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Evolution of a Course in Biothermodynamics

Abstract An integral part of engineering education that crosses most disciplinary boundaries is a course in thermodynamics. While all thermodynamics courses generically involve learning about and applying the first, second, and third laws, the actual applications of the laws vary among the disciplines. Bioengineers have little need for thermodynamics directed toward design of power plants (mechanical) or distillation columns (chemical). More pertinent topics include media (acid-base) equilibrium, protein-solute equilibrium, osmosis, action potential generation and propagation, and the domination of diffusion in most biological processes. The evolution of our biothermodynamics curriculum from one attuned to chemical engineering toward one primarily concerned with biological aspects of thermodynamics will be described. Guiding the evolution is the VANTH1 approach to education, which is based upon implementation of the How People Learn2 principles in an active learning environment. Paramount in this approach is development of challenges based on real problems that motivate discussion, exploration, and arrival at a solution to the problem. For example, concepts in media composition are explored through challenges associated with tissue engineering.

Introduction

Thermodynamics has been an integral part of the core undergraduate curriculum in the Department of Bioengineering at the University of Pittsburgh since inception of the department. The decision was not taken lightly – considerable debate revolved around whether a precious required course should be devoted to thermodynamics when students were exposed to thermodynamic concepts in other required courses such as physiology, transport, and cell biology. However, we felt that the heuristic nature of presenting and using a relation, e.g., the Van't Hoff relation for osmotic pressure, without appreciation of the underlying principles for the relation was detrimental to fostering engineering design and development skills. A simple, current example of this is found in the literature that purports to explain the principles behind the Molecular Adsorbent Recirculating System (MARS) treatment for liver failure. Multiple citations suggest that the solute/binder concentration ratio on either side of a dialysis membrane is the driving force for removal of solutes that bind albumin in the blood stream3-7 rather than the thermodynamically-based difference between chemical potential of the solute on either side of the membrane8-10. While the heuristic development of the MARS approach resulted in a product that works for the intended purpose, a more efficacious process might have been developed if the underlying thermodynamics were used to guide the development.

Implementation of the decision to require biothermodynamics was faced with logistic problems in terms of where to place the course in the curriculum given the large number of other required courses which have prerequisites that need to be met. We decided to place the course in the second semester of the sophomore year. Prerequisites include freshman chemistry, physics, first semester of biology, and math through vector calculus. Applied differential equations is a co- requisite. Although students have some familiarity with partial derivatives, biothermodynamics is their first encounter with intensive manipulation and use of differential expressions. Biothermodynamics is a prerequisite for our Biotransport course and Biomethods and

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Patzer, J. (2008, June), Evolution Of A Course In Biothermodynamics Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3721