June 24, 2017
June 24, 2017
June 28, 2017
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).
Caplan, M. R., & Coursen, J. (2017, June), Sophomore Design Course on Virtual Prototyping Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28834
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015