Tue Dec 18 12:44:48 2012
| Approvals Received: |
|
|
|---|---|---|
| Approvals Pending: | College/Dean > Catalog | |
| Effective Status: | Active | |
| Effective Term: | 1139 - Fall 2013 | |
| Course: | BMEN 3011 | |
|
Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
|
| Career: | UGRD | |
| College: | TIOT - College of Science and Engineering | |
| Department: | 11143 - Biomedical Engineerng, Dept of | |
| General | ||
| Course Title Short: | Biomechanics | |
| Course Title Long: | Biomechanics | |
|
Max-Min Credits for Course: |
3.0 to 3.0 credit(s) | |
|
Catalog Description: |
Statics, dynamics, and deformable body mechanics applied to biological/biomedical problems. Mechanical properties of biological and commonly used biomedical engineering materials. Techniques for numerical solution of biomechanics problems. Lecture/Discussion. | |
| Print in Catalog?: | Yes | |
|
CCE Catalog Description: |
<no text provided> | |
| Grading Basis: | A-F or Aud | |
| Topics Course: | No | |
| Honors Course: | No | |
| Online Course: | No | |
|
Instructor Contact Hours: |
3.0 hours per week | |
|
Years most frequently offered: |
Every academic year | |
|
Term(s) most frequently offered: |
Fall | |
| Component 1: |
LEC (with final exam) | |
| Component 2: |
DIS (no final exam) |
|
|
Auto-Enroll Course: |
Yes | |
|
Graded Component: |
DIS | |
|
Academic Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
|
|
Financial Aid Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
|
|
Repetition of Course: |
Repetition not allowed. | |
|
Course Prerequisites for Catalog: |
BME Upper Div, or % | |
|
Course Equivalency: |
No course equivalencies | |
|
Consent Requirement: |
No required consent | |
|
Enforced Prerequisites: (course-based or non-course-based) |
000892 - BMEN upper div | |
| Editor Comments: | The BME department is dividing all of its 3000-level courses so that instead of a single 4-credit lecture/discussion/lab course, there are two course numbers: one with a 3-credit lecture/discussion and one with a 1-credit lab. The teaching and structure and content of the courses will remain completely unchanged. The reason for splitting the two components into different course numbers is so that students have more lab options when registering since our current model has students register for a lab which auto-enrolls into a discussion and the lecture. | |
| Proposal Changes: | <no text provided> | |
| History Information: | The BME department is dividing all of its 3000-level courses so that instead of a single 4-credit lecture/discussion/lab course, there are two course numbers: one with a 3-credit lecture/discussion and one with a 1-credit lab. The teaching and structure and content of the courses will remain completely unchanged. The reason for splitting the two components into different course numbers is so that students have more lab options when registering since our current model has students register for a lab which auto-enrolls into a discussion and the lecture. | |
|
Faculty Sponsor Name: |
||
|
Faculty Sponsor E-mail Address: |
||
| Student Learning Outcomes | ||
| Student Learning Outcomes: |
* Student in the course:
- Can identify, define, and solve problems
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Methodology for solving relevant problems in biomechanics will be discussed in detail in lecture and the reinforced by problem sets assigned as homework. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Students⿿ problem solving skills will be assessed via three exams and 10 problem sets. - Can locate and critically evaluate information Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Problem sets include questions that require students to read academic papers and critically evaluate the results. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Students⿿ critical evaluation skills will be assessed via the critical evaluation portion of each problem set - Have mastered a body of knowledge and a mode of inquiry Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. All important aspects of introductory biomechanics, including statics, dynamics and deformable bodies in biological systems will be covered in lecture, in readings and in homework assignments. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Students⿿ body of knowledge will be evaluated via three in class exams. - Have acquired skills for effective citizenship and life-long learning Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. This course will lay the groundwork for more advanced biomechanics and biophysics courses and provide a methodological framework for solving problems in any discipline. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Students⿿ body of knowledge will be evaluated via three in class exams. Students⿿ critical evaluation skills will be assessed via the critical evaluation portion of each problem set | |
| Liberal Education | ||
|
Requirement this course fulfills: |
None | |
|
Other requirement this course fulfills: |
None | |
|
Criteria for Core Courses: |
Describe how the course meets the specific bullet points for the proposed core
requirement. Give concrete and detailed examples for the course syllabus, detailed
outline, laboratory material, student projects, or other instructional materials or method.
Core courses must meet the following requirements:
<no text provided> |
|
|
Criteria for Theme Courses: |
Describe how the course meets the specific bullet points for the proposed theme
requirement. Give concrete and detailed examples for the course syllabus, detailed outline,
laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind:
<no text provided> |
|
| Writing Intensive | ||
|
Propose this course as Writing Intensive curriculum: |
No | |
| Question 1 (see CWB Requirement 1): |
How do writing assignments and writing instruction further the learning objectives
of this course and how is writing integrated into the course? Note that the syllabus must
reflect the critical role that writing plays in the course. <no text provided> |
|
| Question 2 (see CWB Requirement 2): |
What types of writing (e.g., research papers, problem sets, presentations,
technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these
assignments meet the requirement that writing be a significant part of the course work, including
details about multi-authored assignments, if any. Include the required length for each writing
assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will
be met. <no text provided> |
|
| Question 3 (see CWB Requirement 3): |
How will students' final course grade depend on their writing performance?
What percentage of the course grade will depend on the quality and level of the student's writing
compared to the percentage of the grade that depends on the course content? Note that this information
must also be on the syllabus. <no text provided> |
|
| Question 4 (see CWB Requirement 4): |
Indicate which assignment(s) students will be required to revise and resubmit after
feedback from the instructor. Indicate who will be providing the feedback. Include an example of the
assignment instructions you are likely to use for this assignment or assignments. <no text provided> |
|
| Question 5 (see CWB Requirement 5): |
What types of writing instruction will be experienced by students? How much class
time will be devoted to explicit writing instruction and at what points in the semester? What types of
writing support and resources will be provided to students? <no text provided> |
|
| Question 6 (see CWB Requirement 6): |
If teaching assistants will participate in writing assessment and writing instruction,
explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will
they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone
directed studies course), explain how every faculty mentor will ensure that their students will receive
a writing intensive experience. <no text provided> |
|
|
Readme link.
Course Syllabus requirement section begins below
|
||
| Course Syllabus | ||
| Course Syllabus: |
For new courses and courses in which changes in content and/or description and/or credits
are proposed, please provide a syllabus that includes the following information: course goals
and description; format;structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be covered; scope and
nature of assigned readings (text, authors, frequency, amount per week); required course
assignments; nature of any student projects; and how students will be
evaluated. The University "Syllabi Policy" can be
found here
The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester. (Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.) BMEn 3011-Biomechanics Prerequisites: Phys 1302, Math 2374 Lectures: MWF 0905-0955 Location TBD Recitations: TR 0800-0850 Location TBD Instructor: Patrick Alford Nils Hasselmo Hall 6-136 pwlford@umn.edu Office Hours: TBD TAs: TBD Text: [ON] ÿzkaya and Nordin, Fundamentals of Biomechanics (2nd ed.) [DCM] Dunn, Constantinides, and Moghe, Numerical Methods in Biomedical Engineering Major Topics: Rigid-Body Mechanics of Biological Systems (Statics and Dynamics) Deformable-Body Mechanics of Biological Systems Numerical and Computational Methods for Statics and Dynamics Problems Grading: The course will be graded on a flat scale, 94-100 = A, 90-93 = A-, 87-89 = B+, 84-86 = B, etc. Total graded material will be as follows: 40% Homeworks (10, dropping one) 60% Exams (3) Late homework and projects will not be accepted, nor will make-up work be offered unless approved in advance by the instructor. Academic Integrity: All students are expected to maintain the highest level of integrity throughout the class. While interaction with one⿿s fellows is a critical part of the educational process, one must recognize that each student must be evaluated on his/her own merits. Plagiarism (the representation of someone else's ⿿ be it someone in the class or someone elsewhere, such as the www ⿿ work as one's own) and other forms of cheating will not be tolerated. A single offense, if deemed deliberate, will result in failure of the course. REMEMBER: The most important thing is to credit properly those who contributed to one⿿s work. LEARNING GOALS 1. Introduction and Review of Basic Physics Basic concepts (mass, momentum, force, acceleration, reference frames, etc.) Newton⿿s Laws for point masses Conservation of linear and angular momentum 2. Statics of Rigid and Quasi-Rigid Systems The concept of static equilibrium and why it is important Free-body diagrams for static multi-body systems Constraints on static systems Distributed vs. point loads Shear and moment diagrams and stresses in beams, with application to the long bones Numerical solution of linear algebraic systems that arise from statics problems. 3. Dynamics of Rigid and Quasi-Rigid Systems Free-body diagrams for dynamic systems Linear and angular kinetics Energy Numerical solution of first-order ordinary differential equation systems 4. Deformable Bodies Stress and strain Basic mechanical tests (tension, compression, bending, torsion) Strain energy and elasticity 5. Acquaintance with Basic Biomechanical Data Mechanical properties of various organs, tissues, and biomaterials Structural significance of those properties (i.e., what about their varying properties allows different tissues to perform different functions?) Date Topic Comments 1 WED Introduction, Syllabus, Photo Shoot THU NO MEETING 2 FRI Scalars, Vectors, and Tensors ON App. B., DCM Ch. 2 3 MON Linear Systems: Gauss Elimination DCM 4.3 Pivoting TUE RECITATION 4 WED Linear Systems: LU Decomposition DCM 4.4 HW 1 Due Matrix Inverse THU RECITATION 5 FRI Linear Systems: Special Matrices DCM 4.5 Iterative Solvers 6 MON Physics Review ON Chap 1-3 HW 2 Due Center of Mass, Center of Pressure TUE RECITATION 7 WED Static Equilibrium ON 4.1-4.4 Simple Free-Body Diagrams (start) THU RECITATION 8 FRI Simple Free-Body Diagrams (finish) ON 4.4-4.8 9 MON Static Equilibrium in 3-D ON Ex. 4.6 HW 3 Due TUE RECITATION 10 WED Constraints and Reaction Forces ON 4.7 Segmented-body Statics (finish) THU RECITATION 11 FRI Segmented-body Statics (finish) 12 MON Distributed vs. Point Loads ON 6.3 HW 4 Due Method of Sections TUE RECITATION 13 WED Shear and Moment Diagrams (start) ON 8.12 THU RECITATION 14 FRI Shear and Moment Diagrams 15 MON Putting It All Together HO 15-2 HW 5 Due TUE RECITATION: Exam Review 16 WED Statics and the Elbow ON 5.5 Underdetermined Systems THU RECITATION: Exam Review 17 FRI EXAM 1 18 MON Introduction to Dynamics ON Chap. 10, DCM 7.1 Dynamic Systems: Integration (start) DCM 6.10, HO TUE RECITATION 19 WED Dynamic Systems: Integration (finish) DCM 7.4.1 Euler (start) THU RECITATION 20 FRI Dynamic Systems: Euler (finish) DCM 7.4.2 Runge-Kutta Mid Proj Selection Due 21 MON Kinematic Transformations HO 21-1 HW 6 Due COMPENTENCY EXAM 1 RETAKE TUE RECITATION 22 WED Linear Kinematics and Kinetics ON Chap. 11, 12.1-4 THU RECITATION 23 FRI Angular Kinematics (2D) ON 13.1-10 24 MON 3D Angular Kinematics HO 24-2 HW 7 Due TUE RECITATION 25 WED Angular Kinetics ON 14.1-3 