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Purdue University
Ann Rundell, Assistant Professor
Workshop on BME Teaching of Innovation, Design &
Entrepreneurship
Program ObjectivesNew Undergraduate Program, Fall 2004
• Teach engineering science, analysis, and design in the context of biology and biomedical problems
• Immerse students in key life science principles early
• Integrate biology and engineering within courses
• Emphasize problem-solving, design, and teamwork
• Allow for senior-level specializations• Incorporate ABET considerations
throughoutPurdue University
• Become familiar with the classes of molecules that form the cellular components of living organisms (biomolecules) – sugars, lipids, proteins, and nucleic acids
• Relate structure and function of these important classes of molecules
• Hydrogen-bonding, hydrophobic forces, electrostatic interactions along with other weak interactions
• Understand how these concepts are integral to engineering, controlling and manipulating biomedical platforms
Purdue University
Biomolecules: Structure Function and Engineering Applications
• Laboratory will teach and introduce key skills, techniques, and analysis tools to support the cells and biomolecules courses
Purdue University
Biomedical Engineering Laboratory I:Exploring Biomolecules and Cells
• Module 1: Fundamental Quantitative Techniques• Module 2: From Biomolecules to Cells: Isolation,
Identification and Quantification• Module 3: Analysis of Integrated Biosystems• Module 4: Application and Design of Biomedical
Platforms
EngineeringFundamentals
BiomoleculesConcepts
CellBasics
BME Lab I
Describe particularly novel and/or effective methods you use to teach innovation &
entrepreneurship• Implement series of mini-design projects
throughout curriculum with capstone design experience senior year
• Sophomore Mini-Design Project – DNA and Protein Chips– Students demonstrate fundamental principles
of biosensor design – Design to be tested via simulation prior to
fabrication – Build DNA or Protein Chip in laboratory and
test
Purdue University
How do you measure outcomes?
• Design: – Formal design reviews with invited industrial
representatives– Student demonstrations of working aspects of design
projects • Concepts:
– Virtual Laboratory on Web• A virtual laboratory bench with all of the equipment available
in the lab• Students will be presented with a task and must identify
equipment used for task at hand, provide a reason for its inclusion, sequence the steps to perform the task
• Provides immediate feedback with ability to iterate until the student successfully completes the task
• Provide feedback to instructor on how long it took the students to complete the assignment, how many iterations it took, and compile a list of common problems
– Written assignments: Homework, quizzes and exams
Purdue University
Describe a course project or exercise that exemplifies “best
practices”• Sophomore Lab on Polymerase chain reaction (PCR)• Introduces primer design, PCR amplification, and
quantitative measurements of nucleic acid material – Prelab:
• Rank selected oligonucleotide primers by their optimal annealing temperatures using computer programs.
• Predict the quantity of nucleic acid material present after different numbers of cycles.
– Lab: • Determine the composition of unknown samples of nucleic
acid material by applying their knowledge of primer design, benchtop PCR thermocyclers, agarose gel electrophoresis, and UV spectroscopy.
• Primer design, PCR, and quantitative analysis of genetic material will be essential skills for future biomedical engineers for the manipulation and analysis of genetic material
Purdue University