Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Clobes, University of Virginia; William H Guilford, University of Virginia

Tagged Divisions

Biomedical

Paper ID #7611Improved retention and recall with a peer reviewed writing assignmentAmy Michelle Clobes, University of Virginia Amy Clobes is a Ph.D. candidate in the Department of Biomedical Engineering at the University of Virginia. She received her B.S. in Biology from the University of Michigan. Clobes’s research focuses on the intermolecular interactions of cardiac myosin binding protein C with actin and the regulatory effects of nitrosylation on these interactions.Dr. William H Guilford, University of Virginia Dr. Will Guilford is an associate professor of Biomedical Engineering at the University of Virginia, and

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christa M Wille, University of Wisconsin, Madison; Dalton James Hess; Jake Mitchell Levin, University of Wisconsin-Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

Paper ID #19401Impact of a Sophomore BME Design Fundamentals Course on Student Out-come Performance and Professional DevelopmentDr. Christa M Wille, University of Wisconsin, Madison Christa Wille is a Biomedical Engineering doctoral student at the University of Wisconsin-Madison. She received an undergraduate degree in Biomedical Engineering and went on to get her clinical doctorate in Physical Therapy at the University of Wisconsin-Madison. She advanced her clinical skills through a Sports Physical Therapy Residency at UW Health. Although continuing to practice Physical Therapy, Christa has returned to academia to continue

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Estefania Alvarez, Clemson University; Steven Saville, Clemson University; O. Thompson Mefford, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

“experts” and were able to provide appropriate guidance to students regardingtheir experimental work and materials selection. In writing their individual abstracts, studentswere required to conduct background literature reviews on how these problems have beenpreviously addressed. For the “Test Your Mettle” phase, students provided a written abstract oftheir findings and proposed future experiments that might better test their proposed solutions.The “Go Public” phase involved presenting the team presentation of their work via oral andposter presentations at the end of the semester. These presentations were evaluated by facultyoutside the department. Similarly, Enderle et al 4also has demonstrated that there is a direct correlation between

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Joe Tranquillo; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

page uponpage of text, tables with raw data, figures for every possible combination of variables andseveral appendices. This is clearly a brain dump by the students in the hope thateventually they will include exactly what the professor is looking for. The same is oftentrue for graphical and oral presentations. It is this type of unfocused communication thatwe, as educators and graders, are concerned with overcoming. This paper outlines a newtactic in teaching writing to engineers that compliments their technical abilities andprepares them for communicating in a professional environment. Three points are listedbelow as motivation.Motivation 1: Teach them what they will use laterWhile the traditional engineering curriculum places great

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Steven Abramowitch, University of Pittsburgh; Mark Redfern, University of Pittsburgh; Richard Debski, University of Pittsburgh; Alejandro Almarza, University of Pittsburgh; Harvey Borovetz, University of Pittsburgh; Savio Woo, University of Pittsburgh

Tagged Divisions

Biomedical

undergraduate education is to provide students with an opportunity to receiveindividualized training in bioengineering while meeting the following objectives. Objective #1: Graduates will have a strong foundation in fundamentals of life sciences (biology and physiology), mathematics, engineering principles and the humanities. Objective #2: Graduates will have both a broad knowledge of the technical and social principles of bioengineering as well as a focused education in one concentration area within bioengineering. Objective #3: Graduates will be prepared for careers through educational experiences beyond the classroom, which will deepen an understanding of the technical and non- technical issues in bioengineering, process and design

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Biomedical

introductory and honors courses in bioengi- neering, tissue and protein engineering lab courses, bioengineering ethics, leadership, and bioengineering capstone writing and design courses. She is committed to enhancing diversity and inclusivity in engineer- ing, and creating opportunities for undergraduate students to engage in K-12 educational outreach. Dr. Hendricks has over a decade of experience leading educational outreach and summer camp programs at both Duke University and the University of Washington. c American Society for Engineering Education, 2017 Work-in-Progress: Making an Introductory Tissue Culture Lab Course Accessible to Novice StudentsThe ability

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Brett Blackman, University of Virginia

Tagged Divisions

Biomedical

electrical techniques and systems as it applies to biomedical engineering practices; 2. To promote integration of knowledge from biomedical engineering courses in a practical, hands-on laboratory experience. This is done by exposing students to traditional and state-of-the-art equipment and techniques, and by relating concepts in individual and multiple lab modules to those encountered in medical, biomedical science, and engineering disciplines; 3. To introduce students to the process of scientific writing, including reporting of data, data analysis, and relevant discussion based on relevance to the biomedical field. This is conducted through group laboratory reports; and 4. To promote group teamwork and

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Biomedical

. Within the BioE program, theseskills are developed through a variety of self-directed, team-based projects which includeliterature reviews, modelling and simulation, research proposals, and lab work. Lab experiencesare not ‘canned’; rather, students typically have a great deal of autonomy in proposing projectsand designing experiments. This self-directed approach to lab work helps students move towardsbeing independent researchers while providing them with scaffolded educational environment inwhich to learn the fundamentals of experimental design, how to choose analysis techniques, andhow to analyze data.Another theme throughout our courses is the development of life-long learning skills, whichlargely manifests through the reading of primary

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Joe Tranquillo

Tagged Divisions

Biomedical

helpful for groups to compare their results after then turn in their reports. Trends in the data can lead to class discussions. 5) The lab write-up should include a preliminary design for the open-ended lab.These labs require students to tie the lab exercises back to the theory and calculationsfrom lecture. Quantitative labs are also an opportunity for students to confront the manyforms of experimental error and statistical analyses as well as gain an appreciation forwhat can be completed in the allotted lab time. Grading for the quantitative lab can be thesame as for a traditional lab. The preliminary design helps students think beyond thesurface level of following a precise lab protocol.Open-EndedAn ABET requirement is that all

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Conrad Zapanta, Carnegie Mellon University; Warren Ruder, Carnegie Mellon University; Justin Newberg, Carnegie Mellon University; Paul Glass, Carnegie Mellon University; Davneet Minhas; Elvira Garcia Osuna, Carnegie Mellon University; Liang Tso Sun, Carnegie Mellon University; Alyssa Siefert, Carnegie Mellon University; Judy Shum, Carnegie Mellon University; Portia Taylor, Carnegie Mellon University; Arielle Drummond, Carnegie Mellon University; Bur Chu, Carnegie Mellon University

Tagged Divisions

Biomedical

Carnegie Mellon University in Pittsburgh, PA. Sun received his B.S. in Biochemistry from University of Washington in Seattle, WA. Sun's research interests include bioactive materials and stem cell delivery for wound healing applications.Alyssa Siefert, Carnegie Mellon University Alyssa Siefert is a senior at Carnegie Mellon University who will graduate in May with a dual degree in Chemical and Biomedical Engineering and a minor in Professional Writing. She will go on to pursue a Ph.D. in Biomedical Engineering at Yale University in the Fall of 2009.Judy Shum, Carnegie Mellon University Judy Shum is a doctoral candidate in Biomedical Engineering at Carnegie Mellon University in

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Pamela Bhatti, Georgia Institute of Technology; Jessica Falcone, Georgia Institute of Technology; James McClellan, Georgia Institute of Technology

Tagged Divisions

Biomedical

. Page 15.1214.1© American Society for Engineering Education, 2010 The Coding of Sound by a Cochlear Prosthesis: An Introductory Signal Processing LabAbstractAn innovative and pedagogically appealing real-world application—a cochlear implant signalprocessor—forms the substrate for a laboratory exercise in design, simulation, and qualitativeassessment of an engineering problem. In an introductory signal processing course, students areable to write MATLAB code that mimics the operation of a cochlear implant signal processor inwhich sound information is extracted and then coded for input to a neural stimulator.Fundamental concepts such as sampling continuous-time signals, discrete-time filter design,filter

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

Biomedical

AC 2008-117: IMPLEMENTING CALIBRATED PEER REVIEW TO ENHANCETECHNICAL CRITIQUING SKILLS IN A BIOENGINEERING LABORATORYAnn Saterbak, Rice University Ann Saterbak is Director of Laboratory Instruction and Lecturer in the Bioengineering Department at Rice University. Dr. Saterbak teaches laboratory, lecture and problem-based learning courses. She is the lead author of the textbook, Bioengineering Fundamentals, published in 2007 by Prentice Hall. She received her B.A. in Chemical Engineering and Biochemistry from Rice University in 1990 and her Ph.D. in Chemical Engineering from the University of Illinois in Urbana-Champaign in 1995.Tracy Volz, Rice University Tracy Volz is the Assistant

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Kelli Jayn Nichols, University of Washington, Seattle, Department of Bioengineering; Laura Wright, University of Washington; Christopher Neils, University of Washington

Tagged Divisions

Biomedical

and math content in the core. 17 credits of engineering fundamentals are required, The only external engineering fundamentals course is including courses in electrical engineering, thermodynamics, MATLAB programming, which is more relevant to and Java programming. bioengineering than Java. Necessary engineering Engineering fundamentals

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chris Geiger, Florida Gulf Coast University; James D. Sweeney, Oregon State University

Tagged Divisions

Biomedical

Paper ID #12790Work in Progress: Mini Projects - Using News Articles to Promote LifelongLearning and Expose Students to Engineering BreadthDr. Chris Geiger, Florida Gulf Coast University Chris Geiger is an Associate Professor and Chair of the Department of Bioengineering in the U.A.Whitaker College of Engineering at Florida Gulf Coast University. He received his M.S and Ph.D.degrees in Biomedical Engineering from Northwestern University in 1999 and 2003, respectively,and his B.S. in Chemical Engineering from Northwestern University in 1996.Prof. James D. Sweeney, Oregon State University JAMES D. SWEENEY is Professor and Head

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison; Matthew S. Bollom; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

201 (junior teams n=16 teams) (") Class of 2014having had BME 201: Biomedical Engineering Fundamentals and Design (junior teams n=5).V. Conclusion and Future WorkBME 201 is a required course for all sophomore students in BME. The goal of this course is toprovide more direct technical design skill training and direct academic and career advising earlyin the curriculum. This should enhance student creativity and resourcefulness on future team-based design projects and help students to make informed decisions regarding academic andcareer choices. We have received positive response from the BME 201 students and from theBSAC for this course as it was offered in Spring 2012 and 2013. With the help of the SAs wehave developed a course handbook for

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Rachael Schmedlen, University of Michigan; Mimi (Miriam) Adam; Robert Sulewski; Matthew O'Donnell, University of Washington

Tagged Divisions

Biomedical

AC 2007-2611: A REAL INTRODUCTION TO ENGINEERING ANDBIOTECHNOLOGYRachael Schmedlen, University of MichiganMimi Adam, University of MichiganRobert Sulewski, University of MichiganMatthew O'Donnell, University of Washington Page 12.103.1© American Society for Engineering Education, 2007 A Real Introduction to Engineering and BiotechnologyAbstractWe have developed a unique section of the required Freshman Introduction to Engineeringcourse for the College of Engineering, University of Michigan, Ann Arbor: Biotechnology andHuman Values. Our course is predicated on the assumptions that a meaningful introduction toBiomedical Engineering and biotechnology includes 1. solving

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

, Rubistar[8] or Rubrician[9]). For other examples specific to biomedical engineering,past ASEE proceedings papers have presented information on rubrics for deriving programassessment data and grading undergraduate projects in a physiology course[10] or evaluatingundergraduate design presentations[11].Regardless of the educational level or subject, creating a system of performance criteria andrubrics is similar to the “big picture design approach” to education advocated by Wiggins andMcTighe in Understanding By Design[12]. As you write performance criteria, and then move onto related rubrics, you will essentially be asking three questions, here quoted directly fromWiggins and McTighe:“1. What is worthy and requiring of understanding? 2. What is

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly Y. Mollica, University of Washington; Heather A. Feldner, University of Washington; Anat Caspi P.E., University of Washington ; Katherine M. Steele, University of Washington; Dianne Grayce Hendricks, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical

bioengi- neering, tissue and protein engineering lab courses, bioengineering ethics, leadership, and bioengineering capstone writing and design courses. She is committed to enhancing diversity and inclusivity in engineer- ing, and creating opportunities for undergraduate students to engage in K-12 educational outreach. Dr. Hendricks has over a decade of experience leading educational outreach and summer camp programs at both Duke University and the University of Washington. c American Society for Engineering Education, 2017Work In Progress: Toy Adaptation in Undergraduate Education and Outreach - An Initial Examination into Participant Experience and PerceptionsService learning is a

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Donna Ebenstein, Bucknell University; Joe Tranquillo; Daniel Cavanagh

Tagged Divisions

Biomedical

do acquire a fundamental understanding of these important biomedical engineering areas.In this half-credit course, the two hours per week spent in class are devoted to class discussion,group activities, and guest lectures. Students are expected to spend substantial time (~ 5 hoursper week) outside of class analyzing their devices and applying the professional skills.Course 2: Research Methods II (hard skills), fall of senior yearThe goal of Research Methods II is to expose students to a variety of laboratory skills andtechniques that are both useful for professional engineers and potentially valuable for their seniordesign projects. While not all the topics introduced in this course will be applicable to all seniordesign projects, this

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin Madison; Xuan Zhang, University of Wisconsin - madison; Mehdi Shokoueinejad, University of Wisconsin Madison; John G. Webster PhD, University of Wisconsin-Madison, Department of Biomedical Engineering

Tagged Divisions

Biomedical

they could work together and share ideas.However, this requires more space than for traditional classroom instruction, which we receivedthrough our college of engineering. In 2014 we implemented further changes.    I. Introduction    Course Information    Bioinstrumentation (BME 310) is a required sophomore level course in the BiomedicalEngineering Department, University of Wisconsin-Madison, which teaches the fundamentals ofclinical and research measurements. The course covers the following topics: designing medicalinstruments, displacement sensors, temperature and optical sensors, amplifiers and signalprocessing, cell, nerve, and muscle potentials, electrocardiogram, electrode polarization, surfaceelectrodes, electrocardiograph, power line

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Kang-Mieler

Tagged Divisions

Biomedical

of biology with no prior exposureto neuroscience. Since our BME curriculum is new, there has been an emphasis on integratingmore hands-on learning into our classrooms. With this in mind, BME 445 was re-organized toincorporate more hands-on learning techniques to demonstrate neural science principles. Themajor objective of this class is to teach the fundamental concepts of neural function with an Page 12.445.2emphasis on quantitative analysis and to illustrate these concepts through hands-on experiments.Several laboratory and computer simulation modules will be discussed in this paper. Acomparison of the effectiveness of laboratory modules will

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Rebecca Willits, Saint Louis University

Tagged Divisions

Biomedical

phenomena, Biotransport focuseson passive biological transport, including mass and fluid transfer both in the body and inartificial organs. In the presentation of biological transport, it is essential that students recognizethe limitations in solving problems with fundamental equations and the importance ofassumptions when investigating realistic problems. A non-traditional laboratory component wasdeveloped to address these issues and it involved a semester-long group project to create anexperiment based on teachings in the first transport course. The objective of the project was toapply the basic principles learned in the first course to biological situations and to present alaboratory using these concepts to a specified audience (e.g., first

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Michele Temple, University of California-San Diego; Peter Chen, University of California-San Diego; Robert Sah, University of California-San Diego

Tagged Divisions

Biomedical

thatstudents can independently research and competently report or discuss a Bioengineering topic ofinterest. The overall general educational objective of the freshman seminar course is to introducestudents to Bioengineering as a discipline, the areas of emphases at UCSD, the faculty membersof the Department of Bioengineering at UCSD, and their interests and achievements. Thespecific educational objective may vary depending on the educational topic of the course andhave ranged from instilling in students an ability to write a research proposal to provide studentswith a solid foundation in a particular area of research. The educational objectives and topicsvary with the diversity of the faculty within the Department of Bioengineering. While

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Biomedical

science and engineering education that teaches the fundamentals first with an emphasis andpractice solving routine problems. Only after the students have a handle on the fundamentals willthey be given the opportunity tackle more complex novel problems. Sometimes these complexproblems are reserved for a capstone course at the end of their program. The traditional modelmakes three assumptions about the development of complex problem solving abilities. First,understanding the math, science and engineering content is a necessary prerequisite to be able tosolve more complex problems. Second, it is necessary to learn to solve routine problems first.Third, the ability to solve routine problems will transfer to more complex ill-constrainedproblems

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania; Sarah Ilkhanipour Rooney, University of Pennsylvania

Tagged Divisions

Biomedical

serve as “discovery labs” can be used as a means to lead students from a physicaldescription of mechanics to a mathematical description. These kinesthetic/tactile activities can bedirectly connected to deeper thinking about the how and why of the results.11,12 This type ofactivity reflects a fundamental aspect of the engineering modeling process where an engineerobserves a physical phenomenon, e.g. mechanical behavior of a material, and develops ways toquantify the behavior to use in a predictive manner in the future.The scope of this paper focuses on the development, implementation and planned assessment ofSAIL techniques in a Biomechanics course to address our goals and is a work in progress. Wededicated 50% of class time to group problem

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Shahin Sirouspour, McMaster University; Pawel Malysz, McMaster University; Ali Shahdi, McMaster University; Ryan Leslie, Quanser Inc; Mahyar Fotoohi, Quanser Inc; Paul Karam, Quanser Inc

Tagged Divisions

Biomedical

and signal processing algorithms. It is a real-time Windows application that runsSimulink models in real-time on a PC. WinCon allows for quick and seamless design iterationswithout the need to write code by hand. It enables the user to create and control a real-timeprocess entirely through Simulink and execute it entirely independent of Simulink. UsingArdence's® RTX real-time kernel, WinCon's architecture ensures the real-time process has thehighest CPU priority and is not pre-empted by any competing tasks other than the core OSfunctions. (see Fig. 2). Fig. 2: WinCon, PC and RTX configuration.Quanser Toolbox provided with WinCon includes data acquisition Simulink block enablingstudents to interface with the robots and

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, University of Maryland, College Park; Rachel L. Manthe, Fischell Department of Bioengineering, University of Maryland, College Park; Kevin M Knapstein, Bioprocess Scale-Up Facility, Fischell Department of Bioengineering, University of Maryland, College Park

Tagged Divisions

Biomedical

. Ten points for the content, which will be scored based on the rubric, and 10 points for academic integrity. This is an INDIVIDUAL assignment! While it is expected that some content is similar between group members, the general format, writing style, details should differ from individual to individual

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; David W. Gatchell, Illinois Institute of Technology

Tagged Divisions

Biomedical

. Faculty mentors were selected from a variety of departments, including BiomedicalEngineering, Chemical Engineering, Mechanical Engineering, Chemistry, Physics, and theSchool of Medicine. Diabetes is a complex pathologic condition and addressing the diseaserequires a diverse set of approaches from fundamental understanding of disease pathology,disease management and treatment either of the disease directly or one of its manycomplications. The students joined projects related to diabetes that were already ongoing in thefaculty laboratories. Research projects in this REU program reflect this diversity, with projectsoffered in metabolic engineering, biomaterials, biosensors, and tissue engineering. Projects for2010 are shown in Table 1. In

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Vargis, Vanderbilt University; Anita Mahadevan-Jansen, Vanderbilt University

Tagged Divisions

Biomedical

light distribution.1 This tool greatly helped students visualizeabstract concepts, like light and its interaction with biological matter. Understanding thisconcept is fundamental to understanding the other processes found in Figure 1. Monte Carlosimulations were used to develop an interactive and visual learning module so students couldobtain a conceptual understanding of light distribution in tissue, instead of having to rely oncomplicated differential equations.Since 2001, various pieces of the course (Figure 1) have remained unchanged. Most years, Page 15.680.2student evaluations have indicated that the areas of fluorescence, Raman, and

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jorge E. Bohorquez, University of Miami; Ozcan Ozdamar, University of Miami; Jonathon Anthony Toft-Nielsen, University of Miami

Tagged Divisions

Biomedical

programming, and signal processing. A challenge of teaching thiscourse is that, in a short time, many diverse topics must be effectively covered without dilutingthe underlining engineering fundamentals.2.2 Course Strategy: a problem oriented approachIn order to overcome the challenges of teaching BME540/541 courses and achieve the proposedobjectives, a problem-oriented approach with hands-on experience is applied. The fulldevelopment (hardware and software) of a wired/wireless electromyography (EMG) device isused as a pathway to integrate the many concepts. This type of realistic application may requireknowledge of many diverse topics, but the required knowledge is compartmentalizedpurposefully, easing topic integration, and eliminating confusion