PHYS 1903 -- Proposed New Course

Fri Feb 3 10:24:24 2017

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Approvals Received:
on 02-02-17
by Jennifer Kroschel
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status: Active
Effective Term: 1179 - Fall 2017
Course: PHYS  1903
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11140 - Physics & Astronomy, Sch of
Course Title Short: Quantum Mechanics
Course Title Long: Quantum Mechanics for Everyone
Max-Min Credits
for Course:
2.0 to 2.0 credit(s)
One of the greatest intellectual accomplishments of the Twentieth Century was the development of Quantum Mechanics, a field of physics which describes the counter-intuitive behavior of molecules, atoms, light and subatomic particles.  Can you pass through a solid wall without disturbing yourself or the wall?  An electron can and does repeatedly in many common semiconductor devices. Without an understanding of quantum mechanics, neither the transistor nor the laser could have been invented. A significant fraction of the entire economy is based on technological developments that derive directly from quantum mechanics.  This class will examine, with a bare minimum of mathematics, the conceptual foundations of the strange world of the quantum as well as its connection with devices and systems that we take for granted in our everyday lives.
Prereq: Freshman
Print in Catalog?: Yes
Grading Basis: A-F only
Topics Course: No
Honors Course: No
Online Course: No
Freshman Seminar: Yes
Is any portion of this course taught
outside of the United States?:
Community Engaged Learning (CEL) : None
Contact Hours:
2.0 hours per week
Course Typically Offered: Periodic Fall
Component 1 : LEC (no final exam)
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
Repetition not allowed.
for Catalog:
<no text provided>
No course equivalencies
Cross-listings: No cross-listings
Add Consent
No required consent
Drop Consent
No required consent
(course-based or
001475 - Freshman and FRFY for Freshman Seminar Courses
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: <no text provided>
History Information: <no text provided>
Sponsor Name:
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.

This course is largely discussion based and also requires two oral presentations during the term. The instructor will guide and supplement additional information into the course discussions and guide students on the development of their presentations.

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.

Grades for the class will be based on effective, active participation in course discussions and the quality of the two oral presentations.

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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LE Recertification-Reflection Statement:
(for LE courses being re-certified only)
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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
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 2,500 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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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 1903.001 Fall 2017
Course Title: ?Quantum Mechanics for Everyone?
Credits: Two credits, Two hours lecture per week, A-F only
Instructor: Regents Professor Allen Goldman
Office: Room 226 PAN
Phone: (612) 624-6062
Place: PAN 210
Time: 9:05 AM
You can navigate to the website by going to the Physics site (, clicking
on classes on the left hand column, and selecting Physics 1905.001. For full access to the
materials you will need your university user name and password.
Office Hours: By appointment with specific times to be set after the first meeting to
accommodate to student schedules.
Approach: This freshman seminar will present the essential ideas of quantum mechanics
without any mathematics beyond very elementary algebra. This will be done through readings,
discussions, lectures and demonstrations.
Work Required: There will be no examinations. There will be assigned readings and
discussions. The readings will be from the text, reserved books, duplicated materials, and web
sites. Students will be required to make two oral presentations during the semester. This is not a
writing intensive course. Grades in the course will equally weight class participation, and the
presentations. In the first part of the course, students will read the text, which will be discussed
in class and augmented by the instructor. Lists of potential topics for the presentations will be
posted on the class web site.
One class period will involve a representative of the library, who will introduce students to the
resources available in the library that can be used in the preparation of your presentations. His or
her presentation will be of value to all work involving library research. This is scheduled for the
second meeting of the class on September 13.
For special topics, such as Cosmology or Gravitational Waves, there may be guest lectures by
experts in the field.
Communication Mode: Course materials will be posted on the class website. For most
postings you will need to use your university username and password. Email will be used for
notifications and other communications.
Required Text: ?The New Quantum Universe,? Tony Hey and Patrick Walters, Cambridge
University Press (2003). Also available in the library as an ebook at the website:
Supplementary Text: ?The Strange World of Quantum Mechanics,? Cambridge Universty
Press (2000).
Other Books, which, if possible, will be on reserve:
David Prutchi and Shanni R. Prutchi, ?exploring Quantum Physics through Hands-on Projects,?
(John Wiley and Sons, 2012)
?The New Physics for the Twenty First Century,? edited by Gordon Fraser, (Cambridge
University Press, 2006)
J. M. Jauch, ?Are Quanta Real?? (Indiana University Press, Bloomington, Indiana, 1973)
Heinz Pagels, ?The Cosmic Code: Quantum Physics as the Language of Nature,? (Simon and
Schuster, New York 1982)
John R. Gribbin, ?In Search of Schrodinger?s Cat: Quantum Physics and Reality,? (Bantam,
New York, 1984)
John R. Gribbin, ?Schrodinger?s Kittens and the Search for Reality: Solving the Quantum
Mysteries,? (Little, Brown and Company, Boston, 1995).
J. C. Polkinghorn, ?The Quantum World,? (Princeton University Press, Princeton, 1984).
Alastair Rae, ?Quantum Physics: Illusion or Reality?? (Cambridge, University Press,
Cambridge, UK, 1986).
Mark P. Silverman, ?And Yet It Moves: Strange Systems and Subtle Questions in Physics,?
(Cambridge University Press, Cambridge, UK, 1993).
B. S. Chandrasekkhar, ?Why Things Are the Way They Are,? (Cambridge University
Press, Cambridge, UK, 1998).
Translational College of LEX, ?What is Quantum Mechanics? A Physics Adventure,?
(Language Research Foundation, Boston, 1996).
Paul Davies, ?The New Physics,? (Cambridge University Press, Cambridge, UK, 1989).
Daniel F. Styer, ?The Strange World of Quantum Mechanics,? (Cambridge University Press
Kenneth W. Ford, ?The Quantum World,? (Harvard University Press (2004)).
Giorgio Careri, ?Order and Disorder in Matter,? (The Benjamin/Cummings Publishing
Company, Inc. (1984)).
J. P. McEvoy and Oscar Zarate, ?Introducing Quantum Theory,? (Totem Books USA (1996)).
Jim Al_Khalili, ?Quantum, A Guide for the Perplexed,? (Weidenfeld and Nicolsen, UK (2003)).
Rudolf Huebener, ?Electrons in Action,? (Wiley VCH (2005)).
Sam Treiman, ?The Odd Quantum,? (Princeton University Press (1999)).
There are a number of popular magazines, which often contain useful information. These
include among others: Scientific American, Physics Today, Nature News, Science News, Seed,
Discover, and American Scientist. They can be accessed through the library web site.
Tentative Topics Based on the Text
1. Introduction: The ubiquity of quantum mechanics in everyday life
2. Waves vs. particles
3. Heisenberg uncertainty
4. Matter waves
5. Atoms and nuclei
6. Quantum tunneling
7. The Pauli Exclusion Principle and the Elements
8. Quantum Coherence
9. Quantum Engineering
10. Quantum Jumps
11. Elementary particles
12. Cosmology
University Policies
? Student conduct code
? Scholastic Dishonesty
See student conduct code
? Disability Accommodations
? Use of Personal Electronic Devices in the Classroom
? Appropriate Student Use of Class Notes and Course Materials
? Grading and Transcripts
? Sexual Harassment
? Equity, Diversity, Equal Opportunity, and Affirmative Action
? Makeup Work for Legitimate Absences
? Mental Health and Stress Management
Departmental Policies
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 the office 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
Strategic Objectives & Consultation
Name of Department Chair
Ron Poling
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

Existing FS course - being assigned new course number per OUE directive
Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

Strategic Objectives -
Consultation with Other
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.

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