BMET5957: Bioelectronic Medicine Circuits and Systems (2021 - Semester 1)

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Unit: BMET5957: Bioelectronic Medicine Circuits and Systems (6 CP)
Mode: Normal-Day
On Offer: Yes
Level: Postgraduate
Faculty/School: School of Biomedical Engineering
Unit Coordinator/s: Kavehei, Omid
Session options: Semester 1
Versions for this Unit:
Campus: Camperdown/Darlington
Pre-Requisites: None.
Brief Handbook Description: This course is focused on the emergent and highly interdisciplinary field of electroceuticals as an alternative to pharmaceutical therapeutics. Biomedical devices, circuits and systems employ electrical, magnetic, optical, ultrasound, or other pulses to modulate peripheral nerves for target- and organ-specific effects. We want to understand: What is electroceutical therapy? How bioelectronic medicine could replace drugs? What are the benefits and side effects of electroceuticals in terms of safety, efficacy, and cost compared with pharmaceutical therapeutics?, and How a future bioelectrician works with clinician and conventional clinical practice?

This course aims to build complementary capabilities in design and simulation of circuits and systems for bioelectronic medicine interfaces. Students review, learn, design, simulate and implement test platforms for circuits and systems that enable bioelectronic treatments. Students will be equipped with knowledge on how to make more targeted and personalised treatments for neurological based diseases and conditions with a focus on closed-loop control systems. Students are expected to perform research on circuit implementation for different applications such as pain relief, bionic eye, pace makers. The course also provides a deep overview on the roadmap of technologies and future trends in bioelectronic medicine and electroceuticals.
Assumed Knowledge: ELEC2104 AND BMET2922.
Additional Notes: For students information and planning purposes, it is essential to note this course is immediately relevant to the following courses. The scale of relevance is from highly relevant (****) to related (*). The range is measured based on the current topic taught according to CUSP profile of the course. More stars = higher degree of relevance.

ELEC1103: Fundamentals of Electrical and Electronic Engineering ****
ELEC1601: Introduction to Computer Systems *
BMET1960: Biomedical Engineering 1A ****
ELEC2104: Electronic Devices and Circuits ****
ELEC2302: Signals and Systems ***
ELEC2602: Digital Logic ***
BMET2903: Biomedical Physics **
BMET2922: Computational Analysis for Biomedical Signals ***
ELEC3305: Digital Signal Processing **
ELEC3404: Electronic Circuit Design ****
BMET3921: Biomedical Design and Technology **
ELEC5516: Electrical and Optical Sensor Design ***
BMET5953: Rehabilitation Engineering **
Lecturer/s: Kavehei, Omid
Tutor/s: Please check information on Canvas as well as slides in Lecture 1.

>>> IMPORTANT NOTICE >>> Students are encouraged to communicate early any issues they may face with our tutors/demonstrators way of teaching/engaging, such as being difficult to understand, going through questions with a very slow/fast pace, or any other problems that are affecting student engagement and/or student learning. You can email the Unit Coordinator / Lecturer to provide your feedback or communicate with the Unit Coordinator / Lecturer via your program coordinator. In both cases, your identity remains strictly confidential. The School shortlists our tutors, and the Unit Coordinator has limited knowledge of their performance. While most of our previous tutors have been high performing and dedicated with excellent communication skills, in other few cases, a simple and ***early*** feedback did change the dynamics. Please provide early feedback, so we have a chance to improve where possible.
Timetable: BMET5957 Timetable
Time Commitment:
# Activity Name Hours per Week Sessions per Week Weeks per Semester
1 Lecture 2.00 1 12
2 Laboratory 2.00 1 12
3 Tutorial 2.00 1 12
4 Independent Study 5.00
T&L Activities: > Lecture: Requires previous preparation activities and active participation. Questions will be asked during lectures, and students are expected to participate actively. These questions are mostly referring to fundamentals and prerequisite materials, and they carry no positive or negative mark. Short quizzes may be conducted during a lecture. For preparation activities, students are expected to study materials based on the shared topics under the `Schedule` tab, which includes necessary prior knowledge. Note that we aim to maintain and continue to establish unconventional lectures in this course that are more similar to tutorial in other courses. This is because tutorials in this course are venues for students to work on their Research Clubs in this course.

> Tutorial: Solve exercises extending the activities in the lecture and requires preparation activities and active participation. Tutorials are mainly a place for groups to meet and to work under mentorship to be able to develope best practice in design and achieving goals.

> Laboratory: Simulation and hands-on lab work. While we encourage collaboration and engagement with peers while in the lab, we aim for a maximum of two students per team if it is not possible indivitually.

> Independent Study: Self-study/Preparation for lectures, tutorial, and labs.

>>> IMPORTANT NOTICE >>> Laboratories and Tutorials in this course are running at least one week behind Lectures given that Lectures are timetabled in such a way (2x 1hr, on Mon and Wed) that some students have a tutorial / a lab *before* a lecture in any given week. It is important that the necessary topics are discussed in lectures before their labs/tutorials sessions; therefore, to fix the timetabling issue, we have to run labs and tutorials sufficiently behind lectures. We are also running dedicated sessions for in-lab tests (see Assessments); therefore, the labs may fall further behind lectures than tutorials.

Attributes listed here represent the key course goals (see Course Map tab) designated for this unit. The list below describes how these attributes are developed through practice in the unit. See Learning Outcomes and Assessment tabs for details of how these attributes are assessed.

Attribute Development Method Attribute Developed
Circuit designs are based on fundamentals of electrical and electronic engineering that are built upon physics and math behind circuit analysis and operation. During lectures, students learn how to apply concepts such as DC and AC analysis to understand and predict circuit performance and improve design practices. These learning are reinforced in laboratory and tutorial sessions. (1) Maths/ Science Methods and Tools (Level 3)
Guided by lectures, tutorials and lab sessions, the students will develop an important skills in addressing complex problems requiring broad range of discipline and interdisciplinary knowledge on and around electronics, under initial supervision and expected independence by the end of the semester as part of group project development. (2) Engineering/ IT Specialisation (Level 3)
Students design and implement a biomedical circuits for sensing and stimulation for which they understand analysis and design processes. They are able to critically analyse advantages and limitations of designs in relevant research literature as part of their group work and informed by lessons learned in lectures, tutorials and laboratories. (3) Problem Solving and Inventiveness (Level 3)
Students design and simulate electronic circuits for biomedical sensing and stimulation. They are able to fluently go through the design process and achieve proficiently in implementing complete full design cycle to meet technical and regulatory specifications or performance criteria. (4) Design (Level 4)
The nature of the content in this course is interdisciplinary. The course brings a set of requirements as input to design, simulate and potentially implement microelectronic circuits for medical therapies or monitoring. Students are expected to work on projects that are all multidisciplinary in nature and are provided with multidisciplinary concepts in lectures, tutorials and lab sessions. (5) Interdisciplinary, Inclusiveness, Influence (Level 4)
Students will analyse and discuss theoretical issues and concepts within a broad context of research. They will demonstrate in-depth analytical reporting with evaluation of theoretical and methodological issues; source & evaluate demonstrating advanced information & digital skills; This involves interpret and discuss issues and situations involving uncertainty and within a broad theoretical and practical context. (6) Communication and Inquiry/ Research (Level 4)
Students will perform research analysis, design and implementation of a multidisciplinary project on biomedical circuits and systems in groups and work on their communication, teamwork and technical presentation skills. (7) Project and Team Skills (Level 4)

For explanation of attributes and levels see Engineering & IT Graduate Outcomes Table 2018.

Learning outcomes are the key abilities and knowledge that will be assessed in this unit. They are listed according to the course goal supported by each. See Assessment Tab for details how each outcome is assessed.

