BIOMEDE 4901.02
Transcript Abbreviation:
Ind BME Cap I
Course Description:
Serves as the first installment of the Industry BME capstone sequence. Provides students with a foundational understanding of design principles, emphasizing the application of these principles in the context of solving real-world industry challenges. Students will engage in a structured process that includes needs finding, idea generation, and prototyping with a keen focus on industry end-users.
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: BIOMEDE 2001, or permission of instructor
Concur: BIOMEDE 3702
Concur: BIOMEDE 3702
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)
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 |
|---|---|---|---|---|---|
| Design Intro/Team Dynamics | 1 | 0 | 0 | 0 | 1 |
| Problem Definition/Research | 1 | 0 | 0 | 2 | 1 |
| Design Functions/Requirements/Constraints | 0 | 0 | 0 | 2 | 1 |
| Design Standards/Concept Generation/BOM | 1 | 0 | 0 | 2 | 1 |
| Revision of Design | 1 | 0 | 0 | 2 | 1 |
| Revision of Concepts | 1 | 0 | 0 | 2 | 1 |
| Report Discussion | 1 | 0 | 0 | 2 | 1 |
| Approve Design | 1 | 0 | 0 | 2 | 1 |
| Project Management/Scrum | 1 | 0 | 0 | 2 | 11 |
| Design Test/Validation/Collaboration | 1 | 0 | 0 | 2 | 0 |
| Sprints | 7 | 0 | 0 | 2 | 1 |
| Team Workshops | 0 | 0 | 0 | 2 | 0 |
| Prototype Showcase | 0 | 0 | 0 | 2 | 3 |
| Total | 16 | 0 | 0 | 24 | 23 |
Grading Plan:
Letter Grade
Course Components:
Lecture
Lab
Grade Roster Component:
Lecture
Credit by Exam (EM):
No
Grades Breakdown:
| Aspect | Percent |
|---|---|
| Client Reports | 30% |
| Project Reports | 30% |
| Team Documents | 20% |
| Team Evaluations | 20% |
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: