2.1. What this course is about?
Discussion of the principle of conservation of mass in the context of life cycles (water cycle, carbon cycle, photosynthesis, aerobic cycle, anaerobic cycle, and nitrogen cycle) as it relates to our biosystem. Analysis, design, and control of biologically-based systems within the context of biosystems and ecosystems engineering are addressed. In-depth study of hydrologic cycle components and their prediction using empirical and physical-based models is covered. Principles of input variability and control mechanisms affecting bioenvironment are covered using appropriate physical laws and engineering procedures. Role of water as the dynamic force within the context of its interaction with landscapes of diverse geology and land cover will be discussed.
2.2. What do we do in this class?
Dynamic relationship between water and ecosystem as is being studied in order to provide an appreciation and develop methodologies for the resource conservation. Principles governing such relationships is being discussed including the principle of conservation of mass as it relates to hydrologic cycle and the ecosystem components. A practical insight and training is being taught by using team-oriented hydrologic and water quality (non-point source pollution) modeling project. Also, professional and ethical conduct in management and design of the water resources and ecosystem projects is being discussed.
a. An ability to integrate mathematical, physical, biological sciences, and engineering to produce workable solutions. The concept of integration of math, physics, biology, and engineering is covered throughout the course.
b. An ability to design a system, component, or process related to biological needs. Students learn to design ecosystem-based practices that would help to foster both hydrology and biology of the system.
c. An ability to function on teams including engineers and life
scientists/environmentalists/
d. An understanding of professional, ethical, and life science/environmental responsibility. This issue is covered by many examples and is emphasized by teaching engineering, economics, environmental, public, and political feasibilities that each project should pass.
e. An ability to communicate effectively with properly illustrated verbal and written reports, and in terms understood by scientists, engineers, and the public. Term projects provide such opportunity for the students.
f. An education broad enough to understand the impact of ecosystem solutions in a global, environmental, and societal context. Procedures and examples covered in this course emphasize this aspect of the outcome. For example, Gaia’s theory of Mother Nature and items covered under “outcome d” address this issues.
g. The basis for life-long ability to digest new hydrologic and ecosystem science information and fit the information into a fundamental set of concepts. Examples covered in the course teach creativity and logical assessment of any real-life problems on a systems level.
h. An ability to use techniques, skills, and modern engineering and non-engineering tools for water resources and ecosystem management practices.