Tue Dec 18 12:45:09 2012
Approvals Received: 



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  
MaxMin 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:  AF 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) 

AutoEnroll 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: (coursebased or noncoursebased) 
000892  BMEN upper div  
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:
 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:
<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 3211 Bioelectricity and Bioinstrumentation Fall 2013 Instructor: Taner Akkin, Ph.D. Associate Professor Department of Biomedical Engineering, University of Minnesota Email: akkin@umn.edu Phone: (612) 6258783 Office: NHH 6130 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. Kirchhoffs Current Laws, Kirchhoffs Voltage Laws, Ohms 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. Voltagedivider and currentdivider circuits. Nodevoltage analysis Meshcurrent 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. Firstorder lowpass and highpass filters. Other filter types. Halfpower 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. Loadline analysis. Rectifiers. Zener Diodes. Bipolar Junction Transistors, input and output characteristics. Loadline analysis. NMOS and PMOS transistors. Operation in cutoff, triode and saturation regions. CMOS logic gates. Operational Amplifiers (OPAMP). Ideal OPAMPs. Comparators. Negative and positive feedback. Inverting amplifiers. Noninverting amplifier. Voltage Follower. Voltage to current converter. OpAmp imperfections. GainBandwidth product. OpAmp offset voltage, OpAmp 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 Letgo 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), Electrooculogram (EOG), Galvanic Skin Response (GSR). Goldman Equation. Ion pumps. Equivalent circuit model for the cell membrane. Capacitive properties. HodgkinHuxley 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 cribsheet (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. 90100: A 86.789.9: A 83.486.6: B+ 8083.3: B 76.779.9: B 73.476.6: C+ 7073.3: C 67.769.9: C 63.467.6: D+ 6063.3: 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 elses 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 nonliving 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 

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> 