Equations of Angular Motion in 2D THU RECITATION 26 FRI D'Alembert's Principle ON 13.12, 14.6 Segmented-Body Kinetics (start) 27 MON Segmented-Body Kinetics (finish) HW 8 Due TUE RECITATION 28 WED More Practice with Segmented Objects THU RECITATION 29 FRI Parallel-Axis Theorem Fin Proj Contract Due 30 MON Work and Energy ON 12.5-9, 14.7-8 HW 9 Due Energy vs. Momentum Methods TUE RECITATION: Exam Review 31 WED Introduction to Deformable Bodies ON Chap. 6, 7.1-3 Load, Elongation, Stress, Strain THU RECITATION: Exam Review 32 FRI EXAM 2 33 MON Stress-Strain Diagrams ON 7.6-7.8, 7.14 Linear Elasticity, Hooke's Law TUE RECITATION 34 WED BIOMECHANICS BOWL! 35 MON Stress as a Tensor, Mohr's Circle ON 8.1-5 TUE RECITATION 36 WED ON 7.9-7.13 Stress-Strain Diagrams, cont'd Plasticity and Hysteresis THU RECITATION 37 FRI Torsion ON 8.11 38 MON Stresses in Beams ON 8.12 HW 10 Due Bending TUE RECITATION 39 WED Putting it all together THU RECITATION 40 FRI Combined Loads ON 8.13 41 MON Buffer Day HW 11 Due 43 WED The Biomechanics Emphasis Area TBD FINAL EXAM Additional Information on BMEn 3001 and its Role in the B.Bm.E. Curriculum The courses required for the Bachelor of Biomedical Engineering degree program are designed to meet the Program Educational Objectives (PEOs), as defined by the BME Department (BMED), and the Program Outcomes (POs), as defined by the Accreditation Board for Engineering and Technology (ABET). Achieving the PEOs and POs is necessary to maintain program accreditation by ABET. For a full description of the PEOs, the POs, and the accreditation of the program, please refer to the BMED web site (www1.bme.umn.edu). With respect to the BMEN 3001 course, there are two PEOs that the course is meant to partially achieve: PEO1: Learn the scientific and engineering principles underlying the 6 major elements of biomedical engineering (BME): cellular and molecular biology, physiology, biomechanics, bioelectricity/instrumentation, biomedical transport processes, and biomaterials. (Italics added) PEO 3: Learn experimental, statistical, and computational techniques in the context of BME. The POs that the BMEn 3001 course is meant to at least partially achieve are that students should have: (a) an ability to apply knowledge of mathematics, science, and engineering (HIGH priority) (b) an ability to design and conduct experiments, as well as to analyze and interpret data (HIGH priority) (c) an ability to design a system, component, or process to meet desired needs (LOW priority) (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. (LOW priority) (l) an understanding of biology and physiology, and the capability to apply advanced mathematics (including differential equations and statistics), science, and engineering to solve problems at the interface of engineering and biology. (MEDIUM priority) (m) the ability to make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems. (MEDIUM priority) |
|
|
Readme link.
Strategic Objectives & Consultation section begins below
|
||
| Strategic Objectives & Consultation | ||
|
Name of Department Chair Approver: |
<no text provided> | |
|
Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? <no text provided> |
|
|
Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? <no text provided> |
|
|
Strategic Objectives - Consultation with Other Units: |
In order to prevent course overlap and to inform other departments of new
curriculum, circulate proposal to chairs in relevant units and follow-up with direct
consultation. Please summarize response from units consulted and include correspondence. By
consultation with other units, the information about a new course is more widely disseminated
and can have a positive impact on enrollments. The consultation can be as simple as an
email to the department chair informing them of the course and asking for any feedback
from the faculty. <no text provided> |
|