papers must be a research paper which cites at least 5 books and/or articles in high-quality journals. Wikipedia articles should not be used as one's main references, but they can be helpful starting points for identifying other sources. Books and journal articles may be obtained through Walter Library (next door to Smith Hall) and other U of M libraries, through which students also have access to an extensive selection of electronic journals, as will be described in our Feb. 14th library class. Also please pay attention to your writing style, use correct grammar, spelling and punctuation, and cite your references at appropriate points throughout your paper. Class Moodle site: There are several interesting items posted on our class' Moodle site, including "Articles and Interesting Links" (such as Feynman's "Quantum Behavior" chapter from Lectures on Physics, excerpts from Silberberg's "Chemistry", and the Hitachi movie of a double-slit experiment with electrons), links to library resources, and other materials. With their permission, students' papers will also be posted there near the end of the semester. To get to our web site: Accessing Moodle Connect to http://myu.umn.edu, log in, and click on ?My Courses? tab and select the appropriate class Moodle link OR? Go directly to https://moodle2.umn.edu, login, and select the appropriate class link. For help with computer-related problems, you can call the Technology Helpline at 1-HELP on campus, or (612) 301-4357. 3 Week Date Topic Reading Due this Week Presenter(s) Part I Some Basic Ideas of Quantum Mechanics 1 Jan. 24 Introduction; 2-Slit Experiment --- 2 Jan. 31 Wave-Particle Duality and the 2-Slit Experiment, continued Al-Khalili 12-25, 80-86 Gribbin 1-19 Zukav 58-66 (1980 Ed.)* or 64-73 (2001 Edition)* Silberberg 5th Ed. 268-273 (Feynman Ch. 1, posted) DGL 3 Feb. 7 De Broglie Wavelength Uncertainty Principle Al-Khalili 47-51, 68-69 Capra 46-47, 67-68, 140-1, 152-160, 192-3 Gribbin 115-120 Zukav 96-99, 111-114 (1980 Ed.) or 106-110 & 123-127 (2001 Ed.) Silberberg 283-287 (top) DGL 4 Feb. 14 Walter Library Workshop: Use of On-Line Resources, Tour of Library (Walter 310) Meghan Lafferty 5 Feb. 21 Submit topic(s) for presentation and first paper Photoelectric Effect Blackbody Radiation Planck's Constant Al-Khalili 28-44 Gribbin 82-85 Zukav 47-58 (1980 Ed.) or 51-63 (2001 Ed.) Silberberg 274-275 DGL 6 Feb. 28 Tour of Characterization Facility: electron microscope photoelectron spectrometer 12 Shepherd Labs 6-7594 Jason Myers myer0154 Bing Luo luox0026 DGL 7 Mar. 7 First paper due Quantized Energy Levels; Hydrogen Atom: Spectrum, Bohr model Al-Khalili 44-47, 59-61 Capra 69-72 Zukav 73-82 (1980 Ed.) or 81 - 91 (2001 Ed.) Silb. 276-282 DGL * Zukav, "Dancing Wu Li Masters" has different pages for 2 editions (students can use either one): The 1980 Bantam edition is a smaller book (4" x 7") and the cover has a white border. The 2001 First Perennial Classics ed. is a larger book with an orange cover (pages in bold). 4 Week Date Topic Reading Due this Week Presenter(s) 8 Mar. 14 First paper returned with comments Schrödinger's Cat and Other Quantum Paradoxes Al-Khalili 108-129 Capra 309-313 Gribbin 19-30, 108-14, 132-44 Zukav 263-270 (1980 Ed.) or 292 - 300 (2001 Ed.) DGL Mar. 21 SPRING BREAK 9 Mar. 28 Schrödinger Equation Wave function (?) Al-Khalili 52-68 Zukav 82 - 87 & 100-7 (1980 Ed.) or 92-6 & 110-119 (2001 Ed.) Silb. 287-295 Part II Student Presentations 10 Apr. 4 Revised version of first paper due 11 Apr. 11 12 Apr. 18 13 Apr. 25 Second paper due 14 May 2 15 May 9 Summary and Final Quiz (~60 min.) |
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Readme link.
Strategic Objectives & Consultation section begins below
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| Strategic Objectives & Consultation | ||
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Name of Department Chair Approver: |
David Blank | |
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Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? Freshmen Seminar |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? no |
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Strategic Objectives - Consultation with Other Units: |
Before submitting a new course proposal in ECAS, circulate the proposed syllabus to department chairs in relevant units and copy affiliated associate dean(s). Consultation prevents course overlap and informs other departments of new course offerings. If you determine that consultation with units in external college(s) is unnecessary, include a description of the steps taken to reach that conclusion (e.g., catalog key word search, conversation with collegiate curriculum committee, knowledge of current curriculum in related units, etc.). Include documentation of all consultation here, to be referenced during CCC review. If email correspondence is too long to fit in the space provided, paraphrase it here and send the full transcript to the CCC staff person. Please also send a Word or PDF version of the proposed syllabus to the CCC staff person.
n/a |
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