BME 198A: SENIOR DESIGN PROJECT I Biomedical, Chemical, and Materials Engineering Department College of Engineering, San José State University

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1 BME 198A: SENIOR DESIGN PROJECT I Biomedical, Chemical, and Materials Engineering Department College of Engineering, San José State University Fall 2013 Syllabus DATES: 21 August December 2013 LECTURE: Friday 9:00 AM 950 AM LAB: Friday 10:00 AM 12:45 PM ROOM: ENGR 335 INSTRUCTOR: Prof. Benjamin Hawkins PHONE: (408) OFFICE: ENG 385B OFFICE HOURS: T 10:00 AM 12:00 PM W 2:30 PM 4:30 PM Upon request: T 1:00 PM 2:00 PM, W 10:00 AM 12:00 PM and by appointment. WEBSITE: CATALOG DESCRIPTION: Apply bioengineering principles to the design and implementation of an approved project, from problem definition to analysis, design and validation, and experimentation, including possible construction and testing. First semester of a two-semester project. Team projects are encouraged. Integrate global and social issues in engineering PREREQUISITES: ENGR 100W (with grade of 'C' or better), BME 117, BIOL 177 Pre/Corequisite: CHE 162 USEFUL COURSES: BME 173 and BME 174 will be useful as you proceed through the two-semester sequence. COURSE DESCRIPTION: The senior design project is a critical component of the BME student experience. It is a capstone or culminating experience for the program and serves as a synthesis point for concepts presented across the BME curriculum. Students will be asked to integrate knowledge from their broad educational experience and condense this into a cohesive research or design project. Because of the broadly interdisciplinary nature of the biomedical engineering field, students are encouraged to form groups and design teams with senior design students in other departments. This two-semester sequence (BME 198A and BME 198B) is centered on a design experience wherein students either individually or in teams identify a problem or 1

2 need within the field of biomedical engineering, propose a solution, execute their proposal, and report their results in a professional and scientific manner. Workshops and in-class activities will train students in engineering design practice; project identification and scheduling, evaluation and identification of design constraints including economic, environmental, ethical, safety, social, and political considerations; design of experiments; critical review of relevant literature; project/time management; and communication skills. At the end of the semester, students are expected to have completed a project proposal and feasibility study. This will include providing evidence of feasibility in the form of theoretical analysis, calculations, and preliminary data demonstrating the potential for experimental success, as well as an experimental plan with clearly defined milestones and deliverables. COURSE STRUCTURE: The class structure will typically begin with a lecture or workshop presentation followed by discussion, activity, or progress reporting sessions. Experimental course component: This semester, the College of Engineering is conducting a pilot study to integrate upper division GE requirements Area S and V into a one-unit supplement, ENGR 198B In addition to satisfying your upper division GE requirements, you will be required to integrate material generated in this supplement into your project feasibility (in BME 198A) and final project reports (in BME 198B). GE/SJSU Studies Learning Outcomes (LO) Upon successful completion of this course, students will be able to: 1. Describe how identities (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) are shaped by cultural and societal influences within contexts of equality and inequality (S-LO1); Engr 195A Testimony 1: Discuss and provide examples of how your identities (i.e., religious, gender, ethnic, racial, class, sexual orientation, disability and/or age, among others) are shaped by cultural and societal influences within contexts of equality and inequality ( words). Engr 195A Testimony 2: How does language affect our identities? How do we use language and labels to authenticate our identities to others and ourselves? ( words) BME 198A Testimony 1: Based upon your response to Engr 195A Testimony 1, consider your identity as a future engineer. How is your identity as an engineer shaped by cultural and societal influences within contexts of equality and inequality? Also, consider how your role as a biomedical engineer might be viewed by other cultures or social groups ( words) 2. Describe historical, social, political, and economic processes producing diversity, equality, and structured inequalities in the U.S. (S-LO2); Engr 195A Reflection paper 2: Secrets of Silicon Valley reflection paper (250 words) 2

3 BME 198A Refection paper 2: Using the case studies provided in ENGR195A/B, describe how your project fits into the historical, social, political, and economic processes producing diversity, equality, and structured inequalities in the U.S. Specifically, relate your work to historical inequalities in the availability and quality of healthcare attainable by various ethnic and cultural groups. ( words) 3. Describe social actions which have led to greater equality and social justice in the U.S. (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) (S-LO3). Engr 195A Refection paper 1: Describe social actions within the borders of the United States that have led to greater equality and social justice in your life (i.e., religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age). Discuss how your current or past projects have or will contribute to social justice in the United States ( words). Engr 195A Reflection Paper 2: In his essay, Dyson gives some historical examples of technological innovations that he claims have increased social justice. Considering the technological innovations in your discipline, please describe another example and indicate how it has increased social justice in the U.S. ( words) BME 198A Refection paper 1: An important consideration in BME is access and beneficence; what groups will have access to the treatment/device you are developing? Which will not? What groups are likely to benefit most from the result of your work? ( words) 4. Recognize and appreciate constructive interactions between people from different cultural, racial, and ethnic groups within the U.S. (S-LO4) Engr 195A Website Analysis: Organization Website Analysis Environmental and social justice issues are addressed at many different levels and in different ways by groups and organizations. This assignment addresses the broad GE learning objective of recognizing and appreciating constructive interactions between people from different cultural, racial, and ethnic groups in the U.S. and the specific course learning objective to Identify, compare, and contrast how local community organizations, groups, and agencies address social issues relevant to the environment and quality of life in the Santa Clara Valley. (750 words) BME 198A essay: The Santa Clara Valley has a unique distribution of wealth, including a large homeless and underprivelaged population. Identify organizations addressing the healthcare needs of these populations and describe the interaction between cultures and classes inherent in the work of these organizations. (500+ words) COURSE OBJECTIVES: Students will - Apply conservation laws to biological and medical systems to solve biomedical engineering problems - Apply engineering fundamentals and scientific reasoning to model and predict responses at biological interfaces 3

