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DOCUMENT RESUME
ED 384 313 HE 028 426
AUTHOR Bellamy, Lynn; Raupp, Gregory B.TITLE NSF/Texas A&M New Engineering Science Core at Arizona
State University.INSTITUTION Arizona State Univ., Tempe, Coll. of Engineering and
Applied Sciences.; Texas A and M Univ., CollegeStation.
PUB DATE [94]
NOTE 155p.; For related documents, see HE 028 423-428.Materials excerpted from Texas A&M presentations.
PUB TYPE Guides Classroom Use Instructional Materials (ForLearner) (051)
EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS Cognitive Processes; Cognitive Style; *College
Instruction; Competency Based Education; *CoreCurriculum; Course Descriptions; Curriculum Design;*Curriculum Development; *Engineering Education;Higher Education; *Science Education; StudentEvaluation; Teacher Workshops; Teaching Methods
IDENTIFIERS *Arizona State University; Competency Matrix
ABSTRACTThis document consists of a workshop presentation on
the development of a new engineering science core curriculum atArizona State University (ASU). Part 1 presents an overview of theproject, which was designed to return a true commonality to theengineering science core and increase understanding of fundamentalconcepts by reinserting design education into the undergraduatecurriculum. Part 2 outlines the four core courses (conservationprinciples, properties of matter, engineering systems, andconservation principles for continuous media), while part 3 makescomparisons with traditional courses. Part 4 examines learningstructures and experiences, while part 5 outlines the implementationof the core courses in chemical engineering at ASU. Part 6 addressesstudent competencies and levels of learning, while part 7 presentscondensed versions of Langford and McNeill's taxonomies of learning.Parts 8, 9, and 10 provide course objectives, daily assignments, andcompetelcy matrices for core courses on conservation principles,properties of matter, and engineering systems. (MDM)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made *
from the original document.***********************************************************************
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le o
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tent
sSl
ide
rWor
ksho
p A
gend
a (n
ot a
vaila
ble)
. Tab
1 : O
verv
iew
, Par
ticip
ants
and
Goa
ls1
-5
Tab
2 :
Bas
ic P
rem
ises
and
Cou
rse
Ove
rvie
ws
6-
12
+ T
ab 3
: C
ompa
rison
s w
ith T
radi
tiona
l Cou
rses
13-
19
Tab
4 :
Lear
ning
Str
uctu
res
and
Exp
erie
nces
20-27
Tab
5 :
Che
mic
al E
ngin
eerin
g Im
plem
enta
tion
28T
ab 6
: C
ompe
tenc
ies
and
Leve
ls o
f Lea
rnin
g29
-43
Tab
7 :
Lang
ford
/ M
cNei
ll O
pera
tiona
l Def
initi
ons
44-
50A
Con
dens
ed V
ersi
on o
f the
Tax
onom
ies
1-
18
Cou
rse
Obj
ectiv
es, A
ssig
nmen
ts, C
ompe
tenc
y M
atric
ies
Tab
8 :
Cou
rse
1,C
onse
rvat
ion
Prin
cipl
esT
ab 9
: C
ours
e 2
,P
rope
rtie
s of
Mat
ter
Tab
10
: Cou
rse
3,
Eng
inee
ring
Sys
tem
s
4
MI M
S A
ll M
N! I
AIII
IIIIA
MS
MI M
N N
M A
ll N
M M
IN M
I All
NM
Slid
e 1
(NS
F/T
exas
A&
MN
ew E
ngin
eerin
g S
cien
ce C
ore
DE
LIV
ER
Y
The
Lea
rnin
g
Exp
erie
nce
Slide 2
TEXAS A&M FACULTY PARTICIPANTS)
Richard Alexander, Mechanical EngineeringDavid Allen, Aerospace Engineering
Walter Bradley, Mechanical EngineeringCarl Erdman, Nuclear Engineering
Louis Everett, Mechanical EngineeringJohn Fleming, Electrical Engineering
Charles Glover, Chemical EngineeringJames Holtze, Chemical Engineering
Jo Howze, Electrical EngineeringDavid Jansson, formerly CO-PI,
Mechanical EngineeringJames Jennings, Petroleum Engineering
Harry Jones, Civil EngineeringCesar Ma lave, Industrial EngineeringHarry Ploehn, Chemical EngineeringTom Pollock, Aerospace Engineering
Rob Redfield, Mechanical EngineeringVic Wilson, Educational Psychology
NN
EN
MI
INN
NE
NIB
UN
NO
IN
NIN
NN
M N
M E
N O
N I
NS
INSl
ide
3
AR
IZO
NA
ST
AT
E U
NIV
ER
SIT
Y F
AC
ULT
YP
AR
TIC
IPA
NT
S)
Lyn
n B
ella
my,
Che
mic
alE
ngin
eeri
ng
Ver
onic
a A
. Bur
row
s, C
hem
ical
Eng
inee
ring
Don
ovan
L. E
vans
, Mec
hani
cal E
ngin
eeri
ng
Gre
gory
B.
Rau
pp,
Che
mic
alE
ngin
eeri
ng
Eug
ene
E. S
afer
, Che
mic
alE
ngin
eeri
ng
Imre
Zw
iebe
l, C
hem
ical
Eng
inee
ring
N.B
. of
13 C
HE
Fac
ulty
9iU
MO ON MO NO WO MO NO MO NO OW OM NO OM OM
OM NO WO OM ON
Slide 4
Orig
inal
Tex
as A
&M
Goa
ls
ri) R
etur
n (?
) a
true
com
mon
ality
to th
e en
gine
erin
gsc
ienc
e co
re
2) In
crea
se u
nder
stan
ding
of f
unda
men
tal c
once
pts
byre
inse
rtin
g de
sign
edu
catio
n -
in p
artic
ular
cre
ativ
ede
sign
prin
cipl
es -
into
the
unde
rgra
duat
ecu
rric
ulum
.E
ngin
eerin
g D
epar
tmen
t Hea
ds q
uote
: "..s
tude
nts
don'
tkn
ow th
e fu
ndam
enta
ls r
equi
red
to b
egin
juni
or le
vel
cour
ses,
and
don'
t kno
w h
ow to
thin
k th
roug
h a
prob
lem
."R
esta
tem
ent o
f 1)
and
2): D
efin
e an
d pr
esen
t com
mon
base
of e
ngin
eerin
g sc
ienc
e m
ater
ial i
n su
ch a
way
as
to e
ffect
ivel
y pr
omot
e `d
eep
lear
ning
' of t
he m
ater
ial f
or1
engi
neer
ing
stud
ents
.
1112
MU NM SIM UM MN NM MU MIS
MIO MN NM MN UM UM MW ME UM WM
Slide5
Orig
inal
Tex
as A
&M
Goa
ls (
cont
.)
(3)
Effe
ct e
ffici
enci
es b
y de
crea
sing
repe
titio
n,e.
g., u
nits
and
prop
ertie
s
4) M
otiv
ate
stud
ents
!!
5) D
esig
n th
e ch
ange
s to
hav
em
inim
al im
pact
on th
e re
stof
the
curr
icul
um.
Goa
ls 1
) th
roug
h 4)
hav
e be
enfa
irly
wel
lac
com
plis
hed,
but
5)
is in
cons
iste
ntw
ith th
efir
st fo
ur n
d w
ith a
ny fu
ndam
enta
lcha
nge
incu
rric
ulum
.
1314
I11
ME
NM
IIIM
I=
I N
MI
IMO
NM
IN
MI
NM
I11
111
MIN
=I
EM
III
IM
il M
ISl
ide
6
Bas
ic P
rem
ises
:N
SF
/A&
M C
ours
es
(T
HE
RE
IS
A U
NIF
YIN
G F
RA
ME
WO
RK
FO
R E
NG
INE
ER
ING
SC
IEN
CE
:
CO
NSE
RV
AT
ION
AN
D A
CC
OU
NT
ING
STU
DE
NT
S C
AN
LE
AR
N E
NG
INE
ER
ING
MO
RE
EFF
EC
TIV
EL
YIF
TH
EY
AR
E A
WA
RE
OF
TH
IS C
OM
MO
N T
HE
ME
AN
D S
TR
UC
TU
RE
STU
DE
NT
S A
RE
CA
PAB
LE
OF
GR
ASP
ING
AN
D U
ND
ER
STA
ND
ING
TH
E F
RA
ME
WO
RK
EA
RL
Y I
N T
HE
IR A
CA
DE
MIC
CA
RE
ER
TH
E B
ASI
C S
TR
UC
TU
RE
CA
N B
E T
AU
GH
T A
ND
LE
AR
NE
DIN
CO
UR
SES
1 A
ND
2 W
ITH
FU
RT
HE
RM
AT
HE
MA
TIC
AL
SO
PHIS
TIC
AT
ION
DE
VE
LO
PED
IN
CO
UR
SES
3 A
ND
4
CO
NC
LU
SIO
NS
A H
AN
DFU
L O
F FU
ND
AM
EN
TA
L L
AW
S A
RE
OF
CE
NT
RA
L I
MPO
RT
AN
CE
TO
EN
GIN
EE
RIN
G
TH
ESE
LA
WS
AL
L F
IT A
CO
NSE
RV
AT
ION
/ A
CC
OU
NT
ING
FR
AM
EW
OR
K
STR
UC
TU
RE
TH
E C
OU
RSE
S A
RO
UN
D T
HIS
CO
NSE
RV
AT
ION
/ A
CC
OU
NT
ING
FR
AM
EW
OR
K
UM
MN
NM
ME
IIl
ia M
IV
III
iiiIM
IIN
MI
MIN
SIN
NM
NM
I11
1111
MN
NM
I=
II M
NSl
ide
7
NS
F/A
&M
New
Eng
inee
ring
Sci
ence
Cor
e C
ours
es
Con
serv
atio
n Pr
inci
ples
Qua
ntiti
esW
hich
Are
Con
serv
ed-
Tot
al a
nd E
lem
enta
l Mas
s-
Tot
al E
nerg
y-
Lin
ear
Mom
entu
m-
Ang
ular
Mom
entu
m-
Tot
al C
harg
e
Qua
ntiti
esW
hich
Are
Acc
ount
ed F
or-
Ent
ropy
(Sys
tem
, Sur
roun
ding
s,C
osm
os)
- Sp
ecie
sM
ass
-M
echa
nica
l Ene
rgy
(Rig
id B
odie
s, F
luid
s,et
c.)
-T
herm
al E
nerg
y-
Ele
ctri
cal E
nerg
y
:* P
rope
rtie
s of
Mat
ter
(Sol
ids,
Liq
uids
and
Gas
es)
Eng
inee
ring
Sys
tem
s (e
.g.,
batte
ry, m
otor
, spa
cean
tenn
a)C
onse
rvat
ion
Prin
cipl
es f
orC
ontin
uous
Med
ia
17lb
no ®
on
no n
o M
I NM
NM
IO
M IN
NS
IMI
ME
I11
1111
NM
NM
NM
IS
lide
8
CC
OU
RS
E 1
: Con
serv
atio
n P
rinci
ples
in E
ngin
eerin
g
:4T
he B
IG P
ICT
UR
E o
f the
foun
datio
n an
d st
ruct
ure
ofal
l eng
inee
ring
scie
nce
with
app
licat
ions
on
a m
acro
scal
e, e
.g.,
pipe
flow
.E
mph
asiz
es th
efu
ndam
enta
l con
serv
atio
n la
ws
and
asso
ciat
ed a
ccou
ntin
g re
latio
nsW
hat s
eem
s lik
e a
larg
e nu
mbe
r of
con
cept
san
d la
ws
for
one
cour
se is
trac
tabl
e be
caus
e th
eyal
l dea
l with
asi
ngle
idea
, i.e
.,ho
w w
e 'c
ount
' thi
ngs
!Li
mite
d to
mac
rosc
opic
, i.e
., "la
rge"
sys
tem
s, a
void
ing
com
plex
ities
of s
uch
topi
cs a
s te
mpe
ratu
re p
rofil
esan
d st
ress
dis
trib
utio
ns:*
Lim
ited
to e
ither
- fin
itetim
e pe
riods
(=
>al
gebr
aic
equa
tions
) or
- di
ffere
ntia
l tim
e pe
riods
(=
> o
rdin
ary
rate
equ
atio
ns).
19
ON
INN
1111
1U
M N
IB N
D N
MI M
Ien
ill N
S U
S N
M S
IRIII
IIIIN
NS
lide
9
CO
UR
SE
2: P
rope
rtie
s of
Mat
ter
Sup
port
s ot
her
thre
e co
urse
san
d re
info
rces
che
mis
try
and
phys
ics
whi
le p
aral
lelin
g C
ours
e 1
Dis
cuss
ions
on
both
mac
rosc
opic
sca
le a
nd o
nm
olec
ular
/ at
omic
sca
leT
reat
s ba
sics
,e.
g.,
atom
ic s
truc
ture
, the
n va
rious
clas
ses
of p
rope
rtie
s,e.
g.,
mec
hani
cal,
elec
tric
al a
ndm
agne
tic, w
ith p
hysi
cala
nd m
athe
mat
ical
mod
els.
Bot
h pr
edic
tive
and
desc
riptiv
e ap
proa
ches
are
exp
lore
dA
ddre
sses
mat
eria
l pro
pert
ies
requ
ired
for
Cou
rse
1(e
.g. h
eat c
apac
ities
,el
ectr
ical
res
istiv
ity, a
nd e
ntro
py )
and
for
the
com
plet
e en
gine
erin
g sc
ienc
e co
re
Stu
dy a
nd u
nder
stan
ding
of p
rope
rtie
s pl
aced
with
inth
e m
otiv
atio
nal f
ram
ewor
k of
app
lyin
gco
nser
vatio
nla
ws
and
seco
nd la
w
(i.e.
,O
ccam
's r
azor
÷ la
ws
= m
ater
ials
' mod
els
! )21
ti,, ti
en a
m a
m e
ms
am w
e ta
m m
mam
e on
am
mo
am a
m m
im a
m a
mra
d m
mV
ide
10
CO
UR
SE
3: M
odel
ing
and
Beh
avio
r of
Eng
inee
ring
Sys
tem
s
+ B
uild
s on
foun
datio
n st
ruct
ure
of C
ours
es 1
and
2 u
sing
a w
ide
varie
ty o
f dril
l and
pra
ctic
e pr
oble
ms
plus
mor
e co
mpl
ex, d
iver
sean
d in
volv
ed s
yste
ms
Mat
hem
atic
al c
ompl
exity
gre
ater
than
for
Cou
rses
1 a
nd 2
as
stud
ents
are
con
curr
ently
lear
ning
ord
inar
y di
ffere
ntia
l equ
atio
nsV
arie
ty o
f mas
s, m
echa
nica
l, el
ectr
ical
and
ther
mal
(an
d th
erm
o-)
dyna
mic
s pr
oble
ms
on a
mac
rosc
opic
sca
leT
opic
s in
clud
e im
peda
nce,
kin
emat
ics
(mot
ion
and
geom
etry
),po
wer
/ref
riger
atio
n cy
cles
, mul
ti-m
ode
prob
lem
s (f
reon
fille
d A
Cco
mpr
esso
r w
ith v
olta
ge s
ourc
es; e
ddy
curr
ents
/mag
lev)
plus
new
topi
cs li
ke s
yste
m s
tate
s/va
riabl
es(o
rder
, fre
edom
,de
cisi
ons
on k
ind
of s
yste
m),
line
ar s
yste
m r
espo
nse,
tran
sien
tan
d st
eady
sta
te s
olut
ions
.C
ase
stud
ies
and
stro
ng d
esig
n co
nten
t with
ope
n-en
ded
prob
lem
s; r
ecita
tions
incl
ude
setu
p fo
r pr
oble
m b
y di
scus
sing
how
thin
gs w
ork,
e.g
., le
vel c
ontr
olle
rs in
che
mic
al p
lant
s, a
ndw
hat g
oes
wro
ng if
you
don
't un
ders
tand
the
syst
ems.
Rei
nfor
cem
ent o
f Cou
rse
1 an
d 2
conc
epts
and
tech
niqu
es
232,
1
OM
NM
I ON
all
SO
all
all
Nal
1111
1O
M IN
N11
1111
11M
aM
N IN
N11
1111
1
Slid
e 11
CO
UR
SE
4: C
onse
rvat
ion
Prin
cipl
es fo
r C
ontin
uous
Med
ia
App
licat
ions
of
fund
amen
tal c
once
pts
to d
iffe
rent
ial-
size
d sy
stem
s (in
man
y w
ays
r re
run
of C
ours
e 1
atm
icro
scop
ic le
vel)
Pro
blem
s / a
pplic
atio
ns in
sol
id m
echa
nics
, hea
ttr
ansf
er, f
luid
flow
and
E&
M, w
ith e
xten
sive
use
of
num
eric
al m
etho
ds fo
r so
lutio
n of
par
tial d
iffer
entia
leq
uatio
ns.
Mat
hem
atic
al c
ompl
exity
intr
oduc
ed is
qui
te li
mite
d;th
is is
pos
sibl
e th
roug
h a
care
ful p
robl
em s
elec
tion
and
the
use
of e
asy-
to-u
se c
alcu
latio
n so
ftwar
e+
Pre
sent
edin
a s
truc
ture
that
par
alle
ls C
ours
e 1,
incl
udin
g a
use
of p
rope
rtie
s th
at r
evie
ws
part
s of
Cou
rse
2 m
ater
ial
r4
k26
MB
NM
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UM
OM
MIS
ON
1111
0S
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OIM
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Slid
e 12
(Top
icIn
tegr
atio
n: C
ours
es 1
and
2
Con
serv
atio
n P
rinci
ples
Pro
pert
ies
of M
atte
r
The
Fun
dam
enta
l Law
s*M
icro
stru
ctur
e
rR
igid
Bod
y M
echa
nics
Mec
hani
cal P
rope
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s of
Sol
ids
Flu
id M
echa
nics
Mec
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cal P
rope
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s of
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ids
and
Vis
coel
astic
Mat
eria
ls
Ele
ctric
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ircui
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lect
rical
& M
agne
ticP
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The
rmod
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The
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pert
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Mom
entu
mA
ngul
ar M
omen
tum
Ene
rgy
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Slide 13
Another View
Statics
Fluid
Mechanics
Circuits
Dynamics
Mathand
Science
Heat Transfer
Thermo-dynamics
Mechanics &Deformable
Solids
Electronics& Micro-
electronics
Traditional Engineering Core ConceptNote: The new courses are not exact replacements forthe content of the indicated traditional courses
Conservation Principlesand the
Structure of Engineering
ConservationPrinciples
forContinuous
Media
/7 Modeling andBehavior ofEngineering
Systems
Propertiesof
Matter
New Engineering Science Core Concept
OM
MO
INN
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all
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NM
MID
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Slid
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rope
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Mat
ter
& M
ater
ials
Sci
ence
Pro
pert
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of M
atte
rM
ater
ials
Sci
ence
solid
sliq
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gase
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solid
s
atom
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crys
tals
incl
udin
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atom
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crys
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crys
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mec
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omag
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erm
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exp
lana
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e be
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or o
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cont
inuu
m:
desc
riptiv
e m
odel
spr
edic
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mod
els
3()
3 1
ON
NM
INS
INS
SIN
SIN
111
INS
INS
SIM
ON
INN
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MIN
In M
NS
lide
15
( S
tude
nt V
iew
of T
herm
odyn
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s
_.]
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dA
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al E
nerg
y an
dT
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s
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rgy,
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ies
Mas
s, e
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L M
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Max
wel
l Equ
atio
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Prop
ertie
s of
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ter
//
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Syst
ems
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al D
iffe
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tate
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onst
rain
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9
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ign
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iabl
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tion
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aw)
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all
all
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M e
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ide
16
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ping
' The
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ynam
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for
Exa
mpl
e)
Tot
al M
ass,
1st
Law
[Spe
cies
Mas
s,2n
d L
aw
Con
serv
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nan
dA
ccou
ntin
g
The
rmo
Prop
ertie
s
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er C
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s
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sof
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ter
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ring
Syst
ems
L
SIN
MIN
NIB
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MO
MN
I MO
B E
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RN
MI
MIN
Slid
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Stu
dent
Vie
w o
f Circ
uits
orD
evic
es
/Con
serv
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nan
dA
ccou
ntin
g
Tot
al C
har ;
e,E
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rica
l Pot
entia
lK
CL
and
KV
L
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ctri
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nerg
y)
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oper
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atte
rM
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and
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al
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h A
naly
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tc.
)
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alen
t Sou
rces
,E
nerg
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oss,
etc
.
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er C
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s )
37
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nA
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MI
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1111
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IIIn
IIII
ISR
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Slid
e 18
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ping
'E
lect
rical
Circ
uits
for
Exa
mpl
e
Con
serv
atio
nan
dA
ccou
ntin
gK
CL
and
KV
L
Ele
ctri
cal E
nerg
yL
----
----
---
LPr
oper
ties
of M
atte
rI
I
Com
plex
Cir
cuits
l.---
---
38
/ Eng
inee
ring
Syst
ems
39
/
a)
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Per
cent
of C
urre
nt C
ours
es C
over
ed b
y N
SF
/A&
M C
ore
Cou
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Top
icM
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sIn
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S /
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lect
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uits
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ics
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tT
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dit H
our
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00
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3
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es :
a S
emes
ter
hour
s cr
edit
b P
erce
ntag
es c
over
ed b
ut r
epet
itiou
s
cP
rimar
ily M
ater
ials
Sci
ence
con
tent
d P
rimar
y D
efic
ienc
ies
: psy
chro
met
ric c
hart
s
e P
rimar
y D
efic
ienc
ies
: exp
erie
nce
with
non
idea
l EO
S, g
ener
aliz
ed c
orre
latio
ns,
(e.g
., va
n de
r W
aals
, Red
lich
Kw
ong)
Add
ition
al M
ater
ial n
ot s
how
n in
the
Top
ics
abov
e : a
bout
50
% o
f the
202
cou
rse,
(2)
c ,
and
som
e P
roce
ss D
ynam
ics
/ Con
trol
4 0
4 3
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EM
I N
E -
- S®
NM
NM
I M
IN
M N
M N
M N
I E
MI
SIM
MIN
EN
Slid
e 20
CH
iera
rchi
cal S
truc
ture
s fo
r S
tude
nts)
Hyp
othe
ses
:
4:*
For
low
erle
vel E
ngin
eerin
g S
cien
ce c
ours
es(a
nd to
pics
whi
ch a
re a
ssig
ned
prim
arily
at t
heK
now
ledg
e, C
ompr
ehen
sion
and
Ana
lysi
sLe
vels
of L
earn
ing
inan
yco
urse
),
it is
the
resp
onsi
bilit
y of
the
teac
her
to d
evel
opan
d pr
esen
t hie
rarc
hica
l str
uctu
res
for
the
cont
ent.
A r
easo
nabl
e an
d ap
prop
riate
str
uctu
re,
both
for
the
stud
ents
and
for
ectiv
e le
arni
ng in
gen
eral
,
can
bede
duce
d fr
om a
ref
lect
ive
revi
ew o
f the
teac
her's
orig
inal
, lec
ture
cou
rse
note
s.
44r
IIIIII
IM
I UM
NM
MI M
I IN
S M
S IM
OIM
O M
NN
MI
1111
1M
INN
MI O
MIN
IR
Slid
e 21
CA
Hie
rarc
hica
l Str
uctu
re fo
r E
lem
enta
ryM
echa
nics
)
Con
cept
ual
Kno
wle
dge
Phy
sics
Con
cept
s
Ang
ular
Mom
entu
m
Con
serv
atio
nof
Ene
rgy
`Um
brel
la'
Con
cept
s
Tra
nsla
tiona
l
(1/2
) (c
m (
0 2c
m(
1/2)
IA O
A
Ope
ratio
nal
Kno
wle
dge
4
KK
R +
KT
(1/2
) m
v2e
mK
+ U
E,0
,=O
j
mgy
Mes
tre,
Jos
e P
., "C
ogni
tive
Asp
ects
of L
earn
ng
and
Tea
chin
g S
cien
ce"
(DR
AF
T),
Pre
Col
lege
Tea
cher
Enh
ance
men
t In
Sci
ence
and
Mat
hem
atic
s: S
tatu
s, Is
sues
and
Pro
blem
s
(GM
m)
/ rI
Int%
F.d
s
Ope
ratio
nal
Def
initi
ons
47
NIP
ea
MI
MIM
IIII
IIIN
O IO
NN
MI N
M S
IM M
I it M
OP
an
IMP
MN
MI N
MI N
MS
lide
22
An
Org
aniz
ing
Str
uctu
re fo
r C
ours
e 1)
Con
serv
atio
n P
rinci
ples
and
the
Str
uctu
re o
f Eng
inee
rin
TA
BLE
SO
F
CO
NS
ER
VE
D, e
tc.
QU
AN
TIT
IES
IIII
IIIN
NSI
NIN
Dal
lIN
DN
MI
NE
IIII
IM
I N
MI
anIM
OII
III
Mil
NM
I
Slid
e 23
1K
now
ledg
e T
ypes
(a s
truc
ture
for
Cou
rse
3))
CO
NT
EN
T
CO
NC
EP
TS
AN
DT
HE
OR
Y
PR
OC
ED
UR
AL
AN
ALY
SIS
AN
DT
EC
HN
IQU
ES
5(1
CO
ND
ITIO
NA
L
AS
SU
MP
TIO
NS
AN
DD
EC
ISIO
NS
MIN
OM
NM
NM
Ial
e O
NO
MM
O M
N I
MO
SIB
1111
111
NM
IE
llW
INM
illE
NSl
ide
24
(Con
tent
, Pro
cedu
ral a
nd C
ondi
tiona
l)T
he f
irst
type
of
know
ledg
e (f
irst
in th
e se
nse
of th
e or
der
we
choo
se to
dis
cuss
it, n
ot in
its
supr
emac
y to
oth
er f
orm
s) is
con
tent
. Con
tent
kno
wle
dge
incl
udes
phy
sics
or
basi
c pr
inci
ples
of
syst
ems.
For
exa
mpl
e, in
a p
endu
lum
(as
in a
ll re
al s
yste
ms)
line
ar a
nd a
ngul
ar m
omen
tum
, and
tota
l ene
rgy
can
be a
ccou
nted
for
. To
do th
is, a
n un
ders
tand
ing
of w
hat e
nerg
y an
d m
omen
tum
are
,as
wel
l as
an u
nder
stan
ding
of
the
forc
es o
f gr
avity
and
air
res
ista
nce
are
need
ed. T
his
know
ledg
em
ight
be
labe
led
cont
ent.
The
con
tent
kno
wle
dge
in th
is te
xt w
ill b
uild
on
fund
amen
tals
est
ablis
hed
in y
our
prev
ious
cou
rses
. The
inte
nt is
not
to in
trod
uce
vast
am
ount
s of
con
tent
.
The
sec
ond,
and
mos
t com
mon
kno
wle
dge
type
in th
is te
xt, i
s pr
oced
ural
. Pro
cedu
ral k
now
ledg
ein
clud
es th
e pr
oces
s or
met
hodo
logy
whi
ch y
ou a
pply
to u
nder
stan
d sy
stem
s. F
or e
xam
ple,
to a
pply
the
cont
ent k
now
ledg
e th
at a
ngul
ar m
omen
tum
is c
onse
rved
in th
e pe
ndul
um, y
ou m
ust d
eter
min
eth
e fo
rces
act
ing
on th
e sy
stem
. Thi
s ca
n be
don
e be
st b
y dr
awin
g a
free
-bod
y di
agra
m. T
here
is a
proc
edur
e, o
r co
rrec
t way
, to
draw
a f
ree-
body
dia
gram
, if
one
does
not
pos
sess
suc
h pr
oced
ural
know
ledg
e it
will
be
diff
icul
t to
appl
y co
nten
t kno
wle
dge.
The
thir
d ty
pe o
f kn
owle
dge
cont
aine
d in
this
cou
rse
is c
ondi
tiona
l. C
ondi
tiona
l kno
wle
dge
is u
sed
to d
ecid
e w
hen
vari
ous
met
hodo
logi
es a
re a
pplic
able
. For
exa
mpl
e, if
a p
oint
on
the
pend
ulum
isfi
xed
to th
e E
arth
, you
mus
t dec
ide
if th
e E
arth
sho
uld
be a
ssum
ed f
ixed
, rot
atin
g ab
out i
ts a
xis,
or
hurl
ing
thro
ugh
spac
e.T
his
cour
se w
ill e
mph
asiz
e to
dev
elop
men
t of
proc
edur
al a
nd c
ondi
tiona
l kno
wle
dge
by p
rovi
ding
prac
tice
in th
e de
sign
and
ana
lysi
s of
com
plex
dev
ices
. The
obj
ectiv
e is
to a
llow
you
to g
ain
som
e of
the
expe
rien
ce n
eces
sary
to m
ake
impo
rtan
t eng
inee
ring
dec
isio
ns a
bout
the
desi
gn a
nd a
naly
sis
ofco
mpl
ex p
roce
sses
. The
text
will
als
o re
info
rce
know
ledg
e fo
r un
ders
tand
ing
why
a s
yste
m b
ehav
esas
it d
oes,
and
to m
ake
desi
gn d
ecis
ions
bas
ed o
nde
sire
d be
havi
or.
Eve
rett,
Lou
is I
.,
Und
erst
andi
ng E
ngin
eeri
ng S
yste
ms
Via
Con
serv
atio
n, 1
992,
McG
raw
-Hill
, New
Yor
k
J3
1111
1111
111M
IMIN
VII
III
NI
UN
In
NM
IM
O I
n N
M a
ll In
NM
Ma
NI
MI
MI
MI
NM
MI
Slid
e 25
5:1
CA
noth
er S
truc
ture
)
From
Ron
Roe
del,
ASU
(m
odif
ied)
55
NIP
WO
MIN
Ili
ale
all O
M I
NS
INN
a111
111
MIN
ES
all
MIN
IO
M N
MI
NM
NM
Slid
e 25
Lear
ning
Exp
erie
nces
Def
ined
NO
T th
e sa
me
as th
e co
nten
t with
whi
ch a
cour
se d
eals
NO
R th
e ac
tiviti
es p
erfo
rmed
by
the
teac
her
:* L
earn
ing
take
s pl
ace
thro
ugh
the
activ
e be
havi
orof
the
stud
ent;
it is
wha
t the
stu
dent
doe
s th
at th
est
uden
t lea
rns,
NO
T w
hat t
he te
ache
r do
es.
Thi
s m
eans
that
the
teac
her
mus
t hav
e so
me
unde
rsta
ndin
g of
the
kind
s of
inte
rest
s an
dbi
:ckg
roun
d th
e st
uden
ts h
ave
so th
at s
he c
anm
ake
som
e pr
edic
tion
as to
the
likel
ihoo
d th
at a
give
n si
tuat
ion
will
brin
g ab
out a
rea
ctio
n fr
om th
est
uden
t; an
d, fu
rthe
rmor
e, w
ill b
ring
abou
t the
kind
of r
eact
ion
whi
ch is
ess
entia
l to
the
lear
ning
desi
red.
5f,
57
emu
am s
r as
sr
as s
r so
an
as a
s as
sire
as a
mas
re
anSl
ide
26
Org
aniz
ing
Lear
ning
Exp
erie
nces
Lea
rnin
g ex
peri
ence
s m
ust b
e or
gani
zed
tore
info
rce
each
othe
r. T
heir
rel
atio
nshi
p ov
er ti
me
and
from
one
are
a to
anot
her
mus
t be
cons
ider
ed; o
ften
ref
erre
d to
as
vert
ical
and
hori
zont
al r
elat
ions
hips
.
CO
NT
INU
ITY
the
vert
ical
rei
tera
tion
or r
ecur
ring
emph
asis
of m
ajor
curr
icul
um e
lem
ents
, the
mes
or
orga
nizi
ng th
read
sS
EQ
UE
NC
Ein
crea
sing
the
brea
dth
and
dept
h of
vert
ical
rei
tera
tion
INT
EG
RA
TIO
Nth
e ho
rizon
tal r
elat
ions
hip
ofcu
rric
ulum
exp
erie
nces
(i.e.
, with
the
obje
ctiv
e of
allo
win
gth
e st
uden
t to
deve
lop
a un
ified
vie
w)
5859
IIII
III
MO
NIB
MN
MN
NM
ISI
Mal
lN
MI
MI
NM
111=
all
all
IIII
IM
I IM
O M
ISl
ide
27
----
----
Gen
eral
Prin
cipl
esin
Sel
ectin
g Le
arni
ng E
xper
ienc
es
(7:.
the
lear
ning
exp
erie
nce
mus
t pro
vide
the
stud
ent
with
an
oppo
rtun
ity to
pra
ctic
e th
eki
nd o
f beh
avio
rim
plie
d by
the
obje
ctiv
eth
e st
uden
t mus
t der
ive
som
esa
tisfa
ctio
n fr
omex
hibi
ting
the
kind
of b
ehav
ior
impl
ied
by th
eob
ject
ives
the
lear
ning
exp
erie
nce
mus
t be
with
in th
era
nge
ofpo
ssib
ility
for
the
stud
ents
invo
lved
ther
e ar
em
any
part
icul
arex
perie
nces
that
can
be
used
to a
ttain
the
sam
e ed
ucat
iona
l obj
ectiv
esth
e sa
me
lear
ning
exp
erie
nce
will
usu
ally
brin
gab
out s
ever
al o
utco
mes
GO
61.
IIIIII
II11
1111
1111
111
all
Mil
MIN
IIM
O11
1111
MI M
t IM
O M
S M
IO
M M
B N
MS
lide
28-
CA
SU
/C
HE
Impl
emen
tatio
n(o
nly
3of
4 N
SF
/A&
M C
ours
es))
CH
E In
trod
ucto
ry C
ours
es
3 M
ater
ial B
alan
ces
3 C
HE
The
rmod
ynam
ics
I
AS
U E
ngin
eerin
g S
cien
ce C
ore
(Par
tial)
3 S
tatic
s
3 D
ynam
ics
(*)
3 D
efor
mab
le S
olid
s
3 M
ater
ials
Sci
ence
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3 C
ircui
ts
4 D
evic
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19 C
R (
tota
l req
uire
d fo
r C
HE
)
(*)
Not
take
n by
Che
mic
al E
ngin
eers
62
NS
F/A
&M
New
Eng
inee
ring
Sci
ence
Cor
e C
ours
es
4 C
onse
rvat
ion
Prin
cipl
esQ
uant
ities
Con
serv
ed
Tot
al &
Ele
men
tal M
ass,
Tot
al E
nerg
y,Li
near
& A
ngul
ar M
omen
tum
,T
otal
Cha
rge
Qua
ntiti
es A
ccou
nted
For
Spe
cies
Mas
s, E
ntro
py,
Ele
ctric
al E
nerg
y,M
echa
nica
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rgy,
etc
.
4 P
rope
rtie
s of
Mat
ter
Sol
ids,
Liq
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and
Gas
es
4 E
ngin
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yste
ms
12 C
R(
N.B
. Inc
lude
s In
trod
ucto
ryF
luid
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63
IND
MN
MI
8111
1111
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111
NIB
0111
all
1111
1an
SIM
IO
M11
111
IN N
MSl
ide
29
"Wha
t Sho
uld
We
Exp
ect F
rom
Edu
catio
n?"
Kno
wle
dge
enab
les
us to
und
erst
and
wha
t we
lear
nin
rel
atio
nshi
p to
wha
t we
alre
ady
know
Kno
w-H
ow--
enab
les
us to
do,
it pu
ts k
now
ledg
e to
wor
k
Wis
dom
--th
e ab
ility
to d
ecid
e w
hat i
s im
port
ant
and
wha
t is
not
Cha
ract
er--
aco
mbi
natio
n of
Kno
wle
dge,
Kno
w-H
owan
d W
isdo
m, c
oupl
ed w
ith m
otiv
atio
n
hone
sty,
initi
ativ
e, c
urio
sity
, tru
thfu
lnes
s, in
tegr
ity, c
oope
rativ
enes
s,ab
ility
to w
ork
alon
e, a
bilit
y to
wor
k in
a g
roup
, sel
f est
eem
(fro
m C
ovey
, 7 H
abits
of H
ighl
y E
ffect
ive
Peo
ple
...
Trib
us, M
yron
C.
,T
otal
Qua
lity
Man
agem
ent i
n S
choo
ls o
f Eng
inee
ring
and
of B
usin
ess
Trib
us, M
yron
C.
,Q
ualit
y M
anag
emen
t in
Edu
catio
n, 1
993
6465
- -
- N
B a
ll M
B e
n N
M M
B a
llN
M IM
Oal
l In
Slid
e 30
-
(S
tage
sof
Kno
wle
dge
r+ Y
ou d
o no
tkno
w th
atyo
udo
not
kno
w(u
ncon
scio
us in
com
pete
nt)
+ Y
ou k
now
that
you
do n
ot k
now
(con
scio
us in
com
pete
nt)
+ Y
oukn
ow th
atyo
ukn
ow(c
onsc
ious
com
pete
nt)
+ Y
oudo
not
kno
w th
at y
ou k
now
(unc
onsc
ious
com
pete
nt)
Mr.
Hou
se -
Hew
lett
Pac
kard
G7
1011
1O
leIM
OIN
S U
M M
I all
NM
IIM
OIN
Sfil
lO
M O
M IN
SS
lide
31
68
Sta
ges
of K
now
ledg
eR
elat
ing
Aw
aren
ess
and
Com
pete
nce
Leve
ls
Cs. 0 tt$ N
(I) E co
a,
T) w
( ,a
2 0) a) 0
Cor
rpet
ence
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vel o
f Lea
rnin
g)
2Y
ou k
now
that
you
do
not k
now
(Con
scio
us In
com
pete
nce)
You
kno
wth
at y
ou k
now
( C
onsc
ious
Cor
rpet
ence
)
3
1
You
do
not k
now
that
you
do
not k
now
(thc
onsc
icus
Inco
mpe
tenc
e)
You
do
not k
now
that
you
kno
w
(Unc
onsc
ious
Com
pete
nce)
4
Low
Fig
h
'Con
scio
us C
orrp
eten
ce -
The
Mar
k of
a C
orrp
eten
t Ins
truc
tor',
Per
sonn
el J
ourn
al ,
July
, 197
9, p
p. 5
38-5
39
Hig
h
Low
6!)
UM
OS
MI
MS
1111
111
SIM
NM
IIN
IIN
MI
IIII
IO
ilIM
O O
Mal
l an
MN
all
EM
ISl
ide
33
Eva
luat
ion
of E
duca
tiona
l Sta
te
Lear
ning
Out
com
es T
rans
late
d in
toC
ompe
tenc
ies
set b
y co
urse
inst
ruct
orst
atem
ents
of w
hat t
opic
s ar
e to
be c
over
ed+
Lev
els
of L
earn
ing
(or
Deg
rees
ofI
nter
naliz
atio
n)ch
arac
teriz
atio
ns o
f the
diff
eren
t typ
esof
lear
ning
poss
ible
for
the
lear
ning
out
com
esde
fined
by
the
activ
ities
don
eby
stu
dent
and
teac
her
Kno
wle
dge,
Com
preh
ensi
on,
App
licat
ion,
Ana
lysi
s, S
ynth
esis
, and
Eva
luat
ion
(for
exa
mpl
e)C
ompe
tenc
y M
atrix
show
s re
latio
nshi
p be
twee
nle
arni
ng o
utco
mes
and
leve
lsof
lear
ning
or d
egre
esof
inte
rnal
izat
ion
® M
I M
I 1M
EM
I N
B I
NS
NM
Ell
ON
NM
IIII
IM
I N
Ban
Slid
e 34
One
Vie
w o
f Lev
els
ofLe
arni
ng)
Kno
wle
dge
I hav
e ba
sic
in fo
rmat
ion,
but c
anno
t exp
lain
it to
oth
ers.
Com
preh
ensi
on /
Und
erst
andi
ngun
ders
tand
and
can
exp
lain
this
info
rmat
ion
to o
ther
s (r
equi
res
know
ledg
e).
App
licat
ion
I can
app
ly th
is c
once
pt o
rinf
orm
atio
n to
diffe
rent
situ
atio
ns(r
equi
res
know
ledg
e an
dco
mpr
ehen
sion
).
7:3
IliIN
N N
M N
M M
N N
IB N
M 1
111
MI N
M N
MIII
IIII
NM
Slid
e 35
CO
neV
iew
of L
evel
s of
Lea
rnin
g(C
ontin
ued)
_}
Ana
lysi
s&
Syn
thes
isI c
an p
lay
with
the
conc
ept,
brea
k it
apar
tan
d cr
eate
new
var
iatio
ns(r
equi
res
know
ledg
ean
d co
mpr
ehen
sion
).
+E
valu
atio
n
Hav
ing
gone
thro
ugh
the
prec
edin
g st
ates
,1
have
a d
eep
appr
ecia
tion
for
this
con
cept
(req
uire
s kn
owle
dge,
com
preh
ensi
on,
\ap
plic
atio
n,an
d an
alys
is &
syn
thes
is).
7 I
75
MI
ION
an
NM
IU
111
NM
NM
IIIII
NIB
MIN
MS
OM
MIN
NM
Slid
e 36
(C
ompe
tenc
yM
atri
xp
A `
snap
sho
t' of
a p
erso
n's
leve
l of l
earn
ing
for
a va
riety
of c
once
pts
orsk
ills
:* A
n L
mat
rix o
f con
cept
s to
be
lear
ned
vers
usst
ages
(or
leve
ls)
ofle
arni
ng
The
mat
rix is
fille
d ou
t by
pers
onbe
ing
eval
uate
d
It m
ust b
e co
nstr
ucte
dby
the
pers
on r
espo
nsib
lefo
r (1
) es
tabl
ishi
ng th
e co
urse
obje
ctiv
es, a
nd(2
) de
sign
ing
both
the
lear
ning
exp
erie
nces
and
asse
ssm
ent i
nstr
umen
tsre
quire
d to
ach
ieve
the
cour
seob
ject
ives
.
7677
MI
MI M
N it
OM
NM
I MI
MI N
M In
INN
INN
INN
NM
Slid
e 37
(S
ampl
e E
valu
atio
n M
atrix
Inst
ruct
ions
for
fillin
g in
the
mat
rix
a. F
or e
ach
com
pete
ncy
area
dar
ken
the
row
up
to a
nd in
clud
ing
the
colu
mn
whi
ch in
dica
tes
your
cur
rent
leve
lof
lear
ning
for
the
com
pete
ncy.
You
can
ref
er to
the
follo
win
g pa
ges
to a
ssis
t you
in u
nder
stan
ding
the
mea
ning
of t
hese
leve
ls o
f lea
rnin
g.
b. If
you
do
not k
now
or
reco
gniz
e a
com
pete
ncy
area
then
you
onl
y bl
ank
the
first
col
umn
(Bef
ore
Kno
wle
dge)
c. E
ach
time
you
re-e
valu
ate
your
sta
te o
f lea
rnin
g fo
r a
com
pete
ncy,
if y
our
leve
l of l
earn
ing
has
inea
sed
then
mov
e th
e ba
r fa
rthe
r to
the
right
usi
ng a
diff
eren
t col
or o
r pa
ttern
to fi
ll in
the
colu
mn(
s).
Com
pete
ncy
Cat
egor
yC
ompe
tenc
ies
Bef
ore
Kno
wle
dge
Kno
wle
dge
Com
preh
ensi
onA
pplic
atio
nA
naly
sis
Syn
thes
isE
valu
atio
n
Coo
pera
tive
Lear
ning
Cod
e of
Coo
pera
tion
Fac
e to
Fac
e In
tera
ctio
nIn
divi
dual
Acc
ount
abili
tyJi
gsaw
Str
uctu
re B
efor
e T
ask
Str
uctu
red
Con
trov
ersy
Tea
ms
Gat
ekee
per
Sto
rmin
gT
eam
Div
ersi
tyT
eam
Mem
ber
Ass
essm
ent
Com
pete
ncy_
Mat
rixG
rade
sK
now
ledg
e
. __
__
Kno
w-H
owS
tage
s of
Lea
rnin
g
7 9
Leve
ls o
f Lea
rnin
g Ji
gsaw
Cla
ssro
omF
acili
tato
rs
SO
Cla
ss
Inst
ruct
ions
1. C
ount
off
2. L
ocat
e E
xper
t tab
lefo
r Ji
gsaw
j for
your
num
ber
Jigs
awT
eam
s
Hee
emef
eert
ereA
Vey
eeyA
ve.r
iAl
Rea
ssem
ble
......
....
Edu
cate
the
Non
-exp
erts
Pre
pare
&O
P'
Giv
e R
epor
t
Exp
ert
Gro
ups
For
m th
e
Exp
ert G
roup
s
Slid
e3'
Exp
ert G
roup
sLe
arn
The
irM
ater
ial
VA
NN
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VW
.nlA
WS
Exp
ert G
roup
sP
repa
re T
heir
3M
inut
e T
utor
ial
1. C
ount
off
2. L
ocat
e Ji
gsaw
tabl
efo
r yo
ur n
umbe
r
no/*
**Sl
ide
5:1'
For
min
g 'E
xper
t' G
roup
s(3
Cou
nt o
ff w
ithin
roo
m
min
utes
)
Dep
endi
ng o
n yo
urnu
mbe
r you
will
rea
d th
em
ater
ial i
n th
e A
ppen
dix
l's r
ead
abou
t Kno
wle
dge
Rec
eivi
ng-
2's
read
abo
ut C
ompr
ehen
sion
Res
pond
ing
- 3'
s re
ad a
bout
App
licat
ion
,E
valu
atio
n V
alui
ng-
4's
read
abo
ut A
naly
sis
Syn
thes
is V
alui
ng
:Lo
ok a
roun
d th
e ro
om u
ntil
you
see
whe
re th
e nu
mbe
red
expe
rt ta
bles
are
loca
ted
:A
ll th
e 1'
s w
ill g
etup
and
mov
e to
Tab
le 1
;al
l the
2's
will
get
upan
d m
ove
to T
able
2; e
tc.
8 2
Bec
omin
g an
`E
xper
t(3
0 m
inut
esSl
ide
17(0
Rea
d th
e m
ater
ial w
hich
you
will
find
at y
our
expe
rt\\
tabl
e (o
r may
be d
eliv
ered
to y
our
expe
rt ta
ble)
.D
iscu
ss th
e re
adin
g w
ith y
our
expe
rtte
am m
embe
rsto
rea
ch c
onse
nsus
on
mea
ning
and
Impo
rtan
ce o
fth
e va
rious
idea
s.A
s a
team
dev
elop
a th
ree
min
ute
tuto
rial w
hich
you
can
use
tote
ach
othe
r m
embe
rs o
f the
cla
ssab
out
your
leve
l or
degr
eeA
s an
aid
in p
repa
ring
your
tabl
e's
tuto
rial,
prep
are
acl
ass
assi
gnm
ent w
hich
cou
ldbe
use
d to
dem
onst
rate
your
tabl
e's
LoL.
Ifyo
ur g
roup
has
beco
me
expe
rts
in e
ither
Kno
wle
dge,
Com
preh
ensi
on, o
r A
pplic
atio
n, p
repa
re a
n as
sign
men
ton:
Ifyo
ur g
roup
has
beco
me
expe
rts
in e
ither
Ana
lysi
s, S
ynth
esis
, or
Eva
luat
ion,
pre
pare
an
assi
gnm
ent o
n:
85
Slid
e 1/
/
`For
min
g Ji
gsaw
Gro
ups
(3 m
inut
es)
(C
ount
off
with
in e
xper
t gro
ups
star
ting
at 1
\\
Look
aro
und
the
room
unt
il yo
u se
ew
here
the
vario
us n
umbe
red
tabl
es a
relo
cate
d
:*A
ll th
e 1'
s w
ill g
etup
and
mov
e to
Tab
le 1
;al
l the
2's
will
get
upan
d m
ove
to T
able
2; e
tc.
:*If
ther
e is
no
tabl
e fo
r yo
ur n
umbe
rle
t the
cou
rse
faci
litat
or k
now
and
she
will
ass
ign
you
to a
jigs
aw g
roup
'. .
......
.
67
Slid
e1Z
_
(-P
rese
ntin
gth
e T
utor
ial (
35m
inut
es))
+ T
he th
ree
min
ute
tuto
rials
for
EA
CH
type
sho
uld
bede
liver
ed in
the
follo
win
g se
quen
ce: (
30 m
inut
es)
Rec
eivi
ngK
now
ledg
eR
espo
ndin
gC
ompr
ehen
sion
App
licat
ion
Ana
lysi
sV
alui
ng (
deliv
ered
by
eith
er fi
fth te
am m
embe
ror
the
pers
on w
ho d
id n
ot d
o A
naly
sis
Eva
luat
ion
It is
a g
ood
idea
to c
heck
eac
h ot
her
to e
nsur
e th
atev
eryo
ne is
lear
ning
the
mat
eria
l to
at le
ast t
he K
now
ledg
eLo
L an
d R
ecei
ving
DoL
Afte
r al
l tut
oria
ls h
ave
been
del
iver
ed s
pend
a fe
w m
omen
tsin
cla
rific
atio
n (5
min
utes
)
6363
Slid
et.,
3
Rep
ortin
gO
ut (
25 m
inut
es)
Usi
ng th
e ex
ampl
es g
ener
ated
in th
e E
xper
t Gro
ups
as s
tart
ing
poin
ts, d
evel
op a
n in
tegr
ated
,co
nsis
tent
exam
ple
show
ing
how
the
vario
us le
arni
ng le
vels
coul
d be
dem
onst
rate
d (1
5 m
inut
es)
Out
line
the
exam
ple
on th
e ov
erhe
ad s
lides
pro
vide
d
One
grou
p,se
lect
ed a
t ran
dom
(th
e pr
esen
ter
also
sele
cted
at r
ando
m)
will
pre
sent
thei
r ex
ampl
e as
aba
sis
for
wor
ksho
p di
scus
sion
(10
min
utes
or
until
inte
rest
wan
es, o
r ev
eryo
neha
s to
leav
e, w
hich
ever
com
es fi
rst)
Tur
n in
tran
spar
enci
es u
sed
in r
epor
t so
copi
esfo
rth
e w
orks
hop
can
be m
ade.
JQ
9 1
MO
all
1111
111
MB
it M
I11
11N
MI
EM
IIM
OSI
MI
MI
CK
now
ledg
e (I
nfor
mat
ion)
IMB
=I E
R O
MS
lide
44
Pro
cess
ver
bs:
defin
em
emor
ize
reco
rdla
bel
nam
ere
late
list
read
repe
atlis
ten
reca
llvi
ew
How
do
I kno
w I
have
rea
ched
this
leve
l?I r
ecal
l inf
orm
atio
n?I b
ring
to m
ind
the
appr
opria
te m
ater
ial a
t the
app
ropr
iate
tim
e?I h
ave
been
exp
osed
toth
e in
form
atio
n an
d I c
an r
espo
nd to
que
stio
ns, t
asks
, etc
.
Wha
t do
I do
at th
is le
vel?
I rea
d m
ater
ial,
liste
n to
lect
ures
, wat
ch v
ideo
s, ta
ke n
otes
and
I am
abl
e to
pas
s a
test
of k
now
ledg
e on
the
subj
ect a
rea.
I lea
m th
e vo
cabu
lary
of t
he c
ompe
tenc
y ar
ea, i
.e.,
the
term
inol
ogy.
I lea
rn th
e co
nven
tions
use
d.
How
will
the
teac
her
know
I am
at t
his
leve
l?T
he te
ache
r w
ill p
rovi
de o
ppor
tuni
ties
(eith
er o
rally
or
in w
ritte
n te
sts)
, reg
ardl
ess
of c
omril
exity
, tha
t can
be
answ
ered
thro
ugh
sim
ple
reca
ll of
pre
viou
sly
lear
ned
mat
eria
l.
Wha
t doe
s tL
ie te
ache
r do
at t
his
leve
l?T
he te
ache
r di
rect
s, te
lls, s
how
s, id
entif
ies,
exa
min
es th
e in
form
atio
n ne
cess
ary
at th
is le
vel.
Wha
t are
typi
cal w
ays
I can
dem
onst
rate
my
know
ledg
e?1.
Def
ine
tech
nica
l ter
ms
by g
ivin
g th
eir
attr
ibut
es, p
rope
rtie
s or
rel
atio
ns.
2. R
ecal
l the
maj
or fa
cts
abou
t a p
artic
ular
sub
ject
.3.
Lis
t the
cha
ract
eris
tic w
ays
of tr
eatin
g an
d pr
esen
ting
idea
s (i.
e., l
ist c
onve
ntio
nsas
soci
ated
with
the
subj
ect)
.4.
Nam
e th
e cl
asse
s, s
ets,
div
isio
ns, a
nd a
rran
gem
ents
whi
ch a
re r
egar
ded
as fu
ndam
enta
l for
a g
iven
sub
ject
fiel
d or
pro
blem
.5.
Lis
t the
crit
eria
use
d to
judg
e fa
cts,
prin
cipl
es, a
nd id
eas.
6. D
escr
ibe
the
met
hod(
s) o
f inq
uiry
or
tech
niqu
es a
nd p
roce
dure
s us
edin
a p
artic
ular
fiel
d of
stu
dy.
7. L
ist t
he r
elev
ant p
rinci
ples
and
gen
eral
izat
ions
.8.
Fill
in th
e bl
ank.
Mod
ifica
tions
by
B. M
cNei
ll of
Dav
id L
angf
ord'
s de
finiti
ons
of L
evel
s of
Lea
rnin
g In
Tot
al Q
ualit
y Le
arni
ng H
andb
ook,
Lang
ford
Qua
lity
Edu
catio
n an
d B
. Blo
om a
t al.
Tax
onom
y of
Edu
catio
nal O
bjec
tives
, Lon
gman
s, G
reen
and
Co.
195
6.
93
it =
I UM
IIMB
ill M
I IM
PIN
NIN
N M
I MI M
B IN
NM
ilal
lX
IIIS
lide
45
(Com
preh
ensi
on/ U
nder
stan
ding
Pro
cess
ver
bs:
desc
ribe
iden
tify
repo
rtte
llex
plai
nlo
cate
rest
ate
wor
kex
pres
sre
cogn
ize
revi
ew
How
do
I kno
w I
have
rea
ched
this
leve
l?I c
ompr
ehen
d an
d un
ders
tand
wha
t is
bein
g co
mm
unic
ated
and
mak
e us
eof
the
idea
s bu
t with
out r
elat
ing
them
to o
ther
idea
s or
mat
eria
l. I m
ay n
ot y
et u
nder
stan
d th
e fu
llest
mea
ning
. I u
nder
stan
d w
hato
ther
s ar
e di
scus
sing
con
cern
ing
this
idea
. Thi
s le
vel
requ
ires
Kno
wle
dge.
Wha
t do
I do
at th
is le
vel?
I suc
cess
fully
wor
k as
sign
men
ts in
whi
ch th
e ap
prop
riate
app
roac
h is
evid
ent e
ither
bec
ause
of m
ater
ial i
n th
e pr
oble
mst
atem
ent o
r be
caus
e of
the
prob
lem
's r
elat
ive
loca
tion
in th
e bo
ok to
the
appr
opria
te m
etho
d. I
tran
slat
e in
form
atio
n in
to m
yow
n w
ords
(tr
ansl
atio
n fr
om o
ne le
vel o
fabs
trac
tion
to a
noth
er. I
tran
slat
e sy
mbo
lic in
form
atio
n (e
.g.,
tabl
es, c
omm
as,
diag
ram
s, g
raph
s, m
athe
mat
ical
form
ulas
, etc
.) in
to v
erba
l for
ms,
and
vice
ver
sa. I
inte
rpre
t or
sum
mar
ize
com
mun
icat
ions
(writ
ten/
grap
hica
l/ora
l). I
dete
rmin
e im
plic
atio
ns, c
onse
quen
ces,
cor
olla
ries
,effe
cts,
etc
. whi
ch a
re e
xten
sion
s of
tren
ds o
rte
nden
cies
bey
ond
the
give
n da
ta.
How
will
the
teac
her
know
I am
at t
his
leve
l?T
he te
ache
r w
ill o
ften
ask
ques
tions
or
give
test
s th
at c
an b
ean
swer
ed b
y m
erel
y re
stat
ing
or r
eorg
aniz
ing
mat
eria
l in
a ra
ther
liter
al (
clea
rly s
tatin
g th
e fa
cts
or p
rimar
y m
eani
ng o
f the
mat
eria
l) m
anne
r to
sho
w th
at I
unde
rsta
nd th
e es
sent
ial m
eani
ng, e
.g.,
give
the
idea
s In
you
r ow
n w
ords
.
Wha
t doe
s th
e te
ache
r do
at t
his
leve
l?T
he te
ache
r de
mon
stra
tes,
wor
ks p
robl
ems,
list
ens,
ques
tions
, com
pare
s, c
ontr
asts
, and
exa
min
es th
e in
form
atio
nan
d yo
ur
know
ledg
e of
it.
Wha
t are
typi
cal w
ays
I can
dem
onst
rate
or
can
show
on
my
own
my
com
preh
ensi
on a
nd u
nder
stan
ding
.1.
Rea
d C
ompr
ehen
sion
leve
l pro
blem
s, k
now
wha
tIs
bein
g as
ked
for,
and
suc
cess
fully
wor
k th
e pr
oble
ms.
2. C
lear
ly c
hron
icle
the
proc
ess
used
in w
orki
ngth
e pr
oble
m.
3. C
lear
ly d
escr
ibe
the
resu
lts o
f wor
king
the
prob
lem
.4.
Dra
w c
oncl
usio
ns (
inte
rpre
t tre
nds)
from
the
resu
ltsof
sol
ving
the
prob
lem
.5.
Com
pare
/con
tras
t tw
o di
ffere
nt p
robl
ems
(i.e.
, wha
t thi
ngs
are
the
sam
e? /
wha
t thi
ngs
are
diffe
rent
?)
6. R
esta
te a
nd id
ea, t
heor
y, o
r pr
inci
ple
in y
our
own
wor
ds.
Mod
ifica
tions
by
B. M
cNei
ll of
Dav
id L
ongf
ord'
s de
finiti
ons
of L
evel
s of
Lea
rnin
gIn
Tot
al Q
ualif
y Le
arni
ng H
andb
ook,
Lang
ford
Qua
lity
Edu
catio
n an
d B
. Blo
om e
t al.
Tax
onom
y or
Edu
catio
nalO
bjec
tives
, Lon
gman
s, G
reen
and
Co.
195
6.
949J
I I I
I I I
I TM
nI I
II I
I I W
E11
1111
1SI
MIN
SO
NE
INN
MK
Mil
WU
NM
IM
I IN
N11
1111
1SI
MIN
SIN
N I
n M
IS
lide
46
rApp
licat
ion
(Thi
nkin
g)P
roce
ss v
erbs
:ap
ply
illus
trat
epr
actic
ede
mon
stra
te in
terp
ret
reco
gniz
eem
ploy
oper
ate
How
do
I kno
w I
have
rea
ched
this
leve
l?I h
ave
the
abili
ty to
rec
ogni
ze th
e ne
ed to
use
an
idea
, met
hod,
con
cept
, prin
cipl
e, o
r th
eory
with
out b
eing
told
tous
e it,
i.e.
, I h
ave
the
abili
ty to
use
idea
s, m
etho
ds, c
once
pts,
prin
cipl
es a
nd th
eorie
s in
new
situ
atio
ns.
I kno
wan
d co
mpr
ehen
d th
e in
form
atio
n an
d ca
n ap
ply
it to
a n
ew s
ituat
ion.
