BMEN 3311 -- New Course

Tue Jan 15 10:27:40 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 3311
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: Biomaterials
Course Title Long: Biomaterials
Max-Min Credits
for Course:
3.0 to 3.0 credit(s)
Catalog
Description:
Principles of biomaterials. Organic chemistry and biochemistry of natural/artificial biomaterials. Physical characterization and mechanical testing. Biomedical applications. Lecture and 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:
Spring
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:
2101, BME Upper Div or %
Course
Equivalency:
No course equivalencies
Consent
Requirement:
No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)
BMEn 2101, BME 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: homework, exams, labs, and term paper

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.

addressed by: homework, exams, labs, and term paper

- 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: homework, exams, labs, and term paper

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.

addressed by: homework, exams, labs, and term paper

- 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: homework, exams, labs, and term paper

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.

addressed by: homework, exams, labs, and term paper

- 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: homework, exams, labs, and term paper

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.

addressed by: homework, exams, labs, and term paper

- Understand the role of creativity, innovation, discovery, and expression across disciplines

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

addressed by: term paper

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.

addressed by: term paper

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.

<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:
  • 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.

<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>
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.)


Syllabus:  BMEn 3311
Biomaterials

Course objectives:
        1) Learn fundamentals of materials science as they apply specifically to biomaterials;
        2) Learn basic principles of biocompatibility and implant performance;
        3) Be able to apply concepts to practical problems in biomaterial processing and testing.

Instructor:       
       
Teaching Assistants:

Textbooks:
        1.        Materials Science and Engineering: An Introduction, by Callister, W. D. Jr. and Rethwisch, D.G., 8th edition
2.        Biomaterials: The Intersectiion of Biology and Materials Science, by Temenoff , J.S. and Mikos, A.G. 2008, 1st edition

Other reference books:
Biomaterials Science: An Introduction to Materials in Medicine, by Ratner, B.D., Hoffman, A.S., Schoen, F. J., Lemons, J.E. 2004, 2nd edition

Lectures:
￿        A combination of Powerpoint slide shows and writing-on-board will be used.
￿        Slides in pdf will be posted on webCT before lectures for you to download or print. No hardcopy slides will be provided in class.

Recitations:       
￿        Recitations will be run by the lecture TA, and will focus on problem-solving, in order to reinforce what is covered in the lectures.
￿        It is also a good time to consult with the TA for the homework assignments and any other questions.
￿        You are required to attend at least one session every week.

Homework:        There will be 10 homework assignments.
￿        Homework is assigned on Fridays by posting on webCT, due on the following Fridays at the beginning of the lectures, graded and returned to you on the following Monday.
￿        Homework assignments should be completed individually, but group discussion is encouraged.
￿        Please write or type clearly on respectable paper!

Exams:        There are 3 exams. All are in-class, close-book.
￿        Exam 1: covers the first 1/3 of the course
￿        Exam 2: covers the second 1/3 of the course
￿        Final Exam: comprehensive

Essay:       
￿        It is a group assignment, with up to 4 students in each group.
￿        Select a healthcare-related commercial product and evaluate critically the biomaterials used in the product.
￿        Detailed instructions are provided.
￿        Find your partners and select your topic early!
￿        Feel free to consult with the instructor regarding topic selection and other issues about the essay.

Grading:
Homework:        10%
Exam 1:         15%
Exam 2:         15%
Exam 3:         40%
Essay:         20%
Total:         100%

Final grades:         The grading will be curved. Top 10% will get A, the next 15% will get A-. Class average will be around B.


* Students will be expected to conduct themselves in a manner consistent with the Regents⿿ Student Conduct policy.

* Students are expected to be available on the days for the exams.  As such, makeup exams will be given only in extenuating circumstances (going on vacation is not an extenuating circumstance, no matter how far in advance it is planned) that must be cleared with the instructor.  Any appeals of a grade for any examination or assignment will be accepted no later than one week after the assignment has been returned.


