Mon Dec 6 12:25:59 2010
Approvals Received: |
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Approvals Pending: | College/Dean > Catalog | |
Effective Status: | Active | |
Effective Term: | 1119 - Fall 2011 | |
Course: | BBE 4012 | |
Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
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Career: | UGRD | |
College: | TIOT - College of Science and Engineering | |
Department: | 11032 - Bioproducts & Biosyst Engineer | |
General | ||
Course Title Short: | Trans in Biological Process I | |
Course Title Long: | Transport in Biological Processes I | |
Max-Min Credits for Course: |
4.0 to 4.0 credit(s) | |
Catalog Description: |
An introductory course in fluid mechanics. Fluid statics and kinematics. Differential and finite control volume analysis with continuity, momentum, and energy equations. Bernoulli and Euler Equation. Dimensional analysis. Potential flow. Non-Newtonian Fluids. | |
Print in Catalog?: | Yes | |
CCE Catalog Description: |
<no text provided> | |
Grading Basis: | A-F or Aud | |
Topics Course: | No | |
Honors Course: | No | |
Delivery Mode(s): | Classroom | |
Instructor Contact Hours: |
4.0 hours per week | |
Years most frequently offered: |
Every academic year | |
Term(s) most frequently offered: |
Fall | |
Component 1: |
LEC (with final exam) |
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Component 2: |
LAB (no final exam) |
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Auto-Enroll Course: |
Yes | |
Graded Component: |
LAB | |
Academic Progress Units: |
Not allowed to bypass limits. 4.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 4.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
Course Prerequisites for Catalog: |
(MATH 2243 or 2373), (MATH 2263 or 2374), BBE 3001, PHYS 1302W | |
Course Equivalency: |
No course equivalencies | |
Consent Requirement: |
No required consent | |
Enforced Prerequisites: (course-based or non-course-based) |
No prerequisites | |
Editor Comments: | New Course | |
Proposal Changes: | New Course | |
History Information: | <no text provided> | |
Faculty Sponsor Name: |
Mrinal Bhattacharya | |
Faculty Sponsor E-mail Address: |
bhatt002@umn.edu | |
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. You will learn fundamental characteristics of fluids and select the appropriate fluid flow principle to analyze problems in biological engineering and related fields. 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. Course examinations, laboratories, and class assignments will evaluate student understanding of fluid flow and its application to biological engineering. - Have mastered a body of knowledge and a mode of inquiry Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. You will be required to demonstrate an ability to recognize the type of fluid in a particular system and apply fluid-flow principles to solve and analyze the problem using simplifying assumptions. 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. Course examinations and class assignments will be focused to evaluate the students comprehensive knowledge of all course materials. |
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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:
<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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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> |
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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 minimum word count (or its equivalent) for finished writing will
be met. <no text provided> |
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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. <no text provided> |
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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. <no text provided> |
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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? <no text provided> |
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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. <no text provided> |
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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. 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.) BBE 4012 Transport in Biological Processes I Credits: 4 Course Format: 3 Lectures and 1 Lab per week. Course Grading: Homework (20%), Two hour exam (20% each), Finals (35%), Class Participation (5%). Textbook(s) Any one of the three 1. Fundamentals of Fluid Mechanics by Munson, Young, Okiishi, and Huebsch Sixth Ed. John Wiley and Sons. 2. Engineering Fluid Mechanics by Crowe, Elger, Williams, and Roberson. Ninth Ed. John Wiley and Sons. 3. Fluid Mechanics, Fundamentals and Applications by Yunus Cengel and John M. Cimbala. Second Ed. McGraw Hill. Course Objective:Develop an understanding of fluid dynamics in biological engineering and related fields. Use of control volume analysis to develop basic equations and to solve problems is emphasized. Understand the concept of Newtonian and non-Newtonian viscosity. Understand and use differential equations to determine pressure and velocity in various flow systems. Determine losses in flow systems. Learn to use dimensional analysis to design physical or numerical experiments and to apply dynamic similarity. Course Description: An introductory course in fluid mechanics. Fluid statics and kinematics. Differential and finite control volume analysis with continuity, momentum, and energy equations. Bernoulli and Euler Equation. Dimensional analysis. Potential flow. Non-Newtonian Fluids. Pre-requisites: Linear Algebra and Differential Equations (MA 2243 or2373) Multivariate Calculus (MA 2263 or 2374) Mechanics and Structural Design (BBE 3001). Introductory Physics II (Phys 1302W). Week 1 Introduction, Classification of Fluid Flows, System and Control Volumes, Units and Dimensions, Properties of Fluids Week 2 Properties of Fluids, Pressure, Introduction to Fluid Statics, hydrostatic forces on submerged plane surfaces, hydrostatic forces on submerged curved surfaces. Week 3 Buoyancy and Stability, Fluids in rigid body motion, Fluid kinematics, Lagrangian and Eulerian descriptions, Flow pattern and visualization (streamlines, streamtubes, pathlines etc.), Vorticity and Rotationality Week 4 Reynolds Transport Theorem, Conservation of Mass, Mechanical energy and Efficiency, Bernoulis Equation, General Energy Equation, Analysis of Steady Flow. Week 5 Exam # 1, Introduction to Control Volume analysis, Linear Momentum Equation, Review of Rotational Motion and Angular Momentum. Week 6 Angular Momentum Equation, Constitutive Equations to describe Newtonian and non-Newtonian Fluids. Week 7 Laminar and Turbulent Flow, Entry Region, Losses in Pipe flow, Piping Network and Pump selection. Week 8 Navier Stokes Equation, Solution to Momentum Equation for fluids having different constitutive equation. Week 8 Solution to Momentum Equation for fluids having different constitutive equation, Creeping Flow, Irrotational Flow, Boundary Layer Approximation. Week 9 Dimensional Homegeneity, Dimensional Analysis and Similarity, Buckingham theorem, Modeling and Similarity Week 10 Classification of Open Channel Flow, Froude Number and Wave Speed, Uniform flow in Channels, Hydraulic Cross Section. Week 11 Exam # 2, Gradually Varied Flow, Rapidly Varied Flow, Hydraulic Jump Week 12 Turbomachinary, Pumps, Pump Scaling Laws Week 13 Turbines and Turbine Scaling Laws Week 14 Compressible Flow, Mach #, Isentropic and Nonisentropic Flow. |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||
Name of Department Chair Approver: |
<no text provided> | |
Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? <no text provided> |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? <no text provided> |
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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. <no text provided> |
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