(6) Communication and Inquiry/ Research (Level 4)
1. Find, critically analyse and effectively communicate available solutions related to their research project and their work during the semester.
(7) Project and Team Skills (Level 4)
2. Demonstrate small project leadership and show proficiency across all facets of project development & delivery of stated outcome (and beyond) in an innovative way using conventional and unconventional design practices and communicated technically and professionally.
(5) Interdisciplinary, Inclusiveness, Influence (Level 4)
3. Appreciate multidisciplinary nature of the topics and the ability to utilise approaches to address technical challenges with design improvements or alternative sensing, stimulation, signal processing etc techniques.
(4) Design (Level 4)
4. Fluently design and reproduce electronic circuits with given parameters and/or specifications.
5. Apply concept, principles and techniques to configure and design circuits for specific application.
6. Proficiency in applying circuit theory and electronic circuit design knowledge in the design, construction, and testing of commensurate circuit solutions for specific engineering problems
(2) Engineering/ IT Specialisation (Level 3)
7. Understand basis of transistor operations, novel concepts in bio-amplifier and transistor design in particular on speed, power and area requirement of chronically implanted bioelectronics.
(3) Problem Solving and Inventiveness (Level 3)
8. Effectively address needs and achieve requirements stated in their research project question, and any other task throughout the semester.
9. Considers broader requirements such as uncertainties that may not usually be part of design question or research project statement and innovate solutions that are beyond providing direct solutions focused entirely on the stated need. This means going a bit beyond expected needs.
(1) Maths/ Science Methods and Tools (Level 3)
10. Apply mathematical analysis and physical understanding and fundamentals to estimate performance of circuits prior full implementation and the ability to suggest improvement informed by initial analytics and physics of circuit operation.
Assessment Methods:
# Name Group Weight Due Week Outcomes
1 Research proposal Yes 5.00 Week 5 (As specified by your unit coordinator) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
2 Quiz/Exam No 15.00 Week 7 (During your timetabled class) 4, 5, 6, 7, 8, 9, 10,
3 Design Exercise Yes 15.00 Week 10 (During your timetabled class) 3, 4, 5, 6, 7, 8, 9, 10,
4 Oral/Video Presentation Yes 15.00 Week 13 (During your timetabled class) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
5 Research Club (Literature Review) No 10.00 Multiple Weeks (As specified by your unit coordinator) 1, 2, 3, 4, 5, 6, 8, 9, 10,
6 Final Exam No 40.00 Exam Period 1, 4, 5, 6, 7, 8, 9, 10,
Assessment Description: The course assessment is mainly project based. Students will be provided with a range of topics solely focused on biomedical circuits ranging from implantable or wearable, either for sensing or stimulation or both. The focus of the project does not need to be disease specific; It could be research enabler technologies such as neural recordings for high density neural population dynamics research.

Lecturer may reduce the scope of research and design topics depending on to the number of students that impact the administrative aspect of the course.

Students will be developing initial brief research proposals for presentation in Week 5 that primarily focuses on research question, some available solutions and goals that include understanding of circuits as we move through topics in the semester. This presentation are done in groups and all members are expected to actively participate. Number of students in each group depends on the number of enrollment and available resources, therefore it is pending. An initial proposal will be a single A4 page including title, names, a single figure, one paragraph explaining the problem and another a solution (an already existing one) and the part of that solution that you will be considering. Solutions must be biomedical circuit related and students usually focus on a single part of a large circuit.

Students are expected to individually and actively participate in the course Research Clubs. The number of Research Clubs depends on the number of topics. We aim to have at least two groups working towards similar outcome independently, however it is recommended that they participate in one Research Club with their peers who are working on a similar topic. Your participation in Research Clubs is not only an assessment item, it could also count as part of your independent study. Each individual is expected to provide weekly summary of their take on their Research Club in a professional and technical language on Canvas page dedicated to their Research Club. These Research Clubs could partially become part of our tutorials as we progress through the semester. Our sole basis for Research Club Participation is the quantity and quality of your individual records online. If an input is not recorded, it will not be counted towards your participation mark.

There will be a quiz/exam that focuses on your theoretical and analytical analysis in this course.

The aim for Design Exercise is to deliver on a design, implementation and analysis of a circuit linked with the proposed research topic. Design Exercise may include any combination of design, simulation, analysis, improvement, meeting specification, and coding (possibly SPICE netlisting, Matlab or Python, as part of analysis and simulation).

For all assessment, assessors in this course have the discretion to award or not to award identical marks to group members depending on their participation and engagement throughout the semester.

The final assessment in this course is a final presentation on a fully implemented design as part of team projects. Final projects does not need to be identical to the proposed research but it must be clear that any change without communication carries negative mark and the teaching team could refuse to assess if changes to topics are not documented in weekly Research Club reports.

Final Exam in this course will be conducted and worth 40% and it focuses on theoretical analysis, assessments, regulatory, speciations and design questions.
Assessment Feedback: Feedback can and will be given in all components of the course, in lectures, tutorials and laboratory sessions. Tutorials are the main venue for providing feedback on your progress and it requires your active participation.
Recommended Reference/s: Note: References are provided for guidance purposes only. Students are advised to consult these books in the university library. Purchase is not required.
Note on Resources: Resources are indicative of topics we may partially or fully cover in this course.

There are great books on different topics listed but none are required as prescribed text.

Note that the "Weeks" referred to in this Schedule are those of the official university semester calendar https://web.timetable.usyd.edu.au/calendar.jsp

Week Description
Week 1 Lecture: Introduction to bioelectronic medicine and technology roadmap

Guide on research projects and progress through the semester
Week 2 Lecture: Bioelectronic medicine microsystems
Week 3 Lecture: Electronic front-end (sensing)
Week 4 Lecture: Electronic front-end (sensing) cont.
Week 5 Lecture: Filters and data conversion
Assessment Due: Research proposal
Week 6 Lecture: Biomarker types, sensitivity and specificity (Physiological, Electrophysiology, Serological, Behavioral, Imaging, PET scans, Micro-dialysis)
Week 7 Lecture: Bioelectronic sensing system: Full system example
Assessment Due: Quiz/Exam
Week 8 Lecture: Stimulation technologies (open-loop vs closed-loop) and opportunities andlimitations
Week 9 Lecture: Electrode types and design considerations for sensing and stimulation; Such as cuff electrodes, penetrating electrodes, tDCS, spinal paddle arrays, DBS electrodes, and more.
Week 10 Lecture: Bioelectronic stimulation system: Full system example
Assessment Due: Design Exercise
Week 11 Lecture: Review of bioelectronic sensing
Week 12 Review of bioelectronic stimulation
Week 13 Lecture: Final oral/video presentation
Assessment Due: Oral/Video Presentation
Exam Period Assessment Due: Final Exam

Course Relations

The following is a list of courses which have added this Unit to their structure.

Course Year(s) Offered
Biomedical Mid-Year 2018, 2019, 2020, 2021
Biomedical/ Project Management 2019, 2020, 2021
Biomedical 2018, 2019, 2020, 2021
Biomedical / Arts 2017, 2018, 2019, 2020, 2021
Biomedical / Commerce 2017, 2018, 2019, 2020, 2021
Biomedical / Medical Science 2017
Biomedical / Music Studies 2017
Biomedical / Project Management 2017, 2018
Biomedical /Science 2017, 2018, 2019, 2020, 2021
Biomedical/Science (Health) 2018, 2019, 2020, 2021
Biomedical / Law 2017, 2018, 2019, 2020, 2021
Biomedical/Science (Medical Science Stream) 2018, 2019, 2020, 2021
Master of Engineering 2019, 2020, 2021
Master of Professional Engineering (Accelerated) (Biomedical) 2019, 2020, 2021
Master of Professional Engineering (Biomedical) 2018, 2019, 2020, 2021

Course Goals

This unit contributes to the achievement of the following course goals:

Attribute Practiced Assessed
(6) Communication and Inquiry/ Research (Level 4) Yes 8%
(7) Project and Team Skills (Level 4) Yes 4.5%
(5) Interdisciplinary, Inclusiveness, Influence (Level 4) Yes 5%
(4) Design (Level 4) Yes 38%
(2) Engineering/ IT Specialisation (Level 3) Yes 10.75%
(3) Problem Solving and Inventiveness (Level 3) Yes 19.25%
(1) Maths/ Science Methods and Tools (Level 3) Yes 14.5%

These goals are selected from Engineering & IT Graduate Outcomes Table 2018 which defines overall goals for courses where this unit is primarily offered. See Engineering & IT Graduate Outcomes Table 2018 for details of the attributes and levels to be developed in the course as a whole. Percentage figures alongside each course goal provide a rough indication of their relative weighting in assessment for this unit. Note that not all goals are necessarily part of assessment. Some may be more about practice activity. See Learning outcomes for details of what is assessed in relation to each goal and Assessment for details of how the outcome is assessed. See Attributes for details of practice provided for each goal.