CHEM 1912 -- Proposed New Course

Thu May 18 11:20:42 2017

Approvals Received:

Department

on 5/16/17

by Nancy Thao

(thao@umn.edu)

Approvals Pending:

College/Dean > Provost > Catalog

Effective Status:

Active

Effective Term:

1183 - Spring 2018

Course:

CHEM 1912

Institution:

UMNTC - Twin Cities/Rochester

Campus:

UMNTC - Twin Cities

Career:

UGRD

College:

TIOT - College of Science and Engineering

Department:

11098 - Chemistry

General

Course Title Short:

Quant Mech and Theology

Course Title Long:

QUANTUM MECHANICS AND THEOLOGY

Max-Min Credits for Course:

3.0 to 3.0 credit(s)

Catalog Description:

During the first half of the semester, we will introduce the fundamental ideas of quantum mechanics, including wave/particle duality and the uncertainty principle. We will also discuss some of the paradoxes that highlight the counter-intuitive nature of these concepts and illustrate the properties of indeterminacy, entanglement, nonlocality, interconnectedness, and other aspects of "quantum weirdness". During the second half of the semester, through students' presentations and papers on topics of their choice, we will explore the reflections of these ideas in theology and related topics.

Print in Catalog?:

Yes

CCE Catalog Description:

false

Grading Basis:

OPT

Topics Course:

Honors Course:

Online Course:

Freshman Seminar:

Yes

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

Community Engaged Learning (CEL):

None

Instructor Contact Hours:

3.0 hours per week

Course Typically Offered:

Periodic Fall, Spring & Summer

Component 1:

LEC

Auto Enroll Course:

Graded Component:

LEC

Academic Progress Units:

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

Financial Aid Progress Units:

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

Repetition of Course:

Allow up to 2 repetition(s) totalling up to 6.0 credit(s).

Course Prerequisites for Catalog:

Course Equivalency:

Cross-listings:

No cross-listings

Add Consent Requirement:

No required consent

Drop Consent Requirement:

No required consent

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

No prerequisites

Editor Comments:

Doreen Leopold Chemistry Thursdays 2:30 - 5:00 PM East Bank Doreen Leopold and her research group use anion photoelectron spectroscopy to study the structures and reactivities of transition metal clusters and organometallic radicals in the gas phase. She has been a member of the Chemistry faculty since 1986, and frequently also teaches "Chemical Principles II" (Chem 1062) and "Introduction to Quantum Mechanics and Spectroscopy" (Chem 4502).

Proposal Changes:

History Information:

Faculty Sponsor Name:

Faculty Sponsor E-mail Address:

Student Learning Outcomes

* Students in this course:

- Understand the role of creativity, innovation, discovery, and expression across disciplines

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 outcome will be assessed by introducing the fundamental ideas of quantum mechanics, including wave/particle duality and the uncertainty principle. We will also discuss some of the paradoxes that highlight the counter-intuitive nature of these concepts and illustrate the properties of indeterminacy, entanglement, nonlocality, interconnectedness, and other aspects of "quantum weirdness". During the second half of the semester, through students' presentations and papers on topics of their choice, we will explore the reflections of these ideas in theology and related topics.

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

The student learning will be assessed by quizzes, student participation, presentations, and writing assignments.

Liberal Education

Requirement this course fulfills:

Other requirement this course fulfills:

Criteria for
Core Courses:

Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.

They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.

They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.

They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.

They are offered on a regular schedule.

They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

Criteria for
Theme Courses:

Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:

thinking ethically about important challenges facing our society and world;

reflecting on the shared sense of responsibility required to build and maintain community;

connecting knowledge and practice;

fostering a stronger sense of our roles as historical agents.

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

Statement of Certification:

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

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

Writing Intensive

Propose this course as Writing Intensive curriculum:

Question 1 (see CWB Requirement 1):

How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Also, describe where in the syllabus there are statements about the critical role writing plays in the course.

Question 2 (see CWB Requirement 2):

What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the 2,500 minimum word count (or its equivalent) for finished writing will be met.

Question 3 (see CWB Requirement 3):

How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

Question 4 (see CWB Requirement 4):

Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

Question 5 (see CWB Requirement 5):

What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

Question 6 (see CWB Requirement 6):

If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

Statement of Certification:

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

Course Syllabus

Course Syllabus:

QUANTUM MECHANICS AND THEOLOGY 5/15/2017 Chem 1912 Freshman Seminar Spring 2018, 3 credits (Thursdays 2:30 - 5:00 PM, room to be announced) Instructor - Doreen Leopold, dleopold@umn.edu, (612) 626-2047 Weekly office hours in Smith 211 - times to be announced During the first half of the semester, we will introduce the fundamental ideas of quantum mechanics, including wave/particle duality and the uncertainty principle. We will also discuss some of the paradoxes that highlight the counter-intuitive nature of these concepts and illustrate the properties of indeterminacy, entanglement, nonlocality, interconnectedness, and other aspects of "quantum weirdness". During the second half of the semester, through students' presentations and papers on topics of their choice, we will explore the reflections of these ideas in theology and related topics. Goals: In this course you will a) Become better acquainted with other students, a faculty member, and the U of M b) Get some practice and instruction in writing, and experience in teaching and leading class discussions c) Gain a familiarity with some of the basic ideas of quantum mechanics d) Explore the reflections of these ideas in various theologies and world views, and in your own personal experience e) Enjoy yourself! Requirements: (details on the next page) a) Attend all classes b) Participate actively in discussions c) Do assigned readings and prepare questions d) Pass weekly short quizzes and longer final quiz e) Write two papers (at least 2,500 words each) f) Teach part of a class Daily schedule: Short quiz on assigned reading (10 min.) Questions/comments on today's readings, previous material, etc.; go over quiz (20 min.) Presentation/discussion by Doreen and/or students (50 min. and 10 min. break to eat chocolate) Continued presentation/discussion and/or field trip (50 min.) Plan for next week (10 min.) Books available in bookstore (required): ? ?Quantum: a Guide for the Perplexed?, by Jim Al-Khalili (2003) ? ?The Tao of Physics: an Exploration of the Parallels between Modern Physics and Eastern Mysticism?, by Fritjof Capra (1975; 4th edition, 2000). Grading: Assignments will be graded on a three-level basis: excellent (3), satisfactory (2) and unsatisfactory (1). The following 4 categories will each contribute to the course grade: ? weekly work (weekly quizzes, final quiz) 15% ? class participation 10% ? class presentation 25% ? writing assignments 50% (25% each) A grade of "satisfactory" will be equivalent to a B.

Strategic Objectives & Consultation

Name of Department Chair Approver:

David Blank

Strategic Objectives - Curricular Objectives:

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

Freshmen Seminar Course

Strategic Objectives - Core Curriculum:

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

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

Approvals Received:	Department on 5/16/17 by Nancy Thao (thao@umn.edu)
Approvals Pending:	College/Dean > Provost > Catalog
Effective Status:	Active
Effective Term:	1183 - Spring 2018
Course:	CHEM 1912
Institution:	UMNTC - Twin Cities/Rochester
Campus:	UMNTC - Twin Cities
Career:	UGRD
College:	TIOT - College of Science and Engineering
Department:	11098 - Chemistry

Requirement this course fulfills:	<no text provided>
Other requirement this course fulfills:	<no text provided>
Criteria for Core Courses:	Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method. Core courses must meet the following requirements: They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens. They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it. They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning. They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements. They are offered on a regular schedule. They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.
Criteria for Theme Courses:	Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind: thinking ethically about important challenges facing our society and world; reflecting on the shared sense of responsibility required to build and maintain community; connecting knowledge and practice; fostering a stronger sense of our roles as historical agents.
LE Recertification-Reflection Statement (for LE courses being re-certified only):	<No text provided>
Statement of Certification:	This course is certified for a Core (blank) as of This course is certified for a Theme (blank) as of