Outline

Overview

This unit is focused on the emergent and highly interdisciplinary field of electroceuticals as an alternative to pharmaceutical therapeutics. Biomedical devices, circuits and systems employ electrical, magnetic, optical, ultrasound, or other pulses to modulate peripheral nerves for target- and organ-specific effects. We want to understand: What is electroceutical therapy? How bioelectronic medicine could replace drugs? What are the benefits and side effects of electroceuticals in terms of safety, efficacy, and cost compared with pharmaceutical therapeutics?, and How a future bioelectrician works with clinician and conventional clinical practice? This unit aims to build complementary capabilities in design and simulation of circuits and systems for bioelectronic medicine interfaces. Students review, learn, design, simulate and implement test platforms for circuits and systems that enable bioelectronic treatments. Students will be equipped with knowledge on how to make more targeted and personalised treatments for neurological based diseases and conditions with a focus on closed-loop control systems. Students are expected to perform research on circuit implementation for different applications such as pain relief, bionic eye, pace makers. The unit also provides a deep overview on the roadmap of technologies and future trends in bioelectronic medicine and electroceuticals.

Unit details and rules

Academic unit	Biomedical Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	ELEC2104 or BMET2922
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Omid Kavehei, omid.kavehei@sydney.edu.au
Lecturer(s)	Omid Kavehei, omid.kavehei@sydney.edu.au

Type	Description	Weight	Due	Length
Supervised exam ?	Final Exam 40% of the total. Must achieve 40 or above to pass the course	40%	Formal exam period	2 hours
Outcomes assessed:
Tutorial quiz	Online in-tutorial quizzes 6 quizzes in multiple weeks to reinforce lecture or tutorial/lab content.	12%	Multiple weeks	10-20 minutes
Outcomes assessed:
Assignment	Tutorial projects 1 Experimental reports describing the method, and results.	5%	Week 04 Due date: 24 Aug 2023 at 23:59	n/a
Outcomes assessed:
Assignment	Tutorial projects 2 Experimental reports describing the method, and results.	5%	Week 07 Due date: 15 Sep 2023 at 23:59	n/a
Outcomes assessed:
Assignment	Assignment 1 (Project 1) Design Exercise 1 (Project 1) Bio-potential AFE design (ECG / EEG) Lab demo	15%	Week 10 Due date: 13 Oct 2023 at 23:59	n/a
Outcomes assessed:
Assignment	Assignment 2 (Project 2) Design Exercise 2 (Project 1) PPG AFE design Lab demonstration and report s	20%	Week 13 Due date: 03 Nov 2023 at 23:59	n/a
Outcomes assessed:
Participation	Participation and Engagement (Lab) Participation and engagement in the course's Labs	3%	Weekly	entire semester
Outcomes assessed:
= hurdle task ?

Assessment summary

Details of each assessment can be found on Canvas.

Final Exam 40% of the total. Must achieve 40 or above to pass the course
Participation and engagement in the course's tutorials will be accounted for
Tutorial quizzes will be run in weeks 3, 4, 6, 8, 11, and 12
Tutorial projects and assignments will be based off the lab practical sessions.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an exceptional standard as defined by grade descriptors or exemplars established by the faculty.
Distinction	75 - 84	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a very high standard as defined by grade descriptors or exemplars established by the faculty.
Credit	65 - 74	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a good standard as defined by grade descriptors or exemplars established by the faculty.
Pass	50 - 64	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the faculty.
Fail	0 - 49	To be awarded to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard established by the faculty. This grade, with corresponding mark, should also be used in cases where a student fails to achieve a mandated standard in a compulsory assessment, thereby failing to demonstrate the learning outcomes to a satisfactory standard. In such cases the student will receive the mark awarded by the faculty up to a maximum of 49.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The Assessment Procedures 2011 provide that any written work submitted after 11:59pm on the due date will be penalised by 5% of the maximum awardable mark for each calendar day after the due date. If the assessment is submitted more than ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Previous lecture topics review, relevant textbook studies, previous practical material review, and next practical material study.	Individual study (3 hr)
Week 01	Course Introduction and medical devices overview	Lecture (2 hr)
Week 01	Introduction to tools	Practical (2 hr)
Week 02	Sensor and Transducers Part 1	Lecture (2 hr)
Week 02	Introduction to tools	Practical (2 hr)
Week 03	Sensor and Transducers Part 2	Lecture (2 hr)
Week 03	Introduction to tools	Practical (2 hr)
Week 04	Signal filtering and amplification Part 1	Lecture (2 hr)
Week 04	Pulse oximeter front-end	Practical (2 hr)
Week 05	Signal filtering and amplification Part 2	Lecture (2 hr)
Week 05	Design experiment/challenge 1	Practical (2 hr)
Week 06	Signal filtering and amplification Part 3	Lecture (2 hr)
Week 06	Design experiment/challenge 1	Practical (2 hr)
Week 07	Data acquisition and signal processing Part 1	Lecture (2 hr)
Week 07	Design experiment/challenge 1	Practical (2 hr)
Week 08	Data acquisition and signal processing Part 2	Lecture (2 hr)
Week 08	Design experiment/challenge 2	Practical (2 hr)
Week 09	ECG and EEG	Lecture (2 hr)
Week 09	Design experiment/challenge 2	Practical (2 hr)
Week 10	Wireless wearables and implants	Lecture (2 hr)
Week 10	Design experiment/challenge 2	Practical (2 hr)
Week 11	Safety of medical instruments and devices and review	Lecture (2 hr)
Week 11	Presentation competition of added features and research on either of design challenges (1 or 2)	Practical (2 hr)
Week 12	Course and exam review	Lecture (2 hr)
Week 12	Review of design experiments/challenges and presentations	Practical (2 hr)

Attendance and class requirements

Students are expected to attend a minimum of 90% of all timetabled activities.

See the Faculty resolutions for more information:

https://www.sydney.edu.au/handbooks/engineering/rules/faculty_resolutions.shtml

Attendance in labs (practical sessions) are required and will be assessed.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Prescribed textbook:

– Principles of Biomedical Instrumentation. Andrew G. Webb, Cambridge University Press, 2018

–Suggested textbook:

–– Circuits and Electronics: Hands-on Learning with Analog Discovery, John Okyere Attia, CRC Press, 2018

–– Foundations of Analog and Digital Electronic Circuits, Anant Agarwal, Jeffrey Lang, 2005

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. understand and communicate the principles of operation of biomedical microsystems and circuits.
LO2. understand and communicate the application of biomedical microsystems in sensing and stimulation context.
LO3. work together in small groups to carry out a prescribed task and present the outcomes in an oral, written or video format.
LO4. create one or more printed circuit boards with provided guidelines and necessary simulations and understanding the context, as well as components, to allow focused problem solving and inventiveness.
LO5. design and simulation of wireless power transfer and energy harvesting.
LO6. apply engineering principles to answer questions relating to biomedical microsystem circuits and systems both recording and stimulation in an online or offline quizzes, assignments, and/or exams format within or outside the dedicated time for lectures and/or practical sessions.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Stage 1 Competency Standard for Professional Engineer (UG) - 1.1 (L1). Scientific knowledge. (Level 1- Contributing to required standard) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.1 (L3). Scientific knowledge. (Level 3- Exceeding required standard) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.2 (L1). Mathematical and computational methods. (Level 1- Contributing to required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.2 (L2). Mathematical and computational methods. (Level 2- Attaining required standard (Bachelor Honours standard)) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.3 (L1). Specialist discipline knowledge. (Level 1- Contributing to required standard) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.4 (L1). Discipline research knowledge. (Level 1- Contributing to required standard) Discernment of knowledge development and research directions within the engineering discipline 1.4 (L2). Discipline research knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Discernment of knowledge development and research directions within the engineering discipline 1.5 (L1). Discipline context knowledge. (Level 1- Contributing to required standard) Knowledge of contextual factors impacting the engineering discipline. 1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline 1.6 (L1). Discipline professional practice knowledge. (Level 1- Contributing to required standard) Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline. 1.6 (L2). Discipline professional practice knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline. 2.1 (L1). Complex problem-solving. (Level 1- Contributing to required standard) Application of established engineering methods to complex engineering problem solving 2.1 (L2). Complex problem-solving. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of established engineering methods to complex engineering problem solving 2.2 (L1). Use of engineering techniques, tools and resources. (Level 1- Contributing to required standard) Techniques, tools and resources. 2.2 (L2). Use of engineering techniques, tools and resources. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Techniques, tools and resources 2.4 (L1). Engineering project management. (Level 1- Contributing to required standard) Application of systematic approaches to the conduct and management of engineering projects 2.4 (L2). Engineering project management. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of systematic approaches to the conduct and management of engineering projects
	Stage 1 Competency Standard for Professional Engineer (UG) - 1.1 (L1). Scientific knowledge. (Level 1- Contributing to required standard) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.1 (L3). Scientific knowledge. (Level 3- Exceeding required standard) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.2 (L1). Mathematical and computational methods. (Level 1- Contributing to required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.2 (L2). Mathematical and computational methods. (Level 2- Attaining required standard (Bachelor Honours standard)) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.2 (L3). Mathematical and computational methods. (Exceeding required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.3 (L1). Specialist discipline knowledge. (Level 1- Contributing to required standard) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.4 (L1). Discipline research knowledge. (Level 1- Contributing to required standard) Discernment of knowledge development and research directions within the engineering discipline 1.4 (L2). Discipline research knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Discernment of knowledge development and research directions within the engineering discipline 1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline 1.5 (L3). Discipline context knowledge. (Level 3- Exceeding required standard) Knowledge of contextual factors impacting the engineering discipline 1.6 (L2). Discipline professional practice knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline. 1.6 (L3). Discipline professional practice knowledge. (Level 3- Exceeding required standard) Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline. 2.1 (L1). Complex problem-solving. (Level 1- Contributing to required standard) Application of established engineering methods to complex engineering problem solving 2.1 (L2). Complex problem-solving. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of established engineering methods to complex engineering problem solving 2.2 (L1). Use of engineering techniques, tools and resources. (Level 1- Contributing to required standard) Techniques, tools and resources. 2.2 (L2). Use of engineering techniques, tools and resources. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Techniques, tools and resources 2.3 (L1). Engineering design. (Level 1- Contributing to required standard) Application of systematic engineering synthesis and design processes. 2.3 (L2). Engineering design. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of systematic engineering synthesis and design processes. 2.4 (L1). Engineering project management. (Level 1- Contributing to required standard) Application of systematic approaches to the conduct and management of engineering projects 2.4 (L2). Engineering project management. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of systematic approaches to the conduct and management of engineering projects
	Engineers Australia Curriculum Performance Indicators - 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.6. Skills in the design and conduct of experiments and measurements.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 4. ENGINEERING APPLICATION EXPERIENCE 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The feedback of students in the first delivery has been good. We will apply their constructive comments to the delivery of lectures with more time dedicated to examples to elaborate on the theoretical topics.

Additional information

Work, health and safety

Students are expected to follow instructions regarding WHS in the teaching labs.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

BMET5957: Bioelectronic Medicine Circuits and Systems

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect