Syllabus: BMEn 3301 Biomaterials, Spring 2013 Course objectives: 1) Learn fundamentals of materials science as they apply specifically

to biomaterials; 2) Learn basic principles of biocompatibility and implant performance; 3) Be able to apply concepts to practical problems in biomaterial processing and testing. Instructor: Jason Bjork, PhD, Adjunct Assistant Professor, Biomedical Engineering 651-398-0395 (cell), jbjork@umn.edu (jason_bjork@mmm.com) Office hour: Wednesdays 4:30-5:30 PM, NHH 6-101 Teaching Assistants: Lecture TA: Katia Morgounova, emorgoun@umn.edu Office hour: Tuesday 5:00-6:00 PM, NHH 5th floor atrium Lab TA: Zaw Win, winxx005@umn.edu Office hour: Thursday 4:30 5:30, NHH 5th floor atrium Textbooks: 1. Materials Science and Engineering: An Introduction, by Callister, W. D. Jr. and Rethwisch, D.G., 8th edition 2. Biomaterials: The Intersectiion of Biology and Materials Science, by Temenoff , J.S. and Mikos, A.G. 2008, 1st edition
Other reference books:

Biomaterials Science: An Introduction to Materials in Medicine, by Ratner, B.D., Hoffman, A.S., Schoen, F. J., Lemons, J.E. 2004, 2nd edition. Available at lib.umn.edu. Lectures: MWF (01/17/2012 - 05/04/2012) 11:15am-12:05pm MWF, JacH 2-137 A combination of PowerPoint slide shows and direct writing will be used. Slides in pdf format will be posted on the moodle site (located at https://moodle2.umn.edu/course/view.php?id=18267) before lectures for you to download or print. No hardcopy slides will be provided in class.

Recitations: Session 002: Tue 11:15am-12:05pm, STSS 131B Session 005: Thu 11:15am-12:05pm, STSS 131B Recitations will be run by the lecture TA, and will focus on problem-solving, in order to reinforce what is covered in the lectures. It is also a good time to consult with the TA for the homework assignments and any other questions. Recitations will begin in the week of 01/28/2013 1

 You are required to attend at least one session every week. Lab sessions: Biomaterials Laboratory The objective is to provide students with experience in handling and testing of biomaterials. Location: MoosT 3-244, MoosT 3-343 Session 003: Tue 12:20-2:15pm, Weeks A & B Session 004: Tue 2:30-4:25pm, Weeks A & B Session 006: Thu 12:20-2:15pm, Weeks A & B Session 007: Thu 2:30-4:25pm, Weeks A & B You should know which session you registered for and the lab TA will help schedule which week (A or B) you will do the lab. Each session is limited to 4 groups with 3 students each group. Labs will begin in the week of 01/28/2012. There will be one lab every other week. Lab instructions will be posted on moodle prior to the lab sessions. Written reports will be collected when you attend the next lab (two weeks later). Detailed instructions of labs and lab reports are provided. Lab reports (30%): each group submits one report for each lab. Everybody is required to sign on each report to confirm s/he attends the lab and participates in writing the report. Homework (10%): There will be 10 homework assignments. Homework is assigned on Fridays by posting on moodle, due on the following Fridays at the beginning of the lectures, graded and returned to you as soon as the following Monday when possible. Homework assignments should be completed individually, but group discussion is encouraged. Please write or type clearly on respectable paper! Exams (50%): There are 3 exams. All are in-class, close-book. Exam 1: covers the first 1/3 of the course (10%)(Mar 04, 2013) Exam 2: covers the second 1/3 of the course (10%)(Apr. 12, 2013) Exam 3 (Final Exam): comprehensive (30%)(8:00 10:00 AM, Wednesday May 15, 2013) Essay (10 %): It is a group assignment, with up to 4 students in each group. Select a healthcare-related commercial product and evaluate critically the biomaterials used in the product. Detailed instructions are provided. Find your partners and select your topic early! Feel free to consult with the instructor regarding topic selection and other issues about the essay.

 Essay is due at 5:00 pm on May 10, in the form of pdf files, emailed directly to the instructor. Grading: Homework: Exam 1: Exam 2: Exam 3: Essay: Lab report: Total: 10% 10% 10% 30% 10% 30% 100%

Re-grades: any concerns with grading on an exam, HW, etc. should be brought to the instructors attention. Note that request for re-grading a specific problem will result in a re-grade of the entire body of work. Final grades: The grading will be curved, the course average should be around a B. * Students will be expected to conduct themselves in a manner consistent with the Regents Student Conduct policy. * Students are expected to be available on the days for the exams. As such, makeup exams will be given only in extenuating circumstances (going on vacation is not an extenuating circumstance, no matter how far in advance it is planned) that must be cleared with the instructor. Any appeals of a grade for any examination or assignment will be accepted no later than one week after the assignment has been returned. Additional Information on BMEn 3301 and its Role in the B.Bm.E. Curriculum The courses required for the Bachelor of Biomedical Engineering degree program are designed to meet the Program Educational Objectives (PEOs), as defined by the BME Department (BMED), and the Program Outcomes (POs), as defined by the Accreditation Board for Engineering and Technology (ABET). Achieving the PEOs and POs is necessary to maintain program accreditation by ABET. For a full description of the PEOs, the POs, and the accreditation of the program, please refer to the BMED web site (www1.bme.umn.edu). With respect to the BMEN 3301 course, there are two PEOs that the course is meant to partially achieve: PEO1: Learn the scientific and engineering principles underlying the 6 major elements of biomedical engineering (BME): cellular and molecular biology, physiology, biomechanics, bioelectricity/instrumentation, biomedical transport processes, and biomaterials. PEO 3: Learn experimental, statistical, and computational techniques in the context of BME. The POs that the BMEn 3301 course is meant to at least partially achieve are that students should have: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data

(c) an ability to design a system, component, or process to meet desired needs (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. (l) an understanding of biology and physiology, and the capability to apply advanced mathematics (including differential equations and statistics), science, and engineering to solve problems at the interface of engineering and biology. (m) the ability to make measurements on and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems. Course Title BMEn 3301 Biomaterials H= High priority M= Medium priority L= Low priority a H b H c d M e f g H i j k L l m M M

Topics and Reading Assignments

Topics 1 Course introduction 2 Biomaterials: history, an overview 3 Surface properties: fundamentals 4 Surface characterization & modification 5 Bulk properties (I) 6 Bulk properties (II) 7 Structure of materials: chemical bonding and material properties 8 Structure of materials: crystalline structure 9 Structure of materials: imperfections 10 Diffusion 11 Structure of materials: strengthening mechanisms 12 Thermodynamics: phase diagrams, the lever rule 13 Thermodynamics: microstructure 14 Thermodynamics: iron-carbon system 15 Phase transformation in iron-carbon system 16 Synthetic polymers: chemistry and structure 17 Synthetic polymers: properties 18 Synthetic polymers: characterization and processing 19 Examples of synthetic and natural polymers 20 Metals: properties and processing 21 Metals as biomaterials 22 Ceramics: characteristics 23 Ceramics: processing 24 Ceramics: bioceramics 25 Composites 26 Protein adsorption, 27 Cell interactions with biomaterials 28 Principles of biocompatibility and biocompatibility testing 29 Failure mechanisms 30 Metallic corrosion 31 Polymer degradation 32 Electrical properties of materials 33 Device fabrication, sterilization and regulatory issues 34 Case studies Assignments Temenoff & Mikos: 1.1-1.6 Temenoff & Mikos: 7.1-7.3 Temenoff & Mikos: 7.6 Callister & Rethwisch 6.1-7 Temenoff & Mikos: 4.2.3.54.2.3.6 Callister & Rethwisch: 2.1-8 Callister & Rethwisch 3.1-16 Callister & Rethwisch 4.1-11 Callister & Rethwisch: 5.1-6 Callister & Rethwisch: 7.1-10 Callister & Rethwisch: 9.1-5 Callister & Rethwisch: 9.6-15, 17 Callister & Rethwisch: 9.18 Callister & Rethwisch: 9.19 Callister & Rethwisch: 14.1-12 Callister & Rethwisch: 15.1-14 Callister & Rethwisch: 15.20-24

Callister & Rethwisch: 7.8-13 Callister & Rethwisch:12.1-11 Callister & Rethwisch: 13.1-11 Callister & Rethwisch: 16.1-7 Temenoff & Mikos:8.1-8.5 Temenoff & Mikos:9.1-9.6 Temenoff & Mikos:10,11,12,13 Callister & Rethwisch:8.1-12 Callister & Rethwisch:17.1-10 Temenoff & Mikos:5.2 Temenoff & Mikos:5.3, 5.4.2 Callister & Rethwisch:18

BMEn 3301 Essay General Instructions

Content Select a commercial product that is currently used in healthcare. Provide a general description of the product, such as function, structure, components, etc. Describe basic properties of the biomaterials used to fabricate the product, such as chemical properties, physical properties, bulk and surface properties, stability, etc. Discussion how the selection of such materials and their properties are suitable or not for this particular application. What can you do to improve the use of materials that may lead to improvement in function of this product? Format Typed and printed on regular white paper, single-sided, double-spaced, 12-point font, numbered, ten-page minimum, including figures, graphics, and tables, excluding title page and references. Title page: list title, author, contact information, course name and number, date, to whom it is submitted. Divide the body of text into sections. Section headings should be in bold letters. References should be listed following the format used by either one of the two major journals of the biomaterials area: the Journal of Biomedical Materials Research or Biomaterials. Reference list can be numbered or arranged alphabetically according to the last name of the first author. The text where references are cited must be clearly marked. A minimum of five references is required. Web pages are ok, but pay attention to the reliability of such information. Figures, table, charts, illustrations, schemes, are not required but strongly encouraged. Each item should have a caption, and clearly numbered. Give other people credit when their idea and data are used by you. If you quote the exact words/sentences of someone elses, put the quotes in . Do not plagiarize!! Try not to paraphrase!!

BMEn 3301 Biomaterials Lab Schedule Spring 2013

TA: Zaw Win MoosT 3-244, MoosT 3-343, Tue or Thu 12:20-2:15pm or 2:30-4:25pm

Location:

Lab 1: Surface characterization (Week A: Jan 29 & 31; Week B: Feb 5 & Feb 7) Students will use contact angle goniometers to measure contact angles of a polymer surface with various liquids and use these numbers to approximate surface free energy. The students will then make inferences as to the polymer identity and performance characteristics. Lab 2: Mechanical testing (Week A: Feb 12 & 14; Week B: Feb 19 & 21) Two different types of polymers and two different kinds of metals will be tested using a singlescrew mechanical tester. Tests will be conducted in tension, and parameters such as strength and modulus will be determined. Lab 3: Material failure (Week A: Feb 26 & 28; Week B: Mar 5 & Mar 7) Mechanical testing on items from Lab 3 will be used to illustrate material degradation and fatigue. Chemically accelerated material degradation will be demonstrated on both degradable and non-degradable polymers. Fatigue characteristics for two different metals will be determined. Lab 4: Polymer synthesis (Week A: Mar 26 & 28; Week B: April 2 & 4) Nylon 6,6 will be synthesized. This reaction will illustrate one of the main types of synthesis reactions; namely, condensation. The final products will be characterized by colorimetric end group analysis based on the detection of primary amine groups. Lab 5: Cell attachment to biomaterial surface (Week A: April 9 & 11; Week B: April 16 & 18) Students will use cell culture techniques to investigate cell attachment on various material surfaces. Standard viability assays will be used to determine cell number and proliferation. Assays will be determined spectrophotometrically. Lab 6: Cytotoxicity (Week A: April 23 & 25; Week B: April 30 & May 2) Fibroblastic 3T3 cells will be cultured and three different material extracts will be investigated for cytotoxicity. Standard viability assays will be used to determine cell number and proliferation. Assays will be determined spectrophotometrically.

BMEn 3301Biomaterials Lab Report Format

Lab Reports - Typical Components

1. The Title Page needs to contain the name of the experiment, the names of lab partners, and the date. Titles
should be straightforward, informative, and less than ten words (i.e. Not "Lab #4" but "Lab #4: Sample Analysis using the Debye-Sherrer Method").

2. The Abstract summarizes four essential aspects of the report: the purpose of the experiment (sometimes
expressed as the purpose of the report), key findings, significance and major conclusions. The abstract often also includes a brief reference to theory or methodology. The information should clearly enable readers to decide whether they need to read your whole report. The abstract should be one paragraph of 100-200 words (the sample below is 191 words).

Quick Abstract Reference Must have:

1. Purpose 2. Key result(s) 3. Most significant point of discussion 4. Major conclusion

Sample Abstract
This experiment examined the effect of line orientation and arrowhead angle on a subject's ability to perceive line length, thereby testing the Mller-Lyer illusion. The Mller-Lyer illusion is the classic visual illustration of the effect of the surrounding on the perceived length of a line. The test was to determine the point of subjective equality by having subjects adjust line segments to equal the length of a standard line. Twenty-three subjects were tested in a repeated measures design with four different arrowhead angles and four line orientations. Each condition was tested in six randomized trials. The lines to be adjusted were tipped with outward pointing arrows of varying degrees of pointedness, whereas the standard lines had inward pointing arrows of the same degree. Results showed that line lengths were overestimated in all cases. The size of error increased with decreasing arrowhead angles. For line orientation, overestimation was greatest when the lines were horizontal. This last is contrary to our expectations. Further, the two factors functioned independently in their effects on subjects' point of subjective equality. These results have important implications for human factors design applications such as graphical display interfaces.

May include:
1. Brief method 2. Brief theory

Restrictions:
ONE paragraph 200 words MAX.

3. The Introduction is more narrowly focused than the abstract. It states the objective of the experiment and
provides the reader with background to the experiment. State the topic of your report clearly and concisely, in one or two sentences:

Example: The purpose of this experiment was to identify the

specific element in a metal powder sample by determining its crystal structure and atomic radius. These were determined using the DebyeSherrer (powder camera) method of X-ray diffraction. A good introduction also provides whatever background theory, previous research, or formulas the reader needs to know. Usually, an instructor does not want you to repeat the lab manual, but to show your own comprehension of the problem. For example, the introduction that followed the example above might describe the Debye-Sherrer method, and explain that from the diffraction angles the crystal structure can be found by applying Bragg's law. If the amount of introductory material seems to be a lot, consider adding subheadings such as: Theoretical Principles or Background.

Quick Intro Reference Must Have:

1. Purpose 2. Important background and/or theory

May include:
1. Description of specialized equipment 2. Justification of experiment's importance

Note on Verb Tense

Introductions often create difficulties for students who struggle with keeping verb tenses straight. These two points should help you navigate the introduction: The experiment is already finished. Use the past tense when talking about the experiment. "The objective of the experiment was..." The report, the theory and permanent equipment still exist; therefore, these get the present tense: "The purpose of this report is..." "Bragg's Law for diffraction is ..." "The scanning electron microscope produces micrographs ...

4. Methods and Materials (or Equipment) can usually be a simple list, but make sure it is accurate and
complete. In some cases, you can simply direct the reader to a lab manual or standard procedure: "Equipment was set up as in CHE 276 manual."

5. Experimental Procedure describes the process in chronological order. Using clear paragraph structure,
explain all steps in the order they actually happened, not as they were supposed to happen. If your professor says you can simply state that you followed the procedure in the manual, be sure you still document occasions when you did not follow that exactly (e.g. "At step 4 we performed four repetitions instead of three, and ignored the data from the second repetition"). If you've done it right, another researcher should be able to duplicate your experiment.

6. Results are usually dominated by calculations, tables and figures; however, you still need to state all significant
results explicitly in verbal form, for example.

Example: Using the calculated lattice parameter

gives, R = 0.1244nm.
Graphics need to be clear, easily read, and well labeled (e.g. Figure 1: Input Frequency and Capacitor Value). An important strategy for making your results effective is to draw the reader's attention to them with a sentence or two, so the reader has a focus when reading the graph. In most cases, providing a sample calculation is sufficient in the report. Leave the remainder in an appendix. Likewise, your raw data can be placed in an appendix. Refer to appendices as necessary, pointing out trends and identifying special features.

Quick Results Reference

1. Number and Title tables and graphs 2. Use a sentence or two to draw attention to key points in tables or graphs 3. Provide sample calculation only 4. State key result

7. Discussion is the most important part of your report, because here, you show that you understand the
experiment beyond the simple level of completing it. Explain. Analyse. Interpret. Some people like to think of this as the "subjective" part of the report. By that, they mean this is what is not readily observable. This part of the lab focuses on a question of understanding "What is the significance or meaning of the results?" To answer this question, use both aspects of discussion:

1. Analysis
What do the results indicate clearly? What have you found? Explain what you know with certainty based on your results and draw conclusions: Since none of the samples reacted to the Silver foil test, therefore sulfide, if present at all, does not exceed a concentration of approximately 0.025 g/l. It is therefore unlikely that the water main pipe break was the result of sulfide-induced corrosion.

2. Interpretation
What is the significance of the results? What ambiguities exist? What questions might we raise? Find logical explanations for problems in the data: Although the water samples were received on 14 August 2000, testing could not be started until 10 September 2000. It is normally desirably to test as quickly as possible after sampling in order to avoid potential sample contamination. The effect of the delay is unknown.

More particularly, focus your discussion with strategies like these:

Compare expected results with those obtained.

If there were differences, how can you account for them? Saying "human error" implies you're incompetent. Be specific; for example, the instruments could not measure precisely, the sample was not pure or was contaminated, or calculated values did not take account of friction.

Analyze experimental error.

Was it avoidable? Was it a result of equipment? If an experiment was within the tolerances, you can still account for the difference from the ideal. If the flaws result from the experimental design explain how the design might be improved.

Explain your results in terms of theoretical issues.

Often undergraduate labs are intended to illustrate important physical laws, such as Kirchhoff's voltage law, or the Mller-Lyer illusion. Usually you will have discussed these in the introduction. In this section move from the results to the theory. How well has the theory been illustrated?

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Relate results to your experimental objective(s).

If you set out to identify an unknown metal by finding its lattice parameter and its atomic structure, you'd better know the metal and its attributes.

Compare your results to similar investigations.

In some cases, it is legitimate to compare outcomes with classmates, not to change your answer, but to look for any anomalies between the groups and discuss those.

Analyze the strengths and limitations of your experimental design.

This is particularly useful if you designed the thing you're testing (e.g. a circuit).

8. Conclusion can be very short in most undergraduate laboratories. Simply state what you know now for sure, as
a result of the lab:

Notice that, after the material is identified in the example above, the writer

Example: The Debye-Sherrer method identified the sample material as nickel due to the measured crystal structure (fcc) and atomic radius (approximately 0.124nm).
provides a justification. We know it is nickel because of its structure and size. This makes a sound and sufficient conclusion. Generally, this is enough; however, the conclusion might also be a place to discuss weaknesses of experimental design, what future work needs to be done to extend your conclusions, or what the implications of your conclusion are.

Quick Conclusion Reference Must do:

1. State what's known 2. Justify statement

Might do:
3. State significance 4. Suggest further research

9. Appendices typically include such elements as raw data, calculations, graphs pictures or tables that have not
been included in the report itself. Each kind of item should be contained in a separate appendix. Make sure you refer to each appendix at least once in your report. For example, the results section might begin by noting: "Micrographs printed from the Scanning Electron Microscope are contained in Appendix A."

Useful Further Reading:

Porush, David. (1995). A Short Guide to Writing About Science. (HarperCollins). Although, this book uses the "scientific article" as the basic form for writing, it essentially views that as an extended lab report. Therefore, it has useful chapters on each of the sections of a lab report.

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General tips about lab report writing

1. When you have some time at the library, look up a journal article in the Journal of Biomedical Materials Research. Notice the contents of the abstract and the discussion section, and how results are presented. Look at how charts and tables are captioned. See how the conclusion wraps up the experiment succinctly. 2. Put the abstract on a separate page. Make sure it mentions the primary objective, the name of the techniques used, the most important results with std. dev. and the most important conclusion arrived at based on the results and pre-lab etc. 3. Use page numbers. Table of contents is not necessary, but its good to number your sections and sub sections. Make the section headings bold and stand out, so give them enough space before and after. Also, dont leave a section heading hanging at the bottom of a page with no text below it. 4. Keep introductions brief, but be sure to explain the basic objective and theory, and comparisons with other relevant techniques. Using figures here is good to illustrate points. Most of this you can get from the lab handout, and using one other source of reference shows good effort to understand the experiment. Avoid copying verbatim from any source. 5. Materials and methods are very important, so dont go light here. The purpose is for someone to be able to duplicate your experiment based purely on your report. List all the materials and equipment, neatly, and if you know their concentrations, or compositions, shape, etc, list that too. In the methods, be thorough, and explain your own experience in following the handout. Dont simply reference that handout or use the words verbatim. Mention what difficulties you had and any expected errors, which you can later explain in the discussion. If you use abbreviations and acronyms, be sure to explain these at the first occurrence. Dont number the steps, and use very concise language, and separate logical groups of steps in paragraphs. 6. In the results section, dont just include a chart and a table and no text. These have to be described adequately in the results text. Say something like Table 1 shows the . and the associated .. values with standard deviations. Dont simply repeat the table data one for one in the results text. Rather pick out important values and report them in some context. This is important: put all raw data in the appendix, and only the averages etc in the body. Also, number and caption every chart or table, and give it a concise caption that explains what is being tabulated or charted, and use chart legends and labels suitably. Dont just say: Fig 1: Stressstrain plot. Instead, say: Fig. 1: Stress plotted against strain for three samples of stainless steel 316L at 8mm/min strain rate. Dont put theory and explanations here. That should have been done in the introduction, including any equations. Here you just report the experimental values and the analysis results with brief descriptions. 7. Discussion is the MOST important section in your lab report. Go into depth here. This is a multi-page section. Explain how the theory is compared to other relevant techniques and why or why not the best way to do this analysis. Compare the expected and actual results and explain inconsistencies. Offer improvements to your procedure. In the error analysis, rank sources of

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error so that the most important error sources are emphasized. If you are not sure about an explanation, be sure to say it is probable or likely etc. Try to exhaust sources of error. Distinguish between systematic and random error. If you must exclude some data points, justify that clearly. 8. Conclusion is a bit like your abstract, except more brief. It should still convey what was attempted, what was learned about the samples and where the work could be most improved (if there was some serious challenge). 9. Once you have a template, you can keep reusing that. Tables and charts and appendices can become more consistent this way. Raw data is better typed up. Its good to number all pages, and make extra effort not to have to hand-write anything. If you want to include a page from your lab note, it looks better to photocopy that on a clean letter-size sheet with a page number on it.

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