CHGN121 - Principle of Chemistry I

Designation: Required

Catalog Description: Study of matter and energy based on atomic structure, correlation of properties of elements with position in periodic chart, chemical bonding, geometry of molecules, phase changes, stoichiometry, solution chemistry, gas laws, and thermo chemistry. 3 hours lecture and recitation, 3 hours lab; 4 semester hours. Approved for Colorado Guaranteed General Education transfer. Equivalency for GT-SC1.

Prerequisites: none

Textbook and/or other required material: Text: CHEMISTRY by McMurray and Fay, 4th edition
                                                                  Lab Manual: INQUIRIES INTO CHEMISTRY by Abraham and Pavelich, 4th edition

Course Objectives: The non-content goals of the course are to improve the student's mental models of molecular interactions and to improve the student's ability to apply chemical knowledge to new logic problems (to do convergent thinking). The first goal is approached by tying the macroscopic descriptions and equations studied to the macroscopic action of atoms and molecules. Students are asked regularly in recitations, labs, homeworks and quizzes to explain phenomena in their own words at the atomic level. The second goal is approached by making students aware of it, by giving them non-rote problems in Recitations and homeworks, by having newly structured problems being 15-25% of each exam and by having them interpret data in lab. The content goals are summarized below. 

Students are given detailed Study Objectives expanding on these for each set of material studied; for example, thirty-three specific Study Objectives were identified for the students in preparation for their comprehensive final exam.

Descriptions of inorganic chemicals and nomenclature: covalent, ionic and acid compounds are described by bonding characteristics, structures in pure form and dissolved in water. Nomenclature rules are learned. Oxidation-reduction reactions are analyzed for electron movement and these ideas are used to balance redox reactions.

Stoichiometric relationships: the mole definition and why it works is studied, as are its various practical applications. These include determining empirical and molecular formulas from weight analysis data, determining limiting reagents and yields in reactions, using titration data to analyze for amounts and concentrations of chemicals.

Quantum mechanics and atomic electronic configurations: the wave/particle duality is studied and applied as explanation for quantized energies of electrons in atoms. Atomic orbitals are defined as possible standing waves and their descriptions by spdf notation, quantum numbers and mental model pictures are learned.

Periodicity and its connection to electronic configurations: periodic variation of atom properties like ionization energy and size are identified and tied to electron configurations by using n-levels and effective nuclear charges acting on the valence electrons.

Molecular structure and geometry: the Lewis Structures and geometries of molecules are studied using the octet rule and Valence Shell Electron Repulsion Theory. Students practice applying these ideas and building molecular models extensively. Connections of geometry to polarity are introduced.

Heats of reactions: how reaction heats are measured, how these relate to ?H(reaction) and to ?H(formation) are studied. Emphasis is on how to calculate these using Hess' Laws or ?H(formation) data and Bond energy data. Why these calculations work and the insights about reactions available through bond energies are studied.

Gas laws: the ideal gas behavior of gas samples and the algebra of the gas law are studied to emphasize the motion of molecules and the parameters that affect this motion. Emphasis is on using PV=nRT to get molecular size.

Organic chemistry: an introduction to the structures, geometries, nomenclature and some reactivity of organic molecules is provided.

Class/Laboratory Schedule: Two hours of lecture, one hour of Recitation and three hours of lab per week constitute the formal course time. Lectures are 250 student affairs but have "work with a partner" activities. Recitations are taught in groups of 30-35 by a faculty member or, occasionally, a senior graduate student. Labs are taught in groups of 24 by trained graduate students.

The usual sequence of topics in the Lecture is as given above in the Objectives.

Labs are done in the discovery/inquiry mode. Here the students are not given the theory behind the experiment beforehand; rather, they take data and then are asked to discuss it, find the data patterns and possible explanations. They are held to defending their ideas with the data at hand. Thus they are forced into convergent thinking throughout. Students are also asked to draw their mental models of what is happening at the molecular level in each experiment. The experiments are chosen to illuminate the lecture topics.

Contribution of Course to Meeting Professional Component: This course contributes four credits of basic sciences.

Relationship of Course to Program Outcomes: The focus on mental models and practice with convergent thinking (new applications of ideas) contributes to the School's goal of promoting higher level thinking in its students. The content goals are the bases of the chemical/materials sciences.

Person(s) Preparing Description and Date of Preparation: Michael J. Pavelich, Emeritus Professor, April, 2006.

CHGN124 - Principle of Chemistry II

Designation: Required

Catalog Description: Continuation of CHGN121 concentrating on chemical kinetics, thermodynamics, electrochemistry, organic nomenclature, and chemical equilibrium (acid- base, solubility, complexation, and redox). 3 hours lecture and recitation; 3 semester hours.

Prerequisites: Credit in CHGN121

Textbook and/or other required material: Text: CHEMISTRY by McMurray and Fay, 4th edition

Course Objectives: The non-content goals of the course are to improve the student's mental models of molecular interactions and to improve the student's ability to apply chemical knowledge to new logic problems (to do convergent thinking). The first goal is approached by tying the macroscopic descriptions and equations studied to the macroscopic action of atoms and molecules. Students are asked regularly in recitations, homeworks and quizzes to explain phenomena in their own words at the atomic level. The second goal is approached by making students aware of it, by giving them non-rote problems in Recitations and homeworks and by having newly structured problems being 15-25% of each exam. The content goals are summarized below. 

Students are given detailed Study Objectives expanding on these for each set of material studied; for example, twenty-six specific Study Objectives were identified for the students in preparation for their comprehensive final exam.

"Equilibria in chemical reactions (general): the causes of equilibria (bidirectional reactions with equal reaction rates), the equilibrium constants, Kc and Kp, and the manipulation of equilibria using Le Chatelier's principle are studied. Emphasis then turns to the specific reaction equilibria common in aqueous environmental systems. These are elaborated in the following objectives.

Acid-Base equilibria: aqueous solutions containing acid-base compounds are studied. Ka, Kb, Kw equilibrium expressions and their interplay are studied and used in stoichiometric problems. Students are required to use Ka, Kb tables to determine final concentrations of all species given the chemicals dissolved and their amounts dissolved for the following situations: acid or base alone in water, buffer solutions, weak acids with strong base added and weak base with strong acid added.

Solubility equilibria: aqueous solutions where slightly soluble salts are dissolved are studied. Ksp equilibrium expressions are studied and used in stoichiometric problems. Students are required use Ksp tables to determine the final concentrations of all species for the following situations: salt alone dissolved in water, salt dissolved in a solution containing a common ion, two solutions mixed to form a precipitate.

Complexation equilibria: aqueous solutions where metal cations are mixed with ligating Lewis bases are studied. Kf equilibrium expressions are studied and used in stoichiometric problems. Students are required use Kf tables to determine the final concentrations of all species where the salt of a cation is dissolved in a solution containing the ligand.

Mixed solublity-acid/base or solubility-complexation equilibria: Aqueous solutions where slightly soluble salts are mixed into solutions containing strong acid or a complexing ligand are studied. Students are required to use Ksp tables with Ka or Kf tables to determine the final concentrations of all species for the following situations: anion of the slightly soluble salt is a weak base which interacts with acid added, cation of the slightly soluble salt complexes with ligands added.

Redox reactions and electrochemical cells: the additivity of redox half reactions and their EMF values are studied. Students are required to analyze galvanic and electrolytic cells for the flow of electrons and ions, the chemical reactions at the electrodes and the voltage of the combination using EMF tables. They also use the Nernst equation to answer these questions for non-unity concentrations. EMF values are also related to equilibrium constants for these reactions. Selected electrolytic industrial processes are studied.

Entropy and the Second Law: entropy as the driving force in the universe and the cause of equilibria is studied. ?S is defined as dispersion of energy (randomness of energy) and related to the ?G and ?H of reactions. The Second Law and ?G are seen as the competition of ?S(rxn) and ?S(surroundings) to yield ?S(total). Students do qualitative predictions of ?S(rxn), relate ?H(rxn) to ?S(surroundings) and the whole to Kequilibria. Students use ?G(form), ?H(form) tables to determine ?S(rxn) and the equilibrium constants of reactions.

Kinetics: the measurement of reaction rates and the use of rate laws are studied. Students use initial rate data to determine orders of reactions, rate laws and rate constants. First, second and complex order rates as well as half-times of reactions are defined and related to concentration versus time curves. The temperature dependence of rates and the mental models of collision theory are studied. How rate laws give insight to mechanism is also studied.

Class/Laboratory Schedule: Two hours of lecture and one hour of Recitation per week constitute the formal course time. Lectures are 250 student affairs but have 

work with a partner" activities. Recitations are taught in groups of 30-35 by a faculty member or, occasionally, a senior graduate student.

The usual sequence of topics in the Lecture is as given above in the Objectives. A strong emphasis in time and complexity of analysis is spent with acid-base equilibria. The laboratory for the course is CH126 described in a separate summary.

Contribution of Course to Meeting Professional Component: This course contributes three credits of basic sciences.

Relationship of Course to Program Outcomes: The focus on mental models and practice with convergent thinking (new applications of ideas) contributes to the School's goal of promoting higher level thinking in its students. The content goals are the bases of the chemical/environmental sciences.

Person(s) Preparing Description and Date of Preparation: Michael J. Pavelich, Emeritus Professor, April, 2006.

CHGN126 -  Quantitative Chemical Measurements

Designation: Required

Catalog Description: Experiments emphasizing quantitative chemical measurements. 3 hours lab; 1 semester hour.

Prerequisites: Credit in or concurrent enrollment in CHGN124.

Textbook and/or other required material: Text: CH126 Laboratory Manual (In-house publication)

Course Objectives:

To help students understand and improve their skills with basic wet chemical laboratory
techniques,

To give students gain experience with the acid-base and solubility concepts in CH124 and with some environmental analyses.

To give students practice with time-management and with laboratory notebook record keeping.

Class/Laboratory Schedule: This is the laboratory that accompanies CHGN124, General Chemistry II. It meets for three hours per week in a laboratory and is instructed by a trained graduate student overseen by a faculty member. The students do four wet chemical analyses, each taking three to four periods. They are graded on their results (40%) versus what we expect for their unknown and on the completeness and professional quality of their lab notebook (60%).

In the first experiments the students make and standardize HCl and NaOH solutions that they will use as standard solutions in the other three experiments. In the next three, they practice a general procedure and work up data for a known compound and then are given 2 grams of a solid unknown that they analyze by adjusting that procedure. The experiments and techniques are as follows. Throughout, students use statistical analyses (standard deviations and Q-tests) to judge the quality of their work.

1. Standardize NaOH and HCl solutions (titrations using potassium acid phthalate as primary standard).

2. Ka or Kb value of acid/base (pH readings are taken of solutions with added NaOH (acid) or HCl (base)).

3. Solubility of Cu+2 salt (spectrophotometric measurements from saturated solutions in water and acid enhanced with NH3 ).

4. Cation Content (ion-exchange chromatography used to determine cation content of salt, H+ exchanged and titrated).

5. (Extra credit) Acid Producing Potential (APP of iron salt by chemical work-up and NaOH titration).

