Note: This unit version is currently being edited and is subject to change!
ELEC3803: Bioelectronics (2021 - Semester 2)
| Unit: | ELEC3803: Bioelectronics [not offered in 2021] (6 CP) |
| Mode: | Normal-Day |
| On Offer: | Yes |
| Level: | Senior |
| Faculty/School: | School of Electrical & Computer Engineering |
| Unit Coordinator/s: |
Dr Zhou, Luping
Dr McEwan, Alistair |
| Session options: | Semester 2 |
| Versions for this Unit: |
| Campus: | Camperdown/Darlington |
| Pre-Requisites: | ELEC2104 AND ELEC2602. Familiarity with transistor operations, basic electrical circuits, embedded programming is required. |
| Brief Handbook Description: | This unit will cover recent advances in bioelectronics circuits and systems including electronic medical devices, implanted devices, lab on a chip devices, biomedical signal processing and neuromorphic engineering. Regulatory aspects of bioelectronic system design will be addressed including the IEC standards and TGA approval processes. The unit will have a strong practical design focus with laboratories focused on dealing with real life bioelectronic signals and subject-device interfaces. Industry, clinical and research guest lecturers will introduce current topics and design needs. |
| Assumed Knowledge: | None. |
| Timetable: | ELEC3803 Timetable | |||||||||||||||||||||||||
| Time Commitment: |
|
|||||||||||||||||||||||||
| T&L Activities: | This unit will encourage deep learning through extensive Conceive-Design-Implement-Operate based laboratory and group tutorials. Continuous feedback will be provided in lectures and through assessment. |
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 3)
1. Students will develop skills of collecting information from different sources and critically evaluating them.
2. Students will develop written communications skills through their tutorials and assignment.
(7) Project and Team Skills (Level 2)
3. Students will tackle a design project in teams, gaining project management skills in the process.
(8) Professional Effectiveness and Ethical Conduct (Level 2)
4. Students will be asked to reflect on social, management and business issues concerning this field.
(4) Design (Level 3)
5. Understand different physiological monitors. They will be required to develop the skills needed to construct, simulate and test their own designs.
(2) Engineering/ IT Specialisation (Level 3)
6. Develop skills required to consider different design choices.
(1) Maths/ Science Methods and Tools (Level 2)
7. Analytic skills for comparing design choices will be developed.
| Assessment Methods: |
|
||||||||||||||||||
| Assessment Description: |
Tutorials: Cover basic theory for course. Laboratory: Conceive, Design, Implement then Operate a biomedical signal acquisition and processing system on real subjects. Assessment will be continuous. Final Exam: 2 hour closed book. There may be statistically defensible moderation when combining the marks from each component to ensure consistency of marking between markers, and alignment of final grades with unit outcomes. You must get 50% in the final exam to pass the unit, regardless of the sum of your individual marks. The penalty for lateness is 10% per day. |
||||||||||||||||||
| Assessment Feedback: | Feedback through lectures tutorial marking, discussion and laboratory assessment. | ||||||||||||||||||
| Grading: |
|
||||||||||||||||||
| Policies & Procedures: | See the policies page of the faculty website at http://sydney.edu.au/engineering/student-policies/ for information regarding university policies and local provisions and procedures within the Faculty of Engineering and Information Technologies. |
| Prescribed Text/s: |
Note: Students are expected to have a personal copy of all books listed.
|
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 | Introduction to bioelectronics |
| Week 2 | Review of foundations: device physics, noise and control in electronics and biological systems. |
| Week 3 | Ethics in medical devices and biomedical engineering |
| Week 4 | Regulation and economics of bioelectronic device design. |
| Week 5 | Biomedical signal processing |
| Week 6 | Physiological monitoring |
| Week 7 | Electronics in medical imaging |
| Week 8 | Ultra-low-power biomedical electronics |
| Week 9 | Bio-inspired systems and neuromorphic engineering |
| Week 10 | Implanted devices. Case study: The cochlea implant (guest lecture) |
| Week 11 | Wearable electronics and home monitoring: sleep monitors (guest lecture) |
| Week 12 | Biosensors and lab on a chip |
| Week 13 | Outstanding areas of clinical need |
| Assessment Due: Lab Report | |
| Exam Period | Assessment Due: Final Exam |
Course Relations
The following is a list of courses which have added this Unit to their structure.
Course Goals
This unit contributes to the achievement of the following course goals:
| Attribute | Practiced | Assessed |
| (6) Communication and Inquiry/ Research (Level 3) | No | 14% |
| (7) Project and Team Skills (Level 2) | No | 12% |
| (8) Professional Effectiveness and Ethical Conduct (Level 2) | No | 16% |
| (5) Interdisciplinary, Inclusiveness, Influence (Level 3) | No | 0% |
| (4) Design (Level 3) | No | 26% |
| (2) Engineering/ IT Specialisation (Level 3) | No | 16% |
| (3) Problem Solving and Inventiveness (Level 3) | No | 0% |
| (1) Maths/ Science Methods and Tools (Level 2) | No | 16% |
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.
