BIOMEDE 4901.01
Transcript Abbreviation:
Gen BME Cap I
Course Description:
First course in the general BME capstone sequence. Introduction to design principles; needs finding, idea generation, and presentation of projects that include a real-world, medically relevant problem with a focus on potential users. Documentation and technical skills are developed throughout the course.
Course Levels:
Undergraduate (1000-5000 level)
Designation:
Required
Selective Elective (1)
General Education Course:
(N/A)
Cross-Listings:
(N/A)
Credit Hours (Minimum if “Range”selected):
3.00
Max Credit Hours:
(N/A)
Select if Repeatable:
Off
Maximum Repeatable Credits:
(N/A)
Total Completions Allowed:
(N/A)
Allow Multiple Enrollments in Term:
No
Course Length:
14 weeks (autumn or spring)
Off Campus:
Never
Campus Location:
Columbus
Instruction Modes:
In Person (75-100% campus; 0-24% online)
Prerequisites and Co-requisites:
Prereq: 2001, or permission of instructor. Concur: 3701
Electronically Enforced:
Yes
Exclusions:
(N/A)
Course Goals / Objectives:
develop and list engineering specifications from clinical needs; (4)
demonstrate engineering design and optimization for a new medical product in a team environment; (c)
take a clinical need from idea to drawing and/or prototype using modern engineering tools; (2)
demonstrate engineering design & optimization for a new medical product in a team environment; (5)
test design performance with respect to at least one primary design requirement and standard (6).
deliver a technical presentation & write a technical team report (3)
GE Reflctn Booknd LO: Engaged Citiznshp & Intercultural Competency: Studnts consider public health, safety, welfare, global, cultural, social, environmental, & econ factors in applying eng design to produce solutions meeting specified needs.
GE Reflctn Booknd LO: Personal & Professional Development: Students individually assess and pursue personal professional growth in concert with project requirements and personal career goals.
GE Refl Bkend LO: Engaged Citiznshp & Intercultural Competency: Cultivate Engr Mindset: Studnts develop an engr mindset that demonstrates constant curiosity, makes connections betwn disparate bodies of info, & seeks opportunities to create value.
GE Reflctn Booknd LO: Cultivate Engineering Mindset: Students develop an engineering mindset that demonstrates constant curiosity, makes connections between disparate bodies of information, and seeks opportunities to create value.
Check if concurrence sought:
No
Contact Hours:
| Topic | LEC | REC out-of-class | REC in-class | Weekly LAB out-of-class | Weekly LAB in-class |
|---|---|---|---|---|---|
| Wk 1 Intro & overview of Design Process (Fri) Design Process I: Defining the Problem (Wed) | 0 | 0 | 0 | 0 | 4 |
| Wk 2 (Wed) • Team intros and logistics. Design Process II: Functions & • Requirements (Fri) • Guest lecture by Liz Gauen, Rehab Engineering • Clinical environment and client interviews | 0 | 0 | 0 | 0 | 4 |
| Wk 3 Meeting with Clinical Mentors | 0 | 0 | 0 | 0 | 2 |
| Wk 4 (W) & (F) Teamwork sessions: • Background Research • 3-D Printer training | 1 | 0 | 0 | 0 | 4 |
| Wks 5 & 6 Teams meet with instructor | 1 | 0 | 0 | 0 | 0 |
| Wk 7 (W) & (F) • Design Process III: Concept Generation and Evaluation • Team prep day for oral reports | 0 | 0 | 0 | 4 | 0 |
| Wk 8 • Problem Definitions Oral Reports | 1 | 0 | 0 | 0 | 0 |
| Wk 9 Teamwork sessions: Team concept sketches | 0 | 0 | 0 | 5 | 0 |
| Wks 10 & 13 Team meetings with instructor | 0 | 0 | 0 | 0 | 2 |
| Wk 11 Team work sessions (device mock-ups) | 0 | 0 | 0 | 4 | 0 |
| Wk 12 • Team work sessions – finish design; prepare for presentation; • check-in with clinical mentor on design status | 0 | 0 | 0 | 4 | 1 |
| Wk 14 Team work day - finish design; prepare for presentation | 0 | 0 | 0 | 5 | 0 |
| Wk 15 • Team work day for Oral talk and Idea Pitch event • OSU Keenan Center Device Idea Pitch event | 0 | 0 | 0 | 2 | 2 |
| Wk 16 Oral Reports | 0 | 0 | 0 | 0 | 2 |
| Total | 3 | 0 | 0 | 24 | 21 |
Grading Plan:
Letter Grade
Course Components:
Lecture
Lab
Grade Roster Component:
Lecture
Credit by Exam (EM):
No
Grades Breakdown:
| Aspect | Percent |
|---|---|
| Class Attendance & Participation | 10% |
| Weekly Meetings/Minutes | 5% |
| Problem Definition Oral Report | 20% |
| Peer Evaluation | 10% |
| Mini-Design Project | 10% |
| Problem Definition Written Report | 20% |
| Design Concepts & Mock Ups | 10% |
| Final Design Proposal Oral Report | 15% |
Representative Textbooks and Other Course Materials:
| Title | Author | Year |
|---|---|---|
| Biodesign: The Process of Innovating Medical Technologies | S. Zenios, J. Makower, P. Yock | 2010 |
ABET-CAC Criterion 3 Outcomes:
(N/A)
ABET-ETAC Criterion 3 Outcomes:
(N/A)
ABET-EAC Criterion 3 Outcomes:
| Significant contribution (7+ hours) | 2 | an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
| Significant contribution (7+ hours) | 4 | an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
Embedded Literacies Info:
1.1 Investigate and integrate knowledge of the subject, context and audience with knowledge
2.3 Develop scholarly, creative or professional products that are meaningful to them and their audience
2.4 Evaluate social and ethical implications of writing and information literacy practices
2.3 Develop scholarly, creative or professional products that are meaningful to them and their audience
2.4 Evaluate social and ethical implications of writing and information literacy practices
1.4A Evaluate the social and ethical implications of data collection and analysis, especially in relation to human subjects
1.2B Apply key methods and tools in qualitative data analysis
1.3B Interpret the results of qualitative data analysis to answer research questions
1.3B Interpret the results of qualitative data analysis to answer research questions
1.2 Recognize how technologies emerge and change
Attachments:
(N/A)
Additional Notes or Comments:
This 3 credit hour course is broken down into 1 credit hour of lecture and 2 credit hours of lab each week. Each week, students will spend 1 hour in lecture and then about 4 hours in lab.
Basic Course Overview: