BMEN 3015 -- New Course

Tue Dec 18 12:44:53 2012

Approvals Received:
Department
on 12-04-12
by Jessica Baltzley
(baltz016@umn.edu)
Approvals Pending: College/Dean  > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1139 - Fall 2013
Course: BMEN 3015
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: Biomech. Lab
Course Title Long: Biomechanics Lab
Max-Min Credits
for Course:		 1.0 to 1.0 credit(s)
Catalog
Description:		 Lab that accompanies BMEn 3011 Biomechanics
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:		 1.0 hours per week
Years most
frequently offered:
Term(s) most
frequently offered:		 Fall
Component 1: LAB (no final exam)
Auto-Enroll
Course:		 No
Graded
Component:		 LAB
Academic
Progress Units:		 Not allowed to bypass limits.
1.0 credit(s)
Financial Aid
Progress Units:		 Not allowed to bypass limits.
1.0 credit(s)
Repetition of
Course:		 Repetition not allowed.
Course
Prerequisites
for Catalog:		 BME UD or %, &BMEN 3011
Course
Equivalency:		 No course equivalencies
Consent
Requirement:		 No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)		 BMEN Upper Div, &BMEN 3011
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
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.

A major portion of this class is a project wherein the students will work in teams to identify a biomechanics problem that they want to solve and use the experimental methods learned in the course to do so.

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.

The project will be evaluated both during an oral presentation of a scientific poster showing the results of the experiments and a written report.

- 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.

Students will learn how to make biomechanical measurements and properly analyze the results. Though early labs are defined as part of the lab protocol, it is important for them to determine what to do with the data they acquire. The final project is more open ended. The students must determine what the problem is, how to solve it, and how to evaluate their data.

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 will be required to submit lab reports for each of 9 assigned labs. Their critical evaluation skills will be assessed from these reports. The project will be evaluated both during an oral presentation of a scientific poster showing the results of the experiments and a written report.

- 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.

This course focuses on empirical methods of inquiry in biomechanics problems. Upon completion of this course, students will have a basic understanding of the experimental design and approaches necessary to perform applied biomechanics experiments.

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 are required to submit lab reports for each of 9 assigned labs. Their understanding of the methods will be assessed from these reports, as well as their final project presentations and reports.

- Can communicate effectively

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

A key portion of this course is learning how to effectively communicate scientific data. Each student is required to write a lab report for each of the experiments performed during the semester. In addition, the students will make scientific posters detailing their projects and orally present these posters.

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.

The students⿿ communication skills will be assessed from the lab reports, their project poster, and their oral presentation skills

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:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

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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:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.


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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.

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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.

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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.

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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.

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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?

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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.

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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 3015-Biomechanics Lab

Prerequisites:        Phys 1302, Math 2374
Labs:        TR 0905-1310  Location TBD
Instructor:        Patrick Alford
        Nils Hasselmo Hall 6-136
        pwlford@umn.edu
        Office Hours: ?
TAs:        TBD

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:
60%        Lab Reports
40%        Final Project

Laboratories

The course will have nine laboratory assignments.  They are designed to be completed in one hour.  The labs are described in more detail in the prelab handouts, but a tentative summary is presented here.  Lab reports will be due at the start of the following lab, except for Lab 9, whose reports will be due on Thursday, 21 November.

1.        Introduction to Measurement. Use of the laboratory computers and the LabView front end.  Use of a strain gauge, and how a strain gauge can be used to measure force.

2.        Statics I - Center of Mass Calculation. Calibration of a simple force plate.  Determination of center of mass.  

3.        Statics II - Joint Reaction Force. Observation of center-of-mass shift when using a cane or standing on one leg.  Calculation of joint reaction force in such cases.

4.        Statics III - Bending. Force-displacement relations during three-point bending.  Determination of internal forces and moments in a bending experiment.

5.        Dynamics I - Linear Point Mechanics.  Measurement of ground reaction force and vertical jump.  Analysis through force-momentum relations for a point mass.

6.        Kinematics I - Coordinate Transformation and Motion.  Use of mechanical linkage to ascertain position.   Coordinate transformation.  The secret word game.

7.        Kinematics II - Lower Extremity Kinematics.  Use of linkages to measure flexion/extension of knee and ankle.

8.        Dynamics II - Simple Gait Analysis.  Measurement and analysis of motion during stepping by simultaneous use of linkages and force plate.

9.        Deformable Bodies I - Tension.  Generation of stress-strain curves for standard materials.  Estimation of local strain within the sample.

Final Project

The final project will count for 40% of your grade in the class.  People should work in groups of two or three, and each member of the project team will receive the same project grade.  The project must involve a topic related to biomechanics.  A research project is to be preferred to a literature search or review (i.e. you should do something, be it in the lab or with the pencil), but the latter will be tolerated in special cases.  Some possible topics include:

Anthropometry
Statics of the body as a whole
Joint mechanics
Limb mechanics
Sports Biomechanics
Biomechanics of support devices (canes, crutches, slings, etc.)
Biomechanics of restraint devices (safety belts, casts, etc.)
(Visco) elasticity of tissue or biomaterials
Anisotropy (different mechanical properties in different directions)
Different types of deformation (tension, compression, torsion, bending)
Composite Materials

Every group will be allotted some lab time in the BMEn 3001/2 laboratory in case you want to do experiments for your project; additional time will be scheduled if needed.  You may not use live animals or human tissue, but you may use animal parts (e.g., bones from a butcher or grocery store) if you wish.  You may also use yourselves (an exception to the prohibition on live animals).  Every project must involve some engineering analysis.  Examples include a free-body diagram and a stress-strain curve.

Project groups should turn in the Project Contract with a project title by Friday, 13 November.  With the exception of 3002 students, members of the same lab group may not work together in the same project group.  On Wednesday, 25 November, groups will turn in an outline of their final report.  The outline should include the background info for the project and also the experimental plan.  On Friday, 11 December, groups will turn in a draft final report.  We recognize that all the work may not be completed by that time, but as much as possible should be included in the draft report, especially the introductory material.  On the last Tuesday of class (15 December), there will be a poster session for the projects from 8:30-11:30.  Each group will prepare a poster (roughly 3' x 4', typically made up of 9-12 8.5" x 11" panels) describing its project.  Students will be encouraged to split up so that one or two group members are manning the poster while the others visit posters of other groups.  Faculty, staff, post-docs, and graduate students from the Biomedical Engineering Department will be invited.  The final report will serve as the final exam for the class and will be due in Prof. Barocas⿿s office at 12:30 pm sharp on Friday, 18 December.  A late report will receive no credit (no excuses) and will therefore result in all group members failing the class.  You are strongly advised not to push the deadline.

The final project grade will be as follows:
        5%        Draft final report
        10%        Poster session (quality and presentation)
        85%        Final Report
        8.5%        Presentation
        42.5%        Content
        34%        Discretionary

        Week of        Lab Assignment
1        TUE 15 SEP        Lab 1
2        TUE 22 SEP        Lab 2
3        TUE 29 SEP        Lab 3
4        TUE 6 OCT        Lab 4
5        TUE 20 OCT        Lab 5
6        TUE 27 OCT        Lab 6
7        TUE 3 NOV        Lab 7
8        TUE 10 NOV        Lab 8
9        TUE 17 NOV        Lab 9 Final Project Outline Due
       
10        TUE 8 DEC        Draft Final Project Report Due
11        TUE 15 DEC        Draft Final Project Report Due

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)



Final Project Contract / Selection Form

We, the undersigned, agree to work together on the BMEn 3001/2 Final Project.  We understand that we will each receive the same grade for the project, and we accept that the same grade will be assigned to each member of the group even if not all members contribute at the same level.




____________________________________________________________________________
Signature        Name (Print)        Date       




____________________________________________________________________________
Signature        Name (Print)        Date       




____________________________________________________________________________
Signature        Name (Print)        Date       




____________________________________________________________________________
Final Project Title (tentative)



____________________________________________________________________________
Confirmation by Instructor        Date
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.

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