ELEC ENG 4115 - Biomedical Instrumentation
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code ELEC ENG 4115 Course Biomedical Instrumentation Coordinating Unit School of Electrical & Electronic Engineering Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact up to 6 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge ELEC ENG 1009, ELEC ENG 1100, ELEC ENG 1101 Course Description To develop an understanding of the measurement principles of medical instrumentation, including biochemical sensors, bio-potential amplifiers, bioelectrical signals (ECG, EEG), measurement of respiratory function, cardiac variables, blood pressure, blood flow as well as medical devices.
Course Coordinator: Associate Professor Mathias Baumert
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAfter completion of this course, students should be able to:
- Describe the origin of biopotentials
- Understand the purpose of biopotential electrodes
- Design biopotential amplifiers
- Identify common signal artifacts and their sources
- Aqcuire various bioelectric signals from the body surface
- Interpret characteristic features in the most common biomedical signals
- Understand the design principles of cardiac pacemakers, neurostimulators and defibrillators
- Explain measurement principles for blood flow, pressue and volume
- Describe measurement modalities for respiratory variables and ventilation
- Explain measurement basis and purpose of biochemical sensors
- Identify patient safety issues related to biomedical instrumentation
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-11 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-11 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1-11 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-11 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
11 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesA set of course notes, practice problems and other supporting materials will be available for downloading from the course web site.
Recommended ResourcesSupporting texts:
1. Webster, Medical Instrumentation Application and Design, Wiley, 4th edition, 2009
2. Schreiner, Bronzino, Peterson, Medical Instruments and Devices: Principles and Practices, CRC Press, 1st Edition, 2015
Furthermore, a more detailed list is provided on MyUni and is updated throughout the semester.
Online LearningThis course uses MyUni exclusively for providing electronic resources, such as lecture notes, assignment papers, sample solutions, discussion boards. It is strongly recommended that the students make intensive use of these resources for this course.
Link to MyUni login page: https://myuni.adelaide.edu.au
Learning & Teaching Activities
Learning & Teaching ModesThis course relies on lectures as the primary delivery mechanism for the material. Tutorials supplement the lectures by providing exercises and examples to enhance the understanding obtained through lectures. Practical work is used to provide hands-on experience for students to reinforce the theoretical concepts encountered in lectures. Continuous assessment activities provide the formative assessment opportunities for students to gauge their progress and understanding.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact hours Workload hours Lectures 30 30 60 Tutorials 4 4 20 Practicals Details to be announced 8 12 Tests 2 2 20 Exam 1 2 30 Total 46 142
Learning Activities SummaryLectures
Part 1: Bioelectric signals
- origin of biopotentials
- biopotential electrode designs
- biopotential amplifier circuits
- signal characteristics: electrocardiogram, electroencephalogram, electromyogram, electrooculogram
- lead systems, artifacts
- direct pressure measurement, dynamics properties, system response, waveform distortions
- indirect pressure measurement (oscillatory method, tonometry, volume clamp method)
- indicator dilation methods, electromagnetic flow meters, ultrasonic flow meters
- plethysmographic methods
- model of the respiratory system
- gas concentration
- lung volume
- measurement of gas flow
- cardiac pacemakers
- implantable cardioverter-defibrillators
- blood-gas and acid-base physiology
- electrochemical sensors
- blood gas monitoring
The tutorials will foster active learning and provide in-depth coverage of selected topics. (Details to be announced.)
Practical sessions will provide the students with the opportunity to conduct and interpret measurements of biomedical signals. (Details to be announced)
Small Group Discovery ExperiencePractical sessions will give students the opportunity to work in small teams to record and interpret signals from the body surface.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment activity Type Weighting Due date Learning outcomes addressed Tests Summative 20% Weeks 6, 11 All Practicals Formative 10% To be announced All Tutorials Formative 10% Odd weeks All Exam Summative 60% End of semester All
Assessment Related RequirementsThe examination is a hurdle requirement. It is necessary to achieve at least 40% in the exam. If this is not achieved, the total course mark will be limited to a maximum of 49.
A hurdle requirement is defined by the University's Assessment for Coursework Programs policy as "...an assessment task mandating a minimum level of performance as a condition of passing the course.
If a student fails to meet a hurdle requirement (normally no less than 40%),and is assigned a total mark for the course in the range of 45-49, then the student is entitled to an offer of additional assessment of some type. The type of assessment is to be decided by the School Assessment Review Committee when determining final results. The student’s final total mark will be entered at no more than 49% and the offer of an additional assessment will be specified eg. US01. Once the additional assessment has been completed, this mark will be included in the calculation of the total mark for the course and the better of the two results will apply. Note however that the maximum final result for a course in which a student has sat an additional assessment will be a “50 Pass”.
If a student is unable to meet a hurdle requirement related to an assessment piece (may be throughout semester or at semester’s end) due to medical or compassionate circumstances beyond their control, then the student is entitled to an offer of replacement assessment of some type. An interim result of RP will be entered for the student, and the student will be notified of the offer of a replacement assessment. Once the replacement assessment has been completed, the result of that assessment will be included in the calculation of the total mark for the course.
Assessment DetailStudents are required to bring written attempts to selected problems for assessment at the fortnightly tutorial sessions. These formative assessments are based on the quality of attempts. The tutorials are worth 10% to the overall assessment.
There are two 45-minute closed book tests in the course. The tests will require students to submit short written responses to a set of questions under examination conditions. Each test will be worth 10% to the overall assessment.
The details of the practical sessions will be announced during the semester. The combined total of in-lab progress marks and the practical report are worth 10% of the final assessment.
The exam will be a closed book examination. It will be worth 60% of the overall assessment.
SubmissionAll submissions to in term assessment activities are to be submitted electronically on MyUni by the specified time and date. No late submissions will be accepted. All in term assessments will have a two week turn-around time for provision of feedback to students.
Full details can be found on the School website:
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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