Tue Jan 15 10:24:33 2013
Approvals Received: 



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  
MaxMin 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:  AF 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) 

AutoEnroll 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: (coursebased or noncoursebased) 
BMEN UD, BMEN 3011, &BMEN 3111  
Editor Comments:  The BME department is dividing all of its 3000level courses so that instead of a single 4credit lecture/discussion/lab course, there are two course numbers: one with a 3credit lecture/discussion and one with a 1credit 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 autoenrolls into a discussion and the lecture.  
Proposal Changes:  <no text provided>  
History Information:  The BME department is dividing all of its 3000level courses so that instead of a single 4credit lecture/discussion/lab course, there are two course numbers: one with a 3credit lecture/discussion and one with a 1credit 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 autoenrolls into a discussion and the lecture.  
Faculty Sponsor Name: 

Faculty Sponsor Email 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:
<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 multiauthored 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 3115 Biomedical Transport Processes Lab Spring 2014 Instructor: Professor R.T. Tranquillo Office Hours: Monday 2:153:15 in 400 FordH, Thursday 10:0011:30 in 6101 NHH (primarily nonlab questions) Tel: 6256868 Email: tranquillo@umn.edu (put 3115 at the start of the subject line) TA: Jared Hierman Office Hours: Tuesday & Thursday 9:0010:00, 2:303:30 in 3238 MoosT (lab questions only) Email: hierm001@umn.edu (put 3115 in the subject; send him a message to get on the email announcement list if you have not already received email from us)) Labs: T or Th 10:1012:05 or 12:202:15, 3238 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: Cocurrent 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 writeup 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 46), 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 zerocredit 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 noncoincidental 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. Email Policy: The instructor and TAs will respond to email 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 1.41.7 Intro to Biotransport. Introduction to Conservation Equations 2. Jan 20 n/a Macroscopic Mass Accounting and Conservation 3. 2 Jan 23 1a,b 10.110.5 Chemical Kinetics and Reaction Mechanisms 4. Jan 25 1a,b 1.2.12, 6.4.1 Introduction to Diffusion and Relation to Convection 5. Jan 27 1a,b 2.2.23, 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 OneDimension (Cartesian) 8. Feb 3 2a 6.7.23 Steady State Diffusion In OneDimension (Cartesian) 9. 4 Feb 6 2b Transport In 1D (Curvilinear), 6.8.1 1D Diffusion in a SemiInfinite Medium 10. Feb 8 2b 6.8.4 QuasiSteady Transport Across Membranes, Determining Membrane Permeability 11. Feb 10 2b 6.8.1 (Protein Adsorption), 6.9.13 DiffusionLimited Reactions (Surface & Solution) 12. 5 Feb 13 3a 7.13 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 10.6.35 Diffusion With Chemical Reactions: Bulkphase Reaction 17. Feb 24 3b 13.14 Blood Oxygenation in a Hollow Fiber 7.5 Electrolyte Transport 18. 7 Feb 27 4a 7.5 Electrolyte Transport, Contd (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; 17.24 Heat Transfer (by analogy) 21. 8 Mar 5 4b 17.56 Whole Body Heat Transfer 22. Mar 7 4b DCM 3.16, 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 1216 Spring Break 24. 9 Mar 19 CL1 DCM 5.7,8 Nonlinear Algebraic Systems, 0thorder continuation 25. Mar 21 CL1 DCM 6.25 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 InitialBVPs (IBVPs) 28. Mar 28 CL2 DCM Appendix E.1,6 Numerical Stability 29. Mar 30 CL2 DCM 8.5, 8.5.1 2D BVPs/IBVPs 30. 11 Apr 2 CL3 1.2.2 Convection; 2.1, 2.2 Kinematics, 2.3 Intro to Momentum Balances 31. Apr 4 CL3 2.4.12 Fluid Statics, 2.4.2 Surface Tension, Vector calculus, App. A.3 32. Apr 6 CL3 2.5.1,2, 2.8.12 Constitutive Relations & Rheology 33. 12 Apr 9 5a Constitutive Relations & Rheology, Contd, 2.8.12 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, Pdriven slit flow 37. Apr 18 5b Application of Momentum Balances  Pdriven tube flow (Newtonian fluid) 38. Apr 20 5b Application of Momentum Balances  Pdriven tube flow (powerlaw fluid) 3.13 Differential Forms of the Conservation of Mass in 3D 39. 14 Apr 23 6a,b 3.13 Differential Forms of the Conservation of Linear Momentum in 3D 40. Apr 25 6a,b Differential Forms Couette viscometer, radial flow assay; the NavierStokes Equations 41. Apr 27 6a,b 4.13 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 (8:00am10:00am) 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 handson 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, SwanGanz catheter, coneandplate 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 SwanGanz 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 coflow or counterflow 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 nonNewtonian fluid that has properties similar to blood. Comparisons will be made between the Newtonian and nonNewtonian 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. 

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 followup 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> 
