BMEN 3211 -- New Course

Tue Dec 18 12:45:09 2012

Approvals Received:
Department
on 12-04-12
by Jessica Baltzley
(baltz016@umn.edu)
Approvals Pending: College/Dean  > Catalog
Effective Status: Active
Effective Term: 1139 - Fall 2013
Course: BMEN 3211
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: Bioelec./Bioinstr.
Course Title Long: Bioelectricity and Bioinstrumentation
Max-Min Credits
for Course:		 3.0 to 3.0 credit(s)
Catalog
Description:		 Principles of electrical phenomena, instruments relevant to biomedical applications. 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.

addressed by solving relevant problems and examples, and by designing instrumentation for biosignal acquisition

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.

assessed by exams and homework

- 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.

addressed by solving relevant problems and examples, and by designing instrumentation for biosignal acquisition

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.

assessed by exams, homework

- 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.

addressed by solving relevant problems and examples, and by designing instrumentation for biosignal acquisition

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.

assessed by exams, homework

- 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.

addressed by solving relevant problems and examples, and by designing instrumentation for biosignal acquisition

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.

assessed by exams, homework

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.


 <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.

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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.

 <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?

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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.

 <no text provided>
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 3211 Bioelectricity and Bioinstrumentation
Fall 2013

Instructor:         Taner Akkin, Ph.D.
        Associate Professor
Department of Biomedical Engineering, University of Minnesota
E-mail: akkin@umn.edu
Phone: (612) 625-8783
Office: NHH 6-130
        Office Hours: 2:30 PM - 3:30 PM Monday; 1:30 PM - 2:30 PM Wednesday

Meeting Time & Place: Lecture/Discussion: TBD

TAs: TBD

Objectives: To learn the principles of electrical phenomena and instrumentation relevant to biomedical engineering.

Text Book: Electrical Engineering: Principles and Applications, 5th ed., by Allan R. Hambley, (Required)

Website:  A Moodle website will be used for assignments, announcements and posting other supplementary files and grades.

TOPICS:
Electric charge, Coulomb's Law, Electric field, Potential difference.
Electrical circuits, Electrical current and voltage, Power, Energy.
Kirchhoff⿿s Current Laws, Kirchhoff⿿s Voltage Laws, Ohm⿿s Law.
Resistors, Resistivity, Simple impedance model of body. Resistances in series, parallel, and combination.
Electromotive force. Batteries in series and parallel. Internal resistance. Impedance matching.
Voltage-divider and current-divider circuits.
Node-voltage analysis
Mesh-current analysis.
Thevenin and Norton equivalent circuits.
Superposition principle.
Wheatstone bridge.
Capacitance. Charge, voltage, current, power and energy relations. Capacitors in combinations.
Inductance. Current, voltage, power and energy relations. Inductors in combinations.
First order RC and RL circuits. Charging and discharging a capacitor. RL transient analysis. Time constant. DC steady state.
Sinusoidal current and voltages. Phasors. Complex impedances.
Circuit analysis with phasors and complex impedances.
Fourier analysis, filters, and transfer functions.
First-order low-pass and high-pass filters. Other filter types. Half-power frequency and bandwidth.
Bode plots.
Series and parallel resonance. Ideal and 2nd order filters.
Sampling theory, voltage and time quantization.  Nyquist Theory. Aliasing.
Design of a digital notch filter.
Diode characteristics, models. Load-line analysis. Rectifiers. Zener Diodes.
Bipolar Junction Transistors, input and output characteristics. Load-line analysis.
NMOS and PMOS transistors. Operation in cutoff, triode and saturation regions. CMOS logic gates.
Operational Amplifiers (OP-AMP). Ideal OP-AMPs. Comparators. Negative and positive feedback.
Inverting amplifiers. Non-inverting amplifier. Voltage Follower. Voltage to current converter.
Op-Amp imperfections.  Gain-Bandwidth product.  Op-Amp offset voltage, Op-Amp offset current.
Inverting Adder Amplifier.  Subtractor Amplifier.  Differential and Instrumentation Amplifiers.
Multiple stage amplifiers. Integrator and derivative circuit. Active filters.
Physiologic effects of electricity.  Macro and micro shocks. Leakage and Let-go current.
Case study for temperature measurement (transducers: thermistors and thermocouples).
Strain gage. Differential capacitive transducer. Inductive transducer.
Position transducers, velocity transducers, force transducers. Pressure measurement.  
Electrolyte/Metal electrode interface, Half cell potentials.
Action potential, electroencephalogram (EEG), Evoked potential (EP). Electrocardiogram (EKG). Electromyography (EMG), Electro-oculogram (EOG), Galvanic Skin Response (GSR).  
Goldman Equation. Ion pumps. Equivalent circuit model for the cell membrane. Capacitive properties. Hodgkin-Huxley model of action potential.


Grading Policy:  
Exam 1: 25%                 Exam 2: 25%
Homework: 20%        Final Exam: 30%

* Exams will be closed book and closed notes, and calculators are not allowed.
* A crib-sheet (US Letter measuring 8.5⿳ by 11⿳, both sides) will be allowed in the Final Exam.  


The following table shows the ⿿guarantied⿝ letter grades for the given ranges of the numerical grade. This means, depending on the numerical grade distribution, students may receive better letter grades.
90-100: A        86.7-89.9: A-       
83.4-86.6: B+        80-83.3: B        76.7-79.9: B-
73.4-76.6: C+        70-73.3: C        67.7-69.9: C-
63.4-67.6: D+        60-63.3: D        <60: F


Academic integrity is essential to a positive teaching and learning environment.  All students enrolled in University courses are expected to complete coursework responsibilities with fairness and honesty.  Failure to do so by seeking unfair advantage over others or misrepresenting someone else⿿s work as your own, can result in disciplinary action. The University Student Conduct Code defines scholastic dishonesty as follows:

Scholastic Dishonesty: Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering forging , or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis.
Within this course, a student responsible for scholastic dishonesty can be assigned a penalty up to and including an "F" or "N" for the course. If you have any questions regarding the expectations for a specific assignment or exam, ask.
Students with disabilities
The instructor will make all reasonable accommodations necessary for students with disabilities.
Additional Information on BMEn 3211 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 (http://www1.umn.edu/bme/). With respect to the BMEN 3211 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.
PEO 3: Learn experimental, statistical, and computational techniques in the context of BME.

The POs that the BMEn 3201 course is meant to at least partially achieve are that students should have:
(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 design a system, component, or process to meet desired needs
(k)  an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
(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.
(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.

Course        Title        a        b        c        d        e        f        g        h        i        J        k        l        m
BMEn 3201        Bioelectricity and Bioinstrumentation        H        M        M        L        M        L
H=        High priority
M=        Medium priority
L=        Low priority
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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