COURSE CONTENT Semester · 2020-02-06 · 4. Lee Kuan Yew, From third world to first: the Singapore story: 1965:2000, memoirs of Lee Kuan Yew, Times Editions, 2000. (DSS598.S7L478f)

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COURSE CONTENT

Academic Year AY2018/19 Semester 1 Course Coordinator Teoh Swee Hin Course Code EG0001 Course Title Engineers & Society Study Year (if applicable) 3 Pre-requisites Nil No of AUs 3 Contact Hours Lecture: 26 hrs; Tutorial: 13 hr; Lab: 0 hr. Proposal Date 16 Jan 2018

Course Aims

This course aims to provide a general understanding of the society we live in and the engineers’ roles and responsibilities towards society’s well-being. The course is part of broadening education objective in the engineering curriculum. The course covers a wide range of topics including history, political, social and economic development, foreign policy and defence of Singapore and the issues confronting it, the history of engineering, engineering ethics and practices, international politics and globalization and contributions by engineers towards society. The students will have a holistic understanding of Singapore’s past and present situation and on the impact of industry to the society.

Intended Learning Outcomes (ILO)

By the end of this course, you would be able to:

1. Identify how Singapore transited from being a 3rd World to 1st country and lessons to belearnt

2. Illustrate the role engineers play in the development of Singapore and future challenges3. Interpret the significance of professional ethics,4. Interpret the significance of engineering practice in safety and sustainability, and5. Evaluate the significance of globalization and impact of industry to the society

Course Content

S/N Topic Lecture Hrs

Tutorial Hrs

1 Pre-independence history of Singapore 2 1 2 Social and political development issues 2 1 3 Economic and industrial development issues 2 1 4 National cohesion and total defence 2 1 5 History of engineering 2 1 6 Engineering ethics 4 2 7 Engineering practice in Singapore (WSH and sustainability) 4 2 8 Our neighbours and international relations 2 1 9 Challenges of globalization and the new economy 2 1

2

10 Contribution of engineers in the new economy 2 1 11 Impact of industry to the society (by external speakers) 2 1

Total: 26 13

Assessment (includes both continuous and summative assessment)

Component Course LO Tested

Related Programme LO or Graduate Attributes

Weightage Team/ Individual

Assessment rubrics

1. FinalExamination

1, 2, 3, 4, 5 EAB SLOs (f), (g), (h) and (l)

60% Individual Refer to Appendix 1

2 Continuous Assessment (CA): Presentation

1, 2, 3, 4, 5 EAB SLOs (f), (g), (h) and (l)

40% Team Refer to Appendix 1

Total 100%

* EAB Student Learning Outcomes (12 points)

https://www.ies.org.sg/professional/eab/EAB%20Accreditation%20Manual%20-%20Draft%20Revision%203%20full%20document%20.pdf

(f) The engineer and Society: Apply reasoning informed by the contextual knowledge toassess societal, health, safety, legal, and cultural issues and the consequent responsibilitiesrelevant to the professional engineering practice.

(g) Environment and Sustainability: Understand the impact of the professional engineeringsolutions in societal and environmental contexts, and demonstrate the knowledge of, andneed for t h e sustainable development.

(h) Ethics: Apply ethical principles and commit to professional ethics and responsibilities andnorms of the engineering practice.

(l) Life-long Learning: Recognise the need for, and have the preparation and ability to engagein independent and life-long learning in the broadest context of technological change.

Formative feedback

Upon finishing your presentation with Q&A, you will receive feedback on whether you have covered sufficiently with facts/contents, challenges faced/caused/overcome, and going forward with takeaways.

Learning and Teaching approach

Class meets once per week over 2 hours in lecture format and 1 hour in tutorial format for classroom presentation

Approach How does this approach support students in achieving the learning



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outcomes?

Lecture Formal lectures on the topics with in-class discussions

Team presentation

This helps you to achieve one or more of the outcomes, as you need to do self-study, research, and then make classroom presentation.

(The class is split into 6 presentation teams. Two groups will make presentation with Q&A in each week. You will be grouped into 3-5 students per team.)

Reading and References

References: 1. Singapore: Journey into Nationhood, National Heritage Board: Landmark Books, 1998.

(DS610.4.S617j)2. Singapore, a 700-year history: from early emporium to world city / Kwa Chong Guan,

Derek Heng, Tan Tai Yong. National Archives of Singapore, 2009. (DS610.4.K98)3. Johnson Stephen F, Gostelow J Paul and King W Joseph, Engineering and society:

challenges of professional practice, Prentice Hall, 2000. (TA157,J73)4. Lee Kuan Yew, From third world to first: the Singapore story: 1965:2000, memoirs of Lee

Kuan Yew, Times Editions, 2000. (DSS598.S7L478f)5. Lee Kuan Yew: hard truths to keep Singapore going / Han Fook Kwang / et al. Singapore:

Straits Times. (DS610.73.L46L478KY + 1 DVD)6. Singapore [electronic resource]: negotiating state and society, 1965-2015 / edited by Jason

Lim and Terence Lee. New York : Routledge, 2016. Summary: "Critically reflects on 50years of independence. Contributors interrogate a selected range of topics on Singapore'shistory, culture and society--including the constitution, education. [e-book:XX(1614719.1)]

Course Policies and Student Responsibilities

(1) GeneralStudents are expected to make presentations on all assigned projects and attend all tutorialclasses punctually. Students are expected to participate in the Q&A sessions of all thepresentations.

(2) AbsenteeismThe course requires you to attend all tutorial classes to participate in the Q&A sessions of allthe presentations. Absence from class without a valid reason will affect your overall coursegrade. Valid reasons include falling sick supported by a medical certificate and participation inNTU’s approved activities supported by an excuse letter from the relevant bodies. There willbe no make-up opportunities for in-class presentation activities.

Academic Integrity

Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are

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at the core of NTU’s shared values.

As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course.

Course Instructors

Instructor Office Location Phone Email Dr Lum Kit Meng N1-01b-52 6790 5318 [email protected] Dr Chew Ah Seng, David N1-01b-48 6790 5300 [email protected] One invited speaker 2 hours total

Planned Weekly Schedule

Week Lecture Course LO Tutorial Course LO 1 History of engineering - - 2 Pre-independence history of

Singapore 1 Briefing on

presentation -

3 Social and political development issues

1 Consultation on presentation

-

4 Engineering ethics 3 Presentation – Series 1 1, 2, 3, 4, 5 5 Engineering ethics (examples) 3 Presentation – Series 1 1, 2, 3, 4, 5 6 Engineering practice in

Singapore (WSH) 4 Presentation – Series 1 1, 2, 3, 4, 5

7 Engineering practice in Singapore (sustainability)

4 Presentation – Series 2 1, 2, 3, 4, 5

8 Economic and industrial development issues


9 National cohesion and total defence


10 Our neighbours and international relations


11 Challenges of globalization and the new economy


12 Contribution of engineers in the new economy


13 Impact of industry to the society (by external speakers)

5 Presentation – if needed

1, 2, 3, 4, 5

Appendix 1: Assessment Rubric

http://www.ntu.edu.sg/ai/ForEveryone/Pages/NTUAcademicIntegrityPolicy.aspx

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Performance Level/Criteria Performance Indicators/ Course LO

Tested

Below expectations: 1

Average, meet expectation: 2 Good: 3 Outstanding: 4

Apply workplace safety measures for protection of people and property/ LO 4

Unable to apply concepts applicable for workplace safety measures

Able to apply concepts applicable for workplace safety measures for one or two situations

Able to apply concepts applicable for workplace safety measures for some situations

Able to apply concepts applicable for workplace safety measures for most situations

Recognise the needs and the importance of life-long learning/ LO 1, 2, 5

Unable to recognise the needs and importance of life-long learning

Able to recognise the needs and importance of life-long learning one or two situations

Able to recognise the needs and importance of life-long learning for some situations

Able to recognise the needs and importance of life-long learning for most situations

Adopt systems thinking for sustainable development/LO 4

Unable to adopt systems thinking for sustainable development

Able to adopt systems thinking for sustainable development for one or two situations

Able to adopt systems thinking for sustainable development for some situations

Able to adopt systems thinking for sustainable development for most situations

Comprehend engineering codes of ethics/ LO 3

Unable to comprehend the engineering codes of ethics

Able to comprehend one or two aspects of engineering codes of ethics

Able to comprehend some aspects of engineering codes of ethics

Able to comprehend the complete spectrum of engineering codes of ethics

Apply engineering codes of ethics to avoid conflicts/ LO 3

Unable to apply engineering codes of ethics to working life of an engineer

Able to apply engineering codes of ethics to one or two situations in the working life of an engineer

Able to apply engineering codes of ethics to some situations in the working life of an engineer

Able to apply engineering codes of ethics to all situations in the working life of an engineer

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Academic Year AY2019/20 Semester 2

Course Coordinator Yong Keen Mun Kelvin

Course Code CH0494

Course Title Introduction to Data Science and Artificial Intelligence

Pre-requisites

CE/CZ1003 BG2211 CH2107 CV1014 MS1008 MA1008 EE1005 RE1016

Introduction to Computation Thinking Introduction to Computational Thinking Introduction to Computational Thinking Introduction to Computational Thinking Introduction to Computational Thinking Introduction to Computational Thinking From Computational Thinking to Programming Engineering Computation

No of AUs 3

Contact Hours

LECTURES

0 LAMS/TEL

(Online Videos and Resources)

16 EXAMPLE CLASSES

(Hands-on Sessions

and Seminars)

26

Proposal Date 20 September 2019

Course Aims

In today's era of Information, ‘Data’ is the new driving force, provided we know how to extract relevant

‘Intelligence’. This course will start with the core principles of Data Science, and will equip you with the

basic tool and techniques of data handling, exploratory data analysis, data visualization, data-based

inference, and data-focussed communication. The course will also introduce you to the fundamentals of

Artificial Intelligence – state space representation, uninformed search, and reinforcement learning.

The course will motivate you to work closely with data and make data-driven decisions in your field of

study. The course will also touch upon ethical issues in Data Science and Artificial Intelligence, and

motivate you to explore the cutting-edge applications related to Big Data, Neural Networks and Deep

Learning. Python will be the language of choice to introduce hands-on computational techniques.


By the end of this course, you (as a student) would be expected to be able to:

1. identify and define data-oriented problems and data-driven decisions in real life,

2. discuss and illustrate the problems in terms of data exploration and visualization,

3. apply basic machine learning tools to extract inferential information from the data,

4. compose an engaging “data-story” to communicate the problem and the inference,

5. outline the roles and requirements of artificial intelligence in practical applications,

6. discuss and explain fundamentals of state space search and reinforcement learning.

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Course Content

Topics LAMS/TEL (Hours)

Example Classes

(2-Hour Sessions)

1 Data-Analytic Thinking

What is Data Science? – The core problems and solutions.

Extracting Intelligence from Data – formulating problems.

Introduction to Python.

1

3

Problem Formulation, Data

Wrangling, Cleaning and Preparation

(2 weeks) 2 The Data Pipeline

Types of Data in various practical Data Science scenarios.

Data Wrangling, Cleaning and Preparation using Python.

1

3 Data Presentation

Basic concepts in Statistics and Exploratory Data Analysis.

Data Exploration and Data Visualization using Python.

Case Studies involving Structured and Unstructured Data

2

Basic Statistics, Data Exploration and Visualization

(2 weeks)

4 Data-driven Inference

Basics of Machine Learning : Prediction and Classification.

Prediction and Classification techniques using Scikit-Learn.

2

Prediction and Classification

(2 weeks)

5 Data-driven Identification

Basics of Machine Learning : Clustering and Anomalies.

Clustering and Anomaly Detection using Scikit-Learn.

1

Clustering and Anomaly Detection

(1 week)

6 Digital Storytelling

Data-driven Dashboards, Websites and Presentations.

Data Presentation using Python Notebooks and Plotly.

1

Data Presentation and Dashboards

(1 week)

7 Artificial Intelligence

What is Artificial Intelligence? – History and State-of-Art.

Principles of problem solving and the State Space Search.

Case Studies for State Space Search and Search Algorithms

2

State Space Search and misc. Search

Algorithms

(2 weeks)

8 Reinforcement Learning and AI

Introduction to Reinforcement Learning in context of AI.

Fundamentals of Markov Processes and Q-Learning.

2

Markov Processes and Q-Learning

(2 weeks)

9 Ethics in DS&AI

Ethical considerations and the idea of responsible DS&AI. 0.5 Ethical Data

Science and AI

(1 week) 10 State-of-the-Art in DS&AI

Progress in Big Data, Neural Networks and Deep Learning. 0.5

Check for Hours = 16 = 26

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Design Philosophy

The primary goal of this course is to enhance your “Digital Literacy” by introducing you to some real-life application of data-driven computational thinking and decision, so that you may observe the true power of your computing skills in handling practical problems. The course is planned in three parts – core data-science module, machine learning tool and techniques, and fundamentals of artificial intelligence. Core Data-Science Module o Week 1 will teach you the premise of Data Science, and how to formulate data-oriented problems o Week 2 will teach you how to wrangle acquired data to suit your needs, and how to get it cleaned o Weeks 3 and 4 will introduce you to the art of presenting data, with basic exploratory data analysis Machine Learning Tools o Weeks 5 and 6 will dive into Machine Learning to explore the use of basic models in Data Science o Week 7, right before the break, will introduce you to basic techniques of finding Patterns in Data o Week 8 will tie together the ideas of Data Science and Machine Learning on a Digital Storyboard Artificial Intelligence o Weeks 9 and 10 will introduce you to the domain of Artificial Intelligence through Search Space o Weeks 11 and 12 will extend the notion of AI to Reinforcement Learning and Markov Processes o Week 13 will end the course by exposing you to the ethical responsibilities of Data Scientists in using

the tools and techniques of Artificial Intelligence, and will motivate you to probe deeper in the field In due flow of the course, we will also refresh basic concepts in Statistics and Computing that you may have already seen in the previous semester. The new principles and techniques that you will learn in this course will be related to the practical tools of data analysis and state-space search, along with use and presentation of data in various forms and shape. You will also learn specific applications of DS&AI in your field of study, through real-life applications and case studies. We hope this will pique your interest!



Related Programme LO or Graduate

Attributes

Weightage Team/Individual Assessment Rubrics

TEL participation and TEL MCQs

1,2,3,5,6 a,b,h,l 10% Individual Appendix 1

Online Quizzes based on MCQs

1,2,3,5,6 a,b,h 40% Individual Appendix 1

Exercises in Example Class

1,2,3,4,5,6 a,b,c,d,e,f,h,j 20% Individual Appendix 2

Mini Project in Example Class

1,2,3,4,5,6 a,b,c,d,e,f,i,j 30% Team + Individual Appendix 3

Total 100%

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Mapping of Course SLOs to EAB Graduate Attributes

Course Student Learning Outcomes Cat EAB’s 12 Graduate Attributes*

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

EE0005 Introduction to Data Science and Artificial Intelligence Core ◐ ◐ ◐ ◐

Overall Statement

This course, as a part of the “Digital Literacy” program, aims to introduce you to the core techniques of data science, machine learning and artificial intelligence, including data manipulation, visualization, statistical modelling, inference, data presentation, state space search algorithms, and reinforcement learning, which constitute the toolbox for any Data Science & Artificial Intelligence practitioner.

1. identify and define data-oriented problems and data-driven decisions in real life

(a), (b), (d), (f), (i), (j), (l)

2. discuss and illustrate the problems in terms of data exploration and visualization

(a), (b), (c), (d), (e), (i), (j), (l)

3. apply basic machine learning tools to extract inferential

information from the data (a), (b), (c), (d), (e), (i)

4. compose an engaging “data-story” to communicate the problem

and the inference (a), (b), (e), (f), (h), (i), (j)

5. outline the roles and requirements of artificial intelligence in

practical applications (a), (b), (d), (f), (h), (l)

6. discuss and explain fundamentals of state space search and

reinforcement learning (a), (b), (c), (d), (e), (i)

Legend: Fully consistent (contributes to more than 75% of Student Learning Outcomes)

◐ Partially consistent (contributes to about 50% of Student Learning Outcomes) Weakly consistent (contributes to about 25% of Student Learning Outcomes) Blank Not related to Student Learning Outcomes

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*The graduate attributes as stipulated by the EAB, are:

(a) Engineering knowledge: Apply the knowledge of mathematics, natural science, engineering fundamentals, and an engineering specialisation to the solution of complex engineering problems.

(b) Problem Analysis: Identify, formulate, research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.

(c) Design/development of Solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations.

(d) Investigation: Conduct investigations of complex problems using research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.

(e) Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modelling to complex engineering activities with an understanding of the limitations.

(f) The engineer and Society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the professional engineering practice.

(g) Environment and Sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for the sustainable development.

(h) Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice. (i) Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary

settings. (j) Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large,

such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.

(k) Project Management and Finance: Demonstrate knowledge and understanding of the engineering and management principles and economic decision-making, and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.

(l) Life-long Learning: Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.

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Formative feedback

TEL participation and TEL MCQs : This is an online exercise. You will see you scores, your answers, the correct answers, feedback on your incorrect answers, and explanations for the correct answers, immediately after you have submitted your answers online. Online Quizzes based on MCQs : These are online exercises too. You will see you scores, your answers, the correct answers, feedback on your incorrect answers, and explanations for the correct answers, immediately after you have submitted your answers online. Exercises in Example Class : Individual feedback will be provided to you after proper evaluation of your submissions. The answers will be discussed in the class, and you will also get to know the basic score statistics of the other students in the same cohort. Mini Project in Example Class : You will be guided in choosing the topic, and the instructor will also help you during the course of the project, as and when required. Regular interactions with the instructor will be arranged to monitor your progress, and to provide you with constructive criticism.


Approach How does this approach support students in achieving the learning outcomes?

LAMS/TEL (Online Video)

Topics will be delivered as a series of online videos lectures, and you will also be provided reference materials for self-study to achieve the ILOs.

Example Class (Face-to-Face)

Example Classes will be used for seminar sessions for students to discuss, debate and clarify the contents of the online LAMS/TEL contents, as well as hands-on sessions to equip students with practical knowledge on data science, machine learning and artificial intelligence, and to guide in terms of the design and implementation of a mini project, to achieve the ILOs.


There is no single textbook for the course. The following books and resources will be used as references.

1. Python Data Science Handbook : Jake VanderPlas : O’Reilly (1st edition) 2. An Introduction to Statistical Learning : James, Witten, Hastie, Tibshirani 3. Artificial Intelligence: A Modern Approach : Russell and Norvig (3rd edition)

Additional resources, if required, will be shared with you in the LAMS/TEL videos and Example Classes.

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As a student of the course, you are required to abide by both the University Code of Conduct and the Student Code of Conduct. The Codes provide information on the responsibilities of all NTU students, as well as examples of misconduct and details about how students can report suspected misconduct. The University also has the Student Mental Health Policy. The Policy states the University’s commitment to providing a supportive environment for the holistic development of students, including the improvement of mental health and wellbeing. These policies and codes concerning students can be found in the following link: http://www.ntu.edu.sg/SAO/Pages/Policies-concerning-students.aspx

Academic Integrity

Good academic work depends on honesty and ethical behavior. Quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honor Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values. As a student of NTU, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at the University. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, and collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course.

Course Instructor(s)

Instructor Office Location Phone Email

Yong Keen Mun Kelvin N1.2-B2-26B 69081989 [email protected]


Week Topic Course LO Readings Example Class Activities

1 Data-Analytic Thinking

What is Data Science? – The core problems and solutions. Extracting Intelligence – formulating problems.

Introduction to the Python programming language.

1,2 Online Video (LAMS/TEL)

Defining a Data Science Problem in real-life. Familiarization with Python tools for DS.

2 The Data Pipeline

Types of Data in various practical Data Science scenarios. Data Wrangling, Cleaning, Preparation.


Extraction, Wrangling, Cleaning, Preparation of Data using Pandas.

3 Data Exploration

Basic concepts in Statistics and


EDA using Case Studies involving Structured and

http://www.ntu.edu.sg/SAO/Pages/Policies-concerning-students.aspx


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Exploratory Data Analysis. Unstructured Data

4 Data Presentation

Data Exploration and Data Visualization using Python.


Visualization tools in Python and the basics of Data Visualization

5 Data-driven Predictions

Prediction using techniques of Regression and Time Series


Using Prediction tools from Scikit-Learn.

6 Data-driven Classification

Classification using techniques of Decision Trees and Support Vectors


Using Classification tools from Scikit-Learn.

7 Data-driven Identification

Clustering and Anomaly Detection.


Using Clustering tools from Scikit-Learn.

8 Digital Storytelling

Data-driven Dashboards, Websites and Presentations.


Data Presentation using Notebooks and Plotly.

9 Artificial Intelligence

What is Artificial Intelligence? – History and State-of-Art. Principles of problem solving and State Space.



10 Uninformed Search

Search Algorithms : breadth-first, depth-first, IDA, uniform-cost.



11 Reinforcement Learning

Introduction to Reinforcement Learning in context of AI. Basics of Markov Processes and Q-Learning.


Case Studies for Reinforcement Learning

12 Reinforcement Learning

Introduction to Reinforcement Learning in context of AI. Basics of Markov Processes and Q-Learning.


Case Studies for Reinforcement Learning

13 Ethics and State-of-the-Art

Ethical considerations and the idea of responsible DS&AI. Progress in Big Data, Neural Net, Deep Learning.


Ethical considerations and the idea of responsible DS&AI.

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Appendix 1 : Assessment Criteria for TEL MCQs You will complete 13 online LAMS/TEL sessions, including embedded MCQs (or similar). The maximum score is 10% of your total marks. You will take 2 online quizzes based on MCQs (or similar) during the semester. The maximum score is 40% (15 + 25) of your total marks. Appendix 2 : Assessment Criteria for Exercises in Example Class You will take 1 hands-on Lab Quiz during the semester, based on the material covered during the Labs or the Example Classes. You will need to code for this quiz (at least major part of it), and the maximum score for the Lab Quiz is 20% of your total marks. Appendix 3 : Assessment Criteria for Mini Project You will submit the code(s) for data analysis, the visualization dashboard, and a final report to illustrate the Mini Project – both the problem and the solution. Mini-Project will be graded out of 100 points, with 80 points for the Team Exercise (code, presentation, report) and 20 points for Individual contribution. The Individual contribution will be judged based on an Oral Evaluation after project presentation. The score for the Mini-Project, graded out of 100, will then be scaled down to 30% of your total marks.

Criteria Standards

Fail standard

(0-40 %)

Pass standard

(41-74 %)

High standard

(75-100 %)

Identify the core definition of the problem, and plan the data-driven solution.

(LO 1, 3, 5)

Identifying completely wrong definitions of the problems, and planning solutions that are somewhat related but are not the actual solutions expected for the problems.

Identifying the correct and relevant definitions of the problems in line with the course materials, planning solutions reasonably in line with solutions expected for the problems, and trying to relate the course materials to the planned solutions. Accuracy and clarity can be further improved.

Identifying the correct and relevant definitions of the problems in line with the course materials, planning technically accurate steps for the solutions that are expected for the problems, and clearly connecting the course materials to the planned solutions.

Explore the data effectively and devise required models to solve the problems.

(LO 2, 3, 6)

Ad hoc analysis of the data and arbitrary steps in building the model without properly connecting the concepts with relevant concepts from the course. No or little evidence of critical evaluation of the proposed solution.

Logical exploration of the data that demonstrates a good understanding of the concepts from the course, and building models with reasonable accuracy to solve the problems. Reasonable evidence of critical thinking related to the proposed solution, and producing solutions with

Clear logical flow of data exploration of that demonstrates a good understanding of the concepts from the course (and beyond), and building models with high accuracy to solve the problems. Extensive evidence of critical thinking related to the proposed solution, and

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some degree of intuition and justification (rigorous steps for model-building or validation of models and results may be missing).

producing solutions with clear intuition and proper justification, including rigorous steps for model-building and validation of the models and results.

Overall Editorial Standard of the Solution and the Final Report.

(LO 4)

Disorganised format and arrangement of the code and report, without any comment or little/no mention of references/resources.

Clear logical flow and well-formatted arrangement of the code and report, with all essential components. Reasonable comments and reasonable documentation of references /resources.

Clear logical flow and well-formatted arrangement of the code and report, with all essential components. Detailed set of technical comments to illustrate the choices made towards the solution, and to highlight the inferences. Proper documentation of references /resources.

Your Individual contribution (20 points out of 100) towards the Mini-Project will be judged based on an Oral Evaluation, as per the following rubrics.

Criteria Standards

Fail standard

(0-40 %)

Pass standard

(41-74 %)

High standard

(75-100 %)

Understanding of the Project and Individual Contribution.

(LO 1, 2, 3)

Little understanding of problem definition, solution techniques, data exploration and machine learning tools used in the project. Individual contribution is too low compared to the team-mates.

Decent understanding of problem definition, solution techniques, data exploration and machine learning tools used in the project. Individual contribution to the project is proportional to the team size and project difficulty.

Clear understanding of problem definition, solution techniques, data exploration and machine learning tools used in the project. Individual contribution to the project is significantly high compared to team-mates.

BG1101 Introduction to Biomedical Engineering (Core) [Lectures: 26 hours; Tutorials: 0 hours; Pre-requisites: NIL; Academic Unit: 2.0]

Objectives

This course will provide students with fundamental concept of biomedical engineering and foundational knowledge for subsequent bioengineering courses. The aims of this course are to provide adequate breath in identifying the many challenging issues in biomedical engineering, encourage team work, improve communication skills and develop compelling arguments during discussion and when examined. It also encourages creativity in presentation style.

Student Learning Outcomes

Upon successful completion of this course, students should:

Have a broad overview in the various fields of biomedical engineering.

Gain a basic understanding and build a foundation for future biomedical engineering courses.

Appreciate the interplay between the basic knowledge in mathematics, physics, chemistry, and biology and their applications to biomedical engineering.

Learn how to work in a team and to present the technical knowledge learned in class.

Course Assessment

Students will be assessed by:

• Continuous assessment (100%)- Quiz (30%)

- Poster Presentation (70%)

References

1. John Enderle , et. al. , “Introduction to Biomedical Engineering”, 2ed., Academic Press, 2005.

Topic

1. Introduction To Biomedical Engineering. Bioethics And Regulatory Issues.2. Anatomy And Physiology.3. Biomechanics And Rehabilitation Engineering4. Biomaterials And Tissue Engineering.5. Bioinstrumentations And Biosensors6. Biosignal Processing And Physiological Modeling.7. Bioelectric.8. Bioinformatics And Computational Biology.9. Bioimaging10. Biomedical Optics.

BG1103 – Chemistry for Engineers (Core)

[Lectures: 26 hours; Tutorials: 13 hours; Pre-requisites: Nil; Academic Unit: 3]

Objectives

To learn general college chemistry at a fundamental level. To get introduction and reinforcement about physical chemistry, inorganic chemistry and organic chemistry. Inorganic and physical chemistry cover reaction kinetics, chemical equilibrium, ionic equilibrium, and electrochemistry, while organic chemistry covers organic compounds, their structures, properties, nomenclature, and applications.


Students will learn general college chemistry at a fundamental level including physical chemistry, inorganic chemistry and organic chemistry. With that students are able to build up foundations for the future learning of Biochemistry, Biomolecular Engineering, Thermodynamics, Materials Science, Biomaterials, and Nanomaterials/technology.

Course Assessment

Students will be assessed on

(a) Continuous assessment (40%)

(b) Final examination (60%)

References

1. Raymond Chang, Chemistry, 8th Edition, McGraw-Hill, Inc, 20052. J. A. Dean, Lange's Handbook of Chemistry, 15th Edition, McGraw-Hill, Inc.Biophysics, R. Glaser,

Springer.3. J. E. Brady and J. R. Holum, Chemistry, the Study of Matter and Its Change, 2nd edition, John Wiley

& Sons, 19964. J. A. Dean, Lange's Handbook of Chemistry, 15th Edition, McGraw-Hill, Inc.

Topics

1. Basic Concepts2. Chemical Bonding3. Reaction Kinetics4. Chemical Equilibrium5. Acids And Bases, Activity6. Electrochemistry7. Organic Structure, Bonding And Reactions8. Aliphatic And Aromatic HydrocarbonSynthetic And Natural Organic Polymers

BG1105 – Materials Science (Core) [Lectures: 26 hrs; Tutorials: 13 hrs; Prerequisites: Nil; Academic Units: 3]

Objectives

Materials Science is an interdisciplinary field where the properties of materials are related to its structure at the atomic, microscopic and macroscopic levels. Understanding this relationship helps us achieve the required combination of properties in a given material for specific functionalities and therefore applications. This is an introductory course where basic scientific concepts are evolved, from fundamental physics and chemistry, to the roles of atomic and micro/macroscopic structures on the properties of different type of materials. Important functional properties such as metallic, semiconducting, optical, magnetic, thermal and mechanical properties are covered in greater details. This course also includes the use of materials in Bioengineering. At the end of the course, the student should be able to:

1. Know the microstructure of materials including atomic structure, crystal structure, defects, phasediagrams of alloys, etc.

2. Know different types of material properties and their general testing procedures3. Know different type of materials and their general properties.4. Understand the relationship among structure, processing and properties.5. Have a basic idea how to choose a material with required properties for a specific application

especially in Chemical Engineering and Bioengineering.


At the end of the course, the student should be able to:

1. Understand the structures of materials including atomic structure, crystal structure, defects, phasediagrams of alloys, etc.

2. Know different types of material properties and their general testing and characterizing procedures.3. Know different type of materials and their general properties.4. Understand the relationship among structure, processing and properties.5. Have a basic idea how to choose a material with required properties for a specific application

especially in Bioengineering.

Course Assessment




References

1. William D. Callister, Materials Science and Engineering: An Introduction, 7th edition, Wiley, 2007.2. J. F. Shackelford, Introduction to Materials Science for Engineering, 7th edition, Pearson, 2009.3. W. D. Callister, Materials Science and Engineering: An introduction, 6th Ed., John Wiley, 2003.

4. W. F. Smith and J. Hashemi, Foundations of Materials Science and Engineering, 4th Ed., McGrawHill, 2006.

Topics 1. Introduction2. Bonding Between Atom3. Building Blocks Of Materials4. Mechanical Properties Of Materials5. Phases And Microstructures6. Functional Properties Of Materials

BG1107 – Engineering Mathematics (Core)

[Lectures: 39 hrs; Tutorials: 13 hrs; Pre-requisite: MH1810 Mathematics; Academic Units: 4.0]

Objectives

To learn advanced engineering analysis in modeling, solutions of differential equations using methods involving Laplace transform and linear algebra, multiple integrals and vector calculus as well as probability and statistics. After completing this course, the student will be able to apply the analytical tools and fundamental concepts learnt in this course to various engineering disciplines in the following years of study.


After completing this course, the student will be able to apply the concepts of this course to various engineering disciplines in the following years of study. At the end of this course, the student will be able to:

• Model a simple system to obtain a first order ODE.• Solve linear and nonlinear first order ODEs as well as the second order linear homogeneous and

nonhomogeneous ODE• Solve initial value problems using the Laplace transform.• Calculate determinant and matrix inverse of higher order matrices.• Solve a system of linear algebraic equations using Laplace transform.• Calculate eigenvalues and eigenvectors• Use eigenvalues and eigenvectors to solve the 1st order linear systems• Apply partial derivatives to evaluate directional derivatives, gradient vectors, tangent planes, etc.• Determine the extrema of functions of multiple variables and apply it to different practical

maximization/minimization problems.• Apply multiple integral to evaluate areas, volumes, etc.• Apply vector algebra to solve geometry problems.• Perform line integral and surface integral over given curves and surfaces.• Use Fourier series to represent any periodic function• Apply the method of separation of variables to solve 1D heat equations• Understand probability theory and basic mathematical statistics

Course Assessment


(a) Final examination (70%)

(b) Continuous assessment : assignment & quizzes (30%)

References

1. Erwin Kreyszig, Advanced Engineering Mathematics, 10th edition, John Wiley & Sons, 2010.

Topics

1. Modeling, Linear And Nonlinear 1st Order ODE2. 2nd Order ODE: Linear Homogeneous And Applications3. 2nd Order ODE: Linear Nonhomogeneous And Applications4. Laplace Transforms, Heaviside Function5. Linear Algebra And Eigenvalues/Eigenvectors6. System Of The First Order Linear ODE7. Partial Differentiation8. Multiple Integrals9. Vector Algebra And Calculus10. Fourier Series And Partial Differential Equations11. Probability And Statistics

Academic Year 2020 Semester 2 Course Coordinator

Yap Peng Huat Eric

Course Code BG1109 Course Title Anatomy & Physiology Pre-requisites Nil No of AUs 3 Contact Hours 26 hours lecture, 13 hours team-based learning and project Proposal Date 20 Nov 2019

Course Aims This course will provide you with the basic knowledge of human anatomy and physiology in the context of macroscopy and microscopic structure, mechanics and function. The focus is on the healthy body, with reference to diseases and ageing. It provides basic biological knowledge in human systems for bioengineering applications.

Intended Learning Outcomes (ILO) Students are expected to be able to: 1. Identify basic human anatomical parts and organ systems2. Describe key physiological processes3. Explain the interplay between structure and function, in health, disease and ageing4. Communicate the application of anatomy and physiology knowledge to bioengineering solutions

Course Content This is a one semester course on basic human anatomy and physiology. It is tailored for engineering students and does not require biology at GCE “A” level.

You will be introduced to key concepts in anatomy and physiology. A systems approach will be used covering: Skin, Musculo-skeletal, Cardio-respiratory, Nervous, Gastro-intestinal, Endocrine, Urinary and Reproductive systems. The emphasis is to understand how structure enables function and how these are perturbed in disease and ageing.

The course covers physiology, gross anatomy, tissue histology (microscopy) and basic pathology. It does not include molecular & cell biology and immunology (which are covered in other modules).

The course also covers broader aspects of how anatomical and physiological knowledge are applied for biomedical engineering and instrumentation, in real-world medical and research contexts, and in interaction with scientists and clinicians. The course includes a session viewing real and plastinated specimens at the Anatomy Learning Centre at the Clinical Sciences Building, Novena.

Details of the Course Curriculum are available online: https://sites.google.com/view/aandp3/contents/course-curriculum

https://sites.google.com/view/aandp3/contents/course-curriculum

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Related Programme LO

or Graduate Attributes

Weighting

Team /Individual

Assessment rubrics

1. Mid-termAssessment

1, 2, 3, 4 a, b, f 40% Individual Single Best Answer (MCQ)

2. Final Exam[2.5hr, ClosedBook]

1, 2, 3, 4 a, b, c, e, j, l 60% Individual Single Best Answer (MCQ) and Short Questions

Total 100%

Mapping of Course ILOs to EAB Graduate Attributes

Course Intended Learning Outcomes Cat EAB’s 12 Graduate Attributes*

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) Core ● ● ● ◐ ◐ ◐ ◐ ◐

Identify basic human anatomical parts and organ systems a Describe key physiological processes a

Explain the interplay between structure and function, in health, disease and ageing a, b, f

Communicate the application of anatomy and physiology knowledge to bioengineering solutions a, b, c, e, j, l

Legend: ● Fully consistent (contributes to more than 75% of Intended Learning Outcomes)◐ Partially consistent (contributes to about 50% of Intended Learning Outcomes)š Weakly consistent (contributes to about 25% of Intended Learning Outcomes) Blank Not related to Student Learning Outcomes

Formative feedback Individual Readiness Assessment (MCQ) answers will be discussed during Team-based learning class, and open for Burning Questions discussion.



Blended format The flipped classroom comprises overview videos, live and pre-recorded lectures, and readings. It allows students to follow lectures on e-textbook, with visual and auditory learning.

Team-based learning (TBL)

Individual and team readiness assessments, burning questions, application exercises with on-site demonstrations in anatomy learning center, allows group discussion, problem solving and interactive communication.

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Reading and References The course is based on an online multi-media textbook, that is specially written for the course:

Anatomy and Physiology for Bioengineering https://sites.google.com/view/aandp3

This resource is available free online in various formats, for PC, tablets and phones, allowing for mobile learning.

Course Policies and Student Responsibilities General: Students are expected to complete all online activities and take all scheduled assignments and tests. Students are expected to take responsibility to follow up with course notes, assignments and course related announcements. Students are expected to be prepared for and actively participate in all TBL discussions and activities. Attending lectures in person is optional as lecture videos are available online.

Continuous assessments: Students are required to complete the individual and team readiness assessments (quizzes). These will be marked but will not contribute to the final grade. There is a mid-term CA quiz that will be graded.

Absenteeism: Weekly TBL are an integral part of learning, discussion and application. Attendance without prior notice will be monitored.

Academic Integrity Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values.


Course Instructors

Instructor Office Location Phone Email Eric Yap (A/Prof) #12-01 CSB Novena 81234825 [email protected] Sreenivasulu Reddy Mogali (Asst Prof)

#07-01 CSB Novena [email protected]

Ranganath Vallabhajosyula (Dr)

#07-01 CSB Novena [email protected]

https://sites.google.com/view/aandp3



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Week Topic Course LO Readings/ Activities

1 Introduction, Tissues

Understand Structural Organization of body, Homeostasis, Anatomical terms, Nervous, Muscle and Epithelial Tissues. ILO 1, 2, 3, 4

Lecture 1, Video, Reading

TBL

2 Connective Tissue & Integumentary system

Understand and describe Connective Tissue, Skin layers, Accessory Structures, Functions. ILO 1, 2, 3, 4


TBL

3 Musculo-Skeletal System 1

Understand and describe Bone functions, structure, formation, Axial & Appendicular skeleton, Fractures, Joint Classification, Synovial joints. ILO 1, 2, 3, 4


TBL

4 Musculo-Skeletal System 2

Understand and describe Muscle types, gross & histology, physiology, Major muscles. ILO 1, 2, 3, 4


TBL

5 Gastro-Intestinal & Endocrine Systems

Understand and describe Digestive system, endocrine glands and hormonal regulation. ILO 1, 2, 3, 4


TBL

6 Cardiovascular System and Blood

Understand and describe Blood, heart, circulatory system. ILO 1, 2, 3, 4


TBL

7 Respiratory System Lecture 7, Video, Reading

page 5

Understand and describe Airways, Lungs, Breathing, Respiration, Gaseous transfer. ILO 1, 2, 3, 4

TBL

8 Bio-Engineering Problems 1

Pose and analyse health issues in body regions and system that need bio-engineering solutions. ILO 3, 4

Assessment & Briefing

9 Nervous System 1:

Understand and describe Neuron structure and physiology of excitable cells, central and peripheral nervous system. ILO 1, 2, 3, 4


TBL

10 Nervous System 2

Understand and describe Autonomic nerves, sensory organs, somatic nervous system. ILO 1, 2, 3, 4


TBL

11

Clinical and Engineering Applications*

Visualise and manipulate real anatomical and pathological specimens so as to develop understanding of realworld bioengineering, medical and ethical issues. ILO 1, 3, 4

Visit to Anatomical Learning Centre, CSB*

Demonstrations, Applications, Practicals

12 Urinary & Reproductive Systems

Understand and describe Urinary system, Fluid salt balance, male & female reproduction, Sex hormones. ILO 1, 2, 3, 4


TBL

13 Bioengineering Problems 2

Analyse, Design, Solve and Communicate Problems and Solutions in Bioengineering. ILO 3, 4

Student Seminar

Detailed Learning Objectives are listed in the Course Website online: https://sites.google.com/view/aandp3/1-introduction-to-the-human-body

https://sites.google.com/view/aandp3/1-introduction-to-the-human-body

page 6

Appendix 1: Assessment Criteria

Criteria Unsatisfactory: <40%

Borderline: 40% to 49%

Satisfactory: 50% to 69%

Very good: 70% to 89%

Exemplary: >90%

MCQ Score <40% Score 40-49% Score 50-69% Score 70-89% Score >90% MCQ and Short Questions

Score <40% Score 40-49% Score 50-69% Score 70-89% Score >90%

Appendix 2: The EAB (Engineering Accreditation Board) Accreditation SLOs (Student Learning Outcomes)

a) Engineering knowledge: Apply the knowledge of mathematics, natural science,engineering fundamentals, and an engineering specialisation to the solution of complexengineering problems

b) Problem Analysis: Identify, formulate, research literature, and analyse complexengineering problems reaching substantiated conclusions using first principles ofmathematics, natural sciences, and engineering sciences.

c) Design/development of Solutions: Design solutions for complex engineering problemsand design system components or processes that meet the specified needs withappropriate consideration for public health and safety, cultural, societal, andenvironmental considerations.

d) Investigation: Conduct investigations of complex problems using research-basedknowledge and research methods including design of experiments, analysis andinterpretation of data, and synthesis of the information to provide valid conclusions.

e) Modern Tool Usage: Create, select, and apply appropriate techniques, resources, andmodern engineering and IT tools including prediction and modelling to complexengineering activities with an understanding of the limitations

f) The engineer and Society: Apply reasoning informed by the contextual knowledge toassess societal, health, safety, legal, and cultural issues and the consequentresponsibilities relevant to the professional engineering practice.

g) Environment and Sustainability: Understand the impact of the professional engineeringsolutions in societal and environmental contexts, and demonstrate the knowledge of, andneed for the sustainable development.

h) Ethics: Apply ethical principles and commit to professional ethics and responsibilities andnorms of the engineering practice.

i) Individual and Team Work: Function effectively as an individual, and as a member orleader in diverse teams and in multidisciplinary settings.

j) Communication: Communicate effectively on complex engineering activities with theengineering community and with society at large, such as, being able to comprehend andwrite effective reports and design documentation, make effective presentations, and giveand receive clear instructions.

k) Project Management and Finance: Demonstrate knowledge and understanding of theengineering and management principles and economic decision-making, and apply theseto one’s own work, as a member and leader in a team, to manage projects and inmultidisciplinary environments.

l) Life-long Learning: Recognise the need for, and have the preparation and ability toengage in independent and life-long learning in the broadest context of technologicalchange

COURSE CONTENT

Academic Year 2019/2020 Semester 2 Course Coordinator

Dr. Mark Chong

Course Code BG 1117 / CH1117 Course Title Engineering Mathematics (Core) Pre-requisites MH1810 Mathematics No of AUs 4 Contact Hours 39 hours lecture, 13 hours tutorial Proposal Date 29 Oct 2019

Course Aims This course serves as a foundation course on engineering mathematics. It covers a broad range of fundamental topics, including Differential Equations, Linear Algebra, Vector Calculus, Probability and Mathematical Statistics. These key concepts will be important and useful to those of you who are pursuing Engineering studies, with applications in modelling and solutions of systems.

Intended Learning Outcomes (ILO) After completing this course, the student will be able to apply the concepts of this course to various engineering disciplines in the following years of study. At the end of this course, you should be able to:

1. Describe and apply ODE models towards simple systems2. Solve first and second order ODE problems, including Laplace transform or linear

algebraic methods3. Recognise PDE models and integrate functions of several variables over curves and

surfaces4. Describe and apply basic concepts of probability and statistical inference

Course Content 1. Model a simple system to obtain a first order ODE.2. Solve linear and nonlinear first order ODEs as well as the second order linear

homogeneous and nonhomogeneous ODE3. Solve initial value problems using the Laplace transform.4. Calculate determinant and matrix inverse of higher order matrices.5. Solve a system of linear algebraic equations using Laplace transform.6. Calculate eigenvalues and eigenvectors7. Use eigenvalues and eigenvectors to solve the 1st order linear systems8. Apply partial derivatives to evaluate directional derivatives, gradient vectors, tangent

planes, etc.9. Determine the extrema of functions of multiple variables and apply it to different

practical maximization/minimization problems.10. Apply multiple integral to evaluate areas, volumes, etc.11. Perform line integral and surface integral over given curves and surfaces.12. Use Fourier series to represent any periodic function13. Apply the method of separation of variables to solve 1D heat equations14. Apply probability theory and basic mathematical statistics

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Related Programme LO or Graduate

Attributes

Weighting Team /Individual

Assessment rubrics

1. Quiz 1 1, 2 EAB, SLO, a, b, c 20% Individual Refer to appendix 1

2. Quiz 2 3 EAB, SLO, a, b, c 20% Individual Refer to appendix 2

3. Final exam 1,2,3,4 EAB, SLO, a, b, c 60% Individual Total 100%



(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) BG117 Core ● ● ●

1. Describe and apply ODE models towards simple systems a,b

2. Solve first and second order ODE problems, including Laplacetransform or linear algebraic methods b, c

3. Recognise PDE models and integrate functions of severalvariables over curves and surfaces a, b

4. Describe and apply basic concepts of probability and statisticalinference b, c


Formative feedback Examination results; Marker’s report on overall examination performance will be uploaded to NTUlearn; Quiz answers will be discussed in class



Lecture Demonstrate how to carry out a procedure such as working through a problem, use incomplete handouts which enabling students participating in class.

Tutorial Class room discussion sessions on tutorial questions and related topics

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Reading and References 1. Erwin Kreyszig, Advanced Engineering Mathematics, 10th edition, John Wiley & Sons,

2010.2. Thomas, George Brinton, et al. Thomas' Calculus, 13th Edition, Pearson, 2014.

Course Policies and Student Responsibilities General: Students are expected to complete all online activities and take all scheduled assignments and tests by due dates. Students are expected to take responsibility to follow up with course notes, assignments and course related announcements. Students are expected to participate in all tutorial discussions and activities.

Continuous assessments: Students are required to attend all continuous assessments. Absenteeism: Continuous assessments make up a significant portion of students’ course grade. Absence from continuous assessments without officially approved leave will result in no marks and affect students’ overall course grade.



Course Instructors

Instructor Office Location Phone Email CHONG Seow Khoon Mark

N1.3 B4-09 6790 6951 [email protected]

Alex Pui N1.3 B2-12 6790 4485 [email protected]


Week Topic Course LO Readings/Activities 1 Modelling Linear And Nonlinear 1st Order

ODE 1 Face to face lecture

2 2nd Order ODE: Linear Homogeneous And Applications

2 Face to face lecture Tutorial 1

3 2nd Order ODE: Linear Nonhomogeneous And Applications


4 Laplace Transforms, Heaviside Function 3 Face to face lecture Tutorial 3

5 Linear Algebra And Eigenvalues/Eigenvectors



mailto:[email protected]


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6 Linear Algebra And Eigenvalues/Eigenvectors


7 System Of The First Order Linear ODE 2 Face to face lecture Tutorial 6

8 Introduction to multivariable functions 3 Face to face lecture

9 Partial Differentiation 3 Face to face lecture Tutorial 7

10 Multiple Integrals 3 Face to face lecture Tutorial 8

11 Line integrals and Vector Fields 3 Face to face lecture Tutorial 9

12 Surface Area and Surface Integrals 3 Face to face lecture Tutorial 10

13 Probability And Statistics 4 Face to face lecture Tutorial 11

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Exemplary: >90%

Knowledge Understanding general vs particular solution

• Lacksunderstanding of theories,concepts, andtermsgoverning 1st

and 2nd ODE.

• Partialunderstanding of theories,concepts, andtermsgoverning 1st

and 2nd ODE

• Goodunderstanding of thetheories,concepts, andtermsgoverning 1st

and 2nd ODE

Good and comprehensive understanding of the theories, concepts, and terms governing 1st and 2nd ODE

• Very goodandcomprehensiveunderstanding of theories,concepts, andtermsgoverning 1st

and 2nd ODE

Analysis The ability to comprehend 2nd order and higher order ODEs

• Unable toapply the theories and concepts to solve 1st and 2nd ODEs problems

• Can apply the theories and concepts to solve simple 1st and 2nd ODEs problem

• Can applythe theories and concepts to solve medium level 1st and 2nd ODEs problem

• Can applythe theories and concepts to solve complicated 1st and 2nd ODEs problem

• Can applythe theoriesand conceptsto solve 1st,2nd andhigher orderODEsproblem.


Criteria Unsatisfactory: <40% Pass: 40% to 69% High Standard: >70% Method of approach (40%)

Using methods that are irrelevant or do not apply to the given problem. Applying theorems whose conditions are not satisfied.

Able to identify relevant methods that help solve the problem but unable to arrive at the complete / appropriate solution.

Applying methods and theorems that are relevant and efficiently to solve the entire problem.

Validity of reasoning (40%)

The student’s reasoning is logically invalid.

The student’s reasoning is logically valid

The student’s reasoning is logically valid and effective

Presentation of answer (20%)

The student’s argument is poorly explained or not explained at all.

The student’s argument is clear, but may contain some gaps.

The student’s argument is clear, precise, with no or insignificant gaps.

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c) Design/development of Solutions: Design solutions for complex engineering problemsand design system components or processes that meet the specified needs withappropriate consideration for public health and safety, cultural, societal, and environmentalconsiderations.


e) Modern Tool Usage: Create, select, and apply appropriate techniques, resources, andmodern engineering and IT tools including prediction and modelling to complex engineeringactivities with an understanding of the limitations








BG1131 Molecular Cell Biology for Biomedical Engineers (Core)


Objectives

Molecular cell biology from molecular structure, gene regulation to protein function will be presented from a

bio/biomedical engineer's perspectives. This course is designed for students with an engineering background

to learn the fundamentals of molecular biology and biotechnology. The course emphasizes conceptual

appreciation of the molecular interplays which are the basis of "chemical processes" in living systems. The

objective of the course is to provide students with a comprehensive and concise overview of biological

science with emphases on its relationship with biomedical engineering.


Upon successful completion of this course, students should be able to:

1. Understand fundamental concepts on molecular cell biology, biochemistry, and genetic engineering

2. Comprehend the background, essential components, and various functions of molecular cell systems

3. Have basic knowledge on practical techniques and approaches commonly used in molecular cell

biology and molecular cloning

4. Apply the knowledge of molecular cell biology to biomedical engineering and medical sciences

Course Assessment


a) Continuous Assessment (%) - 20% ( 2 Quizzes; 10% each quiz)

b) Final examination (%) - 80%

Textbooks

Alberts, B., et al., Essential Cell Biology. 4th ed. 2013: Garland Science.

Voet, D.J., J.G. Voet, and C.W. Pratt, Principles of Biochemistry. 4th ed. International Student Version, 2013:

Wiley.

