Preview Workflow

Viewing: MSE 721 : Nanoscale Simulations and Modeling

Last approved: Tue, 04 Jul 2017 08:02:50 GMT

Last edit: Tue, 04 Jul 2017 08:02:50 GMT

Change Type
Major
MSE (Materials Science and Engineering)
721
032382
Dual-Level Course
Cross-listed Course
No
Nanoscale Simulations and Modeling
Nano Simulations
College of Engineering
Materials Engineering (14MAT)
Term Offering
Fall Only
Offered Alternate Odd Years
Fall 2016
Previously taught as Special Topics?
Yes
6
 
Course Prefix/NumberSemester/Term OfferedEnrollment
MSE791-602Fall 155
MSE791-032Fall 15 20
MSE791-601 Fall 138
MSE791-003Fall 126
MSE791-601Fall 107
MSE791-003Fall 0922
MSE791-601Fall 115
Course Delivery
Face-to-Face (On Campus)
Distance Education (DELTA)
Hybrid (Online/Face to Face)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture2.5
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Yaroslava Yingling
Professor
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2020NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC5-105-10NoN/A

Is the course required or an elective for a Curriculum?
No
The course is designed to assist engineering students in learning the fundamentals and cutting-edge nature of various simulations methods. The modeling tools range from accurate first principles quantum-based approaches to multi-scale approaches that combine atomic and continuum modeling. Previous knowledge of simulations is not required. The course is appropriate for graduate students in materials science, engineering, chemistry, physics and biomedical fields.

This course is part of Masters in Nanoengineering program. There is no equivalent course in MSE department. 


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of SciencesJo-Ann CohenConsulted Dr. Cohgen, who asked DGPs to review the syllabus (Dr. Shultz, Dr. Bondell, Dr. Aspnes, Dr. Gremaud) for their input. They have no concerns about this course.
To be taught in part of a regular coarse load therefore no new resources are needed

To introduce students to nanometer-scale theory and modeling tools, and their application to nanostructures and nanotechnology. The modeling tools range from accurate first principles quantum-based approaches to multi-scale approaches that combine atomic and continuum modeling. Systems to be examined include carbon fullerenes and nanotubes, diamond clusters, photonic crystals, quantum dots, bio-nanostructures, and bulk nanostructured metals.


Student Learning Outcomes

After completing this course, students will be able to:



  • Identify and explain advantages and limitations of various computational techniques;

  • Explain the properties of various nanomaterials and nanosystems;

  • Select appropriate computational methods that can help address specific materials, properties and processing;

  • Evaluate literature based on the use of computational techniques;

  • Design research problems with the use of computational techniques.


Evaluation MethodWeighting/Points for EachDetails
Project40%Hands-on projects will be assigned. Students will be able to either choose from a suggested project provided by the instructors, or they may carry out a computational project of their own design after approval by the instructors.
Readings assignments60%Reading assignments in the form of research papers, reviews and book chapters will be assigned throughout the semester. Each assignment will include a series of questions to be turned in and graded.
TopicTime Devoted to Each TopicActivity
Introduction to nanostructures and simulations1 weekreading assignment
Ab initio methods5 weeksreading assignments and a project
Molecular mechanics1 weekreading assignment
Deterministic and stochastic methods7 weeksreading assignments and a project
multiscale methods2 weeksreading assignment
mlnosbis 8/11/2016: 1) Consider renumbering to 500-level course if this is open to advanced undergraduate and geared toward master's students. Undergraduates cannot take 700-level courses, and 700-level is typically used for doctoral coursework. 2) Suggest consultation with College of Sciences (Jo-Ann Cohen, cohen@ncsu.edu). Enter consultation notes in consultation fields of this form.

ghodge 8/12/2016 Ask for consultation from College of Science; Edit syllabus to include NCSU Policy Rules Regulation statement #14 from syllabus checklist; Consider adding more detail about evaluation methods;
700 level class are not for undergraduate students. Should this be a 500 level since this is a "fundamentals" course with no prerequisite? Need justification on why course should be repeatable. Is it a different project and different reading each offering?

UPDATE from college 10/3/2016: Undergraduates will not take this course (CAF information was updated by instructor). Masters students in MSE are allowed to take classes at the 700 level that count towards their degree. MSE 721 however is not just for the Nano engineering program but for all MSE graduate students. Therefore, PhD students will also be taking this course.

ABGS Reviewer Comments:
-Looks like they've addressed all the prior recommendations and it is good to go.
rfillin (Wed, 02 Sep 2015 19:40:46 GMT): Course needs enrollments listed for each of the 5 times it was taught. The student learning outcomes (SLOs) need to be listed in bullet format. Acceptable SLOs are below. The syllabus needs to include all the University policies. Please see the syllabus checklist here: https://www.ncsu.edu/grad/faculty-and-staff/docs/graduate-couse-syllabus-checklist.pdf Student Learning Outcomes List the outcomes intended for students participating in the course. Student learning outcomes should be phrased in terms of observable or measurable behaviors that a student should be expected to demonstrate as a result of taking the course. Some examples of well-written Student Learning Outcomes statements: • "By the end of this course, students will be able to. . . • . . .identify five key provisions of the clean air act" . . .outline the procedure for calibrating a gas chromatograph" . . .interpret poetry in the cultural context of its period" . . .distinguish between conduction and convection" . . .apply structured and semi-structured interviewing techniques in his/her fieldwork" . . .calculate the probability that two sample means will differ by more than 5%" . . .explain which economic and political factors contributed to the outbreak of WW II" . . .design an experiment to determine the effect of temperature on. . ." . . .formulate a resume in the foreign language for a job application abroad" . . .evaluate the usefulness of various anthropological research methods for the study of a specific problem by selecting one of the options and justifying your choice." Student learning outcomes that are phrased. . .the student will: know, learn, appreciate, understand, etc. . . .are not appropriate for this purpose. They may be critically important overarching goals, but are not specific enough to lend themselves to measurability for the purposes of course assessment.
rfillin (Wed, 02 Sep 2015 19:42:01 GMT): Rollback: Please see the comments at the end of the CAF.
ecdickey (Thu, 03 Sep 2015 13:39:43 GMT): Rollback: See comments from college
reeves (Thu, 11 Aug 2016 16:44:39 GMT): Repeatable for credit? That would be unusual. Is there some justification? Open to advanced undergrads? Normally 700-level courses are restricted to graduate students. Suggest removing the comments - undergrads can always be admitted by permission of instructor.
ygyingli (Wed, 24 Aug 2016 16:01:35 GMT): I removed "repeatable for credit" I removed "advanced undergrads"
ygyingli (Mon, 03 Oct 2016 13:50:41 GMT): obtained consultation from COS, added text to syllabus
Key: 7736