I al
so h
ave
the
abili
ty to
rec
ogni
ze w
hen
ace
rtai
n ta
sk, p
roje
ct, t
heor
y or
con
cept
is b
eyon
d m
y cu
rren
t com
pete
ncy.
App
licat
ion
requ
ires
havi
ngK
now
ledg
e an
d C
ompr
ehen
sion
.
Wha
t do
I do
at th
is le
vel?
I wor
k pr
oble
ms
for
whi
ch th
e so
lutio
n m
etho
d is
not
imm
edia
tely
evi
dent
or
obvi
ous.
I ta
ke k
now
ledg
e th
at h
asbe
en le
arne
d at
the
Kno
wle
dge
and
Com
preh
ensi
on le
vels
of l
earn
ing
and
appl
y it
to n
ew s
ituat
ion.
I so
lve
prob
lem
s on
my
own
and
mak
e us
e of
oth
er te
chni
ques
. Thi
s re
quire
s no
t onl
y kn
owin
g an
d co
mpr
ehen
ding
info
rmat
ion,
but
dee
p th
inki
ng a
bout
the
usef
ulne
ss o
f thi
s in
form
atio
n an
d ho
w it
can
be
used
to s
olve
new
prob
lem
s th
at I
crea
te o
r id
entif
y.
How
will
the
teac
her
know
I am
at t
his
leve
l?I w
ill s
how
the
teac
her
thro
ugh
my
wor
k th
at I
am in
volv
ed In
pro
blem
sol
ving
in n
ew s
ituat
ions
with
min
ima!
iden
tific
atio
n or
pro
mpt
ing
of th
e ap
prop
riate
rul
es, p
rinci
ples
, or
conc
epts
by
the
teac
her.
The
teac
her
will
be
able
to a
sk g
ener
al q
uest
ions
like
, How
muc
h pr
otec
tion
from
the
sun
is e
noug
h? a
nd I
will
kno
w h
ow to
atta
ckth
e pr
oble
m.
Wha
t are
the
typi
cal w
ays
I can
dem
onst
rate
or
show
, on
my
own,
my
appl
icat
ion
of K
now
ledg
e an
d C
ompr
ehen
sion
?1.
Sol
ve p
robl
ems
whi
ch r
equi
re r
ecog
nitio
n of
the
appr
opria
te c
once
pts,
theo
ries,
sol
utio
n te
chni
ques
, etc
.2.
App
ly th
e la
ws
of m
athe
mat
ics,
che
mis
try,
phy
sics
, and
eng
inee
ring
to p
ract
ical
situ
atio
ns.
3. W
ork
proj
ect t
ype
prob
lem
s.
Mod
ifica
tions
by
B. M
cNei
ll of
Dav
id L
ongf
ord'
s de
finiti
ons
of L
evel
s of
Lea
rnin
g In
Tot
al Q
ualit
y Le
arni
ng H
andb
ook,
Lang
ford
°ut
ility
Edu
catio
n an
d B
. Blo
om e
t el.
Tax
onom
y of
Edu
catio
nal O
bjec
tives
, Lon
gman
s. G
reen
and
Co.
195
6.
96Jd
1111
11 r
111
1111
1111
OM
III
Sin
r In
MI I
NN
fair
r 11
111
VIN
O1.
111
r M
OS
lide
47
Ana
lysi
s (T
hink
ing)
Pro
cess
ver
bs:
brea
k ap
art
exam
ine
brea
k do
wn
expl
ain
How
do
I kno
w I
have
rea
ched
this
leve
l?I c
an e
xpla
in w
hy. I
can
exa
min
e, m
etho
dica
lly, i
deas
, con
cept
s, w
ritin
g et
c. a
nd s
epar
ate
into
par
ts o
r ba
sic
prin
cipl
es. I
hav
e th
e ab
ility
to b
reak
dow
n in
form
atio
n in
to c
ompo
nent
par
ts in
ord
er to
mak
e or
gani
zatio
n of
the
who
le c
lear
. Wor
k at
this
leve
l req
uire
s ha
ving
Kno
wle
dge
and
Com
preh
ensi
onle
vels
of l
earn
ing
(app
licat
ion
is n
ot r
equi
red)
.
Wha
t do
I do
at th
is le
vel?
I ana
lyze
res
ults
by
brea
king
con
cept
s, id
eas,
theo
ries,
equ
atio
ns, e
tc. a
part
.I c
an e
xpla
in th
e lo
gica
lin
terc
onne
ctio
ns o
f the
par
ts a
nd c
an d
evel
op d
etai
led
caus
e an
d ef
fect
cha
ins.
Wha
t doe
s th
e te
ache
r do
at t
his
leve
l?T
he te
ache
r pr
obes
, gui
des,
obs
erve
s, a
nd a
cts
as a
res
ourc
e.
Wha
t are
typi
cal q
uest
ions
I ca
n po
se fo
r m
ysel
f to
answ
er w
hich
will
dem
onst
rate
or
show
my
Ana
lysi
s le
vel o
f lea
rnin
g?1.
Why
did
this
(re
sult)
hap
pen?
2. W
hat r
easo
ns d
oes
she
give
for
her
conc
lusi
ons?
3. D
oes
the
evid
ence
giv
en s
uppo
rt th
e hy
poth
esis
,the
con
clus
ion?
4. A
re th
e co
nclu
sion
s su
ppor
ted
by fa
cts,
opi
nion
s, o
ran
alys
is o
f the
res
ults
?5.
Wha
t are
the
caus
al r
elat
ions
hips
bet
wee
n th
e re
sults
for
the
who
le a
nd th
e pa
rts?
6. W
hat a
re th
e un
stat
ed a
ssum
ptio
ns?
Mod
ifica
tions
by
B. M
cNei
ll of
Dav
id L
angf
ord'
s de
finiti
ons
of L
evel
s of
Lea
rnin
g In
Tot
al Q
ualit
yLe
arni
ng H
andb
ook,
Lang
ford
Qua
lity
Edu
catio
n an
d B
. Blo
om e
t at.
Tax
onom
y of
Edu
catio
nal O
bjec
tives
, Lon
gman
s,G
reen
and
Co.
196
6.
93
NM
Ial
lM
I MI a
ll M
Bit
NIB
OM
NB
al
IIIIII
Slid
e 48
Syn
thes
is (
Thi
nkin
g)P
roce
ss v
erbs
:ar
rang
eco
nstr
uct
man
age
prop
ose
asse
mbl
ecr
eate
orga
nize
set u
pco
llect
desi
gnpl
anw
rite
com
pose
form
ulat
epr
epar
e
How
do
I kno
w I
have
rea
ched
this
leve
l?I h
ave
the
abili
ty to
put
toge
ther
par
ts a
nd e
lem
ents
into
a u
nifie
d or
gani
zatio
n or
who
le w
hich
req
uire
sor
igin
al, c
reat
ive
thin
king
.I r
ecog
nize
new
pro
blem
s an
d de
velo
p ne
w to
ols
to s
olve
them
. I c
reat
e m
yow
n pl
ans,
mod
els,
and
/or
hypo
thes
es fo
r fin
ding
sol
utio
ns to
pro
blem
s. T
his
leve
l of l
earn
ing
requ
ires
Kno
wle
dge,
Com
preh
ensi
on, A
pplic
atio
n an
d A
naly
sis
leve
ls o
f lea
rnin
g.
Wha
t do
I do
at th
is le
vel?
put i
deas
toge
ther
to c
reat
e so
met
hing
. Thi
s co
uld
be a
phy
sica
l obj
ect,
a pr
oces
s, a
des
ign
met
hod,
aco
mm
unic
atio
n, o
r ev
en a
set
of a
bstr
act r
elat
ions
(i.e
., m
athe
mat
ical
mod
els)
. I p
rodu
ce r
epor
ts,
(writ
ten/
oral
) w
hich
cre
ate
a de
sire
d ef
fect
(e.
g., i
nfor
mat
ion
acqu
isiti
on, a
ccep
tanc
e of
a p
oint
of v
iew
,co
ntin
ued
supp
ort,
etc.
) in
the
read
er (
liste
ner)
.I g
ener
ate
proj
ect p
lans
, I p
ropo
se d
esig
ns, I
form
ulat
ehy
poth
eses
bas
ed o
n th
e an
alys
is o
f per
tinen
t fac
tors
. I a
m a
ble
to g
ener
aliz
e fr
om a
set
of a
xiom
s,pr
inci
ples
.
How
will
the
teac
her
know
I am
at t
his
leve
l?I s
how
that
I ca
n co
mbi
ne id
eas
into
a s
tate
men
t, pl
an, p
rodu
ct, e
tc.,
that
is n
ew fo
r m
e; e
.g.,
I can
dev
elop
a pr
ogra
m th
at in
clud
es th
e be
st p
arts
of e
ach
of th
ose
idea
s
Wha
t doe
s th
e te
ache
r do
as
this
leve
l?T
he te
ache
r re
flect
s, e
xten
ds, a
naly
ses,
and
eva
luat
es.
WI-
t are
the
typi
cal q
uest
ions
I ca
n an
swer
whi
ch w
ill d
emon
stra
te o
r sh
ow m
y S
ynth
esis
?1.
Can
I cr
eate
a p
roje
ct p
lan?
2. C
an I
deve
lop
a m
odel
?3.
Can
I pr
opos
e a
desi
gn?
Mod
ifica
tions
by
B. M
cNei
ll of
Dav
id L
angf
ord'
s de
finiti
ons
of L
evel
s of
Lea
rnin
g In
Tot
al Q
ualit
y Le
arni
ng H
andb
ook,
Lang
ford
Qua
lity
Edu
catio
n an
d B
. Blo
om a
t al.
Tax
onom
y of
Edu
catio
nal O
bjec
tives
, Lon
gman
s, G
reen
and
Co.
195
6.
100
101
SIRr
IMO
MI O
M N
Mr
NM
NM
ON
Or
rO
NO
ION
III O
N11
1111
IIIS
IMI
Slid
e 49
CA
ppre
ciat
ion
/ Eva
luat
ion
(Wis
dotn
,
Pro
cess
ver
bs:
appr
aise
choo
seco
mpa
rees
timat
e (q
ualit
y)ev
alua
te
judg
epr
edic
t (qu
ality
)ra
te v
alue
sele
ct
How
do
I kno
w I
have
rea
ched
this
leve
l?I h
ave
the
abili
ty to
judg
e an
d ap
prec
iate
the
valu
e of
idea
s, p
roce
dure
s an
d m
etho
dsus
ing
appr
opria
tecr
iteria
. To
wor
k at
this
leve
l req
uire
s ha
ving
ach
ieve
d K
now
ledg
e, C
ompr
ehen
sion
,App
licat
ion,
Ana
lysi
s an
d S
ynth
esis
leve
ls o
f lea
rnin
g.
Wha
t do
I do
at th
is le
vel?
I mak
e va
lue
judg
men
ts b
ased
on
cert
ain
cons
ider
atio
ns s
uch
as u
sefu
lnes
s,ef
fect
iven
ess,
and
so
on. B
ased
on
info
rmat
ion
gain
ed th
roug
hap
plic
atio
n, a
naly
sis
,and
syn
thes
is I
can
ratio
nally
sel
ect a
pro
cess
, a m
etho
d,a
mod
el, 8
des
ign,
etc
. fro
m a
mon
g a
set
of p
ossi
ble
proc
esse
s, m
etho
ds, m
odel
s, d
esig
ns, e
tc. I
eva
luat
e co
mpe
ting
plan
s of
act
ion
befo
re a
ctua
lly s
tart
ing
the
plan
ned
wor
k. I
eval
uate
wor
kba
sed
on in
tern
al s
tand
ards
of c
onsi
sten
cy,
logi
cal a
ccur
acy
and
the
abse
nce
of in
tern
al fl
aws
(e.g
., I c
an c
ertif
y if
desi
gn fe
asib
ility
has
bee
n de
mon
stra
ted
in a
repo
rt).
I eva
luat
e w
ork
base
d on
ext
erna
l sta
ndar
ds o
f effi
cien
cy, c
ost,
utili
ty to
mee
tpa
rtic
ular
end
s (e
.g.,
I can
cer
tify
that
des
ign
qual
ity h
as b
een
dem
onst
rate
d in
a r
epor
t).
How
will
the
teac
her
know
I am
at t
his
leve
l?I c
an d
emon
stra
te th
at I
can
mak
e a
judg
men
t abo
ut s
omet
hing
usin
g so
me
crite
ria o
r st
anda
rd fo
r m
akin
g th
eju
dgm
ent.
Wha
t doe
s th
e te
ache
r do
at t
his
leve
l?T
he te
ache
r cl
arifi
es, a
ccep
ts, h
arm
oniz
es, a
ligns
, and
guid
es.
Wha
t are
typi
cal s
tate
men
ts a
nd q
uest
ions
I ca
nre
spon
d to
whi
ch w
ill d
emon
stra
te o
r sh
ow m
yap
prec
iatio
n/ev
alua
ti,Jn
?1.
I can
eva
luat
e an
idea
in te
rms
of ..
.2.
For
wha
t rea
sons
do
I fav
or...
3. W
hich
pol
icy
do I
thin
k w
ould
res
ult i
n th
e gr
eate
stgo
od fo
r th
e gr
eate
st n
umbe
r?4.
Whi
ch o
f the
se m
odel
s i.e
., m
odel
ing
appr
oach
esis
the
best
for
my
curr
ent n
eeds
. How
doe
s th
is r
epor
t sho
w th
atth
e de
sign
is fe
asib
le?
How
doe
s th
is r
epor
tsh
ow th
e qu
ality
of t
he d
esig
n?
Mod
ifica
tions
by
B. M
cNei
ll of
Dav
id L
angf
ord'
s de
finiti
ons
of L
evel
s of
Lea
rnin
g in
Tot
al Q
ualit
y Le
arni
ng H
andb
ook,
Lang
ford
Qua
lity
Edu
catio
n an
d B
. Blo
om e
t al.
Tax
onom
y of
Edu
catio
nal O
bjec
tives
, Lon
gman
s, G
reen
and
Co.
195
6.
102
103
MI M
O O
M M
N S
IMill
INN
OM
MIN
MI a
ll M
OM
I NM
MS
1111
111
dna
MN
Slid
e 50
104
Affe
ctiv
e (C
hara
cter
)T
raits
(---
-W
hat a
re s
ome
affe
ctiv
e tr
aits
?
Abi
lity
to w
ork
alon
eA
bilit
y to
wor
k in
team
sA
ttent
ion
Coo
pera
tiven
ess
Cur
iosi
tyH
ones
tyIn
itiat
ive
Inte
grity
Inte
rest
Sel
f Est
eem
Tru
thfu
lnes
s
Wha
t que
stio
ns c
an 1
ask
mys
elf t
ode
term
ine
if I a
m e
xhib
iting
thes
ech
arac
teris
tics?
1. D
o I c
ome
to c
lass
(m
eetin
gs)p
repa
red?
2. D
o I c
ome
to c
lass
(mee
tings
) on
tim
e?
3. D
o I s
eek
out m
ater
ial o
n a
subj
ect b
eyon
d w
hat i
s su
gges
ted
by th
e in
stru
ctor
?
4. D
o I a
dmit
whe
n I d
o no
tkn
ow s
omet
hing
?
5. D
o I t
alk
abou
t cla
sssu
bjec
ts w
ith m
y fr
iend
s du
ring
info
rmal
gat
herin
gs.
6. D
o I h
elp
othe
rs w
hen
they
are
hav
ing
diffi
culti
es?
7. D
o I i
nves
t the
tim
eex
pect
ed w
orki
ng o
n th
e cl
ass
(mee
tings
)?
8. D
o I d
o th
e w
ork
I say
Iw
ill d
o an
d ha
ve it
don
e w
hen
I say
I w
ill h
ave
it do
ne?
9. D
o I k
now
I ca
nso
lve
prob
lem
s?
INN
INN
IIIM
I r IM
O M
N IN
NIII
IIN
NE
llIN
NM
U N
M E
MI
IMO
all
Cou
rse
1C
onse
rvat
ion
Prin
cipl
es)
106
:* C
ours
e O
bjec
tives
:* D
aily
Ass
ignm
ents
(T
opic
s, R
eadi
ng, e
tc.)
2 -
9
Com
pete
ncy
Mat
rix10
f 107
COURSE 1 :
CONSERVATION PRINCIPLES IN ENGINEERING
COURSE OBJECTIVES
By the end of this course, the student should be able to:
1. list the physical quantities that are conservedand those that can be accounted for;
2. state the general conservation laws for those properties that are conserved
and state the general accounting balances for the properties which are not
conserved.
3. For a specific engineering problem:
a. identify an appropriate system, surroundings and time period based on averbal or written description of the problem or a visual observation of the
physical system;
b. identify the quantities to be conserved and those that can be accounted
for in the system and surroundings;
c. construct the appropriate conservation laws and accounting balances;
d. delineate the specifications and data required for the model if thenumber of independent equations is to equal the number of unknowns;
e. make appropriate assumptions, but retain the important elements of theproblem;
f. state whether the model is descriptive or predictive;
g. solve the resulting equations which describe the model;
h. discuss the phys i relevance of the numerical values for the solutionand the physical relevance of the problem in general;
state the distinction between the mathematical model and the physicalreality the model attempts to describe;
In addition, the student should:
4. develop a cooperative attitude towards learning;
5. take an active role in her or his education;
6. strive for continuous improvement.
103
1
Course 1 : Conservation Principles in Engineering
1. TOPIC : Introduction
READ : Series Editor's Preface, pps iii-ivChapter 1 , pps 3 - 5
-- .1
M / 24 / AUG
FOR M / 24 / AUG
Rl. RECITATION : Introduction (Cont.) , "Fun Math Test"
2. TOPIC : The Big Picture : Accounting Concept
STUDY Chapter 2 , pps 6 - 14QUESTIONS 1, 2, 9 and 13 (pp 27)
T/ 25 / AUG
FOR W / 26 / AUG
3. TOPIC : The Big Picture : Conservation
STUDY Chapter 2 , pps 14 - 22PROBLEMS 1, 2, 3 and 5 (pps 28 - 29)
F/ 28 / AUG
FOR F / 28 / AUG
4. TOPIC : Conservation Principles
STUDY : Chapter 2 , pps 22 - 27PROBLEMS 4, 6, 7 and 11 (pps 29 - 31)
M / 31 / AUG
FOR M / 31 / AUG
R2. RECITATION : TBA T / 1 / SEP
5. TOPIC : Conservation of Mass
STUDY : Chapter 3 , pps 33 , 35 - 42QUESTIONS 1, 4, 8 and 11 (pps 68 - 69)
SUBMIT Homework Assignments 2 , 3 and 4
W/ 2 / SEP
FOR W / 2 / SEP
ON W / 2 / SEP
6. TOPIC : The Rate Equation (Mass)
STUDY Chapter g , pps 43 - 49PROBLEMS 1, 2, and 4 (pps 69 - 70)
F/ 4 / SEP
FOR F / 4 / SEP
19
IIIIIIIIIIIIIIIIIII
R3. RECITATION : TBA T/ 8 /SEP
7. TOPIC : Complex Mass Balances
STUDY Chapter 3 , pps 49 - 57PROBLEMS 3 (pp 70)
* SUBMIT Homework Assignments 5 and 6
W / 9 / SEP
FOR W / 9 / SEP
ON W / 9 / SEP
8. TOPIC : Density , Flow Rates
STUDY Chapter 3 , pps 57 - 62PROBLEMS 5 (pp 70)
F / 11 / SEP
FOR F / 11 / SEP
9. TOPIC : Chemical Reactions , Closed and Open Systems
STUDY Chapter 3 , pps 62 - 68 :
PROBLEMS 6 (pp 70 - 71)
M / 14 / SEP
FOR M / 14 / SEP
R4. RECITATION : TBA T/ 15 /SEP
10. TOPIC : Conservation of Charge
STUDY Chapter 4 , pps 76 - 88QUESTIONS 1, 2, 5 and 6 (pp 98)PROBLEMS 1 and 2 (pps 99-100)
* SUBMIT Homework Assignments 7, 8 and 9
W / 16 / SEP
FOR W / 16 / SEP
ON W / 16 / SEP
11. TOPIC : The Rate Equation (Charge), Kirchoff's Law
STUDY Chapter 4 , pps 88 - 98PROBLEMS 4, 5 and 6 (pps 100-102)
F / 18 / SEP
FOR F / 18 / SEP
1 i 0
I
1
12. TOPIC : Conservation of Linear Momentum
STUDY Chapter 5 , pps 105 - 115QUESTIONS 1, 3, 9 and 12 (pps 128-129)PROBLEMS 1 (pp 129)
,
M / 21 / SEP
FOR M / 21 / SEP
R5. RECITATION : Exam 1 , Chapters 1 - 4 ON T / 22 / SEP
13. TOPIC : Newton's Laws of Motion
STUDY Chapter 5 , pps 115 - 118PROBLEMS 2, 3 and 4 (pps 129-130)
SUBMIT Homework Assignments 10 and 11
W / 23 / SEP
FOR W / 23 / SEP
ON W / 22 / SEP
14. TOPIC : Special Cases , Reference Frame
STUDY Chapter 5 , pps 118 128PROBLEMS 5 and 6 (pp 131)
F / 25 / SEP
FOR F / 25 / SEP
15. TOPIC : Conservation of Angular Momentum - Particles
STUDY Chapter 6 , pps 134 - 142 (thru EQ 6-10)QUESTIONS 1, 4, 8 and 11 (pps 179 - 180)
M / 28 / SEP
FOR M / 28 / SEP
R6. RECITATION : TBA T/ 29 / SEP
16. TOPIC : Angular Momentum - Rigid BodiesSTUDY Chapter 6 , pps 149 - 152 , 157 - 166 ,
Evans Supplement (4 pps)PROBLEMS 1 and 2 (pp 180)
' SUBMIT Homework Assignments 14 and 15
W / 30 / SEP
FOR W / 30 / SEP
ON W / 30 / SEP
17. TOPIC : Conservation of Angular Momentum -
Rigid Bodies
i STUDY Chapter 6 , pps 166 - 168 (thru ex. 6-8);1 176 - 177 (6.9, and
REVIEW 1-4, 6 8): and 178 - 179PROBLEMS 3 and 4 (pps 180 - 181)
F / 2 / OCT
FOR F / 2 / OCT
4
18. TOPIC : Conservation of Energy
STUDY Chapter 7 , pps 184 - 195QUESTIONS 1, 4, 5 and 6 (pp 239)
M / 5 / OCT
FOR M / 5 / OCT
R7. RECITATION : TBA T / 6 / OCT
19. TOPIC : Energy in Transition
READ Chapter 7 , pps 196 - 209PROBLEMS 1, 2 and 3 (pps 240 241)
* SUBMIT Homework Assignments 16, 17, and 18
W / 7 / OCT
FOR W / 7 / OCT
ON W / .7 / OCT
20. TOPIC : Mechanical and Thermal Energy
STUDY Chapter 7 , pps 209 - 217PROBLEMS 4, 5 and 6 (pps 241 - 242) -.0
F/ 9 / OCT
FOR F / 9 / OCT
HARVEST MOON ON S / 11 / OCT
21. TOPIC : Electrical Energy
STUDY Chapter 7 , pps 217 - 238QUESTIONS 12 and 23 (pps 239 - 240)PROBLEMS 7, 8 and 9 (pps 242 - 243)
M / 12 / OCT
FOR M / 12 / OCT
R8. RECITATION : TBA T / 13 / OCT
I 22. TOPIC : Second Law of Thermodynamics
READ Chapter 8 , pps 246 - 262QUESTIONS 2 and 8 (pp 263)PROBLEMS 1 and 2 (pps 264 - 265) and Supplements # 1 and # 2
* SUBMIT Homework Assignments 19 , 20 and 21
W / 14 / OCT
FOR W / 14 / OCT
ON W / 14 / OCT
23. TOPIC : Particle Statics
STUDY Chapter 9 , pps 271 - 277QUESTIONS 1, 8, 9 and 10 (pps 322 - 323) FOR
F / 16 / OCT
F / 16 / OCT
112
1
1
24. TOPIC : Rigid Body Statics
READ Chapter 9 , pps 277 - 283PROBLEMS 2 and 3 (pp 234)
M/ 19 /OCT
FOR M / 19 / OCT
R9. RECITATION : Exam 2 , Chapters 5 - 8 T/ 20 / OCT
25. TOPIC : Rigid Bodies (Cont.)
STUDY Chapter 9 , pps 283 - 293PROBLEMS 6 (pps 325 - 326) and Supplement # 3
* SUBMIT Homework Assignments 22 , 23 and 24
W / 21 / OCT
FOR W / 21 / OCT
ON W / 21 / OCT
26. TOPIC : Analysis of Structures
STUDY Chapter 9 , pps 294 - 314PROBLEMS 5 (pp 325) and Supplement # 4 , # 5, and # 6
F / 23 / OCT
FOR F / 23 / OCT
27. TOPIC : Analysis of MachinesSTUDY Chapter 9 , pps 314 - 322PROBLEMS Supplement # 7 (Evans !)
M / 26 /OCT
FOR M / 26 /OCT
R10. RECITATION : TBA T/ 27 /OCT
28. TOPIC : Particle Kinematics
STUDY Chapter 10 , pps 328 - 343QUESTIONS 7 , 8, 10 and 12 (pps 399)PROBLEMS 1 (pp 400)
* SUBMIT Assignments 25, 26 and 27
W / 28 / OCT
FOR W / 28 / OCT
ON W / 28 / OCT
29. TOPIC : Rigid Body Kinematics
STUDY Chapter 10 , pps 343 - 357PROBLEMS 2 (pp 400)
F / 30 / OCT
FOR F / 30 / OCT
113 6
30. TOPIC : Particle Dynamics (Kinetics)
STUDY Chapter 10 , 357 - 374PROBLEMS Supplement # 8
M / 2 / NOV
FOR M / 2 / NOV
R11. RECITATION : TBA T/ 3 /NOV
31. TOPIC : Rigid Body Dynamics (Kinetics)
STUDY Chapter 10 , pps 374 - 387 , 396 - 398READ Chapter 10 , pps 387 - 396PROBLEMS (Evans !)
* SUBMIT Homework Assignments 28, 29 and 30
W / 4 / NOV
FOR W / 4 / NOV
ON W / 4 / NOV
32. TOPIC : Pressure Distribution in Static FluidsREVIEW Chapter 5 , pps 120 - 124STUDY Chapter 11 , pps 403 - 414QUESTIONS 1, 3, 6 and 8 (p 442)PROBLEMS 1 and 2 (p 443)
F / 6 / NOV
FOR F / 6 / NOV
.33. TOPIC : Forces on Submerged Areas , Buoyancy
READ Chapter 11 , pps 414 - 440QUESTIONS 9 and 13 (PPS 442 - 443)PROBLEM 3, 4, 5 and 6 (pps 443 - 445)
M / 9 / NOV
FOR M / 9 / NOV
R12. RECITATION : Exam 3 , Chapters 'd - 10 T/ 10 / NOV
34. TOPIC : Fluid Dynamics
REVIEW Chapter 5 , pps 124 - 126STUDY Chapter 12 , pps 448 - 459QUESTIONS 1 and 3 (pp 506)PROBLEMS 1 and 2 (pp 507)
SUBMIT Homework Assignments 31, 32 and 33
F / 13 / NOV
FOR F / 13 / NOV
ON F / 13 / NOV
114 7
35. TOPIC : Flow in Pipes and Other Closed Conduits
STUDY Chapter 12 , pps 459 - 479PROBLEMS 3 and 4 (pp 507)
M / 16 / NOV
FOR M / 16 / NOV
R13. RECITATION : TBA T / 17 / NOV
36. TOPIC : Miscellaneous Topics , Measurement of Flow
READ Chapter 12 , pps 479 - 490PROBLEMS 5, 6 and 7 (pps 507 - 508)
* SUBMIT Homework Assignments 34 and 35
W / 18 / NOV
FOR W / 18 / NOV
ON W / 18 / NOV
37. TOPIC : Forces Associated with Fluid Systems
READ Chapter 3 , pp 126
STUDY Chapter 12 , pps 490 - 505PROBLEMS Supplement #9, #10, and #11
F / 20 / NOV
FOR F / 20 / NOV
38. TOPIC : Source Transformation, Superposition
READ Chapter 13 , pps 513 - 527STUDY Chapter 13 , pps 527 - 532QUESTIONS 9, 13 (pp 552)
PROBLEMS 1 (pp 552)
M/ 23 / NOV
FOR M / 23 / NOV
R14 RECITATION : Exam 4, Chapters 11 - 12 T/ 24 / NOV
39. TOPIC : Nodal and Mesh Analysis, Thevenin Circuitand Maximum Power Transfer
STUDY Chapter 13 , pps 533 - 551PROBLEMS 5 and 7 (pp 554)
* SUBMIT Homework Assignments 36 and 37
W / 25 / NOV
FOR W / 25 / NOV
ON W / 25 / NOV
8
IIII1
I1
IIIIIIIIII
40. TOPIC : Inductance and Capacitance Revisited
REVIEW Chapter 14 , pps 556 - 563QUESTIONS 5, 6, 11 and 12 (pp 552)PROBLEMS 1 and 2 (pps 577 - 578)
M / 30 / NOV
FOR M / 30 / NOV
R15. RECITATION : TBA T / 31 / NOV
41. TOPIC : More on Entropy and the Second Law
STUDY Chapter 16 , pps 674 - 687QUESTIONS 3, 4 and 13 (pps 693 - 694)PROBLEMS 1 and 9 (N.B. Chapter 15, pps 668 - 669)
* SUBMIT Homework Assignments 38, 39 and 40
W / 2 / DEC
FOR W / 2 / DEC
ON W / 2 / DEC
42. TOPIC : Power Cycles
STUDY Chapter 17 , pps 695 - 714QUESTIONS 1 (pp 722)PROBLEMS 4 (pp 724 - 725)
F / 4 / DEC
FOR F / 4 / DEC
43. TOPIC : Refrigeration Cycles
STUDY Chapter 17 , pps 714 - 722PROBLEMS 5 (pp 725)
M / 7 / DEC
FOR M / 7 / DEC
R16. RECITATION : Exam 5 , Chapters 13 , 14 , 16 and 17
* SUBMIT Homework Assignments 41, 42 and 43
T/ 8 / DEC
ON T / 8 / DEC
44. TOPIC : PERSPECTIVES AGAIN ! (or a Tour !) W/ 9 / DEC
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Course 1 : Conservation Principles in Engineering
Conservation Principles and the Structure of Engineering ECE 394 A REVIEW '
System Definition ISelection
Labeled Sketches
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System or Free body DiagramSurroundingsTime PeriodData (Nature)Specifications (Human)Parameters SharedCoordinate System (Motion Easy?)RequiredAssumptionsDefining Relationships (Constraints)
Analysis of aMathematical Model
Variables (All)EquationsData (Nature)S. cations HumanParameters (Shared)Initial Conditions (Include tO)Remaining Unknowns
Conservation Concepts Total MassElemental MassTotal ChargeLinear MomentumAngular MomentumTotal EnergyEntropy (Cosmos, A)
Accounting Concepts Species Mass (A)Moles (A)Plus ChargeMinus ChargeElectrical Energy (A,D)Mechanical Energy (A,D)Mechanical Ene 9 Particles, A,DMechanical Energy (Rigid Bodies. A.D)Mechanical Energy (Fluid Flow. A. I)Entropy (System, A)Entropy (Surroundings. A)Entropy Generation (Irreversibility)
Other Extensive PropertiesIntensive PropertiesTables for Extensive PropertiesKCL
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Course 2 - Properties of Matter
COURSE OBJECTIVES
By the end of this course the student should:
Appreciate the importance of materials in th-, practice of engineering
Understand the fundamental chemical, mechanical and thermal structureof matter and the key distinguishing features of solid, liquid and gas
Understand the critical need for materials' properties in the application ofconservation and accounting principles
Appreciate the scope and diversity of materials' behavior
Understand how to relate the structure of matter to its properties throughmodels and be able to develop simple structure-property relationships
Understand the distinction between a model and physical reality
Understand the distinction between descriptive and predictive models
Be able to critically evaluate the validity/usefulness of alternativemodels
In addition, the student should:
Develop a cooperative attitude in learning
Take an active role in her/his education
Strive for continuous improvement
1 2 0
Course 2 : Properties of Matter
SUMMARY OF OBJECTIVES
Atomic / Molecular Structure
RECALL SIMPLE MODELS FOR ATOMIC ORBITALS, AND UNDERSTAND THEDISTINCTION BETWEEN OUR MODELS AND PHYSICAL REALITY. THESTUDENT WILL DEMONSTRATE THIS UNDERSTANDING BY:
(1) SKETCHING REASONABLE PICTORIAL REPRESENTATIONS OF s, p, dAND spd HYBRID ATOMIC ORBITALS, AND
(2) EXPLAINING IN WORDS THE DIFFERENCES BETWEEN THE MODELSUGGESTED BY THE SKETCH, THE MATHEMATICAL MODEL FORAOs, AND THE RELATIONSHIP TO PHYSICAL REALITY
UNDERSTAND THE NATURE OF MOLECULAR BONDING. THE STUDENTWILL DEMONSTRATE THIS UNDERSTANDING BY:
(1) DEVELOPING QUALITATIVE MODELS OF MOLECULAR ORBITALS INSIMPLE MOLECULES USING THE LCAO-MO MODEL TO GIVE MOENERGIES AND MO WAVEFORMS
(2) SKETCHING REASONABLE PICTORIAL REPRESENTATIONS OF THEMOs SHOWING DIRECTIONALITY OF BONDING AND SHARING OFELECTRON DENSITY
(3) ESTIMATING RESONANCE ENERGIES FOR THE GROUND STATE(4) DETERMINING WHETHER THE CARBONIUM ION, THE NEUTRAL OR
THE CARBANION IN THEIR RESPECTIVE GROUND STATES AREMOST STABLE
UNDERSTAND HOW SYMMETRY CAN SIMPLIFY THE PROBLEM OF MODETERMINATION. THE STUDENT WILL DEMONSTRATE THISUNDERSTANDING BY:
(1) IDENTIFYING PLANES OF SYMMETRY INHERENT TO THE ATOMICORBITALS IN A GIVEN MOLECULE
(2) IDENTIFYING APPROPRIATE "GROUP SYMMETRY ORBITALS" BASEDON THE SYMMETRY PLANES
(3) SOLVING FOR MO ENERGIES AND WAVEFORMS BY CONSIDERINGTHE SYMMETRY TYPES SEPARATELY - SINCE ORBITALS OF UNLIKESYMMETRY CANNOT INTERACT!
2
UNDERSTAND THE BASIS FOR THE LENNARD-JONES TYPE DIAGRAM. THESTUDENT WILL DEMONSTRATE THIS UNDERSTANDING BY RATIONALIZING
IN WORDS THE SHAPE OF THE DIAGRAM, AND BY EXPLAINING HOW THE
DIAGRAM RELATES QUANTITATIVELY AND QUALITATIVELY TO THE
LCAO-MO MODEL.
UNDERSTAND THAT THE STABILITY/REACTIVITY OF A MOLECULE IS AFUNCTION OF ITS ELECTRON ENERGY CONFIGURATION. THE STUDENTlAd ILL DEMONSTRATE THIS UNDERSTANDING BY DETERMINING, FOR A
G VEN MOLECULAR ELECTRONIC STRUCTURE:
(1) POSSIBLE MODES FOR EXCITATION TO HIGHER ENERGY STATESAND DE-EXCITATION TO LOWER ENERGY STATES
(2) THE ENERGY TRANSFERRED IN THE PROCESS(ES)(3) WHETHER OR NOT THE MOLECULES IN THE EXCITED STATES ARE
STABLE
UNDERSTAND HOW TO BUILD A SOLID'S ELECTRON ENERGY DIAGRAMEASED ON THE PRINCIPLES WE HAVE LEARNED IN THE LCAO-MOMETHODOLOGY. THE STUDENT WILL DEMONSTRATE THISLNIDERSTANDING BY SKETCHING SCHEMATIC CONTINUUM "BAND"DIAGRAMS WHICH ARE CONSISTENT WITH DISCRETE LCAO-MO MODELS.
3
122
Mechanical Structure
COMMUNICATE IN THE LANGUAGE OF THE CRYSTALLOGRAPHER, ASDEMONSTRATED BY:
(1) THE ABILITY TO USE A LATTICE AND A BASIS TO DESCRIBE A GIVENLATTICE STRUCTURE
(2) THE ABILITY TO USE MILLER INDICES TO DESCRIBE LATTICEPOSITIONS, DIRECTIONS AND CRYSTAL PLANES
UNDERSTAND THAT THE POSSIBLE CRYSTAL LATTICE TYPES ARELIMITED TO ALLOWABLE SYMMETRY TYPES. THE STUDENT WILLDEMONSTRATE THIS UNDERSTANDING BY BEING ABLE TO IDENTIFY THEKEY TRANSLATIONAL, REFLECTION AND ROTATIONAL SYMMETRY TYPESIN A GIVEN LATTICE
CALCULATE THE DENSITY OF A SOLID GIVEN ITS STRUCTURE ANDLATTICE PARAMETER(S)
UNDERSTAND THE RELATIONSHIP BETWEEN MECHANICAL STRUCTUREAND BONDING IN A CRYSTAL. THE STUDENT WILL DEMONSTRATE THISUNDERSTANDING BY:
(1) EXPLAINING IN WORDS HOW BONDING DIFFERENCES LEAD TOCLOSE-PACKED vs. LOOSELY-PACKED CRYSTALS AND IDENTIFYINGWHICH ELEMENTS SHOULD CRYSTALLIZE IN EACH
(2) PREDICTING CRYSTAL STRUCTURE IN IONIC SOLIDS
UNDERSTAND THE USE OF PHASE DIAGRAMS IN ENGINEERING. GIVEN APHASE DIAGRAM AND SPECIFIED CONDITIONS AND BULK COMPOSITION,THE STUDENT SHOULD BE ABLE TO:
(1)
(2)
(3)
DE T ERMINE THE NUMBER AND TYPE (solid sol'n, liquid sol'n, solidcompound, etc.) OF PHASES PRESENT AND THEIR COMPOSITIONSCALCULATE THE RELATIVE AMOUNTS OF EACH PHASE PRESENTJUDGE WHETHER OR NOT THE PHASE DIAGRAM CAN BE APPLIEDIN A GIVEN PROCESSING SITUATION
23
4
1
Surface Structure
COMMUNICATE IN THE LANGUAGE OF THE SURFACECRYSTALLOGRAPHER, AS DEMONSTRATED BY:
(1) THE ABILITY TO USE A LATTICE AND A BASIS TO DESCRIBE A GIVENSURFACE STRUCTURE
(2) THE ABILITY TO USE MILLER INDICES TO DESCRIBE CRYSTALPLANES
CALCULATE THE SURFACE DENSITY OF A SOLID SURFACE GIVEN ITSBULK (3D) STRUCTURE, MILLER INDICES AND LATTICE PARAMETER(S)
UNDERSTAND BOND - BREAKING MODELS FOR SURFACE ENERGIES ANDBE ABLE TO DEMONSTRATE THIS UNDERSTANDING THROUGHCALCULATION OF SURFACE ENERGY FOR A SPECIFIED SURFACE (BULKCRYSTAL STRUCTURE AND MILLER INDEXED SURFACE)
UNDERSTAND HOW LENNARD-JONES POTENTIAL MODELS OF BULKCRYSTALS PROVIDE NECESSARY PARAMETERS FOR THE BONDBREAKING MODELS, AND DEMONSTRATE THIS UNDERSTANDING BYADOPTING THE CORRECT PARAMETER WHEN GIVEN A QUANTITATIVEMODEL AND KNOWLEDGE OF THE CRYSTAL STRUCTURE
124
5
1
Course 2 : Properties of Matter
Date(s) In-class Topic / Activity Advance Reading Advance Work
8/23-8/25 Part I - MOTIVATION AND PERSPECTIVES
8/23 Paradigm Shifts8/25 Motivation: Materials and Innovation P: Chapter 1 (all)
WB: Total QualityLearning
8/26-10/8 Part H - THE FUNDAMENTAL STRUCTURE OF MATTER
8/26 Properties, Specifications andVariablesModeling and the Role ofModels
P: Chapter 2 (all)
WB: Modeling
8/27 Electronic Structure of AtomsA simple model for molecularstructure: LCAO-MO
P: Chapter 3 (all) WB: LCAO-MO
8/30 LCAO-MO applicationRelative stabilityResonance stabilization
WB: RelativeStability andResonance
9/1 SymmetryUse of symmetry to simplifyLCAO-MO calculations
WB: Symmetry
9/2 Molecular bonding dynamicsL-J diagramsMolecular excitation, de-excitation and dissociationPhotoemission demo
P: p. 59
pp. 349-350
WB: MolecularBonding Dynamics
9/3 Solid electronic structure P: pp. 62-66 WB: Relationshipof L-J. diagrams tosolids
9/6 NO CLASS: Labor day9/8 Models to visualize solid
structureCrystal structure
P: Chapter 4, pp.77-94
WB: CrystalStructureDetermination
9/9 Analysis of mechanical structure WB: bcc latticeexample
1
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9/10 Bonding and crystal structureMetallic, ionic and covalentsolids
P: pp. 102-107 WB: Bonding andCrystal Structure
9/13 Miller indices P: pp. 107-110 WB: SomeInterestingProperties of MillerIndices
9/15 X-ray diffraction WB: X-rayDiffraction
9/16 Solubility and Phase DiagramsLever rule vs. conservation
P: pp. 95-102 WB: Solid SolutionBehavior
9/17 More phase diagrams9/20 General rules for interpretation
of phase diagrams9/22 Surface structure
Miller indices revisitedSurface density
P: Chapter 5 (all) WB: Surfacestructure
9/23 Scanning force microscopies WB: AFM
9/24 Surface energyBinding energyBond breaking models
WB:. Surfaceenergy
9/27 Thermal structure modelsTranslational, rotational andvibrational molecular energies
P: Chapter 6 (all)pp. 153-157
WB: MolecularEnergies of Gases
9/29 Vibrational modes and theHooke's Law model
P: pp. 158-161
9/30 QUIZ #1: Atomic, Mechanical and Surface Structure
10/1 EntropyConfigurational EntropyEquilibrium concentration ofdefects in solids
P: pp. 161-166 WB: Randomnessand AllowedConfigurations
10/4 Permutations and entropy P: pp. 167-169 WB: Permutations,Combinations,Entropy
10/6 DiffusionDiffusion mechanisms in solids
P: pp. 169-178 WB: DiffusionMechanisms -Jigsaw Exercise
10/7 Fick's First Law of diffusionFick's 2nd Law of diffusionT-dependence of diffusivity
P: pp. 179-189 WB: Fick's Law ofDiffusion
10/8 Application of diffusion WB: DiffusionProblems
1267
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10/11- 29 Part HI - MECHANICAL PROPERTIES OF SOLIDS AND LIQUIDS
10/11 Elasticity and PlasticityMechanical testing: stress-strainbehaviorModel's for Young's Modulus
P: Chapter 7pp. 193-217
WB: Elasticity andPlasticity: Basics
10/13 Poisson's ratioModels for Poisson's ratio
P: pp. 218-224 WB: Poisson'sRatio
10/14 QUIZ #2: Thermal Structure
10/15 Non-linear responses andmodels
P: pp. 225-239 WB: Power LawModel and OtherModels
10/18 Mechanical Properties of FluidsKinetic Theory of Gases Modelfor Pressure
P: Chapter 8pp. 245-251
WB: MechanicalProperties of Fluids
10/20 Kinetic Theory of Gases Modelfor Gas Viscosity
P: pp. 251-256 WB: Viscosity
10/21 Design Problem: Rock Concertat Sun Devil Stadium
10/22 Newtonian and non-Newtonianfluid behaviorModels for non-Newtonianbehavior
P: pp. 257-266 WB: Viscosity(continued)
10/25 Surface tension P: pp. 266-269 WB: SurfaceTension
10/27 Viscoelastic behaviorGlassy. leathery, rubbery.rubbery flow and viscous flowThe Challenger accident
P: Chapter 9pp. 273-279
pp. 285-296
WB: TimeDependent Modelsfor ComplexMaterials
10/28 Problem-solving session10/29 Spring-dashpot models for
viscoelastic responseP: pp. 279-285 WB: Complex
Materials
11/1-12/3-- Part IV - ELECTRICAL AND MAGNETIC PROPERTIES
11/1 Electrical propertiesEnergy Band models
P: Chapter 10pp. 299-304
WB: Energy BandTheory
11/3 Electron Gas model P: pp. 304-309 WB: The ClassicalTreatment of an"Electron Gas"
1278
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11/4 QUIZ #3: Mechanical Properties of Solids and Liquids
11/5 Conductors and InsulatorsCharge carriersConductivityMobility
P: pp. 309-312 WF3: Conductorsand Insulators
11/8 SemiconductorsIntrinsic behavior
P: pp. 313-319 WB:Semiconductors
11/10 DopantsExtrinsic behavior: r. and p-type
11/11 I NO CLASS: Veterans' Da''11/12 Models for semiconductor
conductivitySemiconductor junctionsDiodes and photo-diodes
WB: Junctions.Diodes. Transistors
11/15
11/17 Transistors11/18 Problem solving session11/19 Superconductors
DielectricsP: pp. 319-327 WB:
SuperconductorsDielectrics
11/22 Magnetic PropertiesDipoles. magnetization. domains
P: Chapter 11pp. 335 -34.4
I 1/24 Hall effect P: p. 34511/25 26 I NO CLASS: Thanksgiving Recess11/29 , Curie Temperature P: pp. 345-34612/1 Magnetic vs. electrical
properties 1
12/2 QUIZ #4: Electrical and Magnetic Properties
12/3 Perspectives: The Big Picture12/6 Thought Exercise: Different
Physics = Different MaterialsProperties?
12/8 Review: An IntriguingDemonstration
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COURSE 3 :MODELING AND BEHAVIOR OF ENGINEERING SYSTEMS
COURSE OBJECTIVES
By the end of this course, the student should be able to:
1. Differentiate between the three types of knowledge:content, procedural, and conditional.
2. Demonstrate the ability to make important engineering decisionsabout the design and analysis of complex processes.
3. Model multidiscipline and highly complex single discipline systems.
4. Differentiate between symptoms of a "problem" andthe root cause of a "problem".
5. Model vs. reality.
6. Reading and interpreting a problem by extractingimportant information and ignoring unimportant details.
7. Demonstrate the ability to understand systems as opposed tosolving problems.
8. Properly execute thoughts and ideas.
9. Determine system extent.
IsCourse 3 : Modeling and Behavior of Engineering Systems
1. TOPIC : Introduction : Knowledge Types, System IModel Characteristics
STUDY : Chapter 1OUTLINE AND SUMMARIZE : Chapter 1PROBLEMS 26 and 27 (pps 21 - 22) FOR
W / 20 / JAN
W / 20 / JAN
Ri. RECITATION :TBA R / 21 /JAN
2. TOPIC : System Concepts : System IModel Variables, Impedance
STUDY : Chapter 2 , pps 25 - 40OUTLINE AND SUMMARIZE : Chapter 2
F / 22 / JAN
FOR F / 22 / JAN
3. TOPIC : System Concepts : Order,Degrees of Freedom, Constraints
STUDY : Chapter 2 , pps 40 - 60PROBLEMS 1, 2, 3, 4 and 5 (pp 59) FOR
M / 25 / JAN
M / 25 / JAN
4. TOPIC : Mechanical Systems : Free Body Diagrams,Friction
STUDY : Chapter 3 , pps 61 - 80PROBLEMS 3 and 7 (pp 139)
* SUBMIT Homework Assignments 1, 2 and 3
FOR
ON
W / 27 / JAN
W / 27 / JAN
W / 27 / JAN
R2. RECITATION : TBA
i
R / 28 / JAN
5. TOPIC : Mechanical Systems : Attachments,Springs, Dampers
STUDY : Chapter 3 , pps 80 - 104PROBLEMS 10 and 15 (pps 141 - 143) FOR
F / 29 / JAN
F / 29 / JAN
144
6. TOPIC : Problem Session
PROBLEMS 18 and 26 (pps 143 - 147) FOR
M / 1 / FEB
M / 1 / FEB
7. TOPIC : Mechanical Systems : Position,Velocity, Acceleration
STUDY : Chapter 3 , pps 104 - 110PROBLEMS 25 and 38 (pps 147 - 152)
* SUBMIT Homework Assignments 4, 5, and 6
FOR
ON
W/ 3 / FEB
W / 3 / FEB
W / 3 / FEB
R3. RECITATION : TBA R / 4 / FEB
8. TOPIC : Mechanical Systems : Rigid Body Contact,Ropes and Pulleys
STUDY : Chapter 3 , pps 110 - 122PROBLEMS 40 and 42 (pps 152 - 154) FOR
F / 5 / FEB
F / 5 / FEB
9. TOPIC : Problem Session
PROBLEMS 45 and 28 (pps 147 - 155) FOR
M/ 8 / FEB
M / 8 / FEB
10. TOPIC : Mechanical Systems : Angular Velocity
STUDY : Chapter 3 , pps 122 - 130PROBLEMS 32 and 41 (pps 149 - 154)
*suBmrr Homework Assignments 7, 8 and 9
FOR
ON
W / 10 / FEB
W / 10 / FEB
W / 10 / FEB
R4. RECITATION : TBA
11. TOPIC : Mechanical Systems : Kinetics
STUDY : Chapter 3 , pps 130 - 139PROBLEMS 47 (p 155) FOR
R / 11 / FEB
F / 12 / FEB
F / 12 / FEB
3
45
1
12. TOPIC : Problem Session M / 15 / FEB
13. TOPIC : TBA
* SUBMIT Homework Assignments 10 and 11 ON
W/ 17 / FEB
W / 17 / FEB
R5. RECITATION : EXAM 1
14. TOPIC : Electrical Systems : Resistive Circuits
STUDY : Chapter 4 , pps 159 - 162PROBLEMS 1 and 2 (p 198)
ON
FOR
R/18 /FEB
F / 19 / FEB
F / 19 / FEB
15. TOPIC : Electrical Systems : Capacitive Circuits
STUDY : Chapter 4 , pps 162 - 169PROBLEMS 3 and 4 (p 200) FOR
M / 22 / FEB
M / 22 / FEB
16. TOPIC : Problem Session
. PROBLEMS 5 (p 200)
* SUBMIT Homework Assignments 14 and 15
FOR
ON
W / 24 / FEB
W / 24 / FEB
W / 24 / FEB
R6. RECITATION : TBA R / 25 / FEB
17. TOPIC : Electrical Systems : Magnetic Fields,Force Generation, Voltage Induction
STUDY : Chapter 4 , pps 169 - 179PROBLEMS 6 (p 200) FOR
F / 26 / FEB
F / 26 / FEB
4 C1
4
1
1
1
18. TOPIC : Electrical Systems : Inductor Circuits
STUDY : Chapter 4 , pps 179 - 189
PROBLEMS 11 (p 201)
* SUBMIT DESIGN PROJECT NO. 1
FOR
ON
M / 1 / MAR
M / 1 / MAR
M / 1 / MAR
19. TOPIC : Problem Session
PROBLEMS 12 (p 201)
* SUBMIT Homework Assignments 16, 17 and 18 ON
W/ 3 / MAR
W / 3 / MAR
R7. RECITATION : Student Presentations (Problems 5, 6, 11, 12)) R / 4 / MAR
20. TOPIC : Electrical Systems :Electrical Impedance Relations
STUDY : Chapter 4 , pps 189 - 195PROBLEMS 13 (p 201) FOR
F / 5 / MAR
F / 5 / MAR
21. TOPIC : Electrical Systems : Equivalent Circuits
STUDY : Chapter 4 , pps 195 - 198PROBLEMS 7 and 9 (odd no. teams)
8 and 10 (even no. teams) FOR
M / 8 / MAR
M / 8 / MAR
22. TOPIC : Student Presentations (Problems 7, 8, 9, 10)
* SUBMIT Homework Assignments 19, 20 acd 21 ON
W / 10 / MAR
W / 10 / MAR
R8. RECITATION : PROCESS CHECK R / 11 / MAR
23. TOPIC : Fluid Thermal Systems : Fluid Flow,Thermo Properties, Equilibrium
STUDY : Chapter 5 , pps 203 218 FOR
F / 12 / MAR
F / 17 / MAR
5
147
SPRING BREAKTO
M/ 15 /MARF/ 19 /MAR
24. TOPIC : Fluid Thermal Systems : Heat, Work, Entropy,Heat Engines and Pumps
STUDY : Chapter 5 , pps 218 - 233
* SUBMIT Tank Design Project
FOR
ON
M / 22 / MAR
M / 22 / MAR
M / 22 / MAR
25. TOPIC : Problem Session
PROBLEMS Supplemental Homework # "I FOR
W / 24 / MAR
W / 24 / MAR
R9. RECITATION : EXAM II R / 25 / MAR
26. TOPIC : Fluid Thermal Systems : Efficiency,Carnot and Rankine Cycles
STUDY : Chapter 5 , pps 233 - 243PROBLEMS Supplemental Homework #'s 2,3,4 and 5 FOR
F/ 26 / MAR
F / 26 / MAR
27. TOPIC : Fluid Thermal Systems :Irreversibility and Availability
STUDY : Chapter 5 , pps 243 - 245 FOR
M / 29 / MAR
M / 29 / MAR
28. TOPIC : Problem Session
PROBLEMS Supplemental Homework #'s 6,7,8,9 and 10
* SUBMIT Homework Assignments 25 and 26
FOR
ON
W / 31 / MAR
W / 31 / MAR
W / 31 / MAR
R10. RECITATION : TBA R / 1 / APR
29. TOPIC : Multiple Discipline :Electro-Mechanical Machines
STUDY : Chapter 6 , pps 251 - 255 FOR
F/ 2 / APR
F / 2 / APR
6
I
1
30. TOPIC : Multiple Discipline : Hydraulic Machines
STUDY : Chapter 6 , 255 - 261 FOR
M / 5 / APR
M / 5 / APR
31. TOPIC : Problem Session
* SUBMIT Homework Assignment 28 ON
W/ 7 / APR
W / 7 / APR
R11. RECITATION : TBA R / 8 /APR
32. TOPIC : Multiple Discipline : Multi Domain Problems
STUDY : Chapter 6 , pps 266 - 274PROBLEM Chapter 6, Supplemental HW 1 FOR
F / 9 / APR
F / 9 / APR
33. TOPIC : Multiple Discipline : Operational Amplifiers
STUDY : Chapter 6 , pps 261 - 266PROBLEMS 1, 2, 3, and 4 (pp 277) FOR
M / 12 /APR
M/ 12 /APR
34. TOPIC : Operational Amplifiers (Continued) W / 14 / APR
R12. RECITATION : Competency Work Session ON R/ 15 /APR
35. TOPIC : Sensors and Transducers; Reality to Reality
STUDY : Class Handout
* SUBMIT Homework Assignment 32
FOR
ON
F/ 16 / APR
F / 16 / APR
F / 16 / APR
149
I,
36. TOPIC : Team # 9 PresentationExample 6.2 , "A Hydraulic Acutator" M / 19 / APR
37. TOPIC : Team # 4 PresentationExample 6.3 , "A Moderately StrongHydraulic Actuator W / 21 / APR
R13. RECITATION : Competency Work Session R / 22 /APR
38. TOPIC : Team # 5 PresentationChapter 6, Supplemental Homework Problem
* SUBMIT Homework Assignment 33 ON
F/ 23 / APR
F / 23 / APR
39. TOPIC : Team # 6 PresentationExample 6.6 , "A System With Feedback Constraints" M / 26 / APR
40. TOPIC : Team # 8 PresentationExample 6.7 , "An Electric Hoist" W / 28 / APR
R14 RECITATION : INTEL General Manager Presentation ON R / 29 / APR
41. TOPIC : Team # 7 PresentationProblem 17 (pp 280)"A DC Motor With Multiple Viscous Friction" F / 30 / APR
42. TOPIC : Team # 3 PresentationProblem 15 (pp 280) "Matching a Motor to a Load" M / 3 / MAY
43. TOPIC : Team # 2 PresentationExample 3.27, "A Slider Crank Mechanism,Internal Combustion Engine"
W/ 5 / MAY
44. FINAL EXAM 7:40 AM - 9:30 AM , ECG 238Individual Opportunities ONLY!
W/ 12 / MAY
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System Definition ISelection
Labeled SketchesSystem or Free body DiagramSurroundingsTime PeriodData (Nature)Specifications (Human)Parameters (Shared)Coordinate System (Motion Easy?)RequiredAssumptionsDefining Relationships (Constraints)_
Analysis of aMathematical Model
Variables (All)EquationsData (Nature)Specifications (Human)Parameters (Shared)Initial Conditions (Include tO)Remaining Unknowns
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Knowledge Types Content (Concepts)Procedural (KnowHow)Conditional (Decisions)
Mathematical Models IVariable Types
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EltonFlowImpedanceInterrelationships (Independence)PowerState
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Fnction Freebody DiagramsSingle BodyMultiple Bodies
Static (Dry)LimitsImpending MotionKnown Direction Ma nitude?Known Force (Direction?)
Dynamic (Dry?)Known Direction (Magnitude?)Known Force (Direction?)
Viscous (Fluid)Rigid Body MotionBearings. etc.Dampers or Dashpots
Springs (Force, Mechanical Energy)Static Analysis of Structures:Trusses and Frames Only
System or Freebody DiagramJoint (Truss and LM Only)MemberSectionStructure
Attachments and ConnectionsFrictionRopes and PulleysSprings (Force Only)Tension / Compression (3rd Law)
Rigid Body Motion Freebody diagramDynamic Friction (Dry)Viscous FrictionSprings (Force. Mech. Energy)Specifying Motion (Function of t)
Acceleration. Velocity. Pos.Method of Special Points
Known and Unknown Points' Contact Points
PermanentTemporary, No SlipTemporary, With Slip
Number of ConstraintsMethod of Vector LoopsAngular Velocity' Inertial Reference
Painted Line on BodyRight Hand Rule
' Adding Angular VelocitiesAngular Momentum Conservation
Intertial Reference FrameMoving Point (Fixed W/CG)
' About the Center of GravityMoments (RHR, Cross Product)
Multiple Rigid Bodies (Additive)Linear Momentum, Mech. Energy
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Degrees of FreedomOrderCircuit ElementsResistors
Two Possible FlowsDefining RelationshipEnergy Dissipation (to?)Time Response, V and IImpedance RelationshipHigh/Low Frequency
CapacitorsDefining Relationship
' Energy Storage/ReleaseTime Response, V and ISwitching Capacitive LoadsSteady State ResponseImpedance Relationship
High/Low FrequencyInductors
Definineelationship' Energy Storage/Release' Time Response, V and I
Switching Inductive LoadsSteady State ResponseImpedance Relationship
HigtVLow FrequencyExtemaVIntemal Magnetic Fields
Vector Representation, RHRMagnetic FluxesExternal Forces
Self InductionMutual Induction
Modeling Induced VoltageTransformersDC Induction Machines
External ForcesExternal TorquesTorque/Current RelationshipsInduced VoltJAngular VelocityTotal Energy Equation
Equivalent ImpedancesVoltage F ircesCurrent SourcesEquivalent Sources (Transformation)DiodesPhotodiodesTransistorsSwitchesOperational Amplifiers
Function (Reality - Reality)Circuit IsolationOpen Loop ResponseFeedback ElementsSummerIntegratorDitterentiator
SensorsFunction (Reality-Reality)Types
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Flow MeasurementOrificesVenturiLevel MeasurementOther Devices/Methods
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Thermal Systems /Thermodynamics
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