Reference

Glick, B.R., J.J. Pasternak, and C.L. Patten, Molecular Biotechnology: Principles and Applications of

Recombinant DNA. 4th ed. 2010: ASM Press.

Topics 1. Introduction To Cells, Organelles, And Cytoskeleton

2. DNA And DNA Replication

3. Transcription And Translation

4. Control Of Gene Expression

5. Membrane Structure And Transport

6. Cell Communications

7. Cell Division, Cell Cycle Control, And Cell Death

8. Protein Structure And Function

9. Enzyme Catalysis, Kinetics, Inhibition, And Control

10. Glycolysis & Gluconeogenesis

11. Pentose Phosphate Pathway, Citric Acid Cycle, Gluconeogenesis

12. ATP Production And Electron Transport/Oxidative Phosphorylation

13. Recombinant DNA Technology And Protein Production/Purification

COURSE CONTENT

Academic Year 2019/2020 Semester 1 Course Coordinator TBD Course Code BG 1801 Course Title Bioengineering Laboratory 1A Pre-requisites Nil No of AUs 1 Contact Hours 0 hours lecture, 0 hours tutorial, 24 hours Laboratory Proposal Date 31 May 2019

Course Aims

This laboratory course aims to provide practical applications to reinforce theories and concepts taught in first year of bioengineering.

Intended Learning Outcomes (ILO) By the end of this course, you should be able to:

1. Establish your scientific understanding using appropriate laboratory experiments2. Convert raw data to a physically meaningful form3. Apply appropriate methods to plot, analyse, and represent experimental results and verify

principles when applicable4. Write a formal technical/scientific report to introduce the background, objectives,

methodology, discussion of results and conclusions of experimentsCourse Content Laboratory experiments are related to lab techniques and analysis tools in field of Bioengineering such as the use of Excel, Matlab, concepts of Solubility, Solubility Product, Titration, Diffraction [PH1011], Interference [PH1011], and Standing Waves [PH1011]. The square brackets indicate the courses in which the concepts of the respective experiments are covered.






Assessment rubrics

Continuous Assessment (100%)

1, 2, 3, 4 a, b, c, d, e, j, l

100% Individual See Appendix 1

Total 100%

Mapping of Course ILOs to EAB Graduate Attributes Course Intended Learning Outcomes Cat EAB’s 12 Graduate Attributes*

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) BG1801 Bioengineering Laboratory 1A Core ● ● ● ● ● ◐ ● o

1. Establish your scientific understanding using appropriate laboratory experiments EAB SLO* a, b, c, d, e, i 2. Convert raw data to a physically meaningful form EAB SLO* a, b, c, d, e 3. Apply appropriate methods to plot, analyse, and represent experimental results and

verify principles when applicable EAB SLO* a, b, c, d, e

4. Write a formal technical/scientific report to introduce the background, objectives,methodology, discussion of results and conclusions of experiments EAB SLO* j, l

Legend: ● Fully consistent (contributes to more than 75% of Intended Learning Outcomes)◐ Partially consistent (contributes to about 50% of Intended Learning Outcomes)o Weakly consistent (contributes to about 25% of Intended Learning Outcomes)Blank Not related to Student Learning Outcomes

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Formative feedback

Marker’s report on lab report submission will be available in NTUlearn at the end of the semester.



Laboratory Questions related to the specific topics are provided in each experiment lab manual. Experiment are to be conducted and the results obtained will be utilized to answer the questions posted. A report will need to be generated to provide the background, objectives, methodology, discussion of the results obtained and a conclusion of the findings.


Lab manuals are provided in NTULearn


General: You are expected to adhering to Health Safety and Environment (HSE) instructions, especially in following safe operating procedures and training, for your own safety and health and that of your colleagues or fellow students. Staff and students shall report unsafe conditions/equipment or practices to supervisors for remedial actions. You are also expected to read the respective lab manuals before attending the lab sessions and participate in the assigned lab sessions. You are expected to submit logsheet or formal report based on lab schedule and respective lab group. Logsheet submission deadline will be 12 midnight, 7 days from the date of experiment while formal report submission deadline will be 12 midnight, 14 days from the date of experiment. Guidelines on the structure of formal report are given in Appendix 2. Absence from lab sessions with officially approved leave will be allowed to do makeup at the of the semester. If you are absent from a lab session without valid leave of absence, you will receive zero mark in the particular lab experiment and report submitted will not be graded.

Academic Integrity

Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values. As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course.

Course Instructors

Instructor Office Location Phone Email TBD TBD TBD TBD


page 3


Week Topic Course LO Readings/ Activities 3 Experiment 1 1, 2, 3, 4 Lab manual 1 4 Experiment 2 1, 2, 3, 4 Lab manual 2 5 Experiment 3 1, 2, 3, 4 Lab manual 3 6 Experiment 4 1, 2, 3, 4 Lab manual 4 7 Experiment 5 1, 2, 3, 4 Lab manual 5 8 Experiment 6 1, 2, 3, 4 Lab manual 6 9 Experiment 7 1, 2, 3, 4 Lab manual 7

10 Experiment 8 1, 2, 3, 4 Lab manual 8


Exceptional (10-8) Admirable (6-7) Acceptable (4-5) Poor (1-3) Overall presentation

Appropriate as a piece of scientific writing. Words were chosen carefully and appropriately. Sentence structure was clear and easy to follow. The report is free of spelling, punctuation, and grammatical errors .

Minimal awkward phrasing or word choices. Report is easy to read and constructed properly. Evidence of editing with less than three grammatical and/or spelling errors.

Many passages are phrased poorly, contained awkward word choices, or many long sentences. Narrative is disorganized in many places. Multiple grammatical and/or spelling errors.

Poorly organized narrative with frequent awkward phrases and poor word choices. Sentences are too long or short. Lacks cohesion, style and fluidity. Frequent spelling and grammatical errors.

Introduction A cohesive, well-written summary of the background material pertinent to the experiment with appropriate references. Purpose of the experiment is clearly stated. References are used properly.

Mostly complete but does not provide context for minor points. Contains relevant information but certain information is not cohesive. Some references are provided.

Certain major introductory points are missing (ex: background, theory, etc.) or explanations are unclear and confusing. Few references are provided.

Very little background information is provided and/or information is incorrect. No reference is provided.

Methodology Contains details on how the experiment was performed and the procedures followed. Written in the correct tense.

Narrative includes most important experimental details but is missing some relevant information.

Missing several experimental details or some incorrect statements.

Several important experimental details are missing. Or copied directly from the lab manual.

Results All figures, graphs, and tables are numbered with appropriate captions. All tables, figures, etc. are explicitly mentioned in the text. Relevant experimental data are presented which are used in the discussion.

All figures, graphs, and tables are correctly drawn, but some have minor problems that could be still be improved. All data and associated figures, etc. are mentioned in the text. Most relevant data are presented.

Most figures, graphs, and tables are included, but some important or required features are missing. Certain data reported are not mentioned in the text or are missing. Captions are not descriptive or incomplete.

Figures, graphs, and tables are poorly constructed; have missing titles, captions or numbers. Certain data reported are not mentioned in the text. Important data missing.

Discussion/ Conclusions

Demonstrates a logical, coherent working knowledge and understanding of important experimental concepts, forms appropriate conclusions based on interpretations of results, includes applications of and improvements in the experiment, references collected data and analysis, refers to the literature when appropriate, and demonstrates accountability by providing justification for any errors. Address all specific questions posed in the lab manual.

Demonstrates an understanding of the majority of important experimental concepts, forms conclusions based on results and/or analysis but either lacks proper interpretation, suggests inappropriate improvements in the experiment, refers to the literature insufficiently, or lacks overall justification of error. Address most of the specific points or questions posed in the lab manual.

While some of the results have been correctly interpreted and discussed, partial but incomplete understanding of results is still evident. Student fails to make one or two connections to underlying theory. Address some of the specific points or questions posed in the lab manual.

Does not demonstrate an understanding of the important experimental concepts, forms inaccurate conclusions, suggests inappropriate improvements in the experiment, refers to the literature insufficiently, and lacks overall justification of error. Address none of the specific points or questions posed in the lab manual.

References All sources (information and graphics) are accurately documented in consistent format.

All sources are accurately documented, but format is not consistent. Some sources are not accurately documented.

All sources are accurately documented, but many are not in consistent format. Most sources are not directly cited in the text.

All sources are accurately documented but not directly cited in the text.

Appendix 2: Guidelines on the structure of Formal Report

A. GENERAL INSTRUCTIONS:1. Be prepared for your laboratory work; study the Manual beforehand and read up the theory.2. No marks will be given for copied material and/or copied reports.3. Be relevant in content, concise in expression and correct in the use of English. Grades will

depend on the quality of the report, not quantity.4. The formats set out below will be used to record all laboratory experiment. If there are

modifications or special requirements for a particular experiment, your Supervisor will give youthe necessary instructions.

B. FORMAL REPORTS:Assume that your reader is a fellow student who is not familiar with the specific work you are reporting. Itconsists of the following sections.

1. Title PageShould include Title of Experiment, Name, Group Number, and Date of lab experiment

2. AimDescribe the objectives of the experiment.

3. Abstract4. Principles

This section prepares the reader to understand the report.5. Equipment and Materials

Give a brief description of the equipment and materials you used. If detailed descriptions arerequired, they should be placed in the Appendix. Illustrations by simple diagrams may save you along description. Provide titles and label your diagrams clearly and refer to them in your text byusing a clear numbering system (eg. Fig. 1 A Pressure Transducer).

6. ProcedureDescribe briefly in the correct sequence the important aspects of the procedure you adopted toconduct the experiment and obtain the results, explaining any modifications you have made to theinstructions in the Manual. Use the past tense to report on the procedure.

7. ResultsThis section usually includes(a) observations;(b) sample calculation(s); and(c) results of your calculation (tabulated and/or presented graphically).To present your data or results clearly, make sure that proper titles or lead-in statements are usedand appropriate explanations are given. Some types of laboratory work are descriptive and theresults will not be quantitative, hence, you may describe the key observations and results in proseparagraphs. Some experiments are required to use assigned software to process data and plotgraphs.

8. Discussion (not more than five pages)In this section, you discuss the findings and results of your work. You might want to explain anydifferences between your measurements and theoretical predictions by comparing the theoreticalcurve with the experimental curve. You might want to account for any errors and suggestimprovements through modification to the experiment/project equipment, procedure orprecautions to be taken. You may draw deductions from the results.

9. ConclusionBriefly (not more than half a page) present the conclusions you have reached as a result of yourwork; or state to what extent the objectives of the project have been met. It is not a repetition ofthe Discussion but a statement of the key point(s) or inferences logically deduced from the resultsand discussions.

10. AppendixAny detailed technical information, for example, the theory and derivations, description ofequipment referred to but not put in the main text, will be appended at the end of the report. Itshould also include all graphs, tables etc. not directly needed in the main sections of your reportbut which may be useful information for the reader. The appendices are lettered in the order inwhich they are mentioned in the text (Eg. Appendix A) and labelled with appropriate titles, (Eg.Appendix A. Method Used to Calibrate Pressure Transducer).

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C. USE OF GRAPHIC ILLUSTRATIONS IN REPORT WRITING1. Graphics provide important illustrations in technical reports. They are classified and numbered as

Tables and Figures. Both tables and figures can be incorporated into the text of the report orattached under the Appendix section, according to their relative importance.

2. Tables are used to record data taken from readings or to present quantitative findings. They arehence numbered and referred to exclusively as tables. For example: Table 1 Results of fiberglassimpellers endurance test at variable rpm

3. Figures include all other illustrations used in the report, such as diagrams, schematics, flowcharts, statistical charts, graphs and photographs. They should be numbered clearly according totheir order of appearance in the report. For example:

Fig. 1 Test rig with three degrees of freedom Fig. 2 Flow chart of instruments used in the experimental set up Fig. 3 Lateral force spectra at difference angles of incidence

4. In the use of graphic illustrations in the report, the following points should be observed:(i) All tables and figures must be numbered.(ii) A title should be devised (in a noun phrase) for every table/figure.(iii) Every illustration should be complete with proper legends and labels.(iv) Units used must be accurate and where possible, SI Units should be used.(v) Scales for the figures should be appropriately devised. For example, to allow comparison ofresults, the scales of four graphs can be reduced so as to be able to display them within thesame page.(vi) An illustration used in the text should be well integrated with a lead-in sentence or phrase infront. For example:

Figure 1 illustrates the forces on a triangular building for a given wind direction. Figure 2 shows the test rig which allows a semi-rigid model to oscillate. Figure 3 shows a flow chart of the instruments used in the collection of data. The variations of tip displacements with reduced velocity are shown in Figures 4 to 6.

(vii) Relevant explanations or interpretations should immediately follow the illustrations.(viii) Illustrations used in the appendices should be mentioned in the text so that properreference can be made.

5. A sample figure used as an illustration in a report is attached.

Fig. 1 Comparison between experimental and theoretical data on the relationship between applied squeezing pressure and average interfacial separation.

COURSE CONTENT


TBD

Course Code BG 1802 Course Title Bioengineering Laboratory 1B Pre-requisites Nil No of AUs 1 Contact Hours 0 hours lecture, 0 hours tutorial, 24 hours Laboratory Proposal Date 31 May 2019

Course Aims

This laboratory course aims to provide practical applications to reinforce theories and concepts taught in first year of bioengineering.




methodology, discussion of results and conclusions of experimentsCourse Content Laboratory experiments are related to lab techniques and analysis tools in field of Bioengineering such as concepts of Iodine Thiosulfation [BG1103], Tensile Testing [BG1105], Size Extrusion Chromatography [BG1131], and Plasmid Isolation [BG1131]. The square brackets indicate the courses in which the concepts of the respective experiments are covered.






Assessment rubrics


1, 2, 3, 4 a, b, c, d, e, j, l


Total 100%






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Formative feedback Marker’s report on lab report submission will be available in NTUlearn at the end of the semester. Learning and Teaching approach







Academic Integrity



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Course Instructors















































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BG2104 – Electronics for Biomedical Engineers (Core)

[Lectures: 26 hours; Tutorials: 13 hours; Pre-requisites: BG1102; Academic Unit: 3]

Objectives

To provide understanding of the characteristics of electronic components.

To provide knowledge involved in the electronic circuit design for biomedical engineers.


After completing this course, the students will be able to have the knowledge of electronic devices, as well as knowledge of the analysis and design of electronic circuits

Course Assessment


(a) Tutorial assessment (30%)

(b) A final 2-hours written examination (70%)

References

1. Savant, Roden and Carpenter, Electronic Design: Circuits and Systems, 2nd Ed., Benjamin/CummingsPublishing Company, Inc.

Topics

1. Introduction To Electronics2. Diodes3. Bipolar Junction Transistors (BJT)4. Field Effect Transistor (FET)5. Operational Amplifiers

COURSE CONTENT


Pui Tze Sian

Course Code BG 2104 Course Title Electronics for Biomedical Engineers Pre-requisites nil No of AUs 3 Contact Hours 39 hours lecture, 11 hours tutorial Proposal Date 15 Feb 2019

Course Aims The course aims to introduce you the fundamental of electronic devices and knowledge for design electronics circuits for biomedical applications. The knowledge and skills learnt will support you in preparation for future study (e.g. for course such as Bioinstrumentation and medical device design) and career in biomedical industry.

Intended Learning Outcomes (ILO) By the end of this course, you (as a student) would be able to:

1. Explain the scientific principles that apply to basic flow of electricity and thetechnique in circuit analysis

2. Analyze complex electronic circuits, such as circuit with many loops and nodes3. Comprehend multiple electronic components and their connections to design

functioning electronic circuit4. Apply appropriate techniques to diagnose faults in diode and transistor circuits

Course Content Fundamental principles of circuit theorems and circuit elements. Circuit analysis in frequency domain. Bipolar junction transistor. Field effect transistor. Operation amplifier (Op-Amp)




Weighting Team/Individual Assessment rubrics

1. FinalExamination

1,2,3,4 EAB SLO a, b, 60% Individual

2. ContinuousAssessment 1(CA1): Quiz

1,2 EAB SLO a, b 10% Individual Refer to Appendix 1

3. CA2: 3,4 EAB SLO a, c, 10% Team Refer to

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Assignment Appendix 2 4. CA3:

Assignment2,3 EAB SLO a, c, 20% Individual Refer to

Appendix 1 Total 100%





Tutorial TBL classroom discussion sessions on tutorial questions and related topics


• Electronics Devices, and Circuits, conventional flow version, Hassul &Zimmerman, Pearson, ISBN 9789810676896

• Electronics Devices and Circuits, Conventional Current Version, Thomas L. Floyd,Pearson, ISBN 9781292025643

Course Policies and Student Responsibilities General: Students are expected to complete all online activities and take all scheduled assignments and tests by due dates. Students are expected to take responsibility to follow up with course notes, assignments and course related announcements. Students are expected to participate in all tutorial discussions and activities. Continuous assessments: Students are required to attend all continuous assessments. Absenteeism: Continuous assessments make up a significant portion of students’ course grade. Absence from continuous assessments without officially approved leave will result in no marks and affect students’ overall course grade.


As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity


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website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course.

Course Instructors

Instructor Office Location Phone Email Dr. Pui Tze Sian N1.3 B2-12 6790 4485 [email protected]



1 Basic circuit analysis with Ohm’s law

1 Face to face lecture, Pre-tutorial video

2 Complex circuit analysis with nodal voltage and mesh current method

1,2 Face to face lecture, Tutorial 1 circuit analysis

3 Characteristics of semiconductor diodes and principle operation of bipolar junction transistor

1,3,4 Face to face lecture, LAMS activity, individual assignment

4 The Common emitter amplifier circuit

2,3 Face to face lecture Tutorial 2 Common emitter amplifier circuit

5 The box model and multistage amplifier

2,3 Face to face lecture, Tutorial 3 box model

6 The emitter follower circuit

2,3 Face to face lecture Quiz 1 Tutorial 4 Emitter follower circuit

7 The common base amplifier and troubleshooting BJT

3,4 Face to face lecture, Assignment 1 Tutorial 5 Common base amplifier

Recess 8 The DC behaviour

and states of the JFET

1 Face to face lecture

9 P-Channel JFET 1,2 Face to face lecture Tutorial 6 JFET

10 Operational amplifier 2,3 Face to face lecture Tutorial 7 Operation amplifier

11 Summing amplifier 2,3 Face to face lecture Tutorial 8 Summing amplifier

12 Frequency response and the Bode gain plot

3,4 Face to face lecture Assignment 2

13 Low frequency amplifier behaviour

3,4 Face to face lecture Tutorial 9 Frequency response


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Appendix 1: Assessment Criteria for Quiz 1 and Assignment 2


Bordeline: 40% to 49%



Exemplary: >90%

Knowledge Understanding scientific principles that apply to basic flow of electricity and the techniques in circuit analysis.

• Lacksunderstandingof theories,laws, concepts,and termsgoverning thebasic flow ofelectricity.

• Unable to applythe theories andconcepts tosolve circuitproblems.

• Partialunderstanding of theories,laws,concepts, andtermsgoverningthe basicflow ofelectricity.

• Can applythe theoriesand conceptsto solvesimplecircuitproblems

• Goodunderstanding of thetheories,laws,concepts, andtermsgoverning thebasic flow ofelectricity.

• Can applythe theoriesand conceptsto solvemedium levelcircuitproblems

• Good andcomprehensiveunderstandingof thetheories, laws,concepts, andtermsgoverning thebasic flow ofelectricity

• Can apply thetheories andconcepts tosolvecomplicatedcircuitproblems

• Very good andcomprehensiveunderstandingof theories,laws, concepts,and termsgoverning thebasic flow ofelectricity

• Can apply thetheories andconcepts tosolve all circuitproblems.

Analysis The ability to analyse complicate circuits, such as circuit with many loops and nodes.

• Unable tounderstandpossibleapplication ofelectronicsystems andapply theknowledge totest and modifythe system.

• Can read andpartiallyunderstandpossibleapplicationof electronicssystems butunable toapply theknowledge totest andmodify thesystem.

• Can read andunderstandpossibleapplication ofelectronicssystems andapply theknowledge totest thesystem.

• Can read andunderstandpossibleapplication ofelectronicssystems andapply theknowledge totest andmodify thesystem.

• Can read andunderstandpossibleapplication ofelectronicssystems andapply theknowledge totest, modify andoptimize thesystem.

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Appendix 2: Assessment Criteria for assignment 1


Bordeline: 40% to 49%



Exemplary: >90%

Comprehension The ability to comprehend multiple electronic component and their connection to design functioning electronic circuit

Unable to understand the components and recognize various type of circuit configurations

Some understanding of the components but unable to recognize the circuit configurations

Understands the components, their functions and the circuit configurations.

Understands the components and functionality in their respective configuration very well and most likely can predict the behavior.

A thorough understanding of the components and their function. Can tell the circuit configuration used to develop specific functions.

Application Applying theories and use appropriate methods to diagnose faults in diode or transistor circuit.

Unable to understand possible application of electronic systems and apply the knowledge to test and modify the system.

Can read and partially understand possible application of electronics systems but unable to apply the knowledge to test and modify the system.

Can read and understand possible application of electronics systems and apply the knowledge to test the system.

Can read and understand possible application of electronics systems and apply the knowledge to test and modify the system.

Can read and understand possible application of electronics systems and apply the knowledge to test, modify and optimize the system.

COURSE CONTENT

Academic Year 2018/2019 Semester 2 Course Coordinator ZHAO Wenting and LIM Jing Course Code BG 2109 Course Title Biomechanics (Core) Pre-requisites BG1131, BG2141 No of AUs 3 Contact Hours 26 hours lecture, 7 hours tutorial and 6 hours online learning. Proposal Date 17 Oct 2018

Course Aims

This course is intended to offer you the opportunity to explore in depth and more intensively of the topics of cell Biology, molecular biology, imaging techniques in studying cell response to biomechanics.

This course also aims to enhance your abilities in designing the biomaterials to study biomechanics, in choosing and considering the techniques for measuring biomechanics.


By the end of this course, you (as a student) would be able to: 1. describe the intracellular structures that mediate various aspects of cell and biomechanics;2. describe and choose the cutting-edge imaging technologies in studying biomechanics;3. describe the biomechanics circumstances and the cellular responses;4. describe the application and design the diagnosis approaches for biomechanics;5. propose simple experimental designs and procedures in studying biomechanics and analyze the

basic information from the data.

Course Content

1. General introduction (Week 1)2. Physiological relevance (Week 1)3. Cellular structure and tensegrity (Week 2)4. Cytoskeleton structures(Week 3)5. ECM and Cell adhesion(Week 4)6. Imaging techniques for cellular structure(Week 5)7. Techniques for mechanotransduction (Week 6)8. Part 1 review and quiz (Week 7)( Recess week)9. Intro to biomechanics part 2, Review of important mechanics concepts (Week 8)10. Muscles and movement: single cell models (Week 9)11. Muscles and movement: muscle mechanics (Week 10)12. Skeletal biomechanics: bone physiology, fracture and failure mechanics (Week 11)13. Skeletal biomechanics: functional adaptation and mechanobiology, soft connective tissues (Week 12)14. Part 2 Quiz (Week 13)

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Related Programme LO or

Graduate Attributes

Weighting

Team /Individual

Assessment rubrics

1. Continuous Assessment (54%)a. TEL based online Quiz (18%)

1,2, 3 EAB SLO* a, d

18% Individual Appendix 1

b. Class Quiz (18%) 4, 5 EAB SLO* a, b, c, d, f, g,


c. Class Participation (18%) 3, 4, 5 EAB SLO* c, e, f, g, h, I, j,

18% Individual Appendix 2.

2. Final Examination (46%)(2hrs Close-Book)

1, 2, 3, 4,5 EAB SLO* a, c, b, d, f, g,


Total 100%

Note: For CA3 -- Class participation in tutorial, students will be assessed on their participation in class discussions and showing of initiative in class activities.

Formative feedback

In the tutorial section, lecturers will answer the questions in class. For the Quiz, the lecturer will explain the tested points. For the online learning, the lecturer will explain the difficulty points and answer your questions, either right after the class, during the tutorial, or via email.



Conventional Class-room lecture

The class-room lecture will deliver the key points for the learning and explain the related knowledge points by using real-world example and real application. Course materials used in the class cover all the knowledge points that are required for your learning.

TEL 1. Design online learning materials to facilitate your learning. Onlinematerials will be highly relevant to lectures that are delivered in class.

2. TEL will provide cartoons or videos to facilitate your understanding.

Online quizzes will be designed following the online learning materials, which is also part of Continuous Assessment


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1. C. R. Jacobs, H. Huang, R. Y. Kwon, Introduction to Cell Mechanics and Mechanobiology. 20122. C. R. Ethier and C. A. Simmons, Introductory Biomechanics, Cambridge University Press, 2007.3. D. L. Bartel, D. T. Davy, and T. M. Keaveny, Orthopaedic Biomechanics, Pearson, 2006.


General: Students are expected to complete all online activities and take all scheduled assignments and tests by due dates. Students are expected to take responsibility to follow up with course notes, assignments and course related announcements. Students are expected to participate in all tutorial discussions and activities.


