BMEN 4011 -- New Course

Fri Mar 14 13:31:28 2014

Approvals Received:
Department
on 03-12-14
by Jessica Baltzley
(baltz016@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog > CCE Catalog
Effective Status: Active
Effective Term: 1149 - Fall 2014
Course: BMEN 4011
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: CAD/CAE of Bioelectr.Devices
Course Title Long: CAD/CAE of Bioelectrical Devices
Max-Min Credits
for Course:
1.0 to 1.0 credit(s)
Catalog
Description:
Students learn how to do simulation, analysis, and design of the industry common Bioelectrical Devices with using CAD software. Main topics: Altium Designer CAD and LT Spice.
Print in Catalog?: Yes
CCE Catalog
Description:
Students learn how to do simulation, analysis, and design of the industry common Bioelectrical Devices with using CAD software. Main topics: Altium Designer CAD and LT Spice.
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:
Fall
Component 1: LAB (no final exam)
Auto-Enroll
Course:
Yes
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:
3211, 3215 or #
Course
Equivalency:
No course equivalencies
Consent
Requirement:
No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)
000370 - CSE upper div or grad student
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
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.

Students will learn to use CAD software to solve design problems with bioelectrical devices

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.

Assignments: There will be weekly homework assignments where students need to demonstrate their design knowledge via CAD software related to the lectures. Projects: There will be an individual final project where each student will demonstrate their CAD design skills by completing a bioelectrical design; from design requirements to final assembly. The project will be based on the industry applications.

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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LE Recertification-Reflection Statement:
(for LE courses being re-certified only)
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Statement of Certification: This course is certified for a Core, effective as of 
This course is certified for a Theme, effective as of 
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.

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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.

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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.

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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.

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Statement of Certification: This course is certified as Writing Internsive effective  as of 
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 4011 ⿿ CAD/CAE of Bioelectrical Devices
1 Credit
Instructor: Birin Yucesan, yuces001@umn.edu
Time/Location: TBD
Office Hours: 1 hour after each lecture.

Prerequisites:
BMEn3211/5

Course Goals and Objectives:
In this course, students will learn on how to do simulation, analysis, and design of the industry common Bioelectrical Devices with using CAD software:
⿢        Altium Designer CAD:
Topics-- basic features  of Altium Designer and introduce topics such as; Printed Circuit Board Assembly (PCA) design, multi-sheet design, Printed Circuit Board (PCB) design, creating classes and rooms, PCB guides, global editing, navigation through PCBA project, creating polygons, supplier link integration, footprint with both 2D and 3D and version control.

⿢        LT Spice:
Topics-- simulate switch mode power supplies, compute efficiencies and observe power supply start-up behavior and transient response and utilize LT Spice as a general purpose SPICE simulator for AC analysis, DC sweeps, noise analysis and circuit simulations.


Required Materials:
There is no required textbook for this course.  The following online references/sites are strongly suggested for the students.  The referenced book is optional reference for course work and projects.
There will be also reading/reference material which will be handout throughout the course.
⿢        http://techdocs.altium.com/  
⿢        http://altiumvideos.live.altium.com/
⿢        https://groups.yahoo.com/neo/groups/LTspice/info
⿢        http://ltwiki.org/index.php5?title=LTspice_Annotated_and_Expanded_Help*
⿢        Design and Development of Medical Electronic Instrumentation: A Practical Perspective of the Design, Construction, and Test of Medical Device.  ISBN-10: 0471676233 | ISBN-13: 978-0471676232

Assignments, Projects and Final Exam:
Assignments:  There will be weekly homework assignments where students need to demonstrate their design knowledge via CAD software related to the lectures.  

Projects:  There will be an individual final project where each student will demonstrate their CAD design skills by completing a bioelectrical design; from design requirements to final assembly.  The project will be based on the industry applications.

Final Exams:  There won't be any final exam for this course.


Attendance Requirements/Penalties:
This is lab/hands on extensive course.  Attendance is required for all lecture sessions.  Any absence should be communicated to the instructor.  Unexcused absences will cause reduction in student's overall course grade.  

Statement on Extra Credit:
There won't be any extra credit for this course.  

Policy for makeup work:
Students with excused absences may be able complete missing assignments with grade reduction.   

Grading Policy:
Homework        70%
Final Project        30%

The grading will be scaled per:

93-100:  A     90-92.9: A-
87-89.9: B+     84-86.9: B     81-83.9: B-
78-80.9: C+     75-77.9: C     72-74.9: C-
66-71.9: D+     60-65.9: D     <60:     F

Depending on class performance, curve might be applied to overall grading.

Grade Definitions:
Please see the University of Minnesota⿿s Grading and Transcripts policy at http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Student Conduct Code:
Students in this course are expected to adhere to the University of Minnesota⿿s Student Conduct Code:  http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf

Administrative Policy for Legitimate Absences:
Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include illness of the student or his or her dependent, participation in intercollegiate athletic events.  For other University of Minnesota policies regarding absences and makeup work, please see http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Board of Regents and Administrative Policy on Conduct, Teaching, and Learning:
Please ensure that you are familiar with both the Student Conduct Code and Administrative Policy on Teaching and Learning:
http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html
http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf

Board of Regents Policy on Sexual Harassment:
Please see this important information on the University of Minnesota⿿s Policy on Sexual Harassment
http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf


Board of Regents Policy on Equity, Diversity, Equal Employment Opportunity, and Affirmative Action:
Please see this important information on the University of Minnesota⿿s Board of Regents Policy on Equity, Diversity, Equal Employment Opportunity, and Affirmative Action
http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf


Mental Health and Stress Management Services:
Please know that as part of your experience here at the University of Minnesota, there are resources for you in time of stress.  Please visit http://mentalhealth.umn.edu/ for several resources for students, their parents, faculty, and staff.

Board of Regents Policy on Academic Freedom:
Please see this important information on the University of Minnesota⿿s Board of Regents Policy on Academic Freedom and Responsibility
http://regents.umn.edu/sites/default/files/policies/Academic_Freedom.pdf

Strategic Objectives & Consultation
Name of Department Chair
Approver:
Taner Akkin
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

This course provides students with marketable skills and a better understanding of the application of their engineering skills to a CAD/CAE program to see the development and design process of bioelectrical devices.  It adds to our program objective of giving students skills that will help them find employment in biomedical engineering.
Strategic Objectives - Core
Curriculum:
Does the unit consider this course to be part of its core curriculum?

Yes, so no consultation needed
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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