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Material Type: Assignment; Class: SPECIAL TOPICS; Subject: Civil and Environmental Engineering; University: University of Washington - Seattle; Term: Unknown 1989;
Typology: Assignments
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Directions: For the following statements please circle your level of confidence. For example, if you have little or no confidence in your ability to use your understanding of biology to solve a problem, then circle poor. If you are extremely confident of your ability, circle excellent. Given a problem that may require an understanding of biology: Poor Fair Good Very Good Excellent A1. I can explain the relevant biology concepts to another engineer.
A2. I can utilize my understanding of biology to solve the problem.
A3. I can recognize instances of successful engineering solutions to biological problems.
Directions : For the following statements, please circle the number that corresponds to how strongly you disagree or agree. Strongly Agree Agree Disagree Strongly Disagree A4. Organisms that are very complex (e.g., humans) are more likely to have dramatically different DNA structures.
A5. Organisms that are very simple (e.g., bacteria) are more likely to have dramatically different DNA structures.
A6. Biologists utilize equations to describe biology concepts. 1 2 3 4 A7. The properties of biological systems can be derived intuitively (e.g., rules of thumb).
A8. Biological systems can be described mathematically. 1 2 3 4 A9. Biological systems can be described in terms of the same chemical or physical principles that engineers use to describe “man-made” or “technological” systems.
Directions : Please circle the likelihood for the following scenarios. A . As a result of this class, I will seek out other courses that emphasize learning biology concepts. Not Likely Somewha t Likely Likely Very Likely
Directions : Below is a list of several different skills, principles, and concepts that engineers use for solving technological problems and/or for exploring and understanding physical systems. At the beginning of this course we asked whether or not these skills and principles would be useful for understanding a biological system. Based on your reflections on this course - please circle a rating that reflects why or why not the following skills and principles would be useful for understanding a biological system. If your rating is “useful” or higher, please provide an example of a situation illustrating how this knowledge could be useful in the space provided. For example, if you rate “mathematical modeling and simulation” as “somewhat useful” then you do not need to provide an example. If you rate it as “useful” or “very useful” please try to provide an example. Do not spend more than 30 minutes on this assignment – if you cannot readily come up with an example, then “I can’t think of an example” is an acceptable answer. B1. Mathematical modeling and simulation Not Useful Somewhat Useful Useful Very Useful Extremely Useful Example if “useful” or higher: B2. Mathematical principles (e.g., differential equations) Not Useful Somewhat Useful Useful Very Useful Extremely Useful Example if “useful” or higher: B3. Principles of thermodynamics Not Useful^ Somewhat Useful Useful Very Useful Extremely Useful Example if “useful” or higher:
B4. (^) How structure relates to physical properties (e.g., strength, electrical) Not Useful Somewhat Useful Useful Very Useful Extremely Useful Example if “useful” or higher: B5. (^) Principles of diffusion, transport, kinetics Not Useful Somewhat Useful Useful Very Useful Extremely Useful Example if “useful” or higher: B6. (^) Principles of engineering design Not Useful^ Somewhat Useful Useful Very Useful Extremely Useful Example if “useful” or higher: B7. (^) Digital information processing (storage, copying, retrieving information) Not Useful Somewhat Useful Useful Very Useful Extremely Useful Example if “useful” or higher:
