Outline

Overview

This unit will build on knowledge in materials science and merge knowledge in the biomedical sciences, in particular with the aspects of the human anatomy and physiology. The students will appreciate that developing engineering solutions to solve problems associated with the human body will bring forward a unique set of constraints and conditions not found in alternate contexts. For example, the human body is composed of living constituents called 'cells' that produce matter called 'tissues' in a structured manner to form functioning systems called 'organs'. The function(s) of these cells is heavily dependent on the surrounding physical and chemical cues - the parameters (for which there are multiple) of these cues have to be 'right' or 'optimal' for the cells to function well to produce the correct type of tissue for the correct functioning of the organ. A biomedical engineering solution (e.g. an implantable or wearable device) to treat, monitor or diagnose a disease or medical condition must take these parameters into serious consideration.

Unit details and rules

Academic unit	Biomedical Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	AMME5961 or AMME9961 or MECH4961 or BMET4961 or BMET3961
Assumed knowledge ?	Chemistry, biology, materials engineering, and engineering design at least at the 1000-level. AMME9901 or BMET9901 or 6 credit points of 1000-level biology, 6 credit points of 1000-level chemistry, 6 credit points of 1000-level materials science, 6 credit points of engineering design
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Young No, young.no@sydney.edu.au
Lecturer(s)	Young No, young.no@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Take-home short release)	Final exam Final examination covering the content delivered during the semester	40%	Formal exam period	3 hours
Outcomes assessed:
Assignment	Biomaterials in Industry Report Investigative report on biomaterials used in selected biomedical devices	15%	Week 07	6-8 pages (4000 word limit)
Outcomes assessed:
Presentation	Biomaterials Shark Tank Pitch for use of new biomaterials in existing devices	15%	Week 11	8 minute presentation + Q&A
Outcomes assessed:
Assignment	Supplementary Report for Shark Tank Presentation Supplementary report for biomaterial choice rationale for the presentation	10%	Week 11	3-4 pages (2000 word limit)
Outcomes assessed:
Small continuous assessment	Lecture Quizzes Formative quizzes done during and/or after lectures	10%	Weekly	No time limit
Outcomes assessed:
Small continuous assessment	Tutorial-based learning activities Series of mini-tasks to be completed during tutorials	10%	Weekly	2 hours per week
Outcomes assessed:
= group assignment ? = group assignment with individually assessed component ? = Type D final exam ?

Assessment summary

Final exam: A 2-hour open book exam (no multiple choice – only short/long answer questions), designed to assess the students’ ability to describe and discuss multiple aspects of biomaterials science and engineering.

Tutorial based learning activities: A series of scavenger-hunt style mini-assessments, including research-based and practical-based tasks, which encourage students to seek additional knowledge and content from external sources, and apply their knowledge and findings in the completion of these activities.

For the BMET9961 Masters level students, the final exam and tutorial learning activities will include additional reflective questions regarding the latest state-of-the-art in biomaterials research

Lecture quizzes: ~1% weekly MCQ/short answer quizzes assessing student’s ability to recall key concepts and facts. These can be completed during and/or after the lecture – no specified time limit is applied, but must be completed before the tutorial sessions.

Biomaterials in Industry Report: Students write up an investigative report on the biomaterials used in specific commercially available medical devices and implants, and assess the suitability of the biomaterials in these biomedical applications. This is an assessment for groups of three students.

Biomaterials Shark Tank: Students form hypothetical medtech companies, and propose the use of recently developed biomaterials in literature to replace currently used biomaterials for a new product. Students need to consider not only biomaterials aspects, but also potential cost and manufacturing aspects. The groups will be identical to the previous “Biomaterials in Industry Report”.

Biomaterials Shark Tank Supplementary Report: Groups write up a 3-4 page report on the rationale of biomaterial choice for their new product.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	Submitted work is of exceptional standard, beyond expectations expected of senior undergraduate engineering students. These submissions often satisfy extensive and correct critical analysis (86-90) and provide novel and thought-provoking yet reasoned out discussion points resulting from further independent learning (91+).
Distinction	75 - 84	Submitted assessment tasks are of very good standard. Typically, these assessments are very good in the descriptive nature, with a decent attempt at the critical analysis and thinking in the submission, but gaps are present.
Credit	65 - 74	Submitted assessment tasks are of good standard. Typically, these assessments are good in the descriptive nature, but lack the proper critical analysis and thinking in the submission (65-69), or some attempt has been made but mostly basic in nature (70-74)
Pass	50 - 64	All requirements of assessment met with the minimum satisfactory standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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:

5% per day as per USYD policy will be applied

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
Week 01	Introduction to biomaterials	Lecture (2 hr)
Week 02	Foreign materials in tissues and the body's response	Lecture and tutorial (4 hr)
Week 03	Metals and metal alloys in biomedical engineering	Lecture and tutorial (4 hr)
Week 04	Polymers and hydrogels as biomaterials	Lecture and tutorial (4 hr)
Week 05	Ceramics and glasses as biomaterials	Lecture and tutorial (4 hr)
Week 06	Coatings and composites as biomaterials and uses in biomedical devices	Lecture and tutorial (4 hr)
Week 07	Injectable biomaterials	Lecture and tutorial (4 hr)
Week 08	Plasma coated biomaterials	Lecture and tutorial (4 hr)
Week 09	Conductive biomaterials	Lecture and tutorial (4 hr)
Week 10	Natural hydrogels	Lecture and tutorial (4 hr)
Week 11	Fibre-reinforced hydrogels	Lecture and tutorial (4 hr)
Week 12	Doped calcium silicate ceramics	Lecture and tutorial (4 hr)
Week 13	Revision	Lecture and tutorial (4 hr)

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 readings will be allocated throughout the semester, mainly from published scholarly reviews in international biomaterials journals.

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.

Outcomes
Graduate qualities

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

LO1. Appreciate and recognise the interdisciplinary nature of biomaterials science, whereby concepts from a wide range of areas including materials science, human biology, mechanics, chemistry and physics are brought together
LO2. Develop knowledge and understanding about the factors involved in the selection of a biomaterial for tissue replacement, including mechanical, biocompatibility, material property and fixation factors
LO3. Develop knowledge and understanding about the current state and recent developments in the field of biomaterials.
LO4. Identify, obtain, and analyse research data using appropriate strategies to gain in-depth knowledge and current advances in biomaterials.
LO5. Evaluate and assess the suitability of biomaterials and their engineering considerations, and the limitations in currently available biomaterials in the biomedical device sector
LO6. Evaluate and compare the state-of-the-art, most recently developed materials and biomaterials in peer-reviewed literature
LO7. Devise and propose novel biomedical device solutions, taking mechanical, biological, chemical and physical properties of the materials into account, as well as the financial and technical feasibility, and surgical considerations into account when designing solutions.
LO8. Employ techniques for effective oral and written communication of the concepts and knowledge underlining the background science and engineering applications of biomaterials used in biomedical devices, in a professional manner

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

Responding to student feedback

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

Most of the assessment profile has been retained from last year. Tutorial-based activities and assessment weightings have been revised.

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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

BMET9961: Biomaterials

Semester 2, 2022 [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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect