BMEN 3115 -- New Course

Tue Jan 15 10:24:33 2013

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 3115
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: Biomed. Transpt. Proc. Lab
Course Title Long: Biomedical Transport Processes Lab
Max-Min Credits
for Course:		 1.0 to 1.0 credit(s)
Catalog
Description:		 Lab that accompanies BMEn 3111 Biomedical Transport Processes
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:		 Every academic year
Term(s) most
frequently offered:		 Spring
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:		 3011, &3111, BMEN upper div or %
Course
Equivalency:		 No course equivalencies
Consent
Requirement:		 No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)		 BMEN UD, BMEN 3011, &BMEN 3111
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:

- 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.

Students perform 6 separate experiments in teams, related to subject matter in BMEn 3111 and write comprehensive reports for each.

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.

Graded lab reports.

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.

 <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.

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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 3115
Biomedical Transport Processes Lab
Spring 2014

Instructor:        Professor R.T. Tranquillo
Office Hours:  Monday 2:15-3:15 in 400 FordH, Thursday 10:00-11:30 in 6-101 NHH (primarily non-lab questions)
Tel:  625-6868
E-mail:  tranquillo@umn.edu (put ⿿3115⿝ at the start of the subject line)

TA:        Jared Hierman
Office Hours: Tuesday & Thursday 9:00-10:00, 2:30-3:30 in 3-238 MoosT  (lab questions only)
E-mail: hierm001@umn.edu (put ⿿3115⿝ in the subject; send him a message to get on the e-mail announcement list if you have not already received e-mail from us))
       
Labs:        T or Th  10:10-12:05 or 12:20-2:15, 3-238 MoosT (only biweekly "a,b" groups TBA, except Labs 1 & 6 ⿿ per syllabus). Attendance from the start of class time is mandatory; an unexcused absence or tardiness (i.e. without documented medical reasons/ personal emergency, or extraordinary circumstances approved by the instructor) will result in a zero score for the lab missed. Students judged unprepared for a lab will be dismissed, with a zero score recorded.

Course Objectives: In terms of subject matter:
1) Develop laboratory experience illustrating the fundamentals of of mass, heat, and momentum transport as applied to biomedical problems

In terms of ABET accreditation:
a)        an ability to apply knowledge of mathematics, science, and engineering
b)        an ability to design and conduct experiments, as well as to analyze and interpret data
c)        an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
d)        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.

Prerequisites:          Co-current registration with BMEN 3111

Handouts:         Most if not all handouts can be downloaded from the BMEn 3115 page on the 3115 Moodle 2.0 site.

Lab Reports:         A lab report will be due at recitation on the Tues/Thurs following a lab meeting the previous week (except for Lab 4, which is due the Friday after Spring Break).  The format will be described in the lab write-up distributed with Lab 1. The lab report must be worked on independently and submitted jointly by the students in the lab group (typically 3 per group; the groups will be changed for Labs 4-6), whose names must be printed and signed on the front page as a declaration it was a joint effort; only a single copy should be submitted for the group, with responsibility for the reports rotating among the group members.  (Note that a lab notebook must be properly kept by each student and failure to do so will result in zero-credit for the lab reports affected.)  The instructor and TAs will only clarify questions and discuss relevant course material; no direct assistance will be given to answer the questions.  No credit will be given for reports submitted late.  15 points will be deducted each day a group has not submitted data within the allotted time (24 hrs after the lab meets) that are to be pooled among the groups. Questions regarding the labs may be asked on the exams.

Grading Policy:
Lab Reports        100%

⿢ Requests for regrades on lab reports will be accepted only if submitted to Prof. Tranquillo by the lab meeting after the item is returned.  In such a case you must submit the original and a separate signed page describing exactly what is being requested for regrading and why.
⿢ The course grade based on weighted score and curve established by Prof. Tranquillo.
⿢ If an S/N option is declared, an S grade will require a performance of C grade or higher based on the weighted course score. (S/N is not an option for BME majors.)
⿢ Incomplete grades will be granted only under exceptional circumstances, provided that the majority of course work has been completed.
⿢ Request for late withdrawals from the course will not be accepted.

I.T. Policy on Scholastic Conduct:

In the case lab report plagiarism (e.g. similarity judged to be non-coincidental between two or more submissions), zero credit will be given for the work in question for the first occurrence and a course grade of F with referral to the I.T. student conduct office in the second occurrence.  This applies to all students who signed the item having the infraction regardless of who may or may not be responsible for the plagiarism.

