ELEC ENG 4115 - Biomedical Instrumentation

North Terrace Campus - Semester 2 - 2019

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.

  • General Course Information
    Course Details
    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 1100, ELEC ENG 1101
    Assessment Final exam, mid-Semester quiz, regular tutorials
    Course Staff

    Course Coordinator: Associate Professor Mathias Baumert

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1 Describe the origin of biopotentials and explain the role of biopotential electrodes;
    2 Design and operate biopotential amplifiers;
    3 Inspect common biomedical signals and distinguish characteristic features;
    4 Identify common signal artifacts, their sources and formulate strategies for their suppression;
    5 Outline the design of cardiac pacemakers, neurostimulators and defibrillators;
    6 Explain and contrast measurement principles for blood flow, pressue and volume as well as respiratory variables
    7 Define and discuss biochemical sensors; and
    8 Identify, explain and judge patient safety issues related to biomedical instrumentation.

    The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
    The course is designed to develop the following Elements of Competency: 1.1   1.2   1.3   1.4   1.5   1.6   2.1   2.2   2.3   2.4   3.1   3.2   3.3   3.4   3.5   3.6   

    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    2, 8
    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
  • Learning Resources
    Required Resources
    A set of course notes, practice problems and other supporting materials will be available for downloading from the course web site.
    Recommended Resources
    Supporting 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 Learning
    This 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 Modes
    This 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 Summary

    Part 1: Bioelectric signals 
    • origin of biopotentials
    • biopotential electrode designs
    • biopotential amplifier circuits
    • signal characteristics: electrocardiogram, electroencephalogram, electromyogram, electrooculogram
    • lead systems, artifacts
    Part 2: Blood pressure, flow and volume
    • 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
    Part 3: Respiration
    • model of the respiratory system
    • gas concentration
    • lung volume
    • measurement of gas flow
    Part 4: Implantable devices
    • cardiac pacemakers
    • implantable cardioverter-defibrillators
    • neurostimulators
    Topic 5: Biochemical sensors
    • 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 Experience
    Practical sessions will give students the opportunity to work in small teams to record and interpret signals from the body surface.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    Tests 20 Individual Summative Weeks 6,10 1. 2.
    Practicals 10 Group Formative Week 5, 7, 9 2.
    Tutorials 10 Individual Formative Odd weeks 1. 2. 3. 4. 5. 6. 7. 8.
    Exam 60 Individual Summative End of Semester Min 40% 1. 2. 3. 4. 5. 6. 7. 8.
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
    This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s):
    This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
    Assessment Related Requirements
    The 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 Detail
    Students 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.
    All 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:
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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