TEL is provided for week 1-6, all the students are required to study the course content by using both online learning material and lecture content, in which TEL online material will facilitate the student learning. The learning progress is automatically recorded in online LAMs system. Students should participate the tutorial, which also have in-class quiz for week 7-13.

Academic Integrity

Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values.


Course Instructors

Instructor Office Location Phone Email ZHAO Wenting N1.3-B3-10 6514-1028 [email protected] LIM Jing NIL NIL [email protected]



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Week Topic Lecture hours

Tutorial hours

Online hour (hr)

1 General introduction and Physiological relevance 2 0 1 2 Cellular structure and tensegrity 2 0 1 3 Cytoskeleton structures 2 1 1 4 ECM and Cell adhesion 2 0 1 5 Imaging techniques for cellular structure 2 0 1 6 Techniques for mechanotransduction 2 1 1 7 Part 1 Review and quiz 2 0 0

(Recess Week)

8 Intro to biomechanics part 2, Review of important mechanics concepts

2 1 0

9 Muscles and movement: single cell models 2 1 0 10 Muscles and movement: muscle mechanics 2 1 0

11 Skeletal biomechanics: bone physiology, fracture and failure mechanics

2 1 0

12 Skeletal biomechanics: functional adaptation and mechanobiology, soft connective tissues

2 1 0

13 Part 2 Quiz 2 0 0 Total Hours: 26 7 6

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Appendix 1: Assessment Criteria for Quizzes and Final Exam.





Exemplary: >90%

Understanding the basic mechanical principles

Lacks understanding of theories, laws, concepts and terms governing the basic statics, and mechanics of materials.

Unable to apply the theories and concepts to simple problems involving principles of mechanics.

Unable to solve quantitative problems involving principles of mechanics.

Some understanding of theories, laws, concepts and terms governing the basic statics, and mechanics of materials.

Can apply partial theories and concepts to simple problems involving principles of mechanics.

Can partially solve simple quantitative problems involving principles of mechanics; unable to fully solve moderate or complex problems.

Partial understanding of theories, laws, concepts and terms governing the basic statics, and mechanics of materials.

Can apply the theories and concepts to simple problems involving principles of mechanics.

Can solve simple quantitative problems involving principles of mechanics; unable to fully solve moderate or complex problems.

Fully understanding of theories, laws, concepts and terms governing the basic statics, and mechanics of materials.

Can apply the theories and concepts to most problems involving principles of mechanics.

Can solve most quantitative problems involving principles of mechanics.

Deep and complete understanding of theories, laws, concepts and terms governing the basic statics, and mechanics of materials.

Can apply the theories and concepts to all problems involving principles of mechanics.

Can solve all quantitative problems involving principles of mechanics.

Applying mechanical concepts to biomechanical situations

Unable to read and understand biomechanics literature.

Unable to explain the mechanics underlying biological processes, biomaterial properties, and biological locomotion.

Can read very simple and partially understand basic biomechanics literature.

Can partially explain the mechanics underlying biological processes, biomaterial properties, and biological locomotion.

Can read and partially understand basic biomechanics literature.

Can partially explain the mechanics underlying biological processes, biomaterial properties, and biological locomotion.

Can read and understand biomechanics literature at a moderate level.

Can explain the mechanics underlying simple to moderate biological processes, biomaterial properties, and biological locomotion.

Can read and understand biomechanics literature at a high level.

Can explain the mechanics underlying complex biological processes, biomaterial properties, and biological locomotion.

Interpretation and

Attempts to explain information

Provide somewhat partially accurate

Provide somewhat accurate

Provide accurate explanations of information

Provide accurate explanations of information

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representation

presented in mathematical forms, but draw incorrect conclusions about what the information provides.

Completes conversion of information but resulting mathematical portrayal is inappropriate or inaccurate.

explanations of information presented in mathematical forms, but makes some errors related to computation or units.

Completes conversion of information but resulting mathematical portrayal is only partially appropriate or accurate.

explanations of information presented in mathematical forms, but occasionally makes minor errors related to computation or units.

Completes conversion of information but resulting mathematical portrayal is only partially appropriate or accurate.

presented in mathematical forms.

Completely converts relevant information into an appropriate and desired mathematical portrayal.

presented in mathematical forms; makes appropriate inferences based on that information.

Skillfully converts relevant information into an insightful mathematical portrayal in a way that contributes to a further or deeper understanding.

Calculation

Calculations are attempted but are both unsuccessful and are not comprehensive.

Calculations are attempted but only can represent a small portion of the calculations required to comprehensively solve the problem.

Calculations are attempted but represent only a portion of the calculations required to comprehensively solve the problem.

Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem.

Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem; calculations are also presented elegantly (clearly and concisely)

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Appendix 2: Class participation

Standards Criteria A+ (Exceptional) A (Excellent)

Important contributions to class discussion; asks insightful questions; precisely answers questions; participates in a meaningful and constructive manner including enabling other students to contribute but does not dominate; demonstrates thoughtful ideas and opinions in a convincing manner.

A- (Very good) B+(Good)

Meaningful contributions to class discussion; ask interesting questions; accurately answer the questions; capacity to articulate and present points of view clearly; participates in a meaningful and constructive manner; evidence of having read and assimilated the class material; Capable to demonstrate ideas and opinions in a convincing manner.

B (Average) B- (Satisfactory)C+ (Marginallysatisfactory)

Some contributions to class discussion; ask some questions; some capacity to articulate and present points of view; some evidence of constructive engagement during discussion; Capable to demonstrate ideas and opinions.

C (Bordering unsatisfactory) C- (Unsatisfactory)

Minimal contributions to class discussion; ask very little questions; can answer a few questions; limited capacity to articulate and present points of view; limited evidence of constructive engagement during discussion.

D, F (Deeply unsatisfactory)

Very minimal or no contributions to class discussion; no questions; could not answer questions; no evidence of an individual viewpoint; failure to read the assigned reading; unexplained or unjustified absences from class activities.

BG2110 – Bioelectricity (Core) [Lectures: 31 hours; Tutorials: 8 hours; Pre-requisites: BG1131, BG2104; Academic Unit: 3]

Objectives As many biomedical diagnosis devices (e.g. ECG) and pharmaceutical treatments (e.g. drugs targeting on ion channels for heart diseases) are based on bioelectricity, this course will be useful for student’s future study (e.g. for courses such as Bioinstrumentation) and career in biomedical industry.

Student Learning Outcomes As many biomedical diagnosis devices (e.g. ECG) and pharmaceutical treatments (e.g. drugs targeting on ion channels for heart diseases) are based on bioelectricity, this course will be useful for student’s future study (e.g. for courses such as Bioinstrumentation) and career in biomedical industry.

Course Assessment With effect of AY1617, Semester 2, students will be assessed on

(1) 40% CA- Quiz 1 (20%) (Short questions on first part of course)- Quiz 2 (20%) (Short questions on second part of course)

(2) 60% Final Written Examination (2.5hrs, closed book)

Course Outline:

S/N Topic Lecture Hours Tutorial Hours

1 Introduction To Bioelectricity 1 0

2 Ionic Current 2 1

3 Cell Membrane And Membrane Potential 4 1

4 Ion Channel Structures And Properties 4 1

5 Single Channel Current & Measurement 4 1

6 Channel Gating 4 1

7 Action Potential And Hodgkin-Huxley Model 4 1

8 Neural Electrophysiology 4 1

9 Bioelectricity In Neuromuscular Junction 4 1

Total: 31 8

References 1. Bertil Hille, Ion Channels of Excitable Membranes, 3rd ed, Sinauer Associates, Inc.

2

COURSE CONTENT

Academic Year 2019/20 Semester 1 Course Coordinator Course Code Course Title Pre-requisites No of AUs Contact Hours Proposal Date

Ni Ran/Mukta Bansal BG2111 Introduction to Computational Thinking

4 26 Lecture hours and 12 tutorial hours 17 May 2018

Course Aims Computational thinking (CT) is a problem solving process with the aid of computer; i.e. formulating a problem and expressing its solution in such a way that a computer can effectively carry it out. It includes a number of characteristics, such as breaking a problem into small and repetitive ordered steps, logically ordering and analyzing data and creating solutions that can be effectively implemented as algorithms running on computer. As such, computational thinking is essential not only to the Computer Science discipline, it can also be used to support problem solving across all disciplines, including math, science, engineering, business, finance and humanities.

The aim of this course is hence to take students with no prior experience of thinking in a computational manner to a point where you can derive simple algorithms and code the programs to solve some basic problems in bioengineering domain.

Intended Learning Outcomes (ILO) At the end of this course, you should be able to:

1. Code basic programs based on the programming language such as MATLAB.2. Formulate a problem and express its solution in such a way that a computer can effectively carry

it out. (i.e. equip you with CT skills)3. Identify appropriate numerical methods in solving realistic problems in bioengineering using

computing language (such as MATLAB).

Course Content

0 Course Overview and Concepts of Computational Thinking Solving complex problem using computer - enables the student to work out exactly what to tell the computer to do.

1 Overview of Programming Languages Graphic programming, high level programming languages (Matlab)

2 Basic internal operation of computer Basic computer organization and how a computer execute a program (Machine instructions)

3

Basic program structure: control constructs and data types Concepts of data types, variables; Pseude code and flowcharts; Sequences, Selection (if/else), iteration (for/while loop);

4

CT concept – Abstraction Problem formulation - reducing something to a set of sub problems which have existing numerical algorithms/methods such as linear/nonlinear equations, optimization, curve fitting, numerical integration/differentiation, numerical differential equations

3

5

CT concept - Decomposition Break a complex problem into smaller and more manageable parts/steps and find the appropriate algorithms/methods for them including the methods for linear/nonlinear equations, optimization, curve fitting, numerical integration/differentiation, numerical differential equations.

6 CT concept – Pattern recognition Looking for similarities among and within problems, which also enable re-use knowledge of previous similar problems

7

CT concept – Algorithm Reformulating the problem into series of ordered steps through Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources.

8 Limit of computing Analysis of Algorithm Complexity to determine how much resources (space and time) are needed to execute an Algorithm in order to achieve code optimization.




1. ContinuousAssessment1 (CA1 andCA2):Quizzes

1, 2, 3 EAB SLO* a, b, f

80% Individual

2. CA3:Assignments

1, 2, 3 EAB SLO* a, b, c, f


Total 100%

Formative feedback

You will get back your quizzes scores and the answers; You will receive feedback during tutorials based on your performance; You will also receive feedback on your assignment performance.



LECTURE Course materials covering all topics

LAMS Online Lecture MATLAB Implementation

TUTORIAL 12 classroom discussion sessions on tutorial questions and related topics

4

Reading and References TextBook

√ S. C. Chapra & R.P. Canale, Numerical Methods for Engineers, 7th Edition, McGrawHill Education, 2015.

References √ J. H. Mathews and K. D. Fink, Numerical Methods using Matlab, 4th Ed., Pearson-

Prentice Hall, New Jersey, 2004√ Constantinides and N. Mostoufi, Numerical Methods for Chemical Engineering:

Applications in MATLAB, Cambridge University Press, 2006.

Course Policies and Student Responsibilities § Completed assignments should be submitted through box labeled BG2111. No late

assignments will be accepted.§ There will be no make-up quizzes. Zero points for no show up. Exceptions will be made for

leave of absence due to medical reasons (with valid proof). In this case, points will beawarded based on your performance in the final examination.

§ Active note taking in the class is encouraged.Academic Integrity



Course Instructors

Instructor Office Location Phone Email Mukta Bansal N1.2-B2-28 63168775 [email protected] Ni Ran N1.2-B1-12 6790 6737 [email protected]


Week Topic Course LO Readings/ Activities 1 Course Overview

and Concepts of Computational Thinking Simple Mathematical Model, Programming and Software & Approximation & Round-Off Errors

1, 3

2 Overview of 1, 3, 4

5

MATLAB Taylor Series

3 Error Propagation 1, 2, 3, 4

4 Computational Algorithms: Bracketing Methods & Open Methods

1, 2, 3, 4

5 Decomposition & Algorithm Open Methods & Quiz

1, 3, 4

6 Decomposition & Algorithm

1, 3, 4

7 Algorithm LU Decomposition and Matrix Inversion & Review

1, 3, 4

8 & 9 Abstraction Optimization

1, 2, 3, 4

10 Pattern recognition Curve Fitting

1, 2, 3, 4

11 Algorithm Numerical Integration

1, 2, 3, 4

12 Algorithm Differential Equation

1, 2, 3, 4

13 Review & Quiz 1, 2, 3, 4

6

Appendix 1: Assessment criteria for the assignment

Criteria Unsatisfactory: 1

Borderline: 2 Satisfactory: 3 Very good: 4 Exemplary: 5

Interpretation

(LO 2 and 3)

Interpretation of the problem is not clear

Interpretation of the problem and explanation of the algorithm suggests minimal understanding of the basics

Interpretation of the problem and explanation of the algorithm suggests that there is basic understanding

Interpretation of the problem and explanation of the algorithm suggests that there is clear understanding of the numerical methods.

Interpretation of the problem and explanation of the algorithm suggests a very clear understanding of the numerical methods that is needed for the assignment and provide recommendations

MATLAB implementation

(LO 1, 2, 3)

Not able to implement it in MATLAB

Able to do it without having much idea.

Able to understand and implement it in MATLAB

Able to implement it in MATLAB and able to interpret the results.

The MATLAB simulation meets all the requirements and presents the results in a very user friendly/useful way.

7

Current course title, course objective(s) and content(s)

BG2111 – Computational Methods in Biomedical Engineering (Core) [Lectures: 39 hrs; Tutorials: 12 hrs; Pre-requisite: NIL; Academic Units: 4.0]

Objectives Use of numerical methods to solve problems in science and engineering, with emphasis on biomedical engineering.

Student Learning Outcomes After completing this course, the student will be able to apply the numerical approaches learnt in this course to problems in biomedical engineering.

Topics 1. Introduction To Matlab2. Numerical Solution Of Nonlinear Equations3. Numerical Solution Of Simultaneous Linear Algebraic Equations4. Optimization5. Curve Fitting6. Numerical Differentiation And Integration7. Numerical Solution Of Ordinary Differential Equations8. Application To Statistical Analysis: Data Interpretation9. Applications To Design Of Experiments

Week Topics Lect hrs Tutorial hr 1 Simple Mathematical Model, Programming and

Software & Approximation & Round-Off Errors 3 0

2 Taylor Series 3 1 3 Error Propagation 3 1 4 Bracketing Methods & Open Methods 3 1 5 Open Methods and Quiz 3 1 6 Gauss Elimination 3 1 7 LU Decomposition and Revision 3 1 8 Optimization – 1 D unconstrained optimisation 3 1 9 Optimization: Multi-dimensional Unconstrained

Optimization 3 1

10 Curve Fitting (regression, interpolation) 3 1 11 Numerical Integration 3 1 12 Numerical solution of Ordinary Differential

Equation (ODE) 3 1

13 Summary and review problems, Quiz 3 1 Total: 39 12

Course Assessment Students will be assessed by:

(1) 40% CA- 2 quizzes, each having 20% weightage

(2) 60% Final Written Examination (closed book)

8

References

1. J. H. Mathews and K. D. Fink, Numerical Methods using Matlab, 4th Ed., Pearson-Prentice Hall, New Jersey, 2004

2. Constantinides and N. Mostoufi, Numerical Methods for Chemical Engineering: Applications in MATLAB, Cambridge University Press, 2006.

3. S. Gottfried, Spreadsheet Tools for Engineers using Excel, McGraw-Hill, New York, 2009.

BG2112 - Cardiovascular Engineering (Core)

[Lectures: 39 hours; Tutorials: 13 hours; Pre-requisites: BG1107; Academic Unit: 4.0]

Objectives

To learn and understand the fundamentals in fluid mechanics and be able to apply this knowledge to solve problems in cardiovascular engineering. To learn and study the anatomy of the human cardiovascular system, understand blood rheology and phenomenon in blood circulation, utilize basic steady and unsteady flow models to describe flow mechanics in the cardiovascular system, and learn basic concepts in heart valve dynamics.


Students will be able to:

1. Understand basic properties of fluids, the conversation laws, and fundamental concepts in fluiddynamics

2. Apply fundamental flow equations and physical relations to solve simple flow problems inhydrostatics and pipe flow.

3. Understand cardiovascular physiology relevant to fluid mechanics in human circulation.4. Understand fluid properties and behaviors in blood rheology, and be able to perform simple

viscometry calculations to determine fluid properties.5. Understand the Bernoulli equation and be able to apply this to solve flow problems in hemodynamics.6. Understand concepts underlying steady and unsteady flow models and be able to apply them in

different cardiovascular flow problems.7. Understand basic heart valve mechanics and be able to perform simple hemodynamic assessment of

prosthetic heart valves.

Course Assessment


(a) Final 2.5-hour written examination (60%)

(b) Tutorial assessment (40%) - ( 2 Quizzes; 20% each quiz)

References

1. Transport Phenomena in Biological Systems by George Truskey, Fan Yuan and David F. Katz (2010)2. Introduction to Fluid Mechanics by Robert W. Fox, Phillip J. Pritchard, Alan T. MacDonald, 7th

edition (2010)3. Biofluid Mechanics: the human circulation by Krishnan B. Chandran, Ajit P. Yoganathan and Stanely

E. Rittgers (2007)

Topics

1. Hydrostatics2. Conservation Laws3. Friction Flow In Pipes4. Cardiovascular Physiology5. Blood Rheology6. Steady And Unsteady Flow Models7. Heart Valve Hemodynamics

BG2131 – Biomaterials (Core)


Objectives

To know and understand basic properties of biomaterials and methods in which we can manipulate them. Students should also know the basic physiological consequences in relation to biomaterial implantation, and know methods for testing biomaterial compatibility.


Students will understand how basic chemical properties and constituents of a biomaterial affect their physical, mechanical, and degradation properties, know various processing and surface modifications methods in order to manipulate properties of the material. They will understand the physiological consequences during implantation, know the biological events associated to them, and learn some basic methods for in vitro and in vivo testing.

Course Assessment


(a) Tutorial assessment and quizzes (30%)


References

1. Biomaterials, J.S. Temenoff and A. G. Mikos (Editors); Pearson International Edition, 2008.ISBN 0-13-235044-0

2. Biological Performance of Materials, J.Black, Marcel Dekker, 3rd Edition, 1999. ISBN 0-8247-7106-0

Topics 1. Introduction2. Bio-Metals3. Bio-Ceramics, Glasses And Composites4. Bio- Polymers5. Applications6. Biocompatibility7. In-Vitro Testing8. In-Vivo Testing9. Degradation Of Materials In Biological Environment

BG2141 – Mechanics of Materials (Core)

[Lectures: 26 hours; Tutorials: 13 hours; Pre-requisites: FE1011; Academic Unit: 3]

Objectives

To learn the fundamentals of statics and mechanics of materials. To understand the relation between applied load and deformation, and the relation between stress and strain under different loading conditions. To build problem solving skills for practical problems in mechanics of materials.


Students will build up solid foundations in mechanics of materials for subsequent courses, and be able to solve practical problems in materials design.

Course Assessment




References

1. F. P. Bear and E. R. Johnson, Jr., Mechanics for Engineers: Statics, 5/E, McGraw Hill, 2008.

2. R. C. Hibeler, Mechanics of Materials, 7/E, Pearson, 2007.

Topics 1. Introduction: Concept Of Stress2. Stress And Strain3. Axial Loading4. Torsional Loading5. Bending6. Transformation Of Stress And Strain7. Deflection Of Beams8. Energy Methods9. Columns10. Shells

BG2142 – Biological Thermodyamics (Core)


Objectives

To learn the laws of thermodynamics, the ideal gas law and kinetic theory of gases. To learn basic relationships between enthalpy, entropy and the Gibbs Free energy, and their applications in chemical and biological systems. To learn the phase equilibria and behaviours of one- and two-component systems. To learn about reaction kinetics and mechanisms.


Students will know and understand ideal gas behaviours and how to apply the gas law. They will know the laws of thermodynamics and understand basic thermodynamic relationships in a given system. They will learn about Gibbs Free energy and how to calculate change in entropy in both chemical and biological systems. They will learn and understand systems in phase equilibria and be able to calculate phase points. They will learn and understand basic reaction kinetics, mechanisms and complex reactions.

Course Assessment


(a) Tutorial assessment (40%)


References

1. Thomas Engel and Philip Reid, Thermodynamics, 2nd Edition, Pearson Prentice Hall.2. Ignacio Tinoco, Kenneth Sauer, James C. Wang and Joseph D. Puglisi, Physical Chemistry:

Principles and Applications in Biological sciences, 4th Edition, Pearson Prentice Hall.

Topics

1. Energy Transformation2. The Laws Of Thermodynamics3. Gibbs Free Energy4. Statistical Thermodynamics5. Binding Equilibria6. Reaction Kinetics

2

COURSE CONTENT

Academic Year 2019/20 Semester 1 Course Coordinator Ni Ran/Mukta Bansal Course Code BG2211 Course Title Introduction to Computational Thinking Pre-requisites MH1810 No of AUs 3 Contact Hours 26 Lecture hours and 12 tutorial hours Proposal Date 17 May 2018

Course Aims Computational thinking (CT) is a problem solving process with the aid of computer; i.e. formulating a problem and expressing its solution in such a way that a computer can effectively carry it out. It includes a number of characteristics, such as breaking a problem into small and repetitive ordered steps, logically ordering and analyzing data and creating solutions that can be effectively implemented as algorithms running on computer. As such, computational thinking is essential not only to the Computer Science discipline, it can also be used to support problem solving across all disciplines, including math, science, engineering, business, finance and humanities.

The aim of this course is hence to take students with no prior experience of thinking in a computational manner to a point where you can derive simple algorithms and code the programs to solve some basic problems in bioengineering domain.

Intended Learning Outcomes (ILO) At the end of this course, you should be able to:

1. Code basic programs based on the programming language such as MATLAB.2. Formulate a problem and express its solution in such a way that a computer can effectively carry

it out. (i.e. equip you with CT skills)3. Identify appropriate numerical methods in solving realistic problems in bioengineering using

computing language (such as MATLAB).

Course Content

0 Course Overview and Concepts of Computational Thinking Solving complex problem using computer - enables the student to work out exactly what to tell the computer to do.

1 Overview of Programming Languages Graphic programming, high level programming languages (Matlab)

2 Basic internal operation of computer Basic computer organization and how a computer execute a program (Machine instructions)

3

Basic program structure: control constructs and data types Concepts of data types, variables; Pseude code and flowcharts; Sequences, Selection (if/else), iteration (for/while loop);

4

CT concept – Abstraction Problem formulation - reducing something to a set of sub problems which have existing numerical algorithms/methods such as linear/nonlinear equations, optimization, curve fitting, numerical integration/differentiation, numerical differential equations

3

5

CT concept - Decomposition Break a complex problem into smaller and more manageable parts/steps and find the appropriate algorithms/methods for them including the methods for linear/nonlinear equations, optimization, curve fitting, numerical integration/differentiation, numerical differential equations.

6 CT concept – Pattern recognition Looking for similarities among and within problems, which also enable re-use knowledge of previous similar problems

7

CT concept – Algorithm Reformulating the problem into series of ordered steps through Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources.

8 Limit of computing Analysis of Algorithm Complexity to determine how much resources (space and time) are needed to execute an Algorithm in order to achieve code optimization.




1. ContinuousAssessment1 (CA1 andCA2):Quizzes

1, 2, 3 EAB SLO* a, b, f

80% Individual

2. CA3:Assignments

1, 2, 3 EAB SLO* a, b, c, f


Total 100%

Formative feedback

You will get back your quizzes scores and the answers; You will receive feedback during tutorials based on your performance; You will also receive feedback on your assignment performance.



LECTURE Course materials covering all topics

LAMS Online Lecture MATLAB Implementation

TUTORIAL 12 classroom discussion sessions on tutorial questions and related topics

4

Reading and References TextBook

√ S. C. Chapra & R.P. Canale, Numerical Methods for Engineers, 7th Edition, McGrawHill Education, 2015.

References √ J. H. Mathews and K. D. Fink, Numerical Methods using Matlab, 4th Ed., Pearson-

Prentice Hall, New Jersey, 2004√ Constantinides and N. Mostoufi, Numerical Methods for Chemical Engineering:

Applications in MATLAB, Cambridge University Press, 2006.

Course Policies and Student Responsibilities § Completed assignments should be submitted through box labeled BG2111. No late assignments

will be accepted.§ There will be no make-up quizzes. Zero points for no show up. Exceptions will be made for official

leave of absence (with valid proof). In this case, points will be awarded based on your performancein the final examination.

§ Active note taking in the class is encouraged.Academic Integrity



Course Instructors


5

Mukta Bansal N1.2-B2-28 63168775 [email protected] Ni Ran N1.2-B1-12 6790 6737 [email protected]


Week Topic Course LO Readings/ Activities 1 Course Overview

and Concepts of Computational Thinking Simple Mathematical Model, Programming and Software & Approximation & Round-Off Errors

1, 3

2 Overview of MATLAB Taylor Series

1, 3

3 Error Propagation 1, 2, 3

4 Computational Algorithms: Bracketing Methods & Open Methods

1, 2, 3

5 Decomposition & Algorithm Open Methods & Quiz

1, 3

6 Decomposition & Algorithm

1, 3

7 Algorithm LU Decomposition and Matrix Inversion & Review

1, 3

8 & 9 Abstraction Optimization

1, 2, 3

10 Pattern recognition Curve Fitting

1, 2, 3

11 Algorithm Numerical Integration

1, 2, 3

12 Algorithm Differential Equation

1, 2, 3

13 Review & Quiz 1, 2, 3

6

Appendix 1: Assessment criteria for the assignment

Criteria Unsatisfactory: 1

Borderline: 2 Satisfactory: 3 Very good: 4 Exemplary: 5

Interpretation

(LO 2 and 3)

Interpretation of the problem is not clear

Interpretation of the problem and explanation of the algorithm suggests minimal understanding of the basics

Interpretation of the problem and explanation of the algorithm suggests that there is basic understanding

Interpretation of the problem and explanation of the algorithm suggests that there is clear understanding of the numerical methods.

Interpretation of the problem and explanation of the algorithm suggests a very clear understanding of the numerical methods that is needed for the assignment and provide recommendations

MATLAB implementation

(LO 1, 2, 3)

Not able to implement it in MATLAB

Able to do it without having much idea.

Able to understand and implement it in MATLAB

Able to implement it in MATLAB and able to interpret the results.

The MATLAB simulation meets all the requirements and presents the results in a very user friendly/useful way.

COURSE CONTENT


TBD

Course Code BG 2801 Course Title Bioengineering Laboratory 2A Pre-requisites Nil No of AUs 1 Contact Hours 0 hours lecture, 0 hours tutorial, 24 hours Laboratory Proposal Date 31 May 2019

Course Aims

This laboratory course aims to provide practical applications to reinforce theories and concepts taught in second year of bioengineering.




methodology, discussion of results and conclusions of experimentsCourse Content Laboratory experiments are related to lab techniques and analysis tools in field of Bioengineering such as the concepts of Serious Resonance of Passive Networks [BG2104], Arithmetic and sequential circuits [BG2104], Anatomy and Physiology [BG1109], Gene transformation [BG1131], and Enzyme Digestion [BG1131]. The square brackets indicate the courses in which the concepts of the respective experiments are covered.






Assessment rubrics


1, 2, 3, 4 a, b, c, d, e, j, l


Total 100%






page 2


Formative feedback









Academic Integrity



page 3

Course Instructors















































page 2











COURSE CONTENT


TBD

Course Code BG 2802 Course Title Bioengineering Laboratory 2B Pre-requisites Nil No of AUs 1 Contact Hours 0 hours lecture, 0 hours tutorial, 24 hours Laboratory Proposal Date 31 May 2019

Course Aims

This laboratory course aims to provide practical applications to reinforce theories and concepts taught in second year of bioengineering.




methodology, discussion of results and conclusions of experimentsCourse Content Laboratory experiments are related to lab techniques and analysis tools in field of Bioengineering such as the concepts of Heat Treatment of Steel [BG1105], Single Cell Recording [BG2104], Deflection of Bar [BG2109], Fatigue Failure [BG2109], Ligament-Bone System [BG2109], and Drug Delivery [BG2112]. The square brackets indicate the courses in which the concepts of the respective experiments are covered.






Assessment rubrics


1, 2, 3, 4 a, b, c, d, e, j, l


Total 100%






page 2


Formative feedback









Academic Integrity



page 3

Course Instructors















































page 2











BG3102 – Control in Biosystems (Core)

[Lectures: 26 hrs; Tutorials: 13 hrs; Prerequisites: BG1106; Academic Unit: 3]

Objectives

The objective of this subject is to provide the students with the principles and understanding of modeling and control of physiological and biomedical systems and methods for the analysis and design of these systems with applications.


Upon completion of this subject, it is expected that the students have understood basic principles of biomedical control systems and gained knowledge and ability in the analysis and design of biomedical control systems.

Course Assessment




References

1. Khoo, Michael C.K., Physiological Control Systems - Analysis, Simulation, and Estimation, IEEEPress, 2000.

2. Ogata, Katsuhiko, Modern Control Engineering (5th Edition), Prentice Hall, 2009.

Topics

1. Introduction To Biomedical Control Systems2. Biomedical Control System Models3. Static Analysis Of Biomedical Control Systems4. Time Domain Analysis Of Biomedical Control Systems5. Frequency Domain Analysis Of Biomedical Control Systems6. Stability Analysis Of Biomedical Control Systems7. Control Of Biomedical Systems

COURSE CONTENT


Liu Quan, Pui Tze Sian

Course Code BG 3102 Course Title Control in Biosystems (Core) Pre-requisites BG1106 No of AUs 3 Contact Hours 26 hours lecture, 13 hours tutorial Proposal Date Oct. 11, 2019

Course Aims The objective of this subject is to provide the students with the principles and understanding of modelling and control of physiological and biomedical systems and methods for the analysis and design of these systems with applications.


1. Describe the principles of control systems2. Study the performance of the existing systems and/or improving designs3. Apply control theory to design systems with desired behaviours4. Analyse a given system in terms of key specifications from different perspectives, for

example, in the time domain, by transfer function or state space representation.

Course Content Laplace transform, mathematical modelling, time-domain analysis, state-space analysis, PID controller design and applications, pole placement method, frequency response analysis, bode plot, Nyquist plot and Nyquist stability criterion, stability analysis.






Assessment rubrics

1. Continuous assessment 1 (quiz) 1, 2,4 EAB, SLO, a, b 20% Individual Refer to appendix 1

2. Continuous assessment 2 (quiz) 3, 4 EAB, SLO, a, b 20% Individual Refer to appendix 1

2. Final Examination(2.5hrs, Closed Book, exam papernot allowed to be removed fromexam hall)

1,2,3,4 EAB, SLO, a, b, c

60% Individual Refer to appendix 3

Total 100%

page 2



(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) Core ● ● ◐

Describe the principles of control systems a Study the performance of the existing systems and/or improving designs a, b, c

Apply control theory to design systems with desired behaviours a, b, c

Analyse a given system in terms of key specifications from different perspectives, for example, in the time domain, by transfer function or state space representation.

a, b, c







Reading and References 1. Khoo, Michael C.K., Physiological Control Systems - Analysis, Simulation, and Estimation,

IEEE Press, 2000.2. Ogata, Katsuhiko, Modern Control Engineering (5th Edition), Prentice Hall, 2009.


page 3




Course Instructors

Instructor Office Location Phone Email Liu Quan N1.3 B2-10 6316 8748 [email protected] Alex Pui N1.3 B3-12 6790 4485 [email protected]


Week Topic Course LO Readings/ Activities 1 Introduction to control systems and Laplace

transform 1 Face to face lecture

2 Mathematical modelling 1,2 Face to face lecture Tutorial 1

3 Time domain analysis of control systems I 2, 3, Face to face lecture Tutorial 2

4 Time domain analysis of control systems II 3, 4 Face to face lecture Tutorial 3

5 State space analysis of control systems II 2, 3 Face to face lecture Tutorial 4

6 State space analysis of control systems II 3, 4 Face to face lecture Tutorial 5

7 PID controller design and applications 4 Face to face lecture Tutorial 6

8 Pole placement methods 3, 4 Face to face lecture Tutorial 7

9 Identification of physiological control systems 1, 2 Face to face lecture Tutorial 8

10 Frequency response analysis 2 Face to face lecture Tutorial 9

11 Bode plot 2, 4 Face to face lecture Tutorial 10

12 Nyquist and Nyquist stability criterion 3, 4 Face to face lecture




page 4

Tutorial 11 13 Stability analysis 3 , 4 Face to face lecture

Tutorial 12






Exemplary: >90%

Comprehension The ability to studying the performance of the existing system and/or improving designs.

Unable to understand the components and functionality of the control system from any given description.

Some understanding of the components and functionality of the control system but no linkage among them.

Understands the components and functionality of the control system, and the linkage in terms of functionality.

Understands the components and functionality of the control system very well and most likely can predict the behavior of the system in given conditions.

A thorough understanding of the components and functionality of control system and can accurately predict behavioral changes in given conditions.

Application Applying control theory to design systems with desired behaviors

Unable to understand theoretical concepts of control systems and apply the knowledge to design and optimize control engineering system.

Can read and partially understand theoretical concepts of control systems but unable to apply the knowledge to design and optimize control engineering system

Can read and understand theoretical concepts of control systems and apply the knowledge to design and optimize simple control engineering system.

Can read and understand theoretical concepts of control systems and apply the knowledge to design and optimize medium level control engineering system

Can read and understand theoretical concepts of control systems and apply the knowledge to design and optimize complex level control engineering system.

page 5


Criteria Unsatisfactory: 1 Borderline: 2 Satisfactory:

3 Very good: 4 Exemplary: 5

Knowledge

Understanding of principles of control systems

• Lacksunderstandingof theprinciples ofcontrolsystems.

• Unable toapply theprinciples ofcontrol systemsto solveengineeringproblems.

• Partialunderstanding ofthe principles ofcontrol systems.

• Can apply theprinciples ofcontrol systemsto solve simpleengineeringproblems.

• Goodunderstandingof theprinciples ofcontrolsystems.

• Can apply theprinciples ofcontrolsystems tosolve mediumlevelengineeringproblems

• Good andcomprehensiveunderstanding ofthe principles ofcontrol systems.

• Can apply theprinciples ofcontrol systemsto solve complexengineeringproblems

• Very good andcomprehensiveunderstanding ofthe principles ofcontrol systems.

• Can apply theprinciples ofcontrol systemsto solve allengineeringproblems.

Comprehension The ability to studying the performance of the existing system and/or improving designs.

• Unable tounderstand thecomponentsandfunctionality ofthe controlsystem fromany givendescription.

• Someunderstanding ofthe componentsand functionalityof the controlsystem but nolinkage amongthem.

• Understandsthecomponentsandfunctionalityof the controlsystem, andthe linkage interms offunctionality.

• Understands thecomponents andfunctionality ofthe controlsystem very welland most likelycan predict thebehavior of thesystem in givenconditions.

• A thoroughunderstandingof thecomponents andfunctionality ofcontrol systemand canaccuratelypredictbehavioralchanges ingivenconditions.

Application

Applying control theory to design systems with desired behaviors

• Unable tounderstandtheoreticalconcepts ofcontrol systemsand apply theknowledge todesign andoptimizecontrolengineeringsystem.

• Can read andpartiallyunderstandtheoreticalconcepts ofcontrol systemsbut unable toapply theknowledge todesign andoptimize controlengineeringsystem

• Can read andunderstandtheoreticalconcepts ofcontrolsystems andapply theknowledge todesign andoptimizesimple controlengineeringsystem.

• Can read andunderstandtheoreticalconcepts ofcontrol systemsand apply theknowledge todesign andoptimize mediumlevel controlengineeringsystem

• Can read andunderstandtheoreticalconcepts ofcontrol systemsand apply theknowledge todesign andoptimizecomplex levelcontrolengineeringsystem.

Analysis The ability to analyze a given system in terms of key specifications from different perspectives, for example, in the time domain, by transfer function or state space representation.

• Unable tomakereasonableassumptionsaccording tothe nature ofthe problems.

• Can makereasonableassumptions, butthe choice ofmethods are notappropriate.

• Can analyze asimple systemgiven in theform ofdiagram,transferfunction orstate spacerepresentation

• Can analyze amedium levelsystem given inthe form ofdiagram, transferfunction or statespacerepresentation

• Can analyze acomplex systemgiven in theform ofdiagram,transfer functionor state spacerepresentation

page 6














COURSE CONTENT


A/P Quan Liu, Clement Yuen

Course Code BG 3103 Course Title Signal Processing in Biosystems (Core) Pre-requisites Nil No of AUs 3 Contact Hours 26 hours lecture, 13 hours tutorial Proposal Date 18 October 2019

Course Aims The main aim for this 13-week programme is to offer a complete and concise knowledge for the acquisition and extracts a priori desired information from bio-system. To achieve this aforesaid aim, 5 main areas of signals processing in biosystem are focused: (1) Discussion of an overall views and fundamental ideas in of signals and systems. (2) Identification and processing of the different types of signals. (3) Comprehension and examination of signals acquired in an infinitesimally short amount of time in the ideal situation, and sampled with finite period in the practical case. (4) Conception of signals and systems from a time- and frequency-stand point. (5) Development of methodology for desired signals extractions and noise reductions.

Intended Learning Outcomes (ILO) The main outcome is the understanding the characteristic of the signal in bio-systems and use of signal processing techniques for improving the signal for further analysis.

Upon successfully completing this course, you should be able to (in corresponding to the 5 main areas of focus in the course aims above):

1) Discuss the basic concepts of signals and systems;2) Perform calculations and distinguishes on the various types of signals;3) Carry out evaluations of signals in the continuous-time or discrete-time domain;4) Analyse signals and systems in the time and frequency domain for performing conversion

between these two domains; and5) Design digital filters.

Course Content The course content is as follows: • Education of the importance and nature of biomedical signal processing;• Comprehension of the different types and characteristics of signals;• Operation and calculation on different commonly used signals;• Comprehension of correlation between the input and output of a system (time-invariant and

linear system in particular);• Determination of the convolution between signals;• Explanation of synthesis and analysis of Fourier series in continuous-time domain signals;• Education of the Fourier transform and inverse Fourier transform in continuous-time domain

signals;• Explanation of digital signal processing system operation;• Determination of the discrete Fourier transform (DFT) and inverse discrete Fourier transform

for sequence of data;• Education of fast Fourier transform for sequence of data;• Determination of the 𝑧𝑧-transform and inverse 𝑧𝑧-transform for given discrete-time sequence;

page 2

• Education of digital filter design;• Explanation of finite impulse response filters and infinite impulse response filters design; and• Comprehension and application the window method in filter design.






Assessment rubrics

1. Continuous Assessment (40%)Quizzes will be conducted

ILO (1 – 5) EAB SLOs a, b, c

40% Individual N.A. not project-based

2. Final Examination (60%)(2.5hrs, Closed Book, exam papernot allowed to be removed fromexam hall)

ILO (1 – 5) EAB SLOs a, b, c

60% Individual N.A. not project-based

Total 100%



(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) Core ◐ ◐ ◐

1) Discuss the basic concepts of signals and systems a 2) Perform calculations and distinguishes on the various types of signals a, b

3) Carry out evaluations of signals in the continuous-time or discrete-timedomain a, b

4) Analyse signals and systems in the time and frequency domain forperforming conversion between these two domains a, b

5) Design digital filters a, b, c


Formative feedback There are various feedback strata throughout this module to ensure your progressive improvement leading up to the examination. 1. Informal feedback

To ensure inclusiveness, you are encouraged to ask questions and offer viewpoints duringlectures. This is to ensure no misunderstanding about the principles taught and the correctknowledge entrenched at all times.

2. Continuous-assessment feedbackResults and answers are discussed after the continuous assessment. After the quiz, you willhave the opportunity to look into the marked script about their individual work and knowledge.This test is an important milestone for you to measure your performance and take steps toimprove, prior to the final exam. Additionally, the quiz answers will be discussed in class.

3. Formal feedbackSurvey will be conducted on NTULearn to obtain feedbacks from you on the teaching style.

4. Examiner’s final grading

page 3

You will receive the marker’s grading on the overall examination performance after the formal release of exam results.



Lecture Lectures begin with the introduction of fundamental concepts, theories and equations. Information is instilled using examples and scenarios that help better understanding. Interactive questions will also be initiated to encourage inquisitiveness, active participation, and to also check if the student is lagging behind. The content presentation in lecture notes is illustrative in nature using mathematics, graphs, shapes, colours, charts and animation. Lecture presentations are created and displayed primarily on MS PowerPoint. During lecture, technology videos of various cutting edge and innovative signal processing methodology will be shown as well.

Tutorial TBL classroom discussion sessions on tutorial questions and related topics. Each set of answers will be accompanied by additional detailed discussions to invite different viewpoints or additional method in solving the questions from the rest of the class.

Reading and References 1. Eugene N. Bruce, Biomedical signal processing and signal modelling, Wiley, 2001.

Course Policies and Student Responsibilities General: You are expected to complete all tutorials and quizzes. Moreover, students are expected to take responsibility to follow up with course notes, assignments and course related announcements. You are expected to participate proactively in all tutorial discussions and activities.

Continuous assessments: You are required to attend all continuous assessments. Absenteeism: Continuous assessments make up a significant portion of your course grade. Absence from continuous assessments without officially approved leave will result in no marks and affect your overall course grade.




page 4

Course Instructors

Instructor Office Location Phone Email Clement Yuen N1.3-B4-01 91384398 [email protected] Liu Quan N1.3-B2-10 63168748 [email protected]


Week Topic Course LO Readings/ Activities 1 Introduction and basic concepts of signals

and systems ILO 1, 2

2 Basic operation on signals and elementary signal

ILO 1, 2, 3

3 System properties and interconnection of systems

ILO 1, 2, 3

4 Linear time-invariant systems and convolutions

ILO 1, 2, 3

5 Fourier series ILO 1, 2, 3, 4 6 Fourier transform ILO 1, 2, 3, 4 7 Discrete Fourier transform ILO 1, 2, 3, 4 8 Fast Fourier transform ILO 1, 2, 3, 4 9 Z-transform and inverse z-transform ILO 1, 2, 3, 4 10 Properties of z-transform ILO 1, 2, 3, 4 11 Infinite and finite impulse response filter ILO 1, 2, 3, 5 12 Filter design steps ILO 1, 2, 3, 5 13 Bilinear z-transform and infinite impulse

response filter design ILO 1, 2, 3, 5

page 5














Teaching, Learning and Pedagogy DivisionLT19A-B4-01, 50 Nanyang Avenue, Singapore 639798 65923739 [email protected] http://www.ntu.edu.sg/tlpd

COURSE CONTENT


Dr. Pui Tze Sian

Course Code BG 3104 Course Title Biomedical Imaging (Core) Pre-requisites Nil No of AUs 3 Contact Hours 26 hours lecture, 13 hours tutorial Proposal Date 14 October 2019

Course Aims This course aims to support you in learning the fundamentals of medical imaging, and image processing techniques. Medical imaging techniques include X-ray projection imaging, X-ray Computed Tomography (CT), Nuclear imaging, Magnetic resonance imaging, Ultrasounds, and optical imaging shall be introduced.


1. Describe biomedical imaging and various imaging modalities2. Analyse the mathematical functions used in biomedical imaging3. Elaborate on how x-ray imaging is done4. Describe how CT image acquisition works, and various types of image

reconstruction used in CT.5. Describe Nuclear Imaging. Explain how PET and SPECT is done6. Explain basic principles of ultrasound imaging, various modes of ultrasound imaging7. Summarize motivation behind optical imaging, explain the concept of Optical

coherence tomography (OCT)8. Explain the purpose of digital image processing and states examples of how digital

image processing is used in biomedical imaging9. Illustrate the basic of image sampling, quantization, spatial and intensity resolution

and their effects on image appearance10. Explain the mechanics of spatial filtering and how they are applied to enhance

image.11. Apply different approaches for image segmentation12. Describe the key processes in generation of MR signals from the body, including

precession, RF excitation and resonance13. Describe the slice selection, phase encoding and frequency encoding in the creation

of MR images.14. Explain basic pulse sequence and describe how contrast (T1 weighted and T2

weighted) is achieved in MR imaging.

Course Content This course introduces Biomedical Imaging at a fundamental level. Medical image processing techniques. X-ray imaging. CT scan. Magnetic resonance imaging. Ultrasounds and ultrasonic imaging. Nuclear imaging. Optical Imaging.


http://www.ntu.edu.sg/tlpd

page 2






Assessment rubrics

1. Continuousassessment 1(Quiz)

1,2,3,4,5,6

EAB SLOs a, b 20% Individual Refer to appendix 1

2. Continuousassessment 2 (Quiz)

8,9,10,11 EAB SLOs a, b, c 20% Individual Refer to appendix 1

3. Final Examination 1,2,3,4,5,6,7,8,9,10,11,12,13,14

EAB SLOs a, b, c, d, f, j, l


Total 100%



(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

Core ● ◐ ◐ š š š ◐ š

Describe biomedical imaging and various imaging modalities a, f, j, l

Analyze the mathematical functions used in biomedical imaging a, b, d

Elaborate on how x-ray imaging is done a, j

Describe how CT image acquisition works, and various types of image reconstruction used in CT. a, b, c

Describe Nuclear Imaging. Explain how PET and SPECT is done a, j

Explain basic principles of ultrasound imaging, various modes of ultrasound imaging a, b, c, j

Summarize motivation behind optical imaging, explain the concept of Optical coherence tomography (OCT) a, j

Explain the purpose of digital image processing and states examples of how digital image processing is used in biomedical imaging

a, d, l

Illustrate the basic of image sampling, quantization, spatial and intensity resolution and their effects on image appearance a, b, j

Explain the mechanics of spatial filtering and how they are applied to enhance image. a, b, j

page 3

Apply different approaches for image segmentation a, b, c

Describe the key processes in generation of MR signals from the body, including precession, RF excitation and resonance a, j

Describe the slice selection, phase encoding and frequency encoding in the creation of MR images. a, b, j

Explain basic pulse sequence and describe how contrast (T1 weighted and T2 weighted) is achieved in MR imaging. a, d, j, l







Reading and References 1. Jerry L. Prince, Jonathan Links, Medical Imaging Signals and Systems, Pearson Prentice

Hall, 20062. L. V. Wang, Biomedical Optics, Wiley, 2007.3. Rafael C. Gonzalez and Richard e. Woods, Digital Image Processing, 3rd edition,

Prentice Hall, 2008.



page 4



Course Instructors

Instructor Office Location Phone Email Manojit Pramanik N1.3 B2-11 6790 5835 [email protected] Alex Pui N1.3 B2-12 6790 4485 [email protected]



1 Introduction of Biomedical imaging 1 Face to face lecture Tutorial 1

2 Signals and Systems 2 Face to face lecture Tutorial 2

3 X-ray imaging 3 Face to face lecture Tutorial 3

4 CT 3, 4 Face to face lecture Tutorial 4

5 Nuclear Imaging 5 Face to face lecture Tutorial 5

6 Ultrasound Imaging 5, 6 Face to face lecture Tutorial 6

7 Optical Imaging 7 Face to face lecture Tutorial 7

8 Fundamentals of image processing 8 Face to face lecture Tutorial 8

9 Image enhancement 9 Face to face lecture Tutorial 9

10 Image segmentation 10 Face to face lecture Tutorial 10

11 Magnetic resonance physics 11 Face to face lecture Tutorial 11

12 Creating images in MRI 12,13 Face to face lecture Tutorial 12

13 Spin echo sequence and image contrast 13,14 Face to face lecture Tutorial 13





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Exemplary: >90%

Knowledge Understanding of principles of biomedical imaging

• Lacksunderstanding of theprinciplesofbiomedicalimaging.

• Unable toapply theprinciplesofbiomedicalimaging tosolveengineeringproblems.

• Partialunderstanding of theprinciples ofbiomedicalimaging.

• Can applytheprinciples ofbiomedicalimaging tosolve simpleengineeringproblems.

• Goodunderstanding of theprinciplesofbiomedicalimaging.

• Can applythe principles of biomedical imaging to solve medium level engineering problems

• Good andcomprehensiveunderstanding of theprinciples ofbiomedicalimaging.

• Can apply the principles of biomedical imaging to solve engineering problems.

• Very goodandcomprehensiveunderstanding of theprinciplesofbiomedicalimaging.

• Can applytheprinciplesofbiomedicalimaging tosolveengineeringproblems.

Evaluation Able to solve numerical problems in medical imaging

• Calculations areattemptedbut arebothunsuccessful and arenotcomprehensive.

• Calculationsareattemptedbutrepresentonly aportion ofthecalculationsrequiredwith somecomprehensive to solvethe problem.

• Calculations attemptedare mostlysuccessfulandsufficientlycomprehensive tosolve theproblem.

• Calculationsattemptedare allsuccessfulandsufficientlycomprehensive to solvethe problem.

• Calculationsattemptedare allsuccessfuland fullycomprehensive tosolve theproblem;calculations are alsopresentedelegantly

page 6

Appendix 2: Assessment Criterial for Final exam

Criteria Unsatisfactory:

<40% Borderline: 40%

to 49% Satisfactory: 50%

to 69% Very good: 70%

to 89% Exemplary:

>90%

Knowledge & Comprehension

Understanding of principles of biomedical imaging

• Lacksunderstandingof theprinciples ofbiomedicalimaging.

• Unable toapply theprinciples ofbiomedicalimaging tosolveengineeringproblems.

• Partialunderstandingof theprinciples ofbiomedicalimaging.

• Can apply theprinciples ofbiomedicalimaging tosolve simpleengineeringproblems.

• Goodunderstandingof theprinciples ofbiomedicalimaging.

• Can apply theprinciples ofbiomedicalimaging tosolve mediumlevelengineeringproblems

• Good andcomprehensiveunderstandingof theprinciples ofbiomedicalimaging.

• Can apply theprinciples of biomedical imaging to solve engineering problems.

• Very good andcomprehensiveunderstandingof theprinciples ofbiomedicalimaging.

• Can apply theprinciples of biomedical imaging to solve engineering problems.

Application

Applying imaging principles to solve problems

• Unable tounderstandtheoreticalconcepts ofbiomedicalimaging andapply theknowledge todesign andoptimizemedicalimagingsystems

• Can read andpartiallyunderstandtheoreticalconcepts ofbiomedicalimaging andapply theknowledge todesign andoptimizesimplemedicalimagingsystems

• Can read andunderstandtheoreticalconcepts ofbiomedicalimaging andapply theknowledge todesign andoptimizesimple medicalimagingsystems

• Can read andunderstandtheoreticalconcepts ofbiomedicalimaging andapply theknowledge todesign andoptimizemedium levelmedicalimagingsystems

• Can read andunderstandtheoreticalconcepts ofbiomedicalimaging andapply theknowledge todesign andoptimizemedicalimagingsystems

Evaluation

Able to solve numerical problems in medical imaging

• Calculationsare attemptedbut are bothunsuccessfuland are notcomprehensive.

• Calculationsare attemptedbut representonly a portionof thecalculationsrequired withsomecomprehensive to solve theproblem.

• Calculationsattempted aremostlysuccessful andsufficientlycomprehensiveto solve theproblem.

• Calculationsattempted areall successfuland sufficientlycomprehensiveto solve theproblem.

• Calculationsattempted areall successfuland fullycomprehensiveto solve theproblem;calculations arealso presentedelegantly

Analysis

Able to analyze problems, make reasonable assumptions, and choose appropriate methods.

• Unable tomakereasonableassumptionsand judgmentaccording tothe nature ofthe problems,uncertainaboutdrawing anyconclusions.

• Can makereasonableassumptionsand judgment,but the choiceof methodsare notappropriate,uncertainabout theaccuracy ofthe outcome.

• Can makereasonableassumptionsand judgment,can chooseappropriatemethods andpredict theoutcomemostly, butnotnecessarilythe bestchoice.

• Can makereasonableassumptionsandjudgment,can chooseappropriatemethods andpredict theoutcome, candrawreasonableconclusions.

• Can makecorrectassumptions,can chooseappropriatemethods tosolve theproblem anddrawconclusions.Can identifypotentialproblems andtailor theprocessaccordingly.

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a) Engineering knowledge: Apply the knowledge of mathematics, natural science, engineering fundamentals, and an engineering specialisation to the solution of complex engineering problems

b) Problem Analysis: Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.

c) Design/development of Solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations.

d) Investigation: Conduct investigations of complex problems using research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.

e) Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modelling to complex engineering activities with an understanding of the limitations

f) The engineer and Society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the professional engineering practice.

g) Environment and Sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for the sustainable development.

h) Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.

i) Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary settings.

j) Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.

k) Project Management and Finance: Demonstrate knowledge and understanding of the engineering and management principles and economic decision-making, and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.

l) Life-long Learning: Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change

BG3105 – Biomedical Instrumentation (Core)


Objectives

To introduce various biomedical instruments being used in clinical setting. To understand working principles and related human physiology at level medical doctors do. To build strong connection between what we learned in electronics/control course and the medical application.


Basics about measurements and instrumentation will be learnt. Students will learn firstly about anatomy and physiology of major organs such as heart, lung, and brain, at such a level they can comfortably discuss with medical doctors, before learning details about medical instruments. A 3D CAD software skill will be acquired, such that they can comfortably draw 3-dimensional parts and assembly in their mind, for instrument prototyping.

Course Assessment



(b) A final 2-hours written examination (70%).

References

1. John G. Webster, Medical Instrumentation: Application and Design, 4rd ed., Wiley, 20102. Carr, Joseph J and Brown John M, Introduction to Biomedical Equipment Technology, 4th Edition,

Prentice Hall 20013. Shakti Chatterjee and Aubert Miller, Biomedical Instrumentation Systems, Delma, 2010.4. BC Nakra and KK Chaudhry, Instrumentation Measurement and Analysis, Tata McGraw-Hill.5. Kalsi, Electronic Instrumentation, Tata McGraw-Hill.

Topics

1. Introduction To Instrumentation2. CAD Software – Pro/Engineer3. Pressure, Displacement, Flow, Temperature4. Electrical Safety5. Respiratory And Cardiovascular Instruments6. Bioelectrodes7. Amplifier And Low-Noise Recording8. Biomedical Sensors9. Biopotentials

COURSE CONTENT Academic Year 2019/2020 Semester 1 Course Coordinator

TBD

Course Code BG 3801 Course Title Bioengineering Laboratory 3 Pre-requisites Nil No of AUs 1 Contact Hours 0 hours lecture, 0 hours tutorial, 24 hours Laboratory Proposal Date 31 May 2019 Course Aims

This laboratory course aims to provide practical applications to reinforce theories and concepts taught in third year of bioengineering.


1. Establish your scientific understanding using appropriate laboratory experiments 2. Convert raw data to a physically meaningful form 3. Apply appropriate methods to plot, analyse, and represent experimental results and verify

principles when applicable 4. Write a formal technical/scientific report to introduce the background, objectives,

methodology, discussion of results and conclusions of experiments Course Content Laboratory experiments are related to lab techniques and analysis tools in field of Bioengineering such as the concepts of Orthopedic Surgery [BG2131], Physiological Control [BG3102], Medical Image Processing [BG3103], Processing of ECG Signals [BG3103], Electrocardiography [BG3105], Pulse Oximetry [BG3105], and Electroencephalography [BG3105]. The square brackets indicate the courses in which the concepts of the respective experiments are covered.






Assessment rubrics


1, 2, 3, 4 a, b, c, d, e, j, l


Total 100% Mapping of Course ILOs to EAB Graduate Attributes





4. Write a formal technical/scientific report to introduce the background, objectives, methodology, discussion of results and conclusions of experiments EAB SLO* j, l

page 2

Legend: ● Fully consistent (contributes to more than 75% of Intended Learning Outcomes)

◐ Partially consistent (contributes to about 50% of Intended Learning Outcomes) o Weakly consistent (contributes to about 25% of Intended Learning Outcomes) Blank Not related to Student Learning Outcomes

Formative feedback


Learning and Teaching approach Approach How does this approach support students in achieving the learning

outcomes?






Academic Integrity



page 3

Course Instructors
































Appendix 2: Guidelines on the structure of Formal Report A. GENERAL INSTRUCTIONS:

1. Be prepared for your laboratory work; study the Manual beforehand and read up the theory. 2. No marks will be given for copied material and/or copied reports. 3. Be relevant in content, concise in expression and correct in the use of English. Grades will

depend on the quality of the report, not quantity. 4. The formats set out below will be used to record all laboratory experiment. If there are

modifications or special requirements for a particular experiment, your Supervisor will give you the necessary instructions.

B. FORMAL REPORTS: Assume that your reader is a fellow student who is not familiar with the specific work you are reporting. It consists of the following sections.

1. Title Page Should include Title of Experiment, Name, Group Number, and Date of lab experiment

2. Aim Describe the objectives of the experiment.

3. Abstract 4. Principles

This section prepares the reader to understand the report. 5. Equipment and Materials

Give a brief description of the equipment and materials you used. If detailed descriptions are required, they should be placed in the Appendix. Illustrations by simple diagrams may save you a long description. Provide titles and label your diagrams clearly and refer to them in your text by using a clear numbering system (eg. Fig. 1 A Pressure Transducer).

6. Procedure Describe briefly in the correct sequence the important aspects of the procedure you adopted to conduct the experiment and obtain the results, explaining any modifications you have made to the instructions in the Manual. Use the past tense to report on the procedure.

7. Results This section usually includes (a) observations; (b) sample calculation(s); and (c) results of your calculation (tabulated and/or presented graphically). To present your data or results clearly, make sure that proper titles or lead-in statements are used and appropriate explanations are given. Some types of laboratory work are descriptive and the results will not be quantitative, hence, you may describe the key observations and results in prose paragraphs. Some experiments are required to use assigned software to process data and plot graphs.

8. Discussion (not more than five pages) In this section, you discuss the findings and results of your work. You might want to explain any differences between your measurements and theoretical predictions by comparing the theoretical curve with the experimental curve. You might want to account for any errors and suggest improvements through modification to the experiment/project equipment, procedure or precautions to be taken. You may draw deductions from the results.

9. Conclusion Briefly (not more than half a page) present the conclusions you have reached as a result of your work; or state to what extent the objectives of the project have been met. It is not a repetition of the Discussion but a statement of the key point(s) or inferences logically deduced from the results and discussions.

10. Appendix Any detailed technical information, for example, the theory and derivations, description of equipment referred to but not put in the main text, will be appended at the end of the report. It should also include all graphs, tables etc. not directly needed in the main sections of your report but which may be useful information for the reader. The appendices are lettered in the order in which they are mentioned in the text (Eg. Appendix A) and labelled with appropriate titles, (Eg. Appendix A. Method Used to Calibrate Pressure Transducer).

page 2











BG4101 – Biomedical Project Design and Management (Core)

[Lectures: 26 hours; Tutorials: 13 hours; Pre-requisites: BG3720, Year 4 standing; Academic Unit: 3]

Objectives

This is the capstone course which utilizes the fundamentals of bioengineering in the product design.

• To know how to manage a project. • To understand the regulations and ethics for product design. • To provide knowledge for the acquisition and extract a priori desired information from

biosystem. • To provide knowledge for interpreting the nature of a physical process from the bio-signal.


Understanding the procedure for biomedical product design and relevant regulation. The knowledge for project management and ethics.

Course Assessment




References

1. Design of Biomedical Devices and Systems (Marcel Dekker) by King and Fries.Haile JM, Molecular dynamics simulation: Elementary Methods, John Wiley & Sons 1992

2. Eugene N. Bruce, Biomedical signal processing and signal modeling, Wiley, 2001.

Topics

1. Needs finding – Strategic focus, problem identification and need statement 2. Needs screening – disease fundamentals, treatment options, 3. Needs filtering - market analysis and stakeholders analysis 4. Brainstorming and concept screening 5. Intellectual property 6. Regulatory in biomedical 7. Prototyping 8. Reimbursement 9. Research development strategy 10. implementation 11. Business proposal planning

1

Course Content

Academic Year 2018/2019 Semester 1

Course Coordinator Manojit Pramanik

Course Code BG 4102

Course Title Medical Device Design (Core Elective)

Pre-requisites BG3105

No of AUs 3

Contact Hours 3 hours lecture, 36 hours of tutorial, 39 hours of lab work

Proposal Date 24/05/2018

Course Aims

This course aims to provide you with the opportunity to work in teams and integrate your knowledge in

bioengineering and project management courses to design and produce a medical device.


By the end of this course, you (as a group of students) would be able to:

1. Design and produce a prototype medical device

2. Write technical report on a product prototype

3. Manage a project within given time and financial constraints

4. Showcase your prototype through demonstrations and presentations

5. Work as an effective member of a team

Course Content

There will be no specific reading materials provided in the class. Suggested materials will be dependent on the

project. The module is based on hands-on design work in the lab.


Component Course

LO

Tested

Related

Programme LO

or Graduate

Attributes

Weighting Team

/Individual

Assessment

rubrics

(a) Mid-term demo 1,3,4,5 EAB SLOs a, c,

d, e, i, j

20% Individual

& Team

Refer to

appendix 1

(b) Mid-term project

progress report

2, 3, 5 EAB SLOs a, b,

c, d, e, f, i, j, k

10% Team Refer to

appendix 2

(c) Final product demo 1,3,4,5 EAB SLOs a, c,

d, e, i, j

35% Individual

& Team

Refer to

appendix 1

(d) Final project report 2,3,5 EAB SLOs a, b,

c, d, e, f, i, j, k

15% Team Refer to

appendix 2

(c) peer-evaluation 5 EAB SLOs i, 20% Individual Refer to

appendix 3

Total 100%

http://www.ntu.edu.sg/tlpd/tlr/obtl/4/Pages/41.aspx

Formative feedback

Every week in the lab sessions the students will get feedback on the progress in the project.

Mid-term demo: after mid-term demo the students will get feedback.

http://www.ntu.edu.sg/tlpd/tlr/obtl/4/Pages/41.aspx

2



Lecture There will only one lecture class (1/2 of the first class), where the rationale and the

details of the project will be discussed. Various approaches to complete the design

will be discussed. Since this will be done in groups, students can form groups,

discuss with their friends etc. All the other resources that will be available to the

student to complete the project will also be elaborated.

Lab sessions The project will be carried out in the lab, where you will have access to various

instruments (oscilloscope, power supply, function generator, 3D printer, multi-

meter, electronic components etc.). During these session we will have hands-on

work on design and implementation of electrical circuits and signal processing.

Every week during the lab session, students can discuss, debug their problems,

brainstorm their idea on the implementation of special features in their product to

the instruction of the module.


1. Gail D. Baura. Medical Device Technologies: A Systems-based Overview using Engineering

Standards. Amsterdam; Boston: Elsevier/Academic Press, 2012.

2. James E. Moore, Jr., Duncan J. Maitland. Biomedical Technology and Devices. Boca Raton: CRC

Press, 2013.

3. Giuseppe Andreoni, Massimo Barbieri, Barbara Colombo. Developing Biomedical Devices: Design,

Innovation and Protection. Cham: Springer, 2014.


General: This module requires you to engage in self-directed learning. You are expected to complete all online

activities. You are expected to learn basic electronic circuit design, matlab/labview programming. You are

expected to work in a group of 8-10 students. You need to plan and distribute the workload among all the members

of the group. You are expected to take responsibility to follow up with other group members to complete task.

You are expected to take necessary note and course related announcements. You are expected to participate in all

discussions and activities.

Lab demo (mid-term and final): You are required to attend all the lab demos and submit reports.

Absenteeism: Lab demons consists of 55% of students’ course grade. Absence from lab demos without officially

approved leave will result in no marks and affect students’ overall course grade.

Academic Integrity

Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on

adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole

university community. Truth, Trust and Justice are at the core of NTU’s shared values.

As a student, it is important that you recognize your responsibilities in understanding and applying the principles

of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic

integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all

forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain

of the definitions of any of these terms, you should go to the academic integrity website for more information.

Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course.


3

Course Instructors


Manojit Pramanik N1.3-B2-11 6790 5835 [email protected]



1 Course overview, project details

discussed

To understand what you

need to do in the project,

what are the

deliverables, key

requirements

In class discussion on the

project.

2-6 Lab sessions Debug any difficulties,

discuss progress,

consultation

Hands-on lab sessions,

electrical circuit design,

use of instruments,

programming, 3D printing

7 Mid-term demo To demonstrate the

project progress

Prepare domo setup, props,

tools etc. Demo your

progress. Q&A sessions,

evaluation of project report

8-12 Lab sessions Debug any difficulties,

discuss progress,

consultation

Hands-on lab sessions,

electrical circuit design,

use of instruments,

programming, 3D printing

13 Final Demo To demonstrate the final

product resulted from the

project

Prepare domo setup, props,

tools etc. Demo your

product. Q&A sessions,

evaluation of project report

4

Appendix 1: Assessment Criteria for Group Project

You will use your creativity and your knowledge about hardware and software design for prototyping shape and

function of a medical device.

There will be no reading materials provided in the class. There is no lectures session. The module is based on

hands-on design work in the lab.

Grouping: Each project group consists of ~8-10 students.

Division of Work: Discuss with members on how the work should be divided. Declare each group members

name and what part of the work they have done in the project reports. Your mark will be largely based on the

quality of your own work and your group’s performance in the mid-term and final demo.

Criteria Unsatisfactory:

<40%

Borderline: 40%

to 49%

Satisfactory:

50% to 74%

Very good: 75%

to 85%

Exemplary: >85%

Knowledge

&

Comprehen

sion

Understandi

ng of

principles of

biomedical

signal

processing

to design

biomedical

device

Lacks

understanding

of the principles

of biomedical

signal

processing and

how to design

medical device

for heart rate

monitoring.

Partial

understanding of

the principles of

biomedical signal

processing and

how to design

medical device

for heart rate

monitoring.

Good

understanding of

the principles of

biomedical signal

processing and

how to design

medical device

for heart rate

monitoring.

Good and

comprehensive

understanding of

the principles of

biomedical signal

processing and

how to design

medical device

for heart rate

monitoring.

Very good and

comprehensive

understanding of

the principles of

biomedical signal

processing and how

to design medical

device for heart rate

monitoring.

Application

Applying

signal

processing

principles to

solve

problems

Not able to

design filters to

remove noises

from the signal

and amplify

them.

Partially able to

design filters to

remove noises

from the signal

and amplify

them.

Able to design

filters to remove

noises from the

signal and

amplify them.

Good design of

the filters to

remove noises

from the signal

and amplify them.

Excellent design of

the filters to remove

noises from the

signal and amplify

them.

Evaluation

Able to

evaluate

which

software and

hardware

options will

be most

appropriate

for

designing

the medical

device

Not able to

choose of

software and

hardware to

design compact

heart rate

monitoring

system.

Partially able to

choose software

and hardware to

design compact

heart rate

monitoring

system.

Able to choose

software and

hardware to

design compact

heart rate

monitoring

system.

Good choice of

software and

hardware to

design compact

heart rate

monitoring

system.

Excellent choice of

software and

hardware to design

compact heart rate

monitoring system.

Analysis

Able to

analyze

problems,

make

reasonable

Unable to make

reasonable

assumptions and

judgment

according to the

nature of the

problems,

Can make

reasonable

assumptions and

judgment, but

the choice of

methods are not

appropriate,

Can make

reasonable

assumptions and

judgment, can

choose

appropriate

methods and

Can make

reasonable

assumptions and

judgment, can

choose

appropriate

methods and

Can make correct

assumptions, can

choose appropriate

methods to solve

the problem and

draw conclusions.

Can identify

5

assumptions,

and choose

appropriate

methods.

uncertain about

drawing any

conclusions.

uncertain about

the accuracy of

the outcome.

predict the

outcome mostly,

but not

necessarily the

best choice.

predict the

outcome, can

draw reasonable

conclusions.

potential problems

and tailor the

process

accordingly.

6

Appendix 2: Assessment Criteria for Group Project Report

Criteria (Team) Unsatisfactory

(1)

Satisfactory (4) Good (7) Exemplary (10) Scor

e (1-

10)

Quality of

written

communicatio

n

Languag

e and

format

(10%)

No scientific language, with

grammatical and spelling

errors, poorly constructed

sentences; incorrect use of referencing; report is not properly

formatted

Some use of scientific

language, with grammatical and spelling errors; correct use of referencing in most of the report; report is properly

formatted

Use of scientific language, with few grammatical and

no spelling errors; correct use of referencing

throughout; properly

constructed sentences, well‐ organized chapters and

properly formatted report

Use of stylish scientific

language, with no

grammatical or spelling

errors; properly formatted

report; correct use of referencing throughout; report is very well written

and draws you to read more

Figures

and

tables

(10%)

Errors in figure legends; no

formatting is done; cannot tell the different contents

apart

No errors; standard figure

format; no efforts to

improve the appearance of the figures

Free of any errors; clear efforts to make the figures

more readable and

attractive

Free of any errors; various

designs (shapes and colors) are incorporated in the

figures and tables

Design and

implementation (30%) The medical device design is not described; Choices of parameters and implementation details are missing

The medical device design is described but without much details; Choices of parameters and implementation details are provided minimally

The medical device design is described in details; Choices of parameters and implementation details are provided

The medical device design is described in extreme details; Choices of parameters and implementation details are provided meticulously

Project Management

(10%) No project objectives

presented; no schedule on

milestones for tasks

provided

No project objectives



provided

No project objectives



provided

Project objectives clearly

stated and explained; concise and feasible

schedule on

7

milestones for

tasks provided; project completed ahead of schedule

Experimental results and

Analysis

Quality

and

relevance

of results

(30%)

No results

presented;

Results are

poor;

Results are

good;

Results are

excellent;

Analysis

of the

results

(10%)

no analysis analysis is

poorly done

proper analysis

was done

in depth

analysis was

done

8

Appendix 3: Assessment Criteria for Peer Evaluation

Please rate yourself and your teammates on each of the attributes listed in the form below on a scale from 1 to 5

(1: Strongly Disagree; 2: Disagree; 3: Neutral; 4: Agree; 5: Strongly Agree). Your own score will be calculated

as the “mean of the scores” from all group members.

Return the form at the final demonstration.

Group 1

Name Contributes to

workload and

carries his/her

fair share

(1-5)

Participates in

discussions and

contributes

useful ideas

(1-5)

Willingly

accepts tasks

and delivers on

commitments

(1-5)

Works well

with others and

helps others

when needed

(1-5)

Total Score

Comments to any member or the whole group (if any):

BG4210 – Advanced Biomedical Instrumentation (Core Elective)

[Lectures: 39 hours; Tutorials: 0 hours; Pre-requisites: NIL Academic Unit: 3]

Objectives

To provide broad and comprehensive knowledge of medical instruments most commonly used in hospitals. To provide measurement methods in the biomedical field. To provide knowledge involved in principles, applications and design of the medical instruments.


Broad and comprehensive knowledge of medical instruments most commonly used in hospitals.

Course Assessment




References

1. John G. Webster, Medical Instrumentation: Application and Design, 3rd ed., Wiley, 1998. 2. J.J. Car and J.M. Brown, Introduction to Biomedical Equipment Technology, 4th Ed. 2001 John G.

Webster, Bioinstrumentation, Wiley, 2004. 3. R. Aston, Principles of Biomedical Instrumentation and Measurement 1990 4. B.E.A. Saleh and M.C. Teich, Fundamentals of Photonics, Wiley Inter-Science,

1991.Benjamin/Cummings Publishing Company, Inc. 5. John G. Webster, Bioinstrumentation, Wiley, 2004.

Topics

1. Introduction To Bioinstrumentation 2. Prototyping The Shape - 3D Modeling Using Pro/E 3. Instruments In ICU 4. Prototyping The Function – Labview 5. Human Nervous System And Brain Imaging (EEG, Fmri)

BG4213 – Bioelectronics (Core Elective)

[Lectures: 39 hours; Tutorials: 0 hours; Pre-requisites: NIL Academic Unit: 3]

Objectives

Bioelectronics is concerned with the study of the interface between biological and electronic systems. The objective of this subject is to provide the students with detailed knowledge of the methods and procedures used in the design, fabrication and application of bioelectronic devices.


On completion of this subject of Bioelectronics, it is expected that the students have a clear understanding of bioelectrochemistry, the principles and configurations of basic biotransducers, biosensors and bioelectronic devices. Students should be able to appreciate the performance of enzyme biosensors, immunobiosensors, cell and tissue-based biosensors and make design and selection decisions in response to measurement problems amenable to the use of such biosensors and bioelectronic devices. Course Assessment




References

1. S. Bone, and B. Zaba, Bioelectronics, Wiley Biotechnology Series, John Wiley, 1992. 2. M. Grattarola, and G. Massobrio, Bioelectronics Handbook: MOSFETs, Biosensors and Neurons,

McGraw-Hill, 1998. 3. M. Georgadze, D. Amiel, N. Vsevolodov, and D. Kaplan, Biomolecular Electronics: An Introduction

via Photosensitive Proteins, Springer Verlag, 1998.