E-mail Policy:          The instructor and TAs will respond to e-mail as quickly as possible.  You should not expect an immediate response (or even within 12 hr), and the response may simply be that you need to come to office hours - email is not an efficient means to convey nontrivial responses.  

COURSE SYLLABUS
(subject to change)

Lect   Wk   Date            3115 Lab        3111 Text Reading/Topic
1.        1        Jan 18        n/a        1.4-1.7  Intro to Biotransport.  Introduction to Conservation Equations
2.        Jan 20        n/a        Macroscopic Mass Accounting and Conservation
3.        2        Jan 23        1a,b        10.1-10.5  Chemical Kinetics and Reaction Mechanisms
4.        Jan 25        1a,b        1.2.1-2, 6.4.1  Introduction to Diffusion and Relation to Convection
5.        Jan 27        1a,b        2.2.2-3, 6.2  Definitions and Fluxes
6.        3        Jan 30        2a        6.6  Estimation Of Diffusion Coefficients In Solution
7.        Feb 1        2a        2.2.1, 6.7.1  Transport In One-Dimension (Cartesian)
8.        Feb 3        2a        6.7.2-3  Steady State Diffusion In One-Dimension (Cartesian)
9.        4        Feb 6        2b        Transport In 1D (Curvilinear), 6.8.1 1D Diffusion in a Semi-Infinite Medium
10.        Feb 8        2b        6.8.4  Quasi-Steady Transport Across Membranes, Determining Membrane Permeability
11.        Feb 10        2b        6.8.1 (⿿Protein Adsorption⿦⿝), 6.9.1-3 Diffusion-Limited Reactions (Surface & Solution)
12.        5        Feb 13        3a        7.1-3  Generalized Conservation Of Mass For Dilute Solutions
13.        Feb 15        3a        7.4  Dimensional Analysis, 1.8 Diffusion with Convection (Ex. 7.1)
14.        Feb 17        3a        Exam 1 (Thru Membrane Permeability) Location: TBA
15.        6        Feb 20        3b        14.2.2 Diffusion With Chemical Reactions:Membrane Reaction and Facilitated Diffusion
16.        Feb 22        3b        10.6.3-5 Diffusion With Chemical Reactions: Bulk-phase Reaction
17.        Feb 24        3b        13.1-4 Blood Oxygenation in a Hollow Fiber
7.5 Electrolyte Transport
18.        7        Feb 27        4a        7.5 Electrolyte Transport, Cont⿿d (Membranes),
Mass Transfer Coefficients (MTCs) Intro
19.        Feb 29        4a        7.8,9 MTCs and Application To Hemodialysis
20.        Mar 2        4a        7.8,9 MTCs and Application To Hemodialysis, cont'd; 17.2-4 Heat Transfer (by analogy)
21.        8        Mar 5        4b        17.5-6 Whole Body Heat Transfer
22.        Mar 7        4b        DCM 3.1-6, 5.2,3,4,6  (ignore the codes in all DCM sections) Numerical Methods Basics,
Nonlinear Algebraic Scalar Equations
23.        Mar 9        4b        Exam 2  (Thru Heat Transfer By Analogy) Location: TBA
        Mar 12-16        Spring Break
24.        9        Mar 19        CL1        DCM 5.7,8  Nonlinear Algebraic Systems, 0th-order continuation
25.        Mar 21        CL1        DCM 6.2-5  Finite Difference Approximation (FDA) of Derivatives
26.        Mar 23        CL1        DCM 8.4  Boundary Value Problems (BVPs) and FDA Of Boundary Conditions
27.        10        Mar 26        CL2        DCM 8.5.2  Initial-BVPs (I-BVPs)
28.        Mar 28        CL2        DCM Appendix E.1,6  Numerical Stability
29.        Mar 30        CL2        DCM 8.5, 8.5.1 2D BVPs/I-BVPs
30.        11        Apr 2        CL3        1.2.2 Convection; 2.1, 2.2 Kinematics, 2.3 Intro to Momentum Balances
31.        Apr 4        CL3        2.4.1-2 Fluid Statics, 2.4.2 Surface Tension, Vector calculus, App. A.3
32.        Apr 6        CL3        2.5.1,2, 2.8.1-2 Constitutive Relations & Rheology
33.        12        Apr 9        5a        Constitutive Relations & Rheology, Cont⿿d, 2.8.1-2 Rheology of Blood
34.        Apr 11        5a        2.5.3 Rheology of Viscoelastic Fluids, 2.6 Laminar And Turbulent Flow, 2.7 Application of Momentum Balances - Intro
35.        Apr 13        5a        Exam 3  (Numerical Methods) Location: TBA
36.        13        Apr 16        5b        Application of Momentum Balances ⿿ moving parallel plates, P-driven slit flow
37.        Apr 18        5b        Application of Momentum Balances - P-driven tube flow (Newtonian fluid)
38.        Apr 20        5b        Application of Momentum Balances - P-driven tube flow (power-law fluid)
3.1-3 Differential Forms of the Conservation of Mass in 3D
39.        14        Apr 23        6a,b        3.1-3 Differential Forms of the Conservation of Linear Momentum in 3D
40.        Apr 25        6a,b        Differential Forms ⿿ Couette viscometer, radial flow assay; the Navier-Stokes Equations
41.        Apr 27        6a,b        4.1-3 Macroscopic Forms of the Conservation of Mass and Linear Momentum,
4.4 Bernoulli's Equation, 4.4.1 Application to Stenotic Valve
42.        15        Apr 30        3.5 Dimensional Analysis and Dimensionless Groups
43.        May 2        3.6 Low Reynolds Number Flow Around a Sphere
44.        May 4        HW 11 highlights, Course Review, Taste of 5311, Surveys, etc. (Last Day Of Classes)
        May 10 (Thurs)        Final Exam (8:00am-10:00am) Location: TBA
(this date and time should be consistent with the UMN final exam schedule)


BMEn 3115 Laboratory

Purpose:  The purpose of this laboratory is to use hands-on experiments to teach basic biotransport concepts and, secondarily, to reinforce statistical analysis of data and good laboratory practices.  The experiments use testing equipment that is commonly used in the biomedical industry.  At the conclusion of the course, students will be familiar with several basic concepts of biotransport and the experimental equipment that is used in these areas.

Equipment:  Diffusion cell, spectrophotometer, Swan-Ganz catheter, cone-and-plate viscometer, pumps, pressure transducers and gauges, thermistors, thermometers, barometer, dialysis filters

Specific Experiments:
1.        Uncertainty Analysis Lab:  In this experiment the students will use several basic types equipment to determine the mass and volume of a fluid and a spectrophotometer to measure dye concentration.  Using these data, they will determine the random and bias error in each type of measurement.  They will also propagate the errors in the measurements to calculate the uncertainty in the determination of the density of the fluid.

2.        Diffusion Lab:  In this experiment the students will determine the effect of temperature and molecular weight on the rate of diffusion of substances through an agarose gel.  They will also use a diffusion cell and spectrophotometer to determine the diffusion coefficients for different substances through a membrane.  

3.        Thermodilution and Dye Dilution Lab:  In this experiment the students will learn how to calibrate the thermistor in a Swan-Ganz catheter.  They will use the thermodilution and dye dilution techniques to determine the volume flow rate of water in a tube just as it would be done in the human body to determine cardiac output.  This experiment shows how heat and mass transfer are analogous and it reinforces the concepts of mass and energy balances.

4.        Osmosis and Dialysis Lab:  In this experiment the students will witness and quantify the effects of osmosis.  In the second part of this experiment, students will calculate the overall mass transfer coefficient for a kidney dialysis filter and determine whether co-flow or counter-flow is more effective for mass transfer.  They will also determine the effect of the fluid flow rate on the mass transfer coefficient.

5.        Viscosity Lab:  In this experiment the students will use a viscometer to determine the effect of temperature and shear rate on the viscosity of a Newtonian fluid.  They will also determine the effect of shear rate on the viscosity of a non-Newtonian fluid that has properties similar to blood.  Comparisons will be made between the Newtonian and non-Newtonian results.

6.        Tube Flow Lab:  In this experiment the students will measure the pressure drop across various components in a system that is pumping dialysate through a kidney dialysis filter.  They will learn how the pressure drop of the various components affects the flow rate.  Using their pressure drop data and pump curves, they will select the most efficient pump for this kidney dialysis machine.       


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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