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Learning Applications Of The Sampling Theorem Through Pharmacokinetics Of Blood Sugar

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2006 Annual Conference & Exposition


Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006



Conference Session

Innovative Laboratories in BME

Tagged Division


Page Count


Page Numbers

11.871.1 - 11.871.5



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Paper Authors


Samantha Jacques

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Samantha J. Richerson received her undergraduate degree in Biomedical Engineering from the Milwaukee School of Engineering(MSOE) in 2000 and her PhD in Biomedical Engineering from Louisiana Tech University in 2003. She taught for two years at Bucknell University before returning to her Alma Mater MSOE in 2005. She sits on the editorial board for the Biomedical Engineering Online Journal, is a member of BMES, IEEE, ASEE, and the Society for Neuroscience and chairs the recruitment committee for Women at MSOE. She concentrates her research on modeling neural signals, the effects of diabetes on balance in elder adults, and improving undergraduate education in Biomedical Engineering.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Learning Applications of the Sampling Theorem through Pharmacokinetics of Blood Sugar


The purpose of this problem-based in-class exercise was to use Student – Centered Instruction (SCI) principals to allow senior biomedical engineering students to apply their knowledge of the sampling theorem and quantization to a pharmacokinetics problem. This paper gives one example of many problem-based exercises used in a senior level Digital Signal Processing class.


Student-Centered Instruction (SCI) is an approach to learning that has been gaining ground in the education literature for the past ten years. Using this technique, teachers provide students with opportunities (usually in the form of exercises) to learn independently or in small groups. SCI techniques include substituting active learning experiences for lectures, holding students responsible for material that has not been explicitly discussed in class, assigning open-ended problems or problems requiring critical or creative thinking, and using self-paced and/or cooperative (team-based) learning.2 The literature suggests that SCI leads to increased motivation to learn, greater retention of knowledge, deeper understanding, and more positive attitudes toward the subject being taught.1,3-6 Although SCI techniques are readily applied in the education fields, they have only a small, but growing, following in the engineering education fields.

SCI techniques were implemented into a senior level Biomedical Digital Signal Processing Course at the Milwaukee School of Engineering during the Fall Quarter in 2005. Although the entire class was presented using SCI techniques, only one example of a 50-minute in-class problem is presented here. This problem is based on the absorption of sugar into the blood and was used to further enhance the student’s understanding of the applications of the sampling theorem and quantization to real world Biomedical Engineering problems.

The Exercise

At the beginning of class, students were given a one page handout on the pharmacokinetics of oral administration of drugs as well as the absorption rate for sugar. The topic of pharmacokinetics was not covered directly in this class, but had been introduced in several previous classes including physiology, statistics, and biofluid and mass transport. Students had to rely on their previous knowledge and the information in the handout to incorporate material not explicitly covered in class. This incorporation of knowledge from other classes or not explicitly covered in class is one aspect of SCI learning.

Jacques, S. (2006, June), Learning Applications Of The Sampling Theorem Through Pharmacokinetics Of Blood Sugar Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--97

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