University of Wisconsin Madison
Biomedical Engineering Design (B M E 200) Syllabus
Course Learning Outcomes
    Course Learning Outcome
  • 1
    Apply the design process to solve an open-ended, client-based biomedical problem and produce a physical prototype
  • 2
    Employ appropriate knowledge of biology, physiology, mathematics and experimental design in the project
  • 3
    Function as an effective member of a team consisting of both sophomores and juniors in biomedical engineering
  • 4
    Maintain an engineering notebook
  • 5
    Make effective oral platform and poster presentations
  • 6
    Produce a comprehensive written report
  • 7
    Practice appropriate ethical behavior
Biomedical Engineering Design
B M E 200 ( 1 Credits )
Students will work in a team on a client-centered biomedical engineering design project to learn concept generation, product analysis, specifications, eveluation, clinical trials, regulation, liability, and ethics.
So st in biomedical engineering
College: College of Engineering
Instructor Name
Instructor Campus Address
Contact Hours
Course Coordinator
Text book, title, author, and year
Supplemental Materials
Required / Elective / Selected Elective
ABET Program Outcomes Associated with this Course
Program Specific Student Outcomes

(1) Understanding of biology and physiology as related to biomedical engineering needs.
(2) Ability to apply knowledge of advanced mathematics (including differential equations and statistics), sciences, and engineering to solve problems at the interface of engineering and biology and to model biological systems
(3) Ability to design and conduct experiments, including making measurements and interpreting experimental data from living systems and addressing the problems associated with the interaction between living systems and non-living materials and systems

Brief List of Topics to be Covered
Students work in teams on a client-based design problem. Each design team typically consists of four students--half sophomores and half juniors. Each first-semester sophomore is paired with a first-semester junior, who serves as a peer mentor in the design process, and also as a peer advisor on issues such as course and area choices that go beyond the immediate goals of the course. In this approach, the sophomores have the opportunity to learn the design process from the more experienced juniors. In the first third of the semester the team develops a conceptual design. For the final two-thirds of the semester the team completes the final design and prototype implementation.
Additional Information
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