Fri Mar 14 13:31:19 2014
Approvals Received: |
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Approvals Pending: | College/Dean > Provost > Catalog > CCE Catalog | |
Effective Status: | Active | |
Effective Term: | 1149 - Fall 2014 | |
Course: | BMEN 4015 | |
Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
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Career: | UGRD | |
College: | TIOT - College of Science and Engineering | |
Department: | 11143 - Biomedical Engineerng, Dept of | |
General | ||
Course Title Short: | CAE of Biomech/transport Devic | |
Course Title Long: | CAE of Biomechanical/transport Devices | |
Max-Min Credits for Course: |
1.0 to 1.0 credit(s) | |
Catalog Description: |
Students use Computer Aided Engineering (CAE) to analyze transport and mechanical problems involving biomedical engineering and medical devices. | |
Print in Catalog?: | Yes | |
CCE Catalog Description: |
Students use Computer Aided Engineering (CAE) to analyze transport and mechanical problems involving biomedical engineering and medical devices. | |
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) |
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Auto-Enroll Course: |
Yes | |
Graded Component: |
LAB | |
Academic Progress Units: |
Not allowed to bypass limits. 1.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 1.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
Course Prerequisites for Catalog: |
3011, 3015, 3111, 3115 | |
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: |
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Faculty Sponsor E-mail Address: |
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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 use Computer Aided Engineering (CAE) to analyze transport and mechanical problems involving biomedical engineering and medical 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. Homework assignments will mainly consist of analysis of biotransport and biomechanics related problems using the CAE software. They will be related to lectures and you will apply what you learn in class. Unless indicated otherwise, all assignments will have the same value. No credit will be given for homework submitted late. A final project is required for the course. The final project will be on a transport or mechanics problem from biomedical engineering field. You are free to choose your project topic. You can look into the biomedical engineering literature for ideas. You are highly encouraged to discuss the selected topic with the instructor early in the project. A report for the final project is due on final exam day. A late project report won't be accepted. A poster presentation is also required on the final exam day. There won't be a final exam for this course. | |
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> |
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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:
<no text provided> |
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LE Recertification-Reflection Statement: (for LE courses being re-certified only) |
<no text provided> | |
Statement of Certification: |
This course is certified for a Core, effective as of
This course is certified for a Theme, effective as of |
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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> |
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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. <no text provided> |
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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. <no text provided> |
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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> |
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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? <no text provided> |
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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> |
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Statement of Certification: | This course is certified as Writing Internsive effective as of | |
Readme link.
Course Syllabus requirement section begins below
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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 4015 CAE of Biomechanical/transport Devices 1 Credit Instructor: Ismail Guler Lectures: Time TBD, Location IT Instructional Computer Lab (TBD) Office Hours: One hour following each lecture at IT Instructional Computer Lab E-mail: guler001@umn.edu (please put "BMEn 4xxx" at the start of the subject line") Course Goals and Objectives 1) Learn fundamentals of Computer Aided Engineering (CAE) 2) Gain hands on experience with a commercial CAE software 3) Use the CAE software to analyze transport and mechanics problems involving biomedical engineering and medical devices Prerequisites BMEn upper-division undergraduate and completion of BMEn 3011/15 (Biomechanics) and BMEn BMEn 3111/15 (Biomedical Transport Processes). Required Materials There is no required textbook for this course. The following reference materials are available either through the CAE software or the University of Minnesota Libraries online: Introduction to COMSOL Multiphysics COMSOL Multiphysics User's Guide COMSOL Multiphysics Reference Guide Computational Engineering: Introduction to Numerical Methods, Michael Schafer, Springer, 2006. An Introduction to Modeling of Transport Processes: Application to Biomedical Systems, Ashim K. Datta and Vineet Rakesh, Cambridge University Press, 2010. Assignments and Projects Homework assignments will mainly consist of analysis of biotransport and biomechanics related problems using the CAE software. They will be related to lectures and you will apply what you learn in class. Unless indicated otherwise, all assignments will have the same value. No credit will be given for homework submitted late. A final project is required for the course. The final project will be on a transport or mechanics problem from biomedical engineering field. You are free to choose your project topic. You can look into the biomedical engineering literature for ideas. You are highly encouraged to discuss the selected topic with the instructor early in the project. A report for the final project is due on final exam day. A late project report won't be accepted. A poster presentation is also required on the final exam day. There won't be a final exam for this course. Course meetings outside of class There won't be any meetings outside of class. Attendance Requirements/Penalties Students are expected to be in class on time. They are highly encouraged to utilize the office hours as much as possible. Statement on Extra Credit There won't be any extra credit for this course. Policy for makeup work No make-up work will be offered unless approved by the instructor in advance. Final Exam There won't be a final exam for this course. Instead poster presentations for the final projects will take place on the final exam day. Grading Policy Homeworks 70% Final Project 30% The course will be graded using the scale below: 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 the overall performance of the class, the course grade may be based on a curve established by the instructor. Lecture Week Topic 1 1 Course overview, An introduction to CAE for biomedical engineers 2 2 Anatomy and physiology of a CAE software, An introduction to COMSOL 3 3 Spatial discretization (an introduction to finite element method), Case study: Blood flow through a stented artery 4 4 Time discretization and verification of computational models, Case study: Drug release from a stent coating 5 5 Case study: Transmural fluid flow in an arterial wall (Darcy's equations for flow in porous media) 6 6 Element types and numerical integration, Case study: Drug transport in an arterial wall (convection, diffusion, binding) 7 7 Convergence and grid independence, Case study: Hemodynamics of a cerebral aneurysm treated by a flow diverting stent 8 8 Coupled problems, source terms, Case study: Thermo-electrical analysis of RF ablation of liver tumors, thermal damage 9 9 TBD 10 10 Case study: Torsion of a circular shaft, Stresses in driveshaft of a chronic total occlusion (CTO) device 11 11 Validation of computational models, Case study: Bending stiffness of a catheter shaft 12 12 Case study: Distension of an artery during cardiac cycle (arterial wall mechanics) 13 13 Nonlinear problems and linearization, Case study: Radial force analysis of a stent 14 14 Solution of linear algebraic system of equations, Case study: Fatigue analysis of a stent 15 15 TBD Final 16 Final project report due and poster presentation during finals Grade Definitions Please see the University of Minnesotas 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 Minnesotas 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 Minnesotas 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 Minnesotas 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 Minnesotas Board of Regents Policy on Academic Freedom and Responsibility http://regents.umn.edu/sites/default/files/policies/Academic_Freedom.pdf |
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Readme link.
Strategic Objectives & Consultation section begins below
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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 CAE to see the development and design process of biomechanical/transport devices. It adds to our program objective of giving students skills that will help them find employment in biomedical engineering. |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? Yes, so no consultation needed. |
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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> |
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