Topics and Reading Assignments

Topics        Assignments
1 Course introduction       
2 Biomaterials: history, an overview        Temenoff & Mikos: 1.1-1.6
3 Surface properties: fundamentals        Temenoff & Mikos: 7.1-7.3
4 Surface characterization & modification        Temenoff & Mikos: 7.6
5 Bulk properties (I)        Callister & Rethwisch 6.1-7
6 Bulk properties (II)        Temenoff & Mikos: 4.2.3.5-4.2.3.6
7 Structure of materials: chemical bonding and material properties        Callister & Rethwisch: 2.1-8
8 Structure of materials: crystalline structure        Callister & Rethwisch 3.1-16
9 Structure of materials: imperfections        Callister & Rethwisch 4.1-11
10 Diffusion        Callister & Rethwisch: 5.1-6
11 Structure of materials: strengthening mechanisms        Callister & Rethwisch: 7.1-10
12 Thermodynamics: phase diagrams, the lever rule        Callister & Rethwisch: 9.1-5
13 Thermodynamics: microstructure        Callister & Rethwisch: 9.6-15, 17
14 Thermodynamics: iron-carbon system        Callister & Rethwisch: 9.18
15 Phase transformation in iron-carbon system        Callister & Rethwisch: 9.19
16 Synthetic polymers: chemistry and structure         Callister & Rethwisch: 14.1-12
17 Synthetic polymers: properties         Callister & Rethwisch: 15.1-14
18 Synthetic polymers: characterization and processing        Callister & Rethwisch: 15.20-24
19 Examples of synthetic and natural polymers       
20 Metals: properties and processing         Callister & Rethwisch: 7.8-13
21 Metals as biomaterials       
22 Ceramics: characteristics        Callister & Rethwisch:12.1-11
23 Ceramics: processing        Callister & Rethwisch: 13.1-11
24 Ceramics: bioceramics       
25 Composites        Callister & Rethwisch: 16.1-7
26 Protein adsorption,         Temenoff & Mikos:8.1-8.5
27 Cell interactions with biomaterials        Temenoff & Mikos:9.1-9.6
28 Principles of biocompatibility and biocompatibility testing         Temenoff & Mikos:10,11,12,13
29 Failure mechanisms        Callister & Rethwisch:8.1-12
30 Metallic corrosion        Callister & Rethwisch:17.1-10
Temenoff & Mikos:5.2
31 Polymer degradation        Temenoff & Mikos:5.3, 5.4.2
32 Electrical properties of materials         Callister & Rethwisch:18
33 Device fabrication, sterilization and regulatory issues       
34 Case studies       


BMEn 3301 Essay ⿿ General Instructions

Content

￿        Select a commercial product that is currently used in healthcare.
￿        Provide a general description of the product, such as function, structure, components, etc.
￿        Describe basic properties of the biomaterials used to fabricate the product, such as chemical properties, physical properties, bulk and surface properties, stability, etc.
￿        Discussion how the selection of such materials and their properties are suitable or not for this particular application.
￿        What can you do to improve the use of materials that may lead to improvement in function of this product?

Format

￿        Typed and printed on regular white paper, single-sided, double-spaced, 12-point font, numbered, ten-page minimum, including figures, graphics, and tables, excluding title page and references.
￿        Title page: list title, author, contact information, course name and number, date, to whom it is submitted.
￿        Divide the body of text into sections. Section headings should be in bold letters.
￿        References should be listed following the format used by either one of the two major journals of the biomaterials area: the Journal of Biomedical Materials Research, and Biomaterials.
￿        Reference list can be numbered or arranged alphabetically according to the last name of the first author. The text where references are cited must be clearly marked.
￿        A minimum of five references is required. Webpages are fine, but pay attention to the reliability of such information.
￿        Figures, table, charts, illustrations, schemes, are not required but strongly encouraged. Each item should have a caption, and clearly numbered.
￿        Give other people credit when their idea and data are used by you.
￿        If you quote the exact words/sentences of someone else⿿s, put the quotes in ⿿⿦⿝.
￿        Do not plagiarize!!
￿        Try not to paraphrase!!


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.

<no text provided>