4 - Design and analyze appropriate experiments to measure or optimize specific engineering properties, incorporating statistical procedures - Analyze and interpret results of specific and mandatory FDA testing - Solve open-ended biomedical engineering problems using experimental methodologies - Function effectively as both team leader and team member in accomplishing engineering team projects - Evaluate the constraints in a biomedical engineering problem - Troubleshoot a biomedical system by dividing the system into subcomponents and narrow the failure to single subsystem or an interaction - Simulate the problem by using mathematical modeling tools - Communicate effectively in informal team settings and through formal and informal presentations, in written and oral formats - Understand global/societal impact of bioengineering issues and policies. - Conduct a thorough information search, be resourceful in uncovering information, and critically evaluate information. - Apply appropriate software, modern tools, and techniques for design and analysis of biomedical systems ASSESSMENT by course coordinator: 50% Oral Presentations 20% Project Proposal 5% Feasibility Study Report 10% First Semester Final Presentation 10% Participation in workshops 15% Logsheet 10% Submission of completed portfolio at the end of semester 5% ASSESSMENT by project advisor 50% Written Reports 30% Laboratory Notebook Review*, Work Progress 20% * an incomplete laboratory notebook that does not support the data and conclusions drawn in the written reports and oral presentations will not receive credit for the course. GRADING: A+ > 97% A > 93% 97% A- > 90% 93% B+ > 87% 90% B > 83% 87% 4

5 B- > 80% 83% CLASS POLICIES: I expect and require that students be C+ > 77% 80% respectful of their peers. This translates to: C > 74% 77% Computer use during class is restricted to courserelated activities C- > 70% 73% D+ > 67% 70% D > 64% 67% No cell phones D- > 60% 63% Students will respect a diversity of opinions, F < 60% ethnicities, cultures, and religious backgrounds Students will treat online discussions with their peers as if they were in-class, face-to-face interactions LEARNING RESOURCES: If you are having difficulty in the class, I want to encourage you first to seek help from your peers; through discussion on D2L or in person. Please also visit me during office hours (or schedule an appointment if you prefer a one-to-one conversation). In addition, there are a number of campus resources available to you to help ensure your success: Peer Connections: is a campus resource for mentoring, tutoring, and workshops. Writing Center: is a valuable resource if you are interested in improving your writing skills. Accessible Education Center: is available to help if you need course adaptations or accommodations because of a disability, or if you need special arrangements. Please make an appointment with me as soon as possible, or see me during office hours if you would like more information. UNIVERSITY POLICIES: Academic Integrity Statement (from Office of Judicial Affairs) Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at For a definition of plagiarism, please refer to the website of the Office of Student Conduct and Ethical Development athttp://sa.sjsu.edu/student_conduct. If you would like to include in your paper any material you have submitted, or plan to submit, for another class, please note that SJSU s Academic Integrity policy F06-1 requires approval by instructors. In general, material that has been, or will be, submitted to another source for credit will not be accepted. Change of Grade The university normally requires change of grade forms to be submitted within one semester following the semester in which the course requiring a grade change was taken. The policy for grade changes is outlined in Academic Senate policy S09-7 ( 5

6 Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive at requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability. 6

7 CLASS SCHEDULE: 1 8/23 Organizational session, course outline, laboratory notebook recordkeeping 2 8/30 Engineering design process, laboratory safety, and best practices ENGR 198A Testimony 1 3 9/6 Workshop on FDA, IACUC, and regulatory requirements in biomedical engineering 4 9/13 Submit Project Proposal to advisor Workshop on literature search techniques, critical review of literature ENGR 198A Reflection paper 1 5 9/20 Project Proposal Presentation 6 9/27 Submit Completed Literature Search to Advisor Project scheduling, time management, project management 7 10/4 Workshop on identifying design constraints 8 10/11 Workshop on ethical considerations in biomedical engineering and responsible conduct of research 9 10/18 Submit Feasibility Study Report to Advisor Workshop on Design of Experiments 10 10/25 Workshop on effective presentation techniques ENGR 198A Reflection paper /1 Feasibility Study Report Presentation 12 11/8 Submit Draft first semester report to Advisor Workshop on effective presentation of data ENGR 198A Essay 13 11/15 Final Presentation Approval by Advisor Practice Presentations 14 11/22 Submit Final First Semester Report to Advisor & Course instructor Practice Presentations (continued) 15 11/29 Thanksgiving Holiday! No Class 16 12/6 Final Semester Presentation Advisor Attendance 17 12/11-12/17 Submit Final Semester Report to course instructor Submit Project Portfolio to course instructor W/Advisor s Approval 7

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