PHYS 1902 -- Proposed New Course

Fri Feb 3 10:23:30 2017

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Approvals Received:
Department
on 02-02-17
by Jennifer Kroschel
(jkrosche@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status: Active
Effective Term: 1183 - Spring 2018
Course: PHYS  1902
Institution:
Campus:		 UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11140 - Physics & Astronomy, Sch of
General
Course Title Short: Nanotechnology
Course Title Long: Nanotechnology
Max-Min Credits
for Course: 		2.0 to 2.0 credit(s)
Catalog
Description: 		Nanotechnology is increasingly important in our modern world.  Topics will include nanoscale imaging by electron, tunneling, and atomic force microscopy. We study the unique properties of nanomaterials including carbon nanotubes and graphene.  We explore microelectromechanical systems and nanoelectromechanical systems, nanoscale computer simulation, nanoelectronics, nanosensors, and nanorobotics. We also discuss applications in medicine, drugs, and energy.

Prereq: Freshman
Print in Catalog?: Yes
Grading Basis: A-F or Aud
Topics Course: No
Honors Course: No
Online Course: No
Freshman Seminar: Yes
Is any portion of this course taught
outside of the United States?: 		No
Community Engaged Learning (CEL) : None
Instructor
Contact Hours: 		2.0 hours per week
Course Typically Offered: Periodic Spring
Component 1 : LEC (no final exam)
Auto-Enroll
Course: 		No
Graded
Component: 		LEC
Academic
Progress Units: 		Not allowed to bypass limits.
2.0 credit(s)
Financial Aid
Progress Units: 		Not allowed to bypass limits.
2.0 credit(s)
Repetition of
Course: 		Repetition not allowed.
Course
Prerequisites
for Catalog: 		<no text provided>
Course
Equivalency: 		No course equivalencies
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 for Freshman Seminar Courses
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Faculty
Sponsor Name:
Faculty
Sponsor E-mail Address:
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- 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.

The course is largely based on course discussion and assignments include two 20-minute in class presentations and a 5-10 page final paper.

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 required presentations, paper and active participation in class discussions make up 90% of the final grade for the course.
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 2,500 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.

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.



Physics 1902, Nanotechnology
Freshman Seminar
2 credits, 2 hours lecture per week

Instructor:  Professor Eric Ganz
Office: PAN 319
Tel: (612) 624-2386.
Email: ganzx001@physics.umn.edu

Office Hours: By appointment.

Lectures: 10:10 - 11:00 MW

Room: PAN 120

Webpage: https://www.physics.umn.edu/classes/2017/spring/Phys%201905.002/index.html


Description:

Nanotechnology is increasingly important in our modern world.  We will make this topic accessible to first year students.  Topics will include nanoscale imaging by electron, tunneling, and atomic force microscopy. We will study the unique properties of nanomaterials including carbon nanotubes and graphene.  We will explore microelectromechanical systems and nanoelectromechanical systems, nanoscale computer simulation, nanoelectronics, nanosensors, and nanorobotics. We will also discuss applications in medicine, drugs, and energy.


Grading: Students will be graded on two 20 minute in class presentations, and class participation based on assigned reading.  A reading assignment will be posted each week.  Students should take notes on the reading and bring the notes to class for our discussion.   There will also be one short 5 ? 10 page paper (including figures without detailed references) due during the course. Students are expected to attend class as part of their participation grade.  There will be no final exam.

Each presentation will be worth 35%, class participation 10%, and the paper 20%.
Textbook: Essentials in Nanoscience & Nanotechnology by Kumar and Kumbhat 2016.

You can rent or buy the textbook online or in the bookstore.  There is also an e-book available.  


Conduct:
 
The Institute of Technology assumes that all students enroll in its programs with a serious purpose and expects them to be responsible individuals who demand of themselves high standards of honesty and personal conduct.

The Institute of Technology expects the highest standards of honesty and integrity in the academic performance of its students. Any attempt by a student to present work that she or he has not prepared, or to pass an examination by improper means, is regarded by the faculty as a serious offense, which may result in the immediate expulsion of the student. Aiding and abetting a student in an act of dishonesty is also considered a serious offense.

Student Mental Health and Stress Management:
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via: http://www.mentalhealth.umn.edu/



Athletes:

Athletes must provide their official University of Minnesota athletic letter containing the approved competition schedule to their instructor and the staff in office 148. Away exams will be arranged with the athletic adviser traveling with the team. Accommodations will be made for official university sports only (i.e. no accommodations will be made for intramurals, club sports, etc.)

Disability Services:

If you have accommodations for this course, please provide the staff in office 148 with a copy of your accommodation letter for the current semester. Exams will be arranged according to accommodations and sent to the testing center for administration.

Other Links:

?        Student conduct code
        http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

?        Scholastic Dishonesty
        See student conduct code

?        Disability Accommodations
        http://ds.umn.edu/student-services.html

?        Use of Personal Electronic Devices in the Classroom
        http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

?        Makeup Work for Legitimate Absences
        http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

?        Appropriate Student Use of Class Notes and Course Materials
        http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

?        Grading and Transcripts
        http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

?        Sexual Harassment
        http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html

?        Equity, Diversity, Equal Opportunity, and Affirmative Action
        http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html

?        Mental Health and Stress Management
        http://www.mentalhealth.umn.edu
Strategic Objectives & Consultation
Name of Department Chair
Approver: 		Rom Poling
Strategic Objectives -
Curricular Objectives: 		How does adding this course improve the overall curricular objectives ofthe unit?

 Existing Freshman Seminar - new course code being assigned through OUE directive
Strategic Objectives - Core
Curriculum: 		Does the unit consider this course to be part of its core curriculum?

 no
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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