Note: This unit is an archived version! See Overview tab for delivered versions.
ELEC5803: Advanced Bioelectronics [Not Offered] (2017 - Semester 1)
| Unit: | ELEC5803: Advanced Bioelectronics [Not Offered 2019] (6 CP) |
| Mode: | Normal-Day |
| On Offer: | Yes |
| Level: | Postgraduate |
| Faculty/School: | School of Electrical & Computer Engineering |
| Unit Coordinator/s: |
Dr McEwan, Alistair
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| Session options: | Semester 1 |
| Versions for this Unit: |
| Campus: | Camperdown/Darlington |
| Pre-Requisites: | (ELEC2104 OR ELEC5720 OR ELEC9704) AND (ELEC2602 OR ELEC5722 OR ELEC9602). Familiarity with transistor operations, basic electrical circuits, embedded programming is required. |
| Brief Handbook Description: | This unit will cover advanced topics in the application of electronics and signal processing to physiological monitoring, biosensors, electrical stimulation and medical imaging. Electrical safety and regulations of medical devices in Australia will be introduced. Guest lectures will describe the different needs and requirements in several clinical areas including neonatal care, oncology, cardiology and neurology. Assumed Knowledge: A strong foundation in control, signal processing and electronic devices and circuits is assumed including a knowledge of analogue and digital transistor operation, circuit building blocks such as the differential pair and current mirror, AC circuit analysis, Fourier analysis. |
| Assumed Knowledge: | A strong foundation in control, signal processing and electronic devices and circuits is assumed including a knowledge of analogue and digital transistor operation, circuit building blocks such as the differential pair and current mirror, AC circuit analysis, Fourier analysis. |
| Department Permission | Department permission is required for enrollment in this session. |
| Timetable: | ELEC5803 Timetable | |||||||||||||||||||||||||
| Time Commitment: |
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| 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. |
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 |
| Students will understand how to design an advanced bioelectronics device | Design (Level 3) |
| Students will be able to critically evaluate biosignal processing methods. | Engineering/IT Specialisation (Level 4) |
| Students will be able to understand the literature in biomedical electronics and medical devices. | Information Seeking (Level 3) |
| Students will further develop their communication skills through the assignment. | Communication (Level 3) |
| Students will learn how ethical and economic issues affect medical device designs. | Professional Conduct (Level 2) |
| Students will be given the opportunity to work in teams through assignments and with project managements issues of completing a design exercise. | Project and Team Skills (Level 2) |
For explanation of attributes and levels see Engineering & IT Graduate Outcomes Table.
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.
Design (Level 3)| Assessment Methods: |
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| 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. |
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| Assessment Feedback: | Feedback through lectures tutorial marking, discussion and laboratory assessment. | ||||||||||||||||||
| Grading: |
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| 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.
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| 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.
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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 | Review of Electrical devices and systems |
| Week 2 | Needs in Neonatal Care |
| Week 3 | Medical Electrical Safety |
| Week 4 | Regulation and economics of bioelectronic device design. |
| Week 5 | Needs in Cardiology |
| Week 6 | Implanted devices |
| Week 7 | Point of care technologies |
| Week 8 | Needs in Oncology |
| Week 9 | Electronics in MRI, CT and ultrasound |
| Week 10 | Needs in Neurology |
| Week 11 | Devices in Intensive Care |
| Week 12 | Home Health Care and Personal devices |
| Week 13 | Review |
| 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 |
| Design (Level 3) | Yes | 26% |
| Engineering/IT Specialisation (Level 4) | Yes | 16% |
| Maths/Science Methods and Tools (Level 4) | No | 16% |
| Information Seeking (Level 3) | Yes | 10% |
| Communication (Level 3) | Yes | 4% |
| Professional Conduct (Level 2) | Yes | 16% |
| Project and Team Skills (Level 2) | Yes | 12% |
These goals are selected from Engineering & IT Graduate Outcomes Table which defines overall goals for courses where this unit is primarily offered. See Engineering & IT Graduate Outcomes Table 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.