Topics

1. Introduction 2. Bioelectrochemistry 3. Biophotonics 4. Biomolecular Electronics 5. Biosensors

COURSE CONTENT Academic Year 2019/2020 Semester 2 Course Coordinator

Liu Quan

Course Code BG 4214 Course Title Biomedical Optics (Core Elective) Pre-requisites Nil No of AUs 3 Contact Hours 39 hours lecture, 0 hours tutorial Proposal Date Oct. 11, 2019 Course Aims This course aims to provide you with the basic optics principles, the understanding of typical interactions between light and biological matter and the survey of common optical spectroscopy and imaging techniques in biomedical optics. The knowledge will be useful if you will be involved in any biomedical industry or academic tasks requiring the use of optical techniques. Intended Learning Outcomes (ILO) After completing the course, the students should be able to 1. discuss the basic optics principles; 2. discuss the typical interactions between light and biological matter 3. evaluate common optical spectroscopy and imaging techniques in respective applications. Course Content • Introduction to biomedical optics • Light basics • EM wave theory basics • Polarization basics • Interference • Diffraction • Light sources • Optical fiber • Geometrical optics basics • Optical spectroscopy and spectral imaging • Guest topics about biomedical optics techniques Assessment (includes both continuous and summative assessment)





Assessment rubrics

1. Continuous Assessment 1 (20%) Midterm exam

1, EAB, SLO, a, b 20% Individual Refer to appendix 1

2. Continuous Assessment 2 (20%) Mini-projects

1, 2, 3 EAB, SLO, c, d, e


2. Final Examination (60%) (2hrs Closed Book)

1, 2 EAB, SLO, a, b 60% Individual Refer to appendix 1

Total 100%

page 2



(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) Core ◐ ◐ ◐ 1. Discuss the basic optics principles; a,b,d 2. Discuss the typical interactions between light and biological matter a,b 3. Evaluate common optical techniques in respective applications. a,c,e


◐ Partially consistent (contributes to about 50% of Intended Learning Outcomes) š Weakly consistent (contributes to about 25% of Intended Learning Outcomes) Blank Not related to Student Learning Outcomes

Formative feedback Examination results; Marker’s report on overall examination performance will be uploaded to NTUlearn; Quiz answers will be discussed in class Learning and Teaching approach




Reading and References 1. Eugene Hecht, Optics, 4th ed., Addison Wesley, 2002. 2. Introduction to Biophotonics Copyright © 2003 John Wiley & Sons, Inc. Author(s): Paras N. Prasad Published Online: 21 JAN 2004. Link (requiring NTU ID and password to log in): http://ezlibproxy1.ntu.edu.sg/login?url=http://dx.doi.org/10.1002/0471465380 3. Biomedical Optics: Principles and Imaging Copyright © 2007 John Wiley & Sons, Inc. All rights reserved. Author(s): Lihong V. Wang, Hsin-I Wu Course Policies and Student Responsibilities General: Students are expected to complete all online activities and take all scheduled assignments and tests by due dates. Students are expected to take responsibility to follow up with course notes, assignments and course related announcements. Students are expected to participate in all tutorial discussions and activities. Continuous assessments: Students are required to attend all continuous assessments. Absenteeism: Continuous assessments make up a significant portion of students’ course grade. Absence from continuous assessments without officially approved leave will result in no marks and affect students’ overall course grade.

http://ezlibproxy1.ntu.edu.sg/login?url=http://dx.doi.org/10.1002/0471465380

page 3

Academic Integrity Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values. As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course. Course Instructors

Instructor Office Location Phone Email Liu Quan N1.3 B2-10 6316 8748 [email protected]


Week Topic Course LO Readings/ Activities 1 Introduction to biomedical optics 1,2,3 Face to face lecture 2 Light basics 1 Face to face lecture 3 EM wave theory basics 1 Face to face lecture 4 Polarization basics 1 Face to face lecture 5 Interference 1 Face to face lecture 6 Diffraction 1 Face to face lecture 7 Light sources -- Laser 1 Face to face lecture 8 Optical fiber 1 Face to face lecture 9 Geometrical optics basics 1 Face to face lecture 10 Optical spectroscopy and spectral imaging 2,3 Face to face lecture 11 Guest topic 1 (e.g. Optical microscopy) 1,2,3 Face to face lecture 12 Guest topic 2 (e.g. Optical coherence

tomography) 1,2,3 Face to face lecture

13 Review 1,2,3 Face to face lecture



page 4






Exemplary: >90%

Knowledge Discuss the basic optics principles;

Poor familiarity of the basic optics principles

Below average familiarity of the basic optics principles

Average familiarity of the basic optics principles

Good familiarity of the basic optics principles

Very good familiarity of the basic optics principles

Comprehension Discuss the typical interactions between light and biological matter

Poor understanding of the basic optics principles and light-tissue interaction

Below average understanding of the basic optics principles and light-tissue interaction

Average understanding of the basic optics principles and light-tissue interaction

Good understanding of the basic optics principles and light-tissue interaction

Thorough understanding of the basic optics principles and light-tissue interaction

Application Evaluate common optical spectroscopy and imaging techniques in respective applications.

Poor understanding of pros and cons of common optical techniques; Unable to select proper optical techniques for practical problems at all

Below average understanding of pros and cons of common optical techniques; Excellent ability to select proper optical techniques for practical problems with possibly major issues

Average understanding of pros and cons of common optical techniques; Average ability to select proper optical techniques for practical problems with some noticeable issues

Good understanding of pros and cons of common optical techniques; Good ability to select proper optical techniques for practical problems with minor issues

Thorough understanding of pros and cons of common optical techniques; Excellent ability to select proper optical techniques for practical problems

page 5














COURSE CONTENT

Academic Year AY17/18 Semester S1 Course Coordinator

Duan Hongwei

Course Code BG4215 Course Title Biomedical Nanotechnology Pre-requisites Nil No of AUs 3 Contact Hours Lectures: 39 hrs Proposal Date 14 October 2017 Course Aims This course aims to develop your understanding of micro/nanotechnology for applications in biomedical field including nanomedicine, medical diagnostics, pathways to molecular manufacturing, molecular transport, and nanosensors for medical applications. The knowledge will prepare you for the potential further training in biomedical research, and development in bioengineering/medical industry. Intended Learning Outcomes (LO) By the end of this lesson, you should be able to: 1. describe the principles of nanotechnology 2. state the contents of biomedical engineering 3. identify the challenges of current technologies for a specific biological or medical

problem 4. analyze these challenges 5. overcome these challenges with nanotechnologies 6. present convincingly on the nanotechnologies you have developed. Course Content Inorganic nanostructures; Organic nanostructures; Diagnostic nanotechnology; therapeutic nanomedicine; nanotechnology in the diagnosis and treatment of infectious disease, diabetes, cardiovascular diseases, and cancer. Assessment (includes both continuous and summative assessment) Component Course

LO Tested

Related Programme LO (Appendix 1)

Weighting

Team/Individual

Assessment rubrics

1. Examination LO 1 – 6 SLO a,b,c,d,g,f,h 50% Individual Appendix 2 2. Continuous

Assessment: Quizzes

LO 1 -5 SLO a,b,c,d,g,f,h,l 20% Individual Appendix 2

3. Case Study Presentation

LO 1 - 6 SLO a,b,c,d,e, f, g h, I, j

30% Team Appendix 2

Total 100% Formative feedback

page 2

CA questions are thoroughly discussed in the class; feedback will be provided to the students on their approaches, common mistakes, and

other general issues; Class average marks will be posted. Each student will also be informed of his/her CA

marks; Students are encouraged to drop by coordinator’s office during the consultation hours

to browse through their papers and discuss any issues, if needed. A general feedback on students’ performance in final examination will also be provided

after the release of final exam results. Learning and Teaching approach


Conceptual understanding

As this course is a key course that relates the biomedical application of nanotechnology, there will be a lot of emphasis on fundamental understanding of the concepts and self-directed learning. Though lecture notes are provided to students, they are encouraged to refer latest publications and the self-assessment questionnaires are designed to test the students’ critical understanding of the subject. Also, the presentation sections including the slide presentation and report will help students in achieving a comprehensive understanding of the contribution of nanotechnology to the medical field. Other approaches like responseware, and discussion sessions are in place to achieve the said learning outcomes.

Showing real-world applications

Most of the concepts that are dealt in the course have real-world implications and applications. Therefore, they are used as examples while discussing the related concepts. In addition, the students are given the opportunity to read, summarize, and present the latest development of nanotechnology for biomedical challenges.

Use of Multimedia tools to teach abstract concepts and complex processes

Multimedia tools such as videos and animations have been selected exclusively for this course to help students better understand the contents.

Responseware is used to help student grasp the key knowledge in the lectures.

Face-to-face discussion sessions

There are four sections left for the student presentation, in which the professors will guide the students to clarify important concepts/principles covered in lectures, and cultivate critical thinking. Before the presentation, the professors provide the face-to-face discussion/suggestions to help student prepare the presentation slides.

Reading and References Suggested reading: Nanobiotechnology: Concepts, Applications and Perspectives (Wiley-VCH Verlag GmbH, Print ISBN: 9783527306589) Nanobiotechnology II : More Concepts and Applications (Wiley-VCH Verlag GmbH, ISBN10: 3527316736) Additional reading:

page 3

Selected review articles and other peer-reviewed publications on biomedical applications of nanotechnology.

Course Policies and Student Responsibilities (1) CA Absentees must be supported by a medical certificate or other valid official documents. Academic Integrity Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values. As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course. Course Instructors Instructor(s) Office Location Phone Email Duan Hongwei N1.3-B3-12 83538461 [email protected] Xu Chenjie N1.3-B2-08 96479543 [email protected]

Planned Weekly Schedule Week Topic Course LO Readings/ Activities 1 Introduction to nanotechnology 1, 2 Lectures, responseware 2 Inorganic nanostructures 1, 2, 5 Lectures, responseware 3 Organic nanostructures 1, 2, 5 Lectures, responseware 4 Introduction to main human

diseases 2, 3, 4 Lectures, responseware

5 Diagnostic nanotechnology 2, 3, 4, 5 Lectures, responseware 6 Therapeutic nanotechnology 2, 3, 4, 5 Lectures, responseware 7 Overview of lecture 1-6 1-5 Lectures, responseware,

and tutorial sections with practice questions

8 - (Recess) 9 CA 1-5 Quiz papers 10 Explanation of CA1 and Q&A

sections for presentation 1-5 Lectures, discussion

session on CA and presentation

11 Student presentation for the use of nanotechnology in the management of infectious diseases

1-6 Student presentation, small group discussion

12 Student presentation for the use 1-6 Student presentation, small



page 4

of nanotechnology in the management of diabetes

group discussion

13 Student presentation for the use of nanotechnology in the management of cardiovascular diseases


14 Student presentation for the use of nanotechnology in the management of cancer


Appendix 1: Programme Student Learning Outcomes (SLOs) are the same as the EAB accreditation SLOs:













page 2

Appendix 2

Criteria Unsatisfactory Borderline Satisfactory Very good Exemplary

Essential knowledge Understand the principles of nanotechnology

Lack understanding of the principles of nanotechnology and unable to relate the structure of nanomaterials to their properties

Partially understand the principles of nanotechnology and able to partially relate the structures of nanomaterials to their properties

Understand some principles of nanotechnology and able to relate some structures of nanomaterials to their properties

Understand most principles of nanotechnology and able to relate most structure and property correlations of nanomaterials

Comprehensive understanding of the principles of nanotechnology and able to fully correlate the structure and properties of nanomaterials

Application

Applying nanotechnology to solve medical problems

Unable to apply the principles of nanotechnology to solve any problem in biomedical field

Can apply the principles of nanotechnology to solve some problems in biomedical field

Can apply the principles of nanotechnology to solve some problems in biomedical field independently

Can apply the principles of nanotechnology to solve some problems in biomedical field independently while providing suggestions to other problems that can’t be addressed by nanotechnology

Can apply the principles of nanotechnology to solve some problems in biomedical field independently while providing solutions to other problems

Analysis

Unable to identify and characterize the structure and properties of nanomaterials to address diagnosis and treatment of major human diseases

Able to characterize the structures and properties of some nanomaterials but unable to identify nanomaterials for the diagnosis and treatment of major human diseases

Able to identify and characterize the structures and properties of most nanomaterials for diagnosis and treatment of some major human diseases

Able to correlate the structures and properties of most nanomaterials and select nanomaterials for diagnosis and treatment of major human diseases

Comprehensive understanding of the correlation of structures and properties of all relevant nanomaterials and able to design nanomaterials for diagnosis and treatment of major human diseases

page 3

Presentation of Solutions

Unable to summarize a reported design of biomedical nanotechnology and present it

Able to partially summarize and present a reported design of biomedical nanotechnology

Able to summarize and present most of a reported design of biomedical nanotechnology

Able to fully summarize and present a reported design of biomedical nanotechnology

Able to fully summarize and present a reported design of biomedical nanotechnology and identify its limitation

BG4231 – Advanced Biomaterials (Core Elective)

[Lectures: 39 hrs; Prerequisites: Nil; Academic Unit: 3 AU]

Objectives

Introduction of various applications of materials and engineering techniques to solve basic and clinical problems. Neural engineering based on advanced materials and science will be discussed to achieve a better understanding on the neural system.


Students will learn about the chemical synthesis and characterization of materials with advanced nanostructure and properties, understand various classes of advanced biomaterials used in medicine and dentistry and distinguish materials suitable for specific applications. Students should be able to critically read and review the literature in the field of biomaterials and have developed their abilities to digest, organize, and effectively present technical material to a group of their peers. Course Assessment




References

1. Biomaterials Science, An Introduction to Materials in Medicine, Edited by B.D. Ratner, A.S. Hoffman, F.J. Sckoen, and J.E.L Emons, Academic Press.

2. Advanced Biomaterials, Edited by Bikramjit B, Dhirendra K and Ashok K, Wiley, 2009.

Topics

1. Bioceramics: Structure And Properties 2. Processing 3. Applications 4. Polymers 5. Biodegradable Polymers 6. Natural Polymers

BG4234 – Stem Cell Fundamentals (Core Elective) [Lectures: 39 hours; Tutorials: 0 hours; Pre-requisites: Nil; Academic Unit: 3.0] Objectives The course aims to teach students about fundamental knowledge and technology of stem cells. Stem cells related research, development, and application have become more and more popular and important in biomedical areas, no matter for basic research, industrial R&D, clinical practice, or academic education. This course is developed to deliver the fundamental knowledge about stem cell biology and the mainstream applications of stem cell technology. This course is designed for bioengineering students on undergraduate level, therefore it won’t go too much depth in stem cell biology, but emphasize on basic concepts and focus on the application of them - how to translate the biological sciences into practical technology. Course Outline

S/N Topic Lecture Hours Tutorial Hours

1 Introduction to Stem Cells “Stemness” definitions, criteria, and standards. Fundamental developmental biology. Stem cells R&D history and perspective. Stem cell R&D related regulations and ethics.

6 0

2 Embryonic Stem Cells Introduction to embryonic stem cells. Basic biology & mechanisms of pluripotency. Embryo early development and embryo cell biology: embryonic stem cells, embryonic germ cells, embryonal carcinoma cells, embryoid body, and trophoblast stem cells.

12 0

3 Fetal/Adult Stem Cells Introduction to fetal/adult stem cells. Basic biology & mechanisms of multipotency. Fetal/Adult development and fetal/adult cell biology. Ectodermal: neurogenesis, epidermal stem cells, and dental stem cells; Mesodermal: multipotent adult progenitor cells, hematopoietic stem cells, mesenchymal stem cells, hemangioblasts, and cardiac progenitor cells; Endodermal: liver stem cells, pancreatic stem cells, GI stem cells, and lung stem cells.

15 0

4 Clinical Applications of Stem Cells Therapeutic stem cells for regenerative medicine : cardiacs, orthopaedics, neurologics, hematopoietics, apidermis, and immune reconstitution.

6 0

Total: 39

Student Learning Outcomes Upon successful completion of the course, students will be able to grasp the fundamental concepts and applications of stem cells in the areas of biological sciences, biomedical research, and clinical practice.

Course Assessment Students will be assessed on:

(1) CA (40%) a. Quiz: 30% (MCQs and short questions. Close book).

i. Topics: Stem cells, Embryonic stem cells, Fetal/Adult stem cells, Clinical Application of stem cells

b. Class Participation: 10% (involvement in class discussion and spontaneous Q&As)

(2) Final exams: 60% (closed book), 2 hours written examination. References 1. D. R. Marshak, R.L. Gardner, D. Gottlieb, Editors. Stem Cell Biology, Cold Spring Harbor Laboratory Press, Cold Spring Harbor, New York 2001 2. R. Lanza, J. Gearhart, B. Hogan, et. al., Editors. Essentials of Stem Cell Biology, Elsevier Academic, New York 2005.

BG4237 – Gene Therapy Fundamentals (Core Elective)

[Lectures: 39 hours; Tutorials: 0 hours; Pre-requisites: Nil; Academic Unit: 3.0]

Objectives

The course aims to teach students about fundamental knowledge and technology of gene therapy and genetic therapeutics. Gene therapy related research and applications have become more and more popular and important in medical and biomedical areas. This course is developed to deliver the fundamental knowledge about gene therapeutics and the typical applications in clinical practice. This course is designed for bioengineering students on undergraduate level, therefore it won’t go too much depth in specific disciplines, but emphasize on basic concepts and focus on the application of them - how to translate the biological sciences into practical technology.


Upon successful completion of the course, students will be able to grasp the fundamental concepts and applications of gene therapy in the areas of biomedical research and clinical practice.

Course Assessment




References

1. K.K.Jain. Textbook of Gene Therapy, Hogrefe & Huber Publishing, Cambridge, MA 02139, USA, 1998. ISBN: 978-0889371903.

Topics

1. Introduction To Gene Therapy 2. Gene Delivery 3. Antisense Delivery And Therapeutics 4. Applications And Perspectives

Reg. No. 200604393R


Joergen Schlundt

Course Code CH4305/BG4240 Course Title Special Topics in Biotechnology/Bioengineering Pre-requisites Nil No of AUs 3 Contact Hours 39 hours lecture, 0 hours tutorial Proposal Date 10.10.2019 Course Aims The course serves as an introduction to specific biotechnological methodologies, including genetic engineering and the role of mixed microbial consortia, biofilms, and their biomedical and environmental applications, with the following broad objectives:

• Introduction to basic concepts related to the use of microorganisms for technological purposes • Introduction to bacterial interactions in mixed microbial communities, in both planktonic and

biofilms mode of growth. • Understanding of traditional and novel methodologies to modify microorganisms towards

optimization of technological use • Understanding technological applications of biofilms and biofilm control • Risk assessment of microorganisms modified through genetic engineering • Applications of environmental biotechnologies, e.g., detoxification and bioremediation.

Intended Learning Outcomes (ILO) By the end of the course, you should be able to:

1. Describe the basic concepts related to biotechnology 2. Discuss genetic engineering methodologies including genetic modification and CRISPR 3. Analyse risk assessment methodologies for novel microorganisms used for biotechnological

purposes 4. Explain mixed microbial consortia and role of biofilms in the environment and human/animal

biology, incl. up-to-date knowledge of detoxification and bioremediation technologies 5. Discuss industrial implementation of biotechnologies for novel biological production systems,

environmental remediation and food production

Course Content

S/N Topic Lecture hours

1 Basic Biotechnological concepts 3 2 Genetic modification (GM), including CRISPR, methodologies 7 3 Risk assessment of genetically modified organisms for contained and non-contained

use 5

4 Microstructure and activity of mixed microbial consortia and the role of biofilm 5

page 2

5 Biotechnological detoxification and bioremediation 5 6 The use of biotechnology for food production 5 7 The use of biotechnology for drug production, including the use of GM

microorganisms 4

8 Industrial implementation of biotechnologies for novel biological production systems and environmental remediation.

2

9 Metagenomics analysis and future biotech approaches 3 Total 39






Assessment rubrics

1. Written Assignment (40%)

1, 2, 3, 5 EAB a, b, c, d, e, f, g, h, j

40% Team – up to 3 persons

Appendix 1

2. Final Examination (60%) (2hrs Closed Book)

1, 2, 3, 4, 5

EAB a, b, c, d, e, f, g, h, j

60% Individual N.A.

Total 100% Mapping of Course ILOs to EAB Graduate Attributes


(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) Core ● ◐ ◐ ◐ ◐ ◐ ◐ š ◐

Describe the basic concepts related to biotechnology a, b, c, d, g, j

Discuss genetic engineering methodologies including genetic modification and CRISPR

a, b, c, d, e, f, g, h, j

Analyse risk assessment methodologies for novel microorganisms used for biotechnological purposes

a, b, c, d, e, f, g, h, j

Explain mixed microbial consortia and role of biofilms in the environment and human/animal biology, incl. up-to-date knowledge of detoxification and bioremediation technologies

a, b, c, d, e, g, j

Discuss industrial implementation of biotechnologies for novel biological production systems, environmental remediation and food production a, b, c, d, e, f, g, j



page 3

Formative feedback Examination results; Marker’s report on overall examination performance will be uploaded to NTUlearn; Learning and Teaching approach


Lecture Demonstrate how to carry out a procedure such as working through a problem, use reference to NTU animated material to encourage students participating in class.

TEL Tutorial Engaging you through presentation of specific TEL3.0 developed explanatory animated material

Reading and References [1] Selected chapters from T. Romeo, Bacterial Biofilms, Springer 2008 [2] R. Renneberg Wonders of Gene Technology, Chapter 3 in Biotechnology for Beginners, Elsevier, 2016 [3] Sel. Chapters from Microbial Biotechnology - An Interdisciplinary Approach, P. Shukla, 2016 CRC Press Course Policies and Student Responsibilities General: Students are expected to complete all online activities and take all scheduled assignments and tests by due dates. Students are expected to take responsibility to follow up with course notes, assignments and course related announcements. Students are expected to participate in all tutorial discussions and activities. Continuous assessments: Students are required to attend all continuous assessments. Absenteeism: Continuous assessments make up a significant portion of students’ course grade. Absence from continuous assessments without officially approved leave will result in no marks and affect students’ overall course grade. Academic Integrity Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values. As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course. Course Instructors


Joergen Schlundt N1.2-B2-34 98351808 [email protected]


page 4


Week Topic Course LO Readings/ Activities 1 Basic biotechnological concepts 1 2 Genetic engineering principles – genetically

modified organisms (GMO) 1, 2 Preview TEL Animation

on genetic engineering and CRISPR

3 GMO – contained and un-contained use 1, 2, 3 4 CRISPR - GMO risk assessment 1, 2, 3 5 GMO risk assessment 2, 3 Preview TEL animation

on GM Food risk assessment and ethics

6 Microstructure and activity of mixed microbial consortia

4

7 The role of biofilm and detoxification 1, 4 Preview TEL animation on biofilm in the human body

8 Biotechnological Bioremediation 1, 4 Preview TEL animations on modifying the genome and CRISPR

9 Bioremediation and biotechnological technologies for food production use

1, 4, 5

10 Food production and biotechnology 1, 3, 5 Preview TEL animation on radiation induced mutation of plants

11 Biotech food and drug production 1, 3, 5 12 Industrial implementation of biotech for

production and environmental remediation 4, 5

13 Metagenomics technology and its applications

1, 4, 5 Preview TEL animation on Sanger and Next Gen. DNA sequencing

page 5


Unsatisfactory: <40%




Exemplary: >90%

Overall organization of report

Disorganised arrangement of chapters with little/no mention of supporting literature. Numerous typological and/or grammatical errors.

Reasonable organization, and some logical attempt Some literature mentioned

Clear and logical organization with all essential components. A reasonable volume of supporting literature. Few errors.

Clear and logical organization with all essential components. Supporting literature clearly listed. Easily read report, with elements of the content providing easy communication of key points with figures and tables.

Clear and logical organization with all essential components. Supporting literature clearly listed. Very few/no grammatical or typological errors. Clear presentation of ability to present own analytical capacity. Visually pleasing report, with elements of the content providing easy and quick communication of key points with figures and tables.

Identification of the problem statement and scope of the project (LO 3)

Coverage of issues totally outside the scope of the project, or topics that are related but not the actual issues expected to be covered.

Coverage of very few relevant issues, and no coherent explanation linking these issues together

Coverage of at least some relevant issues that directly fit the scope of the project, and linkages between issues.

Coverage of most relevant issues that directly fit the scope of the project and absence of irrelevant issues or attempt of “catch all” generic content.

Clear, coherent description of all parts of the problem as well as relevant linkages, leading to a well-formulated scope as well as structure of the full report

Application of the relevant concepts from the course (relevance determined by the scope defined in the project). (LO 2, 3)

Ad hoc analysis of the problems without proper connecting the discussion with relevant concepts from the course. No or little evidence of critical evaluation of proposed solution. Conclusions drawn or recommendations made without adequate supporting reasons or data.

Relevant points made, and connections drawn to course concepts for some of these. Conclusions drawn or recommendations made without adequate supporting reasons or data.

Demonstrate a good understanding of the concepts from the course (and relevant literature identified by self-driven research) in analysing the problems, and propose some solution with degree of some justification or intuition (but a rigorous validation or exploration of and comparison with alternatives may be missing).

Correct use of concepts from the course as well as clear reference to literature relevant to the scope of the project. Coherent discussion showing a critical attitude as well as suggestions as to where more or better data might be needed.

Correct use of concepts from the course as well as clear reference to literature relevant to the scope of the project. Coherent discussion showing a critical attitude as well as suggestions for improvement of either concepts or data. Clear description of examples from real life linked to concepts

page 6

Peer Evaluation (In cases where there are more than one member) Contribution to Team (peer review)

Team mates will be asked to rate from scale of 0-5 the level of contribution of this student on the following:

Average of contribution scale multiplied as factor (1= 5+5 on the scale) to total team score

1-0.8 0.79-0.4 <0.39

Content

contributed to the level expected

contributed only partly

minimal contribution

Organization

contributed to the level expected

contributed only partly

minimal contribution

If, on average, a student receives an average rating of 8 or more out of 10, that student receives 100% of the group’s grade. If, on average, a student receives a rating of less than 8, that student receives a specific percentage of the group’s grade to be determined by the formulae below: An average rating of 7 to < 8 = 90% + (average rating obtained - 7)*10 An average rating of 6 to < 7 = 80% + (average rating obtained - 6)*10 An average rating of 5 to < 6 = 70% + (average rating obtained - 5)*10 An average rating of 4 to < 5 = 60% + (average rating obtained - 4)*10 An average rating of 3 to < 4 = 50% + (average rating obtained - 3)*10 An average rating of 2 to < 3 = 40% + (average rating obtained - 2)*10 An average rating of < 2 will be investigated by the coordinator/instructor and the student may receive 0% of group grades. Take the case of a team which has received a total score of 30 for this component. Through peers’ review, student A has received an average score of 3.2 and 4.3 for the 2 components rating his/her contribution. He/she gets a total score of 7.5. Hence he/she receives 90% + (7.5-7)*10 = 95% x 30 = 28.5.

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BG4308 – Therapeutic Engineering (Core Elective)


Objectives

The learning objective is to obtain fundamentals of engineered therapeutics. It covers: Basic cell and structural biology. Basic histology. Tissues and Organs. Cell culture. Transport phenomenon. Biomaterials. Tissue engineering scaffolds. Cell-biomaterials interactions. Tissue engineering case studies.


Students will learn fundamentals of biological therapeutics and translations from biomedical engineering based therapeutic strategies to clinical practices.

Course Assessment




References

1. Principles of Tissue Engineering, 2nd edition, Editors: RP Lanza, Robert Langer, Joseph P Vacanti, Academic Press May 15, 2000.

Topics

1. Basic Cell And Structural Biology 2. Basic Histology 3. Tissues And Organs 4. Cell Culture 5. Transport Phenomenon 6. Biomaterials 7. Tissue Engineering Scaffolds 8. Cell-Biomaterials Interactions 9. Tissue Engineering Case Studies

Teaching, Learning and Pedagogy Division

Reg. No. 200604393R

Teaching, Learning and Pedagogy Division LT19A-B4-01, 50 Nanyang Avenue, Singapore 639798 65923739 [email protected] http://www.ntu.edu.sg/tlpd

Academic Year AY19/20 Semester 2

Course Coordinator

Dr Luciana Lisa Lao

Course Code BG4309

Course Title Drug Delivery and Tissue Engineering

Pre-requisites NA

No of AUs 3

Contact Hours Lectures: 26 hrs; Tutorials: 13 hrs

Proposal Date 17 Sept 2019

Course Aims

This prescribed elective course aims to deepen your understanding on two major biomedical applications of materials. The course will equip you with the basic principles of drug delivery and tissue engineering and the important roles played by biomaterials in these applications. It also presents engineering analyses of drug delivery along with biological and materials aspects of tissue engineering. All of this knowledge is essential for students who wish to specialize in medical materials or pursue a career in the fields of drug delivery or tissue engineering.


By the end of the course, you should be able to: 1. Define drug delivery, controlled release and targeted delivery

2. Compare and contrast the advantages and limitations of various drug delivery routes

3. Illustrate the critical roles of polymers in drug delivery systems

4. Explain the mechanisms and roles of materials in diffusion-controlled systems, osmotic-

controlled and degradation-controlled drug delivery systems

5. Distinguish zero-order release from first-order release kinetics

6. Estimate the drug release rate from diffusion-controlled, osmotic-controlled and

degradation-controlled drug delivery system

7. Explain the mechanism and roles of materials in stimuli-responsive drug delivery

systems

8. Explain the principles of passive and active targeting in targeted delivery

9. Define tissue engineering and its contribution in regenerative medicine

10. Describe the three main pillars that contribute to a successful tissue engineered product

11. Compare and contrast the advantages and limitation of various cell sources for tissue

engineering applications

12. Analyze the major building blocks of extra-cellular matrix (ECM) and its functions as

nature’s scaffold

13. Explain the basic considerations in design and materials selection for biomaterial

scaffolds

14. Describe various common scaffold fabrication methods

15. Recognize different environmental factors (bioreactors and signalling) that affect tissue

engineering


http://www.ntu.edu.sg/tlpd

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Course Content

• Fundamentals of drug delivery

• Controlled and targeted delivery

• Principles of tissue engineering

• Biomaterial substrates for tissue engineering



Related EAB’s Graduate Attributes


1. Continuous Assessment 1 (CA1): Quiz

1 to 8 EAB SLO (a) Engineering knowledge (b) Problem analysis

20% Individual N.A.

2. Continuous Assessment 2 (CA2): Quiz

9 to 15 Same as above

20% Individual N.A.

3. Final Examination

1 to 15 Same as above

60% Individual N.A.

Total 100%

Formative feedback

• CA questions are thoroughly discussed in the tutorial class;

• Feedback will be provided to the students on their approaches, common mistakes, and other general issues;

• Class average marks will be posted. Each of you will also be informed of your CA marks;

• You are encouraged to drop by coordinator’s office during the consultation hours to browse through your papers and discuss any issues, if needed.

• A general feedback on your performance in final examination will also be provided after the release of final exam results.



Interactive Lectures

Lectures notes are provided to students a few weeks in advance to encourage them to read up about the topics before the actual face-to-face lectures. During lectures, there are a lot of emphasis on the fundamental understanding of the structure and property relationships of various advanced biomaterials that lead to various applications in medicine. While lecture classes are conducted in a large group, you are encouraged to ask and raise your doubts while class is in progress or during the break. Lecturers also find the opportunities to test your learning by asking questions and walk around the class to gather your answers. The instant feedback works both ways as instructors are able to gauge

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your progress while you are able to assess your own level of understanding and correct any misconception.

Face-to-face tutorials

Tutorials are conducted in a smaller class of 20 – 30 students. This allows more opportunities for discussions between you and the instructor. While some of the tutorial questions aim to check and reinforce your understanding on various concepts, many of the questions require students to think critically and apply their knowledge in solving engineering problems. During the tutorial discussions, you will be required to analyze why some drug formulations/tissue engineering products fail, select the most appropriate material for a particular drug delivery or tissue engineering application and predict the performance of a particular drug delivery system or tissue-engineering scaffold. All of these thought-provoking questions certainly provide you with opportunities to assess your ability to meet the intended learning outcomes of the course.

Use of Multimedia tools to teach abstract concepts and show real-world application

Multimedia tools such as videos, animations and apps are introduced to you during lectures/tutorial and out-of-contact hours too. The tools are selected exclusively for this course to help you better understand the contents especially some of the biological concepts introduced. In addition, some real-life application videos such as delivery or implantation procedure of drug formulations or tissue-engineered products are useful to show the actual surgical procedures to students.

Open consultations round the semester

You are welcome to consult the instructors whenever you face problems grasping the contents or when you wish clarify their concepts. This is an available helpline where you get the personalized attention in times of need.


• Treatise on Controlled Drug Delivery, A.Kydonieus, Editor. Marcel Dekker, 1992.

• Biomaterials Science, An Introduction to Materials in Medicine, B.D. Ratner, A.S. Hoffman, F.J. Schoen, J.E. Lemons, 3rd Edition, Academic Press, 2013

• Handbook of Pharmaceutical Controlled Release Technology, D.L. Wise, 1st Edition, CRC Press, 2000.

• Principles of Tissue Engineering, R.P.Lanza, R.Langer, J.Vacanti, Editors, 4th Edition, Academic Press, 2014.

• Biomaterials for Tissue Engineering Applications,J.A. Budrick, R.L.Mauck, Editors. Springer-Verlag, 2011.

• Bioreactor Systems for Tissue Engineering, T. Scheper, C. Kasper, M.Van-Griensven, R. Pörtner, Editors. Springer-Verlag, 2009.


(1) CA Absentees must be supported by a medical certificate or other valid official documents.

Academic Integrity

Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour

page 4

Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values. As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course.

Course Instructors


Dr Luciana Lisa Lao

N4.1-01-09 6592-3202 [email protected]



1 Introduction to drug delivery fundamentals

1 – 2 Lecture (and notes) on topic 1

2 Diffusion-controlled drug delivery systems

3 – 6 Lecture (and notes) on topic 2, tutorial on topic 1

3 Osmotic-controlled drug delivery systems

3 – 6 Lecture (and notes) on topic 3

4 Degradation-controlled drug delivery systems

3 – 6 Lecture (and notes) on topic 4, tutorial on topics 2-3

5 Stimuli-responsive delivery system 3, 7 Lecture (and notes) on topic 5

6 Localized and targeted delivery 3, 8 Lecture (and notes) on topic 6, tutorial on topics 4-6

7 CA 1 1 – 8 CA quiz on topics 1 to 6

8 Recess week

9 Principles of tissue engineering 9 – 10 Lecture (and notes) on topic 9

10 Classification and organization of cells and tissues

11 Lecture (and notes) on topic 10, tutorial on topic 9

11 The extracellular matrix (ECM) – Nature’s scaffold

12 Lecture (and notes) on topic 11, tutorial on topic 10

12 Biomaterial scaffolds 13 Lecture (and notes) on topic 12

13 Scaffold Fabrication and the environment in tissue engineering

14 – 15 Lecture (and notes) on topic 13, tutorial on topics 11-12

14 CA 2 9 – 15 CA quiz on topics 9 to 13



BG4313 – Global Medical Device Regulatory Overview [Lectures: 25 hrs; E-Learning: 14hrs; Pre-requisite: NIL; Academic Units: 3.0] Objectives Knowledge of medical device regulatory affairs (MDRA) is critical for the development, commercialisation and distribution of safe and effective healthcare products. This course aims to provide students with an overview of medical device regulatory systems globally. Student Learning Outcomes After completing this course, the student will be able to

Define and understand the term “Medical Devices” in a country-specific context

Understand the general principles of regulatory frameworks

Understand the role of risk mitigation in regulatory decisions

Recognise role-specific differences in MDRA Course Outline:

Week Content

Lecture hours

E-learning

1 Introduction 3

Topic 1 – Course Objectives & Administrative Details (ILT)

Topic 2 – Why Study Regulatory Systems? (ILT)

Topic 3 – The Need for Regulatory Systems (ILT)

2 Medical Device Fundamentals: The Science Behind Regulatory Decisions

2 1

Topic 1 – Introduce Medical Devices (Online)

Topic 2 – Tackling regulatory issues in developing new devices (Online)

Topic 3 – Addressing Blood Compatibility Issues (ILT)

Topic 4 – Why do you need to understand regulatory concerns as a device developer? (ILT)

3 Medical Device Fundamentals 2 1

Topic 1 – What is a Medical Device? (Online)

Topic 2 – Classification of Medical Devices (Online)

Topic 3 – Quality Management Systems (ILT)

Topic 4 – Regulation of Medical Devices (ILT)

4 Overview of Singapore’s Medical Device Regulatory Framework

2.5 0.5

Topic 1 – Introduction (ILT)

Topic 2 – Regulatory Philosophy (Online)

Topic 3 – Principles of Regulation (Online)

Topic 4 – Risks (ILT)

Topic 5 – Overview of I (Online)

Topic 6 – Regulatory Framework and Approach (ILT)

Week Content

Lecture hours

E-learning

5 Regulatory Requirements for Medical Device Registration 2.5 0.5

Topic 1 – Introduction (ILT)

Topic 2 – Regulatory Approach (Online)

Topic 3 – Risk-based Approach (Online)

Topic 4 – Scope of Technical Review Requirements (Online)

Topic 5 – Medical Device Combinations (ILT)

6 ISO 10993: Bio-compatibility Testing 3

Topic 1 – ISO 10993 in Product Development (Online)

Topic 2 – ISO 10993 Guidelines (Online)

Topic 3 – Guidelines to Design a Biomaterials Testing Protocol (Online)

Topic 4 – Practical Session

7 ISO 10993: Debrief (ILT) 3

Revision

8 Regulatory Systems in Key Countries (Part I) 2 1

Topic 1 – Regulatory Systems in US (Online)

Topic 2 – Regulatory Systems in EU (Online)

Guest Speaker

9 Regulatory Systems in Key Countries (Part II) 2 1

Topic 1 – Regulatory Systems in Asia (Online)

Topic 2 – Introduction to ISO 13485 (Online)

Guest Speaker

10 Online Discussion / Role Play on Regulatory Decision Making (Online)

3

Position Paper (Online)

11 Online Discussion / Role Play on Regulatory Decision Making (Online)

3

Conclusion (Online)

12 Debrief 3

ARPA Examination

13 Group Presentation 3

Total: 25 14

Course Assessment: Students will be assessed on: CA (50%)

a) Group position papers* (20%): b) Participation in online discussion (10%): students will be assessed on their participation in online discussions and showing of initiative in online activities. c) Group project and presentation on Regulatory Strategy (20%)

Exams (50%): open-book. 2 hours * Group position papers elaboration: As part of the course, students engage in a blended role-playing game to analyze and discuss emerging topics in the regulatory field of medical devices (changes every year). Students are assigned to adopt diverse persona, and undergo a conditioning period of shadowing / interviewing real-life professionals (doctors, regulatory agents, industry professionals). This is followed by the preparation of an essay to represent the position of their group on the topic discussed. Students then debate on their stands online, followed by revisions to their positions. The “Group Position Paper (20%)” thus refers to the essay submitted. It is a team project, in which students are graded on (i) quality of presentation (ii) depth of discussion (iii) effort shown in this exercise. References: Handbook of Medical Device Regulatory Affairs in Asia Paperback by Jack Wong (Editor), Raymond Tong Kaiyu (Editor) ISBN-13: 978-9814411219 ISBN-10: 9814411213 Edition: 1st

Reg. No. 200604393R

Academic Year 2019/2020 Semester 1 & 2 Course Coordinator

Song Juha

Course Code BG4801 Course Title Final Year Project Pre-requisites Year 4 status No of AUs 8 Contact Hours Practicals: 288 hrs Proposal Date 8/11/2019 Course Aims The purpose of final year projects is to provide you an opportunity to apply the knowledge you have learnt, your intellectual abilities and practical skills to solving real, or close to real life bioengineering problems. These problems may take the form of an investigation or the development of engineering hardware, software or both. The objectives of the project are:

1. To offer you opportunities to demonstrate their competence in laboratory work. 2. To provide various lab platforms for integrating the knowledge gained in various

subjects of the degree course. 3. To allow the exercise of the undergraduates' personal qualities such as maturity,

initiative and creativity. 4. To apply communication skills, both oral and written, to communicate results, concepts

and ideas. 5. To solve problems of a non-routine nature

Intended Learning Outcomes (ILO) Throughout this one-year project, you are expected, with guidance from their supervisors, to perform experiments and obtain data yourself. Literature review, which provides you with a broader perspective of the work you are engaged in, is an essential part of the project. The projects are also organized with a view to develop your ability to communicate, both verbally and in writing. The verbal skill is developed through constant meetings and discussions with supervisors and assessed via an oral presentation towards the end of the projects. The writing skill is developed through report writing. These reports form the major part of the final assessment. Throughout the FYP exercise, you are trained, when necessary, how to use hardware, software and IT effectively in order for a successful completion of the project. You also have to learn to how to optimize the outcomes under various constraints. Your progress is continuously monitored throughout the project duration. It is through these rigorous approaches and procedures that it is ensured that in end of the exercise, you are able to:

1. plan and implement an investigative or developmental project given general objectives and guidelines

2. use some laboratory / workshop equipment proficiently to process and characterize materials

3. analyze data to produce useful information and to draw conclusions by systematic deduction

4. work and study independently on bioengineering projects 5. communicate results, concepts, analyses and ideas in both written and oral forms

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Course Content N/A Assessment (includes both continuous and summative assessment)





Assessment rubrics

Continuous Assessment* 1, 2, 3, 4, 5 100% Individual a) Supervisor 1, 2, 3, 4, 5 EAB SLO* a, b,

c, d, e, f, g, h, i, j, l


b) Panel* for reports 3, 5 EAB SLO* a, b, j, l, j


c) Moderators for reports and posters

3, 4, 5 EAB SLO* a, b, j, l, j

40% Individual Refer to Appendix 2, 3

Total 100% *The FYP panel will consist of at least three faculty members. Mapping of Course ILOs to EAB Graduate Attributes

Course Intended Learning Outcomes Cat

EAB’s 12 Graduate Attributes* (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)

Core ● ● ● ● ● ◐ ◐ ◐ ● ● š

plan and implement an investigative or developmental project given general objectives and guidelines a, b, c, d, f, g, l

use some laboratory / workshop equipment proficiently to process and characterize materials d, e, i

analyze data to produce useful information and to draw conclusions by systematic deduction a, b, c, d, h

work and study independently on bioengineering projects a, c, h, i communicate results, concepts, analyses and ideas in both written and oral forms a, b, j, l



Formative feedback Formative feedback will be given verbally and/or in writing to you over the 2 semesters.

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Introduction of Project

You will need to understand the relevant background of the problem, and the motivation of the project.

Literature Review You need to read up on the related subjects and review what has been achieved critically. The process enables you to work out a suitable scope of the project and be able to support all the decisions taken during the work.

Methodology This requires you to analyze all factors in the problem and formulate a workable method or approach for the solution, noting dependency of constraints.

Result Analysis and Discussion

You will develop the skills to present the results, obtained from simulation/experiments, in a professional way before students can interpret and discuss the results and draw conclusions.

Conclusion and Recommendation of Future Work

This requires you to review the value of the work completed and the limitations. You will need a higher-level critical thinking to recommend meaningful future work.

Reading and References 1) John M. Swales & Christine B. Feak, Academic Writing for Graduate Students, 3rd Edition

Essential Tasks and Skills

Course Policies and Student Responsibilities The intent of this course is to give you experience as an independent researcher, where you will propose experiments to achieve research goals, and mostly solve issues that arise.

All BIE students are to carry out their Final Year Projects under the supervision of a SCBE faculty, in their laboratory (http://www.scbe.ntu.edu.sg/aboutus/facultyandstaff/CBE-Faculty-Staff/Pages/SCBEFacultyStaff.aspx). Students may complete their FYP outside of SCBE (within Singapore)

• with an external supervisor and a SCBE supervisor, with prior approval by school • via FYP-URECA programme

Details can be found in the FYP handbook circulated by the Undergraduate Office, prior to FYP registration.

Lab safety is crucial for the smooth running of your research. You need to maintain high standards in ethical research approaches. Academic Integrity Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values.

http://www.scbe.ntu.edu.sg/aboutus/facultyandstaff/CBE-Faculty-Staff/Pages/SCBEFacultyStaff.aspx

http://www.scbe.ntu.edu.sg/aboutus/facultyandstaff/CBE-Faculty-Staff/Pages/SCBEFacultyStaff.aspx

page 4

As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course. Course Instructors

Instructor Office Location Phone Email Song Juha N1.3 B2 06 6513 8298 [email protected]


Week Topic Course LO Readings/ Activities 1 Project briefing

1-2 Varies depending

upon selected field of research: chosen based on your research with guidance and supervision of your professor.

2~7 Project planning 1-3 5~25 Project execution 1-4

13 Interim report and assessment 3-5 23 Final report 3-5 26 Oral presentation and final assessment 5


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Appendix 1: Assessment Criteria for Supervisor

Criteria Does Not Meet Expectation

(<40%)

Below Expectation (40% to 49%)

Meet Expectation (50%-79%)

Exceed Expectation

(>80%) Project Plan/ strategy (includes scientific ability, independence)

No project schedule provided

Project activities were poorly identified and not arranged practically in a project schedule with timeline

Project activities were identified but some were not arranged practically in a project schedule with timeline

Project activities were clearly identified and arranged practically in a project schedule with timeline

Problem, aim and objectives were not identified and presented

Problem not clearly identified/inaccurate and explanation is too brief , aim and objectives were vague and not addressing research problem

Problem was identified and addressed in a satisfactory manner, aim and objectives were stated and presented the research problem in a satisfactory manner

Problem was clearly addressed, aim and objectives were clearly stated and strongly related to research problem

General initiative (includes attendance, participation)

The student did not understand the project and did not show any self-initiative at all

The student did not understand some parts of the project and did not show self-initiative in handling and planning of the tasks for the project

The student understood most parts of the project and showed some self-initiative in handling and planning of the tasks for the project

The student understood the project well and showed self-initiative in handling and planning of the tasks for the project

The student did not demonstrate any form of commitment in the work (e.g never meet deadline, less than 2 discussion meetings with supervisor per semester, etc)

The student was not committed and did not perform most tasks in the project (e.g seldom met deadline, only 3-5 discussion meetings with supervisor per semester)

The student was committed and performed the tasks in the project in a satisfactory manner (e.g usually met deadline, 6-9 discussion meetings with supervisor per semester)

The student was very committed and diligent in performing the tasks in the project (e.g consistently met deadline, more than 10 discussion meetings with supervisor per semester)

Ability to extend ideas and expand on

The student was partially able to follow existing protocols.

The student was mostly able to follow existing protocols.

The student was fully able to follow existing protocols.

The student was fully able to follow existing protocols

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suggestion (includes ability to follow protocols)

The work was entirely adapted for previous works

Most work was adapted from previous works, did not demonstrate creativity and critical thinking

Some work was adapted from previous work and/or demonstrated creativity and critical thinking in a satisfactory manner

The concept of the work is original/ novel and/or demonstrated creativity and critical thinking.

Sense of responsibility in making decisions

The student couldn’t define current constraints in order to choose a correct path.

The student knew some constraints in order to choose a correct path.

The student knew most constraints in order to choose a correct path.

The student was able to figure out all constraints in order to choose a correct path.

The student was stuck in one way of doing things.

The student was trying to look for other’s views and ways of thinking, but was stuck in one way of doing things.

The student looked for other’s views and ways of thinking, and partially implemented those into the decision.

The student was fully open to other’s views and ways of thinking rather than being stuck in one way of doing things.

The student didn’t understand the realistic outcomes to which different approaches will lead.

The student partially understood realistic outcomes to which different approaches will lead.

The student mostly understood realistic outcomes to which different approaches will lead.

The student fully understood the realistic outcomes to which different approaches will lead.

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Appendix 2: Assessment Criteria for Final Report





Exemplary: >90%

Title page Absent Evidence of one

Evidence of two

Evidence of three

Title, your name, Submission date, neatly finished with no error

Abstract Absent Incomplete or unfocused

States the paper’s purpose

Clearly states the paper’s purpose

Clearly and concisely states the paper's purpose within the word limit

Introduction Absent There is no clear introduction or main topic and the structure of the paper is missing

The introduction states the main topic but doesn’t adequately preview the structure of the paper

The introduction states the main topic and previews the structure of the paper

The introduction is engaging, states the main topic and previews the structure of the paper

Body Absent Each paragraph fails to develop the main idea

Each paragraph lacks supporting detail sentences

Each paragraph has sufficient detail sentences that develop main idea

Each paragraph has thoughtful supporting detail sentences that develop main idea

Organization-structural development of the idea

NA No evidence of structure or organization

Logical organization, but organization of ideas not fully developed

Paragraph development present but not perfected

Writer demonstrates logical and subtle sequencing of ideas through well-developed paragraphs

Conclusion Absent Incomplete and/or unfocused

The conclusion doesn’t adequately restate the thesis

The conclusion restates the thesis

The conclusion is engaging, clearly stating a future direction of the main topic

Mechanics NA Numerous and distracting errors in punctuation, capitalization and spelling

Many errors in punctuation, capitalization and spelling

Almost no errors in punctuation, capitalization and spelling

No errors in punctuation, capitalization and spelling

Citation (Figures, tables)

NA Absent Few cited works, both text and visual, are done in the correct format

Some cited works, both text and visual, are done in the correct format.

All cited works, both text and visual, are done in the

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Inconsistencies evident

correct format with no errors

Bibliography Absent Done in the correct format with many errors. Includes 3 major references

Done in the correct format with some errors. Includes 4 major references

Done in the correct format with few errors. Includes 5 major references

Done in the correct format with no errors. Includes more than 5 major references

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Appendix 3: Assessment Criteria for Poster Presentation

Criteria Does Not Meet Expectation

(<40%)

Below Expectation (40%

to 49%)

Meet Expectation (50%-79%)

Exceed Expectation

(>80%) Presentation skills

Presentation does not sufficiently present the topic.

Presentation describes the topic.

Presentation describes the topic.

Presentation thoroughly and concisely presents the topic.

Lack of data to support the positions made / presented data irrelevant to topic.

Poster inadequately used, or figures unable to support the presented position.

Use of poster or additional props emphasises the importance of the topic, with appropriate supporting facts.

Use of poster or additional props greatly emphasises the importance of the topic, with appropriate supporting facts.

Visual Presentation

Not very visually appealing; cluttered; colors and patterns hinder readability

Somewhat cluttered; colors and patterns detract from readability

Overall visually appealing; not cluttered; colors and patterns support readability

Overall visually appealing; not cluttered; colors and patterns enhance readability

Font sizes/ variations inconsistent/ distracting

Font sizes/variations somewhat inconsistent/distracting

Adequate use of font sizes/ variations to facilitate the organization and readability

Uses font sizes/ variations which facilitate the organization and readability

Content Graphics (e.g., tables, figures, etc.) do not enhance the text.

Graphics (e.g., tables, figures, etc.) adequately enhance the text.

Graphics (e.g. tables, figures, etc.) enhance the text.

Graphics (e.g., tables, figures, etc.) are engaging and enhance the text.

page 10

Content arrangement is somewhat confusing and does not adequately assist the viewer in understanding order without narration

Content arrangement is somewhat confusing and does not adequately assist the viewer in understanding order without narration

Content is arranged so that the viewer can understand order without narration

Content is clearly arranged so that the viewer can understand order without narration

Documentation of Sources

Does not cite sources.

Cites some data obtained from other sources. Citation style is either inconsistent or incorrect.

Cites most data obtained from other sources. "Nature" citation style is mostly accurate

Cites all data obtained from other sources. "Nature" citation style is mostly accurate

Q&A Doesn’t not handle questions

Some questions are managed

Most questions are sufficiently managed

Most questions are well managed

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Documents

COURSE CONTENT Semester · 2020-02-06 · 4. Lee Kuan Yew, From third world to first: the Singapore story: 1965:2000, memoirs of Lee Kuan Yew, Times Editions, 2000. (DSS598.S7L478f)