Outline

Academic unit	Biomedical Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	AMME4981 or BMET4981 OR AMME5981 OR AMME9981
Assumed knowledge ?	AMME9301 AND AMME9302 AND AMME9500 AND MECH9361
Available to study abroad and exchange students	No

Coordinator	Qing Li, qing.li@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assignment #1 - CT/MRI modelling mini-project	15%	Week 06	n/a
Outcomes assessed:
Presentation	Presentation/seminar (mid term)	10%	Week 07	n/a
Outcomes assessed:
Tutorial quiz	Part A: Virtual Paper Question This is a short quiz delivered in the week 12 lecture	15%	Week 12	1 hour
Outcomes assessed:
Online task	Part B: Computer modelling This computer modelling task will take place in the lecture time of week 12	25%	Week 12	2 hours
Outcomes assessed:
Presentation	Presentation/seminar (final)	10%	Week 13	n/a
Outcomes assessed:
Assignment	Assignment #2 - prosthesis modeling mini-project	15%	Week 13	n/a
Outcomes assessed:
Assignment	Major project report	10%	Week 13	n/a
Outcomes assessed:
= hurdle task ? = group assignment ?

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

WK	Topic	Learning activity
Week 01	1. Introduction and overview; 2. Medical imaging	Lecture (5 hr)
Week 02	Image processing and reconstruction	Lecture and tutorial (5 hr)
Week 03	Finite element techniques in biomedical engineering	Lecture and tutorial (5 hr)
Week 04	Modelling analysis in biomedical problems	Lecture and tutorial (5 hr)
Week 05	Design optimisation for biomedical problems	Lecture and tutorial (5 hr)
Week 06	Biomechanical modelling of musculoskeletal systems	Lecture and tutorial (5 hr)
Week 07	#1	Presentation (3 hr)
Week 08	Applied biomaterials	Lecture and tutorial (5 hr)
Week 09	Bone remodelling	Lecture and tutorial (5 hr)
Week 10	Modelling of damage, fracture, and healing	Lecture and tutorial (5 hr)
Week 11	Industry guest lecture	Lecture and tutorial (5 hr)
Week 12	Final quiz	Lecture and tutorial (2 hr)
Week 13	#2	Presentation (3 hr)

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. demonstrate knowledge and skills of design of biomedical devices
LO2. understand design analysis, and validation
LO3. demonstrate knowledge of materials selection in biomedical product development
LO4. demonstrate knowledge of biological response, including remodelling and wound healing, in biomedical product development
LO5. demonstrate knowledge of biomechanical issues in biomedical product development
LO6. demonstrate skills of technical reporting and individual seminar presentation
LO7. demonstrate knowledge of modelling and simulation issues in biomedical product development
LO8. demonstrate knowledge of commercialisation strategies and IP protection in biomedical product development
LO9. understand professional society, ethics and regulationary affairs
LO10. demonstrate skills in a team based project environment
LO11. demonstrate project management skills and ability of progressing the project
LO12. demonstrate skills of searching for relevant literature and patents.

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
	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. 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. 4.5. 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. 5.6. Skills in the design and conduct of experiments and measurements.
	Engineers Australia Curriculum Performance Indicators - 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 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. 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. 4.5. 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. 5.3. 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. 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 - 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;.
	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. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 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.
	Engineers Australia Curriculum Performance Indicators - 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. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 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. 5.5. 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.
	Professional competencies of the newly qualified dentist - 2. Communication and Leadership (covers the ability to work cooperatively and to communicate effectively) - On graduation a dental practitioner must be able to: Engineers Australia Curriculum Performance Indicators - 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. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 5.2. A commitment to safe and sustainable practices. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 1.2. Tackling technically challenging problems from first principles. 3.2. Information literacy and the ability to manage information and documentation. 3.3. Creativity and innovation. 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. 4.3. 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. 5.6. Skills in the design and conduct of experiments and measurements.
	Engineers Australia Curriculum Performance Indicators - 3.3. Creativity and innovation. 5.2. A commitment to safe and sustainable practices. 5.6. Skills in the design and conduct of experiments and measurements. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 1.2. Tackling technically challenging problems from first principles. 3.1. An ability to communicate with the engineering team and the community at large. 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. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 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 - 3.1. An ability to communicate with the engineering team and the community at large. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
	Engineers Australia Curriculum Performance Indicators - 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.
	Engineers Australia Curriculum Performance Indicators - 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. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

Engineers Australia Curriculum Performance Indicators -

Competency code	Taught, Practiced or Assessed	Competency standard
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.
3.7		A capacity for lifelong learning and professional development and appropriate professional attitudes.
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.
4.6		Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business.
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.
5.8		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.

National Standard of Competency for Architects -

Competency code	Taught, Practiced or Assessed	Competency standard
3.5		Exploration and application of ordering, sequencing and modelling of three-dimensional form and spatial content.

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