Sophomore Design Course on Virtual Prototyping

Michael R. Caplan; Jerry Coursen

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: First- and Second-year Design and Professional Development in BME
Tagged Division: Biomedical
Page Count: 11
DOI: 10.18260/1-2--28834
Permanent URL: https://peer.asee.org/28834
Download Count: 503

Paper Authors

biography

Michael R. Caplan Arizona State University

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Michael Caplan earned his undergraduate degrees from The University of Texas at Austin and his PhD from the Massachusetts Institute of Technology. Following post-doctoral research at Duke University Medical Center in Cell Biology, Michael joined the faculty of Arizona State University in 2003, and he is now an Associate Professor in Biomedical Engineering.

Dr. Caplan’s research focuses on molecular cooperativity in drug targeting, bio-sensing, and cell signaling. Current projects align along three main themes: local drug delivery, endothelial dysfunction in diabetes, and cooperative DNA diagnostics. Recent awards include the Jeanette Wilkins Award for the best basic science paper at the Musculoskeletal Infection Society.

Dr. Caplan teaches several classes including Biotransport Phenomena, Biomedical Product Design and Development II (alpha prototyping of a blood glucose meter), and co-teaches Biomedical Capstone Design. Dr. Caplan also conducts educational research to assess the effectiveness of interactive learning strategies in large classes (~150 students).

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biography

Jerry Coursen School of Biological and Human Systems Engineering, Arizona State University

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Jerry Coursen earned his undergraduate and MS degrees from Arizona State University and his PhD from the College of Medicine at the University of Arizona. Following post-doctoral work, he worked in the healthcare industry. While the Corporate Director for Human and Organizational Development for Samaritan Health Systems he became affiliated with Arizona State University, initially as adjunct and in 1999 as full-time faculty.

At ASU Dr. Coursen has taught a variety of undergraduate and graduate biological, medical, and business, and engineering courses. He currently teaches several classes including Biomedical Product Design and Development II (alpha prototyping of a blood glucose meter), Biomedical Product Design and Development III (alpha, beta, and gamma prototyping of student designed projects), a course in biomedical ethics, and oversees an off-site undergraduate clinical experience.

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Abstract

This sophomore-level design course teaches students how to incorporate rigorous engineering calculations into their design process. Course objectives are for students to be able to: (1) apply principles from the courses they will take in the BME curriculum to biomedical product design and development to determine qualitative and quantitative design constraints critical to a biomedical device design and (2) integrate these models and subsequent design constraints to perform virtual verification of alpha (virtual) prototypes. The course uses as context the design of a blood glucose measurement device so that students will be able to demonstrate understanding of how this alpha prototyping fits into the biomedical design process. A blood glucose measurement device was chosen because it is a ubiquitously recognized biomedical device and because design of a blood glucose measurement device requires application of at least one critical component of almost every required class in the BME curriculum.

The course is a 1-credit lab format (2.5 hours, once per week) in which the instructors begin with a mini-lecture (~15-20 minutes) to establish the goals to be accomplished in that class session. This is followed by approximately 1 hour of students working interactively in teams to accomplish the technical goals for that class period, and then the students complete a brief report on their activities in the final hour of the session. Session 1 covers course goals, and then the students perform a documentation exercise based on writing instructions for folding an origami structure. In sessions 2 and 3, students develop a simple ordinary differential equation based model of glucose homeostasis in a non-diabetic and a diabetic individual to understand the mechanisms of glucose regulation, dysregulation, and treatment options for diabetics. Sessions 4 and 5 have the students developing a protocol for immobilizing glucose oxidase enzymes on an electrode. In sessions 6 and 7, students use the Michaelis-Menten equation to calculate the amount of enzyme needed to achieve a 0.1µA current and determine which enzyme they would purchase from Sigma. In sessions 8 and 9, students design a simple current-to-voltage circuit, and they choose an OpAmp and Resistor to purchase from an online supplier. In sessions 10, 11, and 12, students design a calibration test, use least-squares fitting to analyze instructor-provided data from a hypothetical calibration test, and write a simple Arduino code to use the results to convert a voltage reading to a mg/dL value on a liquid crystal display. In sessions 13 and 14, students develop a simple business plan analysis and perform a simple statistical analysis to determine how often (based on their sales estimates) that their test strips will yield a catastrophic error.

Faculty assessment of students’ ability to perform engineering design and effectively prototype was performed in the junior-level prototyping course (BME382). Students who had taken BME282 (in BME382 in fall 2014) were assessed by the BME382 instructor as being substantially better able to perform engineering design and effectively prototype than students who had not taken BME282 (in BME382 in fall 2013).

Citation
Format

Caplan, M. R., & Coursen, J. (2017, June), Sophomore Design Course on Virtual Prototyping Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28834

TY  - CPAPER
AB  - This sophomore-level design course teaches students how to incorporate rigorous engineering calculations into their design process. Course objectives are for students to be able to: (1) apply principles from the courses they will take in the BME curriculum to biomedical product design and development to determine qualitative and quantitative design constraints critical to a biomedical device design and (2) integrate these models and subsequent design constraints to perform virtual verification of alpha (virtual) prototypes. The course uses as context the design of a blood glucose measurement device so that students will be able to demonstrate understanding of how this alpha prototyping fits into the biomedical design process. A blood glucose measurement device was chosen because it is a ubiquitously recognized biomedical device and because design of a blood glucose measurement device requires application of at least one critical component of almost every required class in the BME curriculum.

The course is a 1-credit lab format (2.5 hours, once per week) in which the instructors begin with a mini-lecture (~15-20 minutes) to establish the goals to be accomplished in that class session. This is followed by approximately 1 hour of students working interactively in teams to accomplish the technical goals for that class period, and then the students complete a brief report on their activities in the final hour of the session. Session 1 covers course goals, and then the students perform a documentation exercise based on writing instructions for folding an origami structure. In sessions 2 and 3, students develop a simple ordinary differential equation based model of glucose homeostasis in a non-diabetic and a diabetic individual to understand the mechanisms of glucose regulation, dysregulation, and treatment options for diabetics. Sessions 4 and 5 have the students developing a protocol for immobilizing glucose oxidase enzymes on an electrode. In sessions 6 and 7, students use the Michaelis-Menten equation to calculate the amount of enzyme needed to achieve a 0.1µA current and determine which enzyme they would purchase from Sigma. In sessions 8 and 9, students design a simple current-to-voltage circuit, and they choose an OpAmp and Resistor to purchase from an online supplier. In sessions 10, 11, and 12, students design a calibration test, use least-squares fitting to analyze instructor-provided data from a hypothetical calibration test, and write a simple Arduino code to use the results to convert a voltage reading to a mg/dL value on a liquid crystal display. In sessions 13 and 14, students develop a simple business plan analysis and perform a simple statistical analysis to determine how often (based on their sales estimates) that their test strips will yield a catastrophic error.

Faculty assessment of students’ ability to perform engineering design and effectively prototype was performed in the junior-level prototyping course (BME382). Students who had taken BME282 (in BME382 in fall 2014) were assessed by the BME382 instructor as being substantially better able to perform engineering design and effectively prototype than students who had not taken BME282 (in BME382 in fall 2013).
AU  - Michael R. Caplan
AU  - Jerry Coursen
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Sophomore Design Course on Virtual Prototyping
UR  - https://peer.asee.org/28834
DO  - 10.18260/1-2--28834
ER  -