Contribution of Course to Meeting Professional Component: This course contributes one credit of basic sciences.

Relationship of Course to Program Outcomes: The goals of the course are achieved with a majority of students as judged by their submitted work and oral exchanges. These goals are basic to experimental work in chemistry and environmental sciences.

Person(s) Preparing Description and Date of Preparation: Michael J. Pavelich, Emeritus Professor, April, 2006.

CSM101 - Freshman Success Seminar

Designation: Required

Catalog Description: A "college adjustment" course, taught in small groups, designed to assist students with the transition from high school to CSM. Emphasis is placed on appreciation of the value of a Mines education, and the techniques and University resources that will allow freshmen to develop to their fullest potential at CSM.

Textbook and/or other required material: No textbook required.
                                                                     Student Handbook
                                                                     Undergraduate Bulletin

Prerequisites: none

Course objectives: CSM has offered CSM101 - Freshman Success Seminar - for over 15 years. CSM 101 is a 0.5 credit hour "college adjustment" course designed to help CSM freshmen successfully transition from high school to college in general, and to CSM in particular. The overall format of the course is based on three objectives:

1. Become an integrated part of the CSM community
2. Explore, select, and connect with a career field
3. Develop as a person and as a student

This course is designed to be active and interactive, with assignments that are created to help students acquire sets of skills that are necessary for developing a sense of identity at Mines and for successful careers in engineering, science and economics. The interaction is between Mentor and student, between freshmen themselves, and also between freshmen and upper-class students, in order to increase the likelihood of both academic and social integration and success.

Mastery of objective 1) will be demonstrated through completion of assignments and discussion in class and outside of class that require the exploration of, and connection with, student organizations and campus resources. Mastery of objective 2) will be demonstrated by successfully completing assignments that require exploring and evaluating the academic majors at CSM, as well as completion of the registration process with the CSM Career Center. Mastery of objective 3) will be demonstrated through discussion of campus rules and regulations and the Student Honor Code, as well as mid-term and end of term academic progress.

Topics:

Class 1: Focus - The first CSM 101 class is held during New Student Orientation, even before all other classes have started. This class meeting is designed to facilitate the development of relationships. Students are likely to adjust and acclimate to college if they have at least one person, specially designated for him/her, to contact with questions and problems even before classes begin.

Class 2: Focus - This class provides an opportunity to explain the requirements and structure of the class, and to again reaffirm that we are here to help students be successful. This class also provides an opportunity for students to voice their questions and expectations.

Class 3: Focus - Increased freedom is one of the most significant transitions students experience when they go to college. Students have the opportunity to make good choices - or bad choices. It is important that students understand the rules and regulations of CSM and know about the Student Honor Code and associated policies and procedures.

Class 4: Focus - Mines is a typical undergraduate college in many ways, but it is also offers some very unique challenges when it comes to student success. The academic rigors and stressors combined with the higher incidence of social introversion can affect student success. Research consistently indicates a correlation between campus involvement and success. Success can be defined broadly and this class offers an opportunity to discuss and participate in a variety of activities related to a broadly-defined concept of success.

Class 5: Focus - Students have been at Mines for a month now… this is a good time to have them stop and reflect on their experience so far, especially since they will likely have experienced their first round of college-level exams. This class is purposely left a little open-ended so the Mentor can pick a topic of particular interest for the class. Suggested topics include:

1. Stay with the self-assessment topic (materials are provided)
2. Select one of these topics (contact the Advising Coordinator for information)
a) Time management
b) Study skills
c) Myers Briggs Type Indicator
3. Select your own topic and use your own materials for the class.

Class 6: Focus - Eventually, students will graduate and enter the work force. This class provides an opportunity for students to investigate how their academic/social experiences in college will impact their future careers. The decisions they make now will, indeed, affect the rest of their lives! This includes choosing a major and establishing a good working relationship with faculty and their academic advisor.

Class 7: Focus - The focus of this class is registration for spring courses. Even though the Registrar's Office builds freshman schedules for the spring semester, it is critical that the students learn the registration process as they will be responsible for managing it in the future. An important aspect of the registration process is building a relationship between a student and his/her academic advisor.

Class 8: Focus - This is the final class of CSM 101 - a good time to celebrate with students as they reflect on what they've accomplished this semester, to help them gear up for finals, the holiday season, and returning in January to start a brand new semester!

Class Schedule: Eight 1-hour class sessions during the Fall semester. Students also meet individually outside of class with their instructor/mentor. Student/faculty ratio is approximately 11/1 per section, with each class team taught by two faculty. During the Fall 2005 semester, 75 sections of this course were scheduled. Course instructors also serve as mentors/academic advisors for the entire freshman year.

Contribution of course to meeting the professional component: This course is designed to serve as an engineering-themed academic seminar, with uniform, yet flexible, course content that supports the development of a clear conception of engineering education and professions.

Relationship of course to program objectives: This course establishes the foundation for the CSM Graduate Profile through helping students to develop: knowledge and skills necessary to identify an area of specialization and appreciation of the breadth of engineering and science; an increased understanding of engineering as a profession; critical thinking, communication, and teamwork skills through participation, discussion and exploration; an appreciation of diverse attitudes, cultures and approaches; and ethical considerations involved in engineering.

Person(s) Preparing Description and Date of Preparation: Ron Brum

DCGN381 -  Introduction to Electrical Circuits, Electronics and Power

Designation: Core Curriculum

Course Description: This course provides an engineering science analysis of electrical circuits. The following topics are included: DC and AC circuit analysis; current and charge relationships. Ohm's Law, resistors, inductors, capacitors, equivalent resistance and impedance, Kirchhoff's Laws Thevenin and Norton Equivalent circuits, superposition and source transformation, power and energy, maximum power transfer, first order transient response, algebra of complex numbers, phasor representation, time domain and frequency domain concepts, effective and rms values, complex power, apparent power, power factor, filters, resonance, diodes, EM work, moving charge in an electric field, relationship between EM voltage and work, Faraday's and Ampere's Laws, magnetic reluctance and ideal transformers.

Prerequisite(s): PHGN200 Physics II

Class Schedule: This three credit hour course meets for three, 50 minute class periods per week.

Textbook and other Required Materials: Rizzoni, G., 2006, Principles and Applications of Electrical Engineering, Fifth Edition, McGraw-Hill

Course Objectives:

a) Students will demonstrate skills in DC and AC analysis of LRC circuits through application of Kirchhoff's and Ohm's laws as well as superposition, and one-port network equivalent circuit theory (Thévenin and Norton Equivalents).

b) Students will demonstrate an understanding of power concepts in AC and DC circuits. Maximum power transfer, efficiency of power networks, power conservation, and power factor correction are emphasized.

c) Students will understand the effect of switches, transformers, diodes, and op-amps in circuits. Although the primary focus of the course is on the voltage and current characteristics of such devices, students are also expected to understand the basic structure of these elements.

d) Students will use basic electronic skills in applied problems such as filters, resonance, rectifiers, wave-shaping circuits, amplification, switches, etc.

Mastery of the objectives will be demonstrated by the successful completion of weekly homework assignments, three exams scheduled during the semester, and a final exam.

Topics Covered:

A list of topics covered within the course follows:

a) Basic Concepts (Voltage, Current, Power, Kirchhoff's Laws, Ohm's Law 3 hours
b) Circuit Analysis (voltage and current division, mesh and node analysis,
Thevenin and Norton Equivalency, Superposition ) 12 hours
c) Energy Conservation 2 hours
d) Inductors, Capacitors, RC/RL transients 4 hours
e) AC Circuit Analysis (Phasors and Impedance Concepts) 4 hours
f) AC Power Concepts and Transformers 7 hours
g) Frequency Response (Filters, Resonance, and Bode Plots) 4 hours
h) Diodes, Zener diodes, OPAMPS 9 hours

Contribution to Professional Component: This course is primarily an engineering science topics course, but students obtain exposure to solving engineering problems in homework exercises. The course also offers non-electrical track students an opportunity to understand the fundamental electrical engineering principles that they will encounter in a multidisciplinary setting.

Relationship of Course to Program Outcomes: This course relates closely to the Engineering Division Program Outcomes EG1-1) Students will understand the broad fundamentals of mathematic, science, and engineering; EG1-2) Students will be able to specify, analyze, design, prototype (when appropriate) and test electrical engineering subsystems; EG2-1) Students will understand sustainability issues in the context of engineering systems development, deployment, and retirement.

Person Preparing Description and Date of Preparation: Ravel F. Ammerman, (February 2006).

EBGN 201  - Principles of Economics

Designation: Required

Catalog Description: EBGN 201 Principles of Economics (3 semester hours) examines the basic social and economic institutions of market capitalism; contemporary economic issues; business organization; price theory and market structure; economic analysis of public policies; and inflation, unemployment, and economic growth. These topics and concepts together provide a framework for understanding human-environment relations. Special attention is paid to contemporary debates about sustainable development and natural resource management.

Prerequisites: None.

Textbook and/or Other Required Material: Miller, Roger Leroy, Understanding Modern Economics, 1st edition, Addison Wesley, 2004.

Course Objectives: After completing this course, students will be able to (a) describe the economy as a whole using indicators such as gross-domestic product growth, inflation, and unemployment, as well as the important public-policy tools that a national government uses to influence the state of the economy (macroeconomics), (b) understand how specific markets within a national economy operate and how public policies influence these markets (microeconomics), and (c) apply economic principles to issues and problems related to natural resources and the environment.

Topics Covered:

I. Introduction to the Shared Concepts of Microeconomics and Macroeconomics
II. Microeconomics (demand, supply, markets and market structures)
III. Macroeconomics (unemployment, inflation, economic growth, US banking system, monetary and fiscal policies, international trade)
IV. Environmental Economics, Natural Resource Economics, and Sustainable Development (externalities, environmental policy, renewable and nonrenewable natural resources)

Class /Laboratory Schedule: Two lectures a week (during Fall Semester 2005, Mondays and Wednesdays, either 2:00-2:50pm or 3:00-3:50pm) and one recitation section of 50 minutes per week on either Thursday or Friday (multiple offerings).

Contribution of Course to Meeting Professional Component: Course contributes three credit hours to General Education.

Relationship of Course to Program Outcomes: This course has primary emphasis in ABET Criterion 3 outcomes h, i and j. Additionally, course has secondary emphasis in Criterion 3 outcome b(ii).

Person Preparing Description and Date of Preparation: Roderick G. Eggert (December 2005).

EPIC151 - Design (EPICS) I

Designation: Required

Catalog Description: Design (EPICS) I introduces a design process that includes open-ended problem solving and teamwork integrated with the use of computer software as tools to solve engineering problems. Computer applications emphasize graphical visualization and production of clear and coherent graphical images, charts, and drawings. Teams assess engineering ethics, group dynamics and time management with respect to decision-making. The course emphasizes written technical communications and introduces oral presentations.

Prerequisites: None

Textbook and/or other required material: Design (EPICS) Student Guide
                                                                     Mechanical Drafting Packet
                                                                     Writing as an Engineer: Beer and McMurrey

Course Objectives: Teaching/learning objectives for the course center on how we define "design." Open-ended problem solving is the core of the Design (EPICS) team-based design methodology. Engineering design - a creative, interactive, and complex decision-making process unfolds as the design team synthesizes information, skills and values to resolve an open-ended problem. With respect to the Design (EPICS) curriculum, engineering design can be described as an iterative process. The objectives of the course guide students toward solving open-ended problems:

1. Developing an ability through practice to apply creative and critical thinking skills through a guided design methodology with an emphasis on visual solutions to engineering problems;

2. Analyze engineering alternatives in order to select the "most desirable options" by applying fundamental computer packages which graphically display a system or product;

3. Participate as a member of a team committed to solving an open-ended project through practice building team and interpersonal skills and defining and meeting deadlines; and

4. Prepare communications documents, which develop evidence necessary to build an engineering case by writing a clear concise conclusion based on evidence.
To help our students become more skilled with the design process, we should have them learn through practice. The centerpiece of this course is an open-ended problem that the students must work in teams to solve.

Topics Covered:

Most of the skills are taught using a small team mentoring method with a few lectures to present formal instruction. Instructional exercises are distributed as follows throughout the semester:
Engineering design process
Mechanical graphics and sketching
Computer aided visualization graphics
Project management process
Interpersonal management process
Professionalism and engineering ethics
Technical writing (emphasis)
Oral presentations (exposure)

Class/Laboratory Schedule: This three-hour course meets for five hours per week. Students work in teams of four to six with a single mentor in one two-hour session (Project Day) to resolve project and team issues. Mentors give explicit instruction or information in carefully selected topics, such as decision-making processes, team dynamics and communications skills. Progress and problems are addressed in these weekly team meetings. These meetings take place in the Hall of Justice, Room 140. An instructor lectures on visualization techniques in the second two-hour session (Graphics Day), encouraging teams to use computer-aided techniques to prepare graphics portfolios. These sessions take place in the EPICS Computer Laboratory in the CTLM. The one-hour session (Workshop Day) is devoted to workshops on technical writing, professionalism, ethics, safety, and construction techniques (soldering, foam-core construction). These workshops take place in the Hall of Justice, Room 140.

Contribution of Course in Meeting Professional Component: This course contributes three credit hours to the engineering design topics.

Relationship of Course to Program Outcomes: This course relates most closely to Program Objectives: A) develop and demonstrate creative engineering technologies, B) apply knowledge of mathematics, science and engineering, C) provide collaborative opportunities at various level of interest, D) design and build authentic devices, F) recognize the need for life-long learning, and G) assess the impact of engineering solutions in a global and societal context.

Person(s) Preparing Description and Date of Preparation: Rob

EPIC251 - Design (EPICS) II

Designation: Required

Catalog Description: Design (EPICS) II builds on the design process introduced in Design (EPICS) I, which focuses on open-ended problem solving in which students integrate teamwork and communications with the use of computer software tools to solve engineering problems. Computer applications emphasize information acquisition and processing based on knowing what new information is necessary to solve a problem and where to find the information efficiently. Teams analyze team dynamics through weekly team meetings and progress reports. The course emphasizes oral presentations and builds on written communications techniques introduced in Design (EPICS) I.

Prerequisites: Design (EPICS) I

Textbook and/or other required material: Design (EPICS) Student Guide
                                                                     Writing as an Engineer: Beer and McMurrey

Course Objectives: Teaching/learning objectives for the course center on how we define "design." Open-ended problem solving is the core of the Design (EPICS) team-based design methodology. Engineering design - a creative, interactive, and complex decision-making process - unfolds as the design team synthesizes information, skills and values to resolve an open-ended problem. With respect to the Design (EPICS) curriculum, engineering design can be described as an iterative process. The objectives of the course guide students toward solving open-ended problems:

1. Developing an ability through practice to apply creative and critical thinking skills through an external client project with an emphasis on data analysis and numerical solutions;

2. Analyze engineering alternatives in order to select the "most desirable options" by applying commercial software to model a system or product;

3. Participate as a member of a team committed to solving an open-ended project through practice managing people, resources and money; and

4. Prepare communications documents, which develop evidence necessary to build an engineering case by communicating verbally the technical and economic feasibility of an engineering strategy.

5. To help our students become more skilled with the design process, we should have them learn through practice. The centerpiece of this course is an open-ended problem that the students must work in teams to solve.

Topics Covered:

Most of the skills are taught using a small team mentoring method with a few lectures to present formal instruction. Instructional exercises are distributed as follows throughout the semester:
Engineering design process
Data acquisition and processing
Commercial software packages (PowerPoint, Excel, Access, Project, MathCad, ArcView)
Project management process
Interpersonal management process
Engineering codes and standards
Oral presentations (emphasis)
Technical writing (progressive building)

Class/Laboratory Schedule: This three-hour course meets for five hours per week. Students work in teams of four to six with a single mentor in one two-hour session (Project Day) to resolve project and team issues. Mentors give explicit instruction or information in carefully selected topics, such as decision-making processes, team dynamics and communications skills. Progress and problems are addressed in these weekly team meetings. These meetings take place in the Hall of Justice, Room 120/124. An instructor lectures on various commercial software packages in the second two-hour session (Computer Day), encouraging teams to use computer-aided techniques to develop models for process engineering data. These sessions take place in the EPICS Computer Laboratory in the CTLM. The one-hour session (Workshop Day) is devoted to workshops on oral presentations, standards, and specific project requirements. These workshops take place in the Hall of Justice, Room 140.

Contribution of Course in Meeting Professional Component: This course contributes three credit hours to the engineering design topics.
Relationship of Course to Program Outcomes: This course relates most closely to Program Objectives: A) develop and demonstrate creative engineering technologies, B) apply knowledge of mathematics, science and engineering, C) provide collaborative opportunities at various level of interest, D) design and build authentic devices, E) analyze data from a variety of resource related projects, F) recognize the need for life-long learning, G) assess the impact of engineering solutions in a global and societal context, and H) manage on-going programs for energy, materials, universal, space and product.

Person(s) Preparing Description and Date of Preparation: Rob

LAIS 100 - Nature and Human Values

Designation: Required

Catalog Description: Nature and Human Values will focus on diverse views and critical questions concerning traditional and contemporary issues linking the quality of human life and Nature, and their interdependence. The course will examine various disciplinary and interdisciplinary approaches regarding two major questions: 1) How has nature affected the quality of human life and the formulation of human values and ethics? 2) How have human actions, values, and ethics affected Nature? These issues will use cases and examples taken from across time and cultures. Themes will include but are not limited to population, natural resources, stewardship of the Earth, and the future of human society. This is a writing-intensive course that will provide instruction and practice in both expository and technical writing, using the disciplines and perspectives of the humanities and social sciences. 4 hours lecture/recitation. 4 credit hours.

Prerequisites: None.

Textbook and/or other required material: Beer, David F, and David McMurrey, Guide to Writing as an Engineer, 2nd edition.

                                                                        Blackboard Learning System Coursepack: All seminar sections of Nature and Human Values have shared readings   

                                                                        that are available electronically via the Blackboard system.

                                                                        Lunsford, Andrea. The Everyday Writer, 3rd edition.

Course Objectives: The learning objectives for this course may be stated in terms of their focus on knowledge content acquisition and on writing skills development. In recent years, the course has evolved so that its main focus is on ethics: the ethics of human interactions with the environment and the professional ethics of scientists and engineers. The two, of course, are often interconnected if not the same.

Knowledge content objectives NHV aims to help develop understandings of

" personal and professional responsibilities of scientists and engineers;
" environmental, social, and international issues in science and engineering;
" intellectual skills that contribute to inquiry, life-long learning, and ethical professional behavior;
" the major arguments, historical developments, and issues surrounding environmental debates, such as those related to resource use, conservation, sustainability and stewardship of the Earth;
" how the humanities and social sciences shed light on the beliefs, values, attitudes, and world views that shape culture
Writing objectives
Following the formats outlined in A Guide to Writing As an Engineer (one of the course textbooks), students will write:
" an abstract;
" a comparison paper or close reading; and
" a case study analysis.
Through frequent writing assignments, students will also improve their abilities to
" abstract an article;
" appropriately and critically navigate electronic mediums such as email and the internet;
" read critically;
" identify and synthesize a range of positions on an issue;
" articulate a position on an issue in relation to other positions;
" conduct academic research on a focused topic related to the themes of the course;
" argue for a position and convincingly address counter arguments;
" effectively incorporate persuasive strategies;
" use and cite an appropriate variety of sources; and
" carefully evaluate research sources from the web, books, articles, etc.
Students should also finish this course with an expanded appreciation of
" diverse rhetorical strategies;
" different genres;
" writing-reading connections; and
" writing processes.

Class/Laboratory Schedule: This four-hour course meets for four hours per week. Student will meet in small, 20-person groups with their seminar instructors for three hours a week. The fourth hour, all students enrolled in the course meet in a large group (approx. 300 students) for the lecture portion of the course. The seminar portion of the course is devoted to a deep explication of the subject material that is presented during the lecture portion of the course, and is also focused on developing writing skills.

Contribution of Course to Meeting Professional Component: General Education Relationship of Course to Program Outcomes: NHV explicitly addresses a number of elements in the CSM graduate profile. Among these are the following descriptors:

" Graduates must have the skills to communicate information, concepts and ideas effectively orally, in writing, and graphically.
" The seminar component of NHV is explicitly designed to contribute to the development of such communication skills and to provide students to discuss content in a small-group setting.
" Graduates should have the flexibility to adjust to the ever-changing professional environment and appreciate diverse approaches to understanding and solving society's problems.
" The humanities and social sciences interdisciplinary character of NHV makes a major contribution to cultivating student flexibility, understanding, and societal problem solving.
" Graduates should be capable of working effectively in an international environment, and be able to succeed in an increasingly interdependent world.
" NHV lectures make a special effort to include the international, global, and multicultural dimensions of the issues they address.
" Graduates should exhibit ethical behavior and integrity.
" Issues of professional ethics and environmental responsibility play a major role in the lectures and writing assignments of NHV.

Person Preparing Description and Date of Preparation: Jennifer J. Schneider (January, 2006).

MACS111 - Calculus for Scientists and Engineers I

Designation: Required

Catalog Description: This is the first course in the calculus sequence. Topics covered in this course include elements of plane geometry, functions, limits, continuity, derivatives with applications, and definite and indefinite integrals.

Prerequisites: Precalculus

Textbook and/or other required material: Calculus: Concepts & Contexts, 3rd ed., by James Stewart.

Course Objectives: In this course, students are introduced to the fundamental Calculus concepts of continuity and limits of functions of a single variable. This knowledge is applied to define the derivative and the integral and to derive applications of the derivative. Students are also introduced to the Fundamental Theorem of Calculus.

The student will:

1. Define a function.
2. Determine the domain and range of a function.
3. Describe the following functions graphically, numerically, and analytically:
o Linear.
o Exponential.
o Logarithmic.
o Polynomial.
o Rational.
o Trigonometric.
o Piecewise.
o Inverse.
4. Translate data into functional notation.
5. Determine if a function is even or odd.
6. Shift functions.
7. Determine the zeroes of a function.
8. Determine whether a function is continuous.
9. Determine the one-sided limits of a function and the limit of a function.
10. Relate the secant line to the tangent line.
11. Define the derivative of a function.
12. Differentiate:
o Powers.
o Polynomials.
o Products.
o Quotients.
o Composite functions.
o Trigonometric functions.
o Implicit functions.
o Exponential functions.
o Logarithmic functions.
o Derivatives.
13. Apply derivatives to solve:
o Maxima/minima problems.
o Related rate problems.
14. Evaluate limits of indeterminate forms using Rule
15. Find antiderivatives of functions.
16. Approximate functions linearly and with Taylor Polynomials.
17. Estimate integrals with finite sums.
18. Define the definite integral.
19. Relate derivatives and integrals (Fundamental Theorem of Calculus)
20. Integrate using:
o Substitution.
o Integration by parts.
o Numerical methods.
21. Apply integration methods to find areas.
22. Relate exponential and log functions.
23. Differentiate exponential and logarithmic functions.
24. Integrate exponential and logarithmic functions.

Class/Laboratory Schedule: This four credit-hour course meets four hours per week. All four hours consist of lectures, with periodic group work on worksheets involving challenging applications of the topics being presented.

Contribution of Course to Meeting Professional Component: This course contributes four credit hours to the college-level mathematics appropriate to the discipline.

Relationship of Course to Program Outcomes: This course relates to the general program objective (a) an ability to apply knowledge of mathematics, science and engineering; as well as to the requirement that individual programs "must demonstrate that graduates have proficiency in mathematics through differential equations…"

Person(s) Preparing Description and Date of Preparation: G. Gustave Greivel (February, 2006).

MACS112 - Calculus for Scientists and Engineers II

Designation: Required

Catalog Description: This is the second course in the calculus sequence. Topics covered in this course include vectors, applications and techniques of integration, infinite series, and an introduction to multivariate functions and surfaces.

Prerequisites: MACS111 or equivalent.

Textbook and/or other required material: Calculus: Concepts & Contexts, 3rd ed., by James Stewart.

Course Objectives: This course is a continuation of MACS111. In this course, students learn techniques of integration as well as several applications of the definite integral. Students are given a brief introduction to separable differential equations and their solutions. Sequences and series are also presented, including the application of power series to engineering problems and an introduction to the complex plane and Euler's formula. Finally, students are given an introduction three-dimensional space and multivariate functions and surfaces.

The student will:

1. Parametrize curves in the plane as well as in three-dimensional space.
2. Find the tangent to a parametrized curve.
3. Find the length of a parametrized curve.
4. Define a vector in the plane and in 3D.
5. Resolve a vector into components.
6. Add and subtract vectors.
7. Find the magnitude of a vector.
8. Find the dot product of two vectors.
9. Project a vector onto another vector.
10. Find the cross product of two vectors.
11. Solve a system of linear equations.
12. Write the equations for a line in space.
13. Write the equation for a plane in space.
14. Define a vector-valued function.
15. Differentiate vector valued functions.
16. Integrate vector-valued functions.
17. Model projectile motion.
18. Define a function from Rn to R1.
19. Plot functions in three dimensions and also sketch their contour plots.
20. Evaluate integrals using:
o U-substitutions.
o Integration by parts.
o Trigonometric integrals.
o Trigonometric substitutions.
o Partial fraction decomposition.
21. Solve separable first order differential equations, including initial value problems .
22. Identify and evaluate improper integrals.
23. Determine the convergence of an infinite sequence.
24. Determine the convergence of an infinite series.
25. Find the sum of a geometric series and Maclaurin series.
26. Approximate the sum of an infinite series and determine the error in the approximation.
27. Represent a functions as power series using the Taylor series.
28. Use Taylor approximations.
29. Perform complex arithmetic.
30. Derive Euler's formula using series results.

Class/Laboratory Schedule: This four credit-hour course meets four hours per week. All four hours consist of lectures, with periodic group work on worksheets involving challenging applications of the topics being presented.

Contribution of Course to Meeting Professional Component: This course contributes four credit hours to the college-level mathematics appropriate to the discipline.

Relationship of Course to Program Outcomes: This course relates to the general program objective (a) an ability to apply knowledge of mathematics, science and engineering; as well as to the requirement that individual programs "must demonstrate that graduates have proficiency in mathematics through differential equations…"

Person(s) Preparing Description and Date of Preparation: G. Gustave Greivel (February, 2006).

MACS213 - Calculus for Scientists and Engineers III

Designation: Required

Catalog Description: This is the final course in the calculus sequence. Topics covered in this course are drawn from multivariable calculus, including partial derivatives, multiple integration, and vector calculus.

Prerequisites: MACS112 or equivalent.

Textbook and/or other required material: Calculus: Concepts & Contexts, 3rd ed., by James Stewart.

Course Objectives: This course is a continuation of MACS112. In this course, students learn to find partial derivatives and consider several applications of partial derivatives including related rates, linear approximations and the total differential, directional derivatives and the gradient, and constrained and unconstrained optimization. Students learn to set up and evaluate double and triple integrals in Cartesian coordinates as well as polar, cylindrical and spherical coordinates with an emphasis on applications of these integrals. Students are also introduced to general transformations for double and triple integrals. Finally, students are introduced to Vector Calculus with an emphasis on work and flux integrals for vector fields. The Fundamental Theorem for Line Integrals, Green's Theorem, Stokes' Theorem and the Divergence Theorem are all presented.

