Tue Jan 15 10:27:40 2013
Approvals Received: |
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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 |
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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) |
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Auto-Enroll Course: |
Yes | |
Graded Component: |
DIS | |
Academic Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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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: |
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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. 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:
<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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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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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.) 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 elses, put the quotes in . Do not plagiarize!! Try not to paraphrase!! |
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Readme link.
Strategic Objectives & Consultation section begins below
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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> |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? <no text provided> |
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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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