PHYS 1907 -- Proposed New Course

Mon Jun 5 09:46:33 2017

Approvals Received:

Department

on 5/25/17

by Jennifer Kroschel

(jkrosche@umn.edu)

Approvals Pending:

College/Dean > Provost > Catalog

Effective Status:

Active

Effective Term:

1183 - Spring 2018

Course:

PHYS 1907

Institution:

UMNTC - Twin Cities/Rochester

Campus:

UMNTC - Twin Cities

Career:

UGRD

College:

TIOT - College of Science and Engineering

Department:

11140 - Physics & Astronomy, Sch of

General

Course Title Short:

The Physics of Warfare

Course Title Long:

The Physics of Warfare

Max-Min Credits for Course:

2.0 to 2.0 credit(s)

Catalog Description:

Throughout history and even today, military leaders contemplating war, or involved in it, are always looking for some advantage over their enemies. Most have searched for a new type of wonder weapon, one that the enemy does not have. It is frequently physics that provides a path to this new weapon. Physics and science and technology in general have been of tremendous value to contemporary military leaders. They have given them an understanding of the electromagnetic spectrum so that radiation can be used in various military applications. They have also given them an understanding of rocketry and jet engines, and knowledge of the secrets of the atom so that it is possible to engineer weapons of mass destruction. This course will provide an overview of most branches of physics and in the process of doing so will show how physics has been used for military applications. It will to some extent provide a summary of the history of warfare from the first bows and arrows and chariots, through contemporary weapon systems. Students enrolled in this seminar will learn some physics, and hopefully they will take away enough understanding of contemporary military technology to be informed citizens on issues that command such a large fraction of the national budget.

Print in Catalog?:

Yes

CCE Catalog Description:

false

Grading Basis:

OPT

Topics Course:

Honors Course:

Online Course:

Freshman Seminar:

Yes

Is any portion of this course taught outside of the United States?:

Community Engaged Learning (CEL):

New: None

Old:

Instructor Contact Hours:

2.0 hours per week

Course Typically Offered:

Periodic Spring

Component 1:

LEC

Auto Enroll Course:

Graded Component:

LEC

Academic Progress Units:

2.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units:

2.0 credit(s) (Not allowed to bypass limits.)

Repetition of Course:

Repetition not allowed.

Course Prerequisites for Catalog:

Course Equivalency:

Cross-listings:

No cross-listings

Add Consent Requirement:

No required consent

Drop Consent Requirement:

No required consent

Enforced Prerequisites: (course-based or non-course-based):

001475 - Freshman and FRFY

Editor Comments:

Professor Allen Goldman School of Physics and Astronomy Days Offered: TBD Times Offered: TBD East Bank Allen Goldman served as the Head of the School of Physics and Astronomy from 1996-2009. His research is in the area of experimental condensed matter physics. The specific work on superconductivity involves the application of quantum mechanics to macroscopic systems.

Proposal Changes:

History Information:

Faculty Sponsor Name:

Allen Goldman

Faculty Sponsor E-mail Address:

goldman@physics.umn.edu

Student Learning Outcomes

* Students in this course:

- Can communicate effectively

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 required to present two talks during the course of the semester on topics of their own choosing.

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

The course grade will be based on the quality of these presentations and on an assessment of classroom participation.

Liberal Education

Requirement 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.

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.

LE Recertification-Reflection Statement (for LE courses being re-certified only):

Statement of Certification:

This course is certified for a Core (blank) as of

This course is certified for a Theme (blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum:

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? Also, describe where in the syllabus there are statements about the critical role writing plays in the course.

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.

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.

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.

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?

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.

Statement of Certification:

This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus:

The Physics of Warfare Detailed syllabus to be developed 2cr, 2hrs lecture per week Outline of Topics Early Wars and the Beginning of Physics Basic Physics of Early Weapons-Mostly Mechanics The Roman Empire and Early English-French Wars Gunpowder and Cannons Men Ahead of their time: DaVinci, Tartaglia, Galileo From Early Guns to total Destruction and Discovery The Industrial Revolution Napoleon?s Weapons and Breakthroughs in Physics The American Civil War World War I: Machine Guns Invisible Rays: Radio and Radar Sonar and the Submarine World War II The Atomic Bomb The Hydrogen Bomb, Jet Aircraft, Missiles, Satellites, Lasers, Computers, GPS, Drones, Artificial Intelligence, Robots, and the Future Throughout history and even today, military leaders contemplating war, or involved in it, are always looking for some advantage over their enemies. Most have searched for a new type of wonder weapon, one that the enemy does not have. It is frequently physics that provides a path to this new weapon. Physics and science and technology in general have been of tremendous value to contemporary military leaders. They have given them an understanding of the electromagnetic spectrum so that radiation can be used in various military applications. They have also given them an understanding of rocketry and jet engines, and knowledge of the secrets of the atom so that it is possible to engineer weapons of mass destruction. This course will provide an overview of most branches of physics and in the process of doing so will show how physics has been used for military applications. It will to some extent provide a summary of the history of warfare from the first bows and arrows and chariots, through contemporary weapon systems. Students enrolled in this seminar will learn some physics, and hopefully they will take away enough understanding of contemporary military technology to be informed citizens on issues that command such a large fraction of the national budget. Text: The Physics of War, by Barry Parker ISBN-13: 978-1616148034 ISBN-10: 1616148039 Prometheous Books, Amherst, NY, 2014 This course will involve lectures on the essential physics needed to understand various weapons and processes used through the ages. Students will be required to present two talks during the course of the semester on topics of their own choosing. The grade will be based on the quality of these presentations and on an assessment of classroom participation.

Strategic Objectives & Consultation

Name of Department Chair Approver:

Ron Poling

Strategic Objectives - Curricular Objectives:

How does adding this course improve the overall curricular objectives of the unit?

n/a freshman seminar

Strategic Objectives - Core Curriculum:

Does the unit consider this course to be part of its core curriculum?

n/a freshman seminar

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 freshman seminar

Approvals Received:	Department on 5/25/17 by Jennifer Kroschel (jkrosche@umn.edu)
Approvals Pending:	College/Dean > Provost > Catalog
Effective Status:	Active
Effective Term:	1183 - Spring 2018
Course:	PHYS 1907
Institution:	UMNTC - Twin Cities/Rochester
Campus:	UMNTC - Twin Cities
Career:	UGRD
College:	TIOT - College of Science and Engineering
Department:	11140 - Physics & Astronomy, Sch of

Requirement this course fulfills:	<no text provided>
Other requirement this course fulfills:	<no text provided>
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.
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.
LE Recertification-Reflection Statement (for LE courses being re-certified only):	<No text provided>
Statement of Certification:	This course is certified for a Core (blank) as of This course is certified for a Theme (blank) as of