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Biomedical Engineering Junior Sophister Handbook
2013 - 2014
Neural Engineering Cardiovascular Biomaterials Regenerative Musculoskeletal
Medicine
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D irector’s Welcome
Welcome to the Junior Sophister Year in Biomedical Engineering
As students of the Biomedical Engineering stream of School of Engineering, you are among the select few who have joined the biomedical engineering community at Trinity College Dublin for an education that will enable you to become the next leaders in the field of biomedical engineering.
Some of the most exciting work in engineering today takes place at the intersection of disciplines. Research in biomedical engineering is an example of where the biological, physical and digital worlds intersect and where you have the opportunity to have a profound impact on society.
Engineering is not just about crunching numbers or solving problems; it is seeing how problems affect society and how society actually changes because of the solutions you provide. You have an opportunity here as students in biomedical engineering to come involved in that community, so that, as you move into your professional life, you will become a leader who has an impact on the human condition. To see this impact, I recommend you watch the following video: http://www.embs.org/member-‐communities/students/where-‐engineering-‐meets-‐imagination
You are part of a discipline that offers great opportunities for learning and advancement within Ireland’s premier university. You are now part of the Trinity Centre for Bioengineering. The Centre has over 20 academics from all School of Engineering, School of Medicine, Dublin Dental University Hospital, School of Natural Sciences and has over 25 postdoctoral, 75 PhD and 28 MSc researchers. All of these researchers are involved in exciting new developments in biomedical engineering ranging from developing new materials for use in cardiac care, analysing minute electrical signals changes in the brain for neurological diagnosis to artificially growing new tissue for organ transplantation. The Trinity Centre for Bioengineering has extensive clinical research in all the five teaching hospitals in Dublin (St James’s Hospital, Tallaght Hospital, St Vincent’s University Hospital, The Mater Misericordiae Hospital and Beaumont Hospital). As member of this biomedical community, use the opportunity to learn from activities in the Trinity Centre for Bioengineering, so that you can relate your course material to the real clinical challenges that are being researched and the solutions being generated.
The Trinity Centre for Bioengineering is based in the Trinity Biomedical Sciences Centre and many of its laboratories are located here. You will be sent emails of seminars, news and other developments. Keep up to date with these and your studies will become more fruitful and relevant.
This handbook contains information regarding the course including modules, assessment, course regulations, faculty members and important contact details.
On behalf of all the lecturers and staff, I would like to wish you every success. We look forward to you becoming part of the Trinity College Biomedical Engineering family as you embark on making your mark on society at large.
If you have any questions or comments, please do not hesitate to contact us.
Professor Richard Reilly Course Director MAI Program in Bioengineering
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TABLE OF CONTENTS
Welcome from Program Director 1 Table of Contents 2 Mission Statement 3 Course Structure, Annual Schedule & Dates of Examinations 4 JS Modules and Timetables and Key Dates 10 College Regulations 29
College Information 32
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B iomedical Engineering – Mission Statement The Trinity Centre for Bioengineering (TCBE) in the School of Engineering at Trinity College Dublin carries out world class research in five research themes: Biomaterials, Regenerative Medicine, Musculoskeletal Bioengineering, Cardiovascular Systems and Neural Engineering. These themes are based on the intersection of biomedical science and engineering and form the foundation for advances in external and implantable devices, surgical and medical device design, as well as informing clinical studies and interventions in ageing, neurodegeneration and rehabilitation. The Centre provides a structure to bring bioengineers, basic scientists and clinicians together to focus on important clinical needs.
The TCBE also has a long and distinguished tradition in postgraduate education, combining fundamental research with translation to clinical practice. The new Biomedical Engineering stream now extends this to the undergraduate BA/MAI programme within the School of Engineering. The main objective of this new stream is the pursuit of excellence in teaching and research in Biomedical Engineering with the central aim of producing graduate engineers with a capacity for independent thought in problem solving and creative analysis & design.
To achieve this, we must:
• instill in students an enthusiasm for the art and practice of Biomedical Engineering;
• teach engineering, medical sciences and mathematics which underpin the subject areas of Biomedical Engineering;
• demonstrate the application of these principles to the analysis, synthesis and design of biomedical engineering components and systems;
• foster the development of team working skills;
• encourage students to exercise critical judgment and develop communication skills necessary to make written and oral presentations of their work.
These objectives are underpinned by :
• undertaking both basic and applied research
• provision of advanced facilities for students to undertake graduate research degrees
• the development of academic staff in teaching and research by ensuring that adequate resources are available to assist them
• ensuring that the research work is of the highest international standard by participation in international conferences and publication in peer-‐reviewed scientific journals.
In addition, we must consider:
• the requirements of the relevant professional institutions
• the needs of Irish and European industry in the curriculum.
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JS Modules and Timetables The Junior Sophister year is based on the general Freshman years and is the start of your specialization in Biomedical Engineering. In your studies you should aim to work a minimum of 50 hours per week. With a timetabled schedule of about 25 hours per week, this means you should be planning independent study of at least 25 hours per week. This includes reading course material prior to lectures -‐ you should not expect to be given all the module material in the lectures and tutorials. The table below shows the JS modules, their credit value and the coordinator.
Code Module Title ECTS Term Module Coordinator
3E1 Engineering Mathematics V 5 S1 Prof. Brendan Browne ([email protected])
3B2 Fluid Mechanics 5 S1 Prof. Craig Meskell ([email protected])
3B4 Engineering Materials 5 S1 Prof. Kevin O’Kelly ([email protected])
3B5 Mechanics of Machines 5 S1 Dr. Ciaran Simms ([email protected])
3C1 Signals & Systems 5 S1 Dr. David Corrigan ([email protected])
3BIO1 Anatomy & Physiology 5 S1 Prof. Aoife Gowran ([email protected])
3BIO3 Probability Modelling 5 S1 Prof. Anthony Quinn (anthony.quinn.tcd.ie)
3E2 Numerical Methods 5 S2 Dr. Ciaran Simms ([email protected])
3E4 Management for Engineers 5 S2 Prof. Niamh Harty ([email protected])
3B3 Mechanics of Solids 5 S2 Dr. Bruce Murphy ([email protected])
3C3 Analogue Circuits 5 S2 Dr. Edmund Lalor ([email protected])
3BIO2 Biomedical Device Design Project 5 S2 Dr. Sonja Hermann ([email protected])
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Prerequisites The MAI programme is structured to facilitate delivery of higher-‐level content through prerequisite modules. The term ‘prerequisite’ indicates a module that must be completed prior to engaging a new one. Only in exceptional circumstances will a student be permitted to progress without having completed a prerequisite module. Some of the fourth year modules are prerequisites for some of the fifth-‐year modules and some MAI projects in the different disciplines. In general, it will not be possible to take fifth-‐year modules or MAI projects without having completed the required prerequisites for these activities (see module descriptors for details). Accordingly, for students opting for a placement in their fourth year, or for those following Unitech/Erasmus or another period of study abroad, it will be necessary to ensure prerequisites are met for a suitable set of modules and the project work in the fifth-‐year.
Meeting the prerequisites in cases where a student opts for a placement in their fourth year or for those following Unitech/Erasmus or another period of study abroad might be achieved by:
1. in the case of a half-‐year placement, the student taking the prerequisite modules for their intended fifth-‐year modules/project work in the semester they spend at College (this will generally be the first semester). Prerequisite modules will, where possible, be timetabled for the first semester.
2. in the case of a period of study abroad, the student taking modules equivalent to the prerequisites for their intended fifth-‐year modules/project work during their period of study abroad in their fourth year
3. by the student taking only fifth-‐year modules/projects which do not have prerequisites
4. by student taking fourth year prerequisite modules in the first semester of their fifth-‐year. However, for the latter option, since this would be on a case-‐by-‐case basis, the timetable cannot be specifically arranged to facilitate this.
Thus, a student who opts for a placement or for a period of study abroad must understand that this will influence their options in the fifth-‐year. Accordingly, a student intending to pursue this option must do so in consultation with their Head of Department or his/her delegate. In special circumstances, where a student can demonstrate to the module coordinator that he/she has substantially met the learning outcomes of a prerequisite module through other means, students may be allowed to take the fifth-‐year module without having completed the designated fourth year prerequisite(s).
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Lecture and Tutorial Timetable Attendance at lectures is compulsory. Attendance at laboratories and tutorials is compulsory The timetable for lectures is provided below. The tutorial Schedules will be announced at the start of each semester. Please note that you must attend the particular tutorial sessions to which you have been assigned. Students cannot swap sessions because of the complexity of the timetable, the large numbers in the year and the limited accommodation available. The most up to date timetable is always online at :
https://www.tcd.ie/Engineering/undergraduate/pdf/JSTimetable_BIO.PDF You are advised to check the online timetable regularly.
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Laboratories Each module in JS has one or two laboratory experiments attached to it. Students are expected to keep a log book recording the details of every experiment performed and to write a technical report about each experiment. Each student is required to submit her/his report neatly presented and by the date specified to avoid penalty. Guidelines as to the required length and format of each report will be specified by the lecturer concerned.
Laboratory groups and timetable will be published at the beginning of the semester. Please note that you must attend the particular laboratory sessions to which you have been assigned. Students cannot swap sessions because of the complexity of the timetable, the large numbers in the year and the limited accommodation available.
A no show at a lab results in a zero mark even if a report is submitted.
No report submitted means a zero mark even if the lab was attended
Labs cannot be taken summer/autumn if missed during the year and marks for the annual examinations will be carried forward to any supplementals.
No. Description Module Staff Location
3 Pelton Wheel 3B2 Prof. Meskell Parsons – Testing Hall
5 Vibration Test 3B5 Dr. Simms Parsons – Testing Hall
7 Lead Creep 3B4 Prof. O’Kelly Parsons – Testing Hall
8 Strain Gauges 3B3 Dr. Murphy Parsons – Testing Hall
S1 Signal Analysis in MatLab 3C1 Dr. Corrigan Printing House – PC Lab
S2 Fourier Analysis 3C1 Dr. Corrigan Printing House – PC Lab
A1 Active Filters 3C3 Dr. Lalor Printing House – PC Lab
A2 Electronic Oscillators 3C3 Dr. Lalor Printing House – Undergrad Lab
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Key Dates Semester 1 (Michaelmas Term) -‐ 12 weeks
Monday, 23 September 2013 to Friday, 13 December 2013. Semester 2 (Hilary Term) -‐ 12 weeks
Monday, 13 January 2014 to Friday, 04 April 2014. Revision & Annual Examinations (Trinity Term) – 7 weeks
Monday, 07 April 2014 and finish at the latest on Friday 23 May 2014.
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T raining and Career Development Health Research Board Summer Scholarships 2014 The Health Research Board will invite applications for Summer Student Scholarships from undergraduate students in a health or social care-‐related discipline to support their participation in research during summer 2014. The purpose of the student scholarships is to encourage an interest in research and to give the student an opportunity to become familiar with research techniques. Who can apply? Undergraduate students who are studying in a relevant discipline at a university/third level institute in Ireland but not in the final year of their degree course and who have not previously received a Summer Student Scholarship from the HRB. In line with the HRB strategy the project must fall within one of the following research areas: patient oriented research, health services research, or population health research. Applications that focus solely or predominantly on basic biomedical research are not eligible. What is the value of the award? The amount typically paid is €250 per week for a maximum of eight weeks. What is the application process? All applications for the HRB Summer Scholarship Scheme 2014 will be via the HRB’s online Grants E-‐Management System (GEMS). The College Research Office endorses all applications on behalf of the Dean of Research and then makes the submissions (via GEMS) to the HRB on the applicant’s behalf. Prior to submission to the College Research Office, the Heads of School of Engineering and Medicine must endorse your application. The College Research Office has requested advance notice of your interest in applying for this scheme, please e-‐mail [email protected]. The call is not expected to open until December 2013. For more information: http://www.hrb.ie/research-‐strategy-‐funding/grants-‐and-‐fellowships/hrb-‐grants-‐and-‐fellowships Summer Internships Internships in research labs in the Trinity Centre of Bioengineering are available at the end of the SS year. Ms June O’Reilly coordinates information on the availability of vacation internships. She can be contacted for further information by email at [email protected]. Vacation Work Vacation work in a number of biomedical companies is available at the end of the SS year. Dr. Ciaran Simms is the industry liaison and Ms Judith Lee coordinates information on the availability of vacation employment
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International and National Biomedical Engineering Societies
IEEE Engineering in Medicine & Biology Society (IEEE EMBS: www.embs.org)
The IEEE Engineering in Medicine and Biology Society (EMBS) is the world's largest international society of biomedical engineers. The organization's 9,100 members reside in some 97 countries around the world. EMBS provides its members with access to the people, practices, information, ideas and opinions that are shaping one of the fastest growing fields in science. The IEEE EMBS has six publications which are available online through the Library to Trinity College students:
o Transactions on Biomedical Engineering o IEEE PULSE o Transactions on Neural Systems and Rehabilitation Engineering o Transactions on Information Technology in Biomedicine o Reviews in Biomedical Engineering o IEEE Journal of Translational Engineering in Health and Medicine (J-‐TEHM)
The student subscription to the IEEE EMBS is $27 per year. The IEEE has developed the Life Sciences Portal (http://lifesciences.ieee.org/), which has become one of the premiere global resources and online communities for knowledge, opportunity, and collaboration, enabling cross-‐disciplinary solutions in life sciences. Sign up to this site to keep up to date with new developments and career opportunities.
Biomedical Engineering Society (BMES: bmes.org) The Biomedical Engineering Society (BMES) aims to serve as the world's leading society of professionals devoted to developing and using engineering and technology to advance human health and well-‐being he Mission of the BMES is to build and support the biomedical engineering community, locally, nationally and internationally, with activities designed to communicate recent advances, discoveries, and inventions; promote education and professional development; and integrate the perspectives of the academic, medical, governmental, and business sectors.
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The Biomedical Engineering Society produces several publications to keep its members informed of activities in the Society and developments in the biomedical engineering profession. These journals are available to Trinity College students through online access via the Library. • Annals of Biomedical Engineering, • Cellular and Molecular Bioengineering • Cardiovascular Engineering and Technology The student subscription to the BMES is $30 per year.
European Society for Engineering and Medicine (ESEM: www.esem.org) The mission of ESEM is to establish a platform of cooperation between medicine and engineering on a European basis. Such a bridge between medicine and engineering is vital in today's highly technological multi-‐disciplinary health care. Without this, medical doctors cannot keep up with rapidly developing health care technology and cannot provide their patients with state-‐of-‐the-‐art medical diagnosis and treatment. Equally, without close contact with medical doctors, engineers cannot focus their efforts upon the most pressing medical problems. ESEM's mission brings benefits to medicine, to engineering and hence to the community, by supporting and identifying to medical doctors current and developing engineering contributions and technical developments in medicine; and by identifying for engineers specific medical problems which need to be solved by appropriate technological means. The basic objectives of ESEM are the following : • To promote cultural and scientific exchanges at a European level between engineers (of all
disciplines), related industries, and the medical profession. • To encourage the creation of European research and clinical networks. • To reinforce (by wider dissemination of information) European potentialities in engineering and
medicine. • To contribute to the promotion of European Union programmes in the fields of Engineering and
Medicine. • To participate in specific education and training courses for European engineers and European
medical and health care workers. • To cooperate closely with other relevant international and national organisations concerned with
engineering and/or medicine The student subscription to ESEM is €20 per year.
Engineers Ireland
(www.engineersireland.ie/Groups/Dviisions/Biomedical.aspx)
With almost 24,000 members from every discipline of engineering, Engineers Ireland is the voice of the engineering profession in Ireland. 1600 engineers are estimated to be working in the biomedical industry in Ireland. This industry accounts for approximately 8% of Ireland’s GNP. The mission of Engineers Ireland is to provide a professional and social network for learning and developing potential businesses in the thriving field. The student membership to Engineers Ireland is free.
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Junior Sophister Module Sheets
3E1 ENGINEERING MATHEMATICS V (Dept. of Mathematics)
Level: Junior Sophister
Lecturer: Dr Brendan Browne
Credits: 5
Module organizat ion The module runs over 12 weeks of the academic year and comprises of three lectures plus one tutorial per week – the total number of contact hours per student is 44. Semester Start
Week End Week
Lectures per week
Lectures total
Tutorials per week
Tutorials total
1 1 12 3 33 1 11
A ims/Object ives Engineering Mathematics V is a one semester course available to all JS Engineering streams and continues and extends the material from the previous mathematics courses in the first and second years -‐ 1E1, 1E2, 2E1 and 2E2. The emphasis is primarily on the development of analytical techniques. Module Syl labus
• Review of Fourier Methods o definition of complex and real Fourier series; o application of Fourier series to solve ordinary differential equations; o even and odd half-‐range expansions; o definition of Fourier transform; o interpretation of Fourier modes as frequencies; o convolution.
• Partial Differential Equations o Laplace’s equation; o the heat equation; o the wave equation; o D’Alembert’s solution; o fundamental solutions; o separation of variables; o application of Fourier analysis to initial value problems.
• Optimisation o linear programming. o non-‐linear optimization. Lagrange multipliers.
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o Newton’s and Conjugate Gradient methods.
Recommended text(s) • Advanced Engineering Mathematics, E. Kreyszig,
Learning outcomes Upon completion of this module, students will be able