The student will:

1. Parametrize curves in the plane as well as in three-dimensional space.
2. Define a function from Rn to R1.
3. Plot functions in three dimensions and also sketch their contour plots.
4. Find partial derivatives of a multivariable function.
5. Predict the change in a function using differentials.
6. Use the chain rule to differentiate a multivariable function.
7. Define the gradient vector.
8. Define the directional derivative.
9. Apply gradients and directional derivatives to real problems.
10. Write the equation of a plane tangent to a function.
11. Find the maxima and minima of functions.
12. Apply the method of Lagrange multipliers to solve simple constrained optimization problems.
13. Integrate functions of two and three variables.
14. Use multiple integrals to find areas, volumes, moments and center of mass.
15. Use cylindrical and spherical coordinates to evaluate multiple integrals.
16. Make general transformations of coordinate systems to evaluate multiple integrals.
17. Define and graph vector fields from R2 to R2 and from R3 to R3.
18. Parameterize curves and compute line integrals along those curves. Applications include:
o Line integrals of scalar functions to find the arclength, center of mass, or charge.
o Line integrals of vector fields to find the work done by a vector field.
19. Identify conservative fields and apply the Fundamental Theorem for Line Integrals.
20. Use Green's Theorem to evaluate line integrals on appropriate closed paths in the plane.
21. Parameterize surfaces and compute surface integrals over those surfaces. Applications include:
o Surface integrals of scalar functions to find surface area, center of mass, or charge.
o Surface integrals of vector fields to find the flux of a field through a surface.
22. Apply Stokes' Theorem to evaluate line integrals on appropriate closed paths in space.
23. Apply the Divergence Theorem to evaluate flux integrals through appropriate closed surfaces.

Class/Laboratory Schedule: This four credit-hour course meets four hours per week. All four hours consist of lectures, with periodic group work on worksheets involving challenging applications of the topics being presented.

Contribution of Course to Meeting Professional Component: This course contributes four credit hours to the college-level mathematics appropriate to the discipline.

Relationship of Course to Program Outcomes: This course relates to the general program objective (a) an ability to apply knowledge of mathematics, science and engineering; as well as to the requirement that individual programs "must demonstrate that graduates have proficiency in mathematics through differential equations…"

Person(s) Preparing Description and Date of Preparation: G. Gustave Greivel (February, 2006).

MACS315 - Differential Equations

Designation: Required

Catalog Description: This is an introductory course in differential equations. Topics include classical techniques for first and higher order equations and systems of equations, Laplace transforms, and phase plane and stability analysis of non-linear equations and systems. Applications to physics, mechanics, electrical engineering and environmental sciences are considered.

Prerequisites: MACS213 or equivalent.

Textbook and/or other required material: Elementary Differential Equations, 8th ed., by W.E. Boyce and R.C. DiPrima.

Course Objectives: This course is an introductory course in Differential Equations. In this course, students are introduced to classical solution techniques for first and second order differential equations as well as systems of first order linear equations. Students are also introduced to Laplace transforms. Students apply these methods to solve engineering problems and interpret solutions in the context of engineering problems.

Topics:

1. Classification of differential equations.
2. Linear equations with variable coefficients.
3. Separable differential equations.
4. Modeling with first order equations.
5. Exact equations and integrating factors.
6. The existence and uniqueness theorem.
7. Homogeneous equations with constant coefficients.
8. Fundamental solutions of linear homogeneous equations.
9. Complex roots and the characteristic equation.
10. Repeated roots: reduction of order.
11. Nonhomogeneous equations: method of undetermined coefficients.
12. Mechanical and electrical vibrations; forced vibrations.
13. The Laplace transform:
o Definition.
o Solution of initial value problems.
o Step functions.
o Differential equations with discontinuous forcing functions.
o Impulse functions.
o The convolution integral.
14. Systems of first order linear equations:
o Introduction.
o Review of matrices, linear independence, eigenvalues and eigenvectors.
o Homogeneous linear systems with constant coefficients.
o Complex eigenvalues.
o Repeated eigenvalues.
o Nonhomogeneous linear systems.
15. Nonlinear differential equations and stability - the phase plane: linear systems.

Class/Laboratory Schedule: This three credit-hour course meets three hours per week. All three hours consist of lectures, with periodic group work on worksheets involving challenging applications of the topics being presented.

Contribution of Course to Meeting Professional Component: This course contributes three credit hours to the college-level mathematics appropriate to the discipline.

Relationship of Course to Program Outcomes: This course relates to the general program objective (a) an ability to apply knowledge of mathematics, science and engineering; as well as to the requirement that individual programs "must demonstrate that graduates have proficiency in mathematics through differential equations…"

Person(s) Preparing Description and Date of Preparation: G. Gustave Greivel (February, 2006).

PHGN100 - Physics I - Mechanics

Designation: Required

Course (catalog) description: A first course in physics covering the basic principles of mechanics using vectors and calculus. The course consists of a fundamental treatment of the concepts and applications of kinematics and dynamics of particles and systems of particles, including Newton's laws, energy and momentum, rotation, oscillations, and waves. 4.5 semester hours.

Prerequisite(s): MACS 111 and concurrent enrollment in MACS112/122 or consent of instructor.

Textbook(s) and/or other required material: "Physics for Scientists and Engineers," Tipler , 4th edition (1999), Freeman Worth.
                                                                          "University Physics," Young and Freedman, 11th edition (2002), Addison-Wesley publishers.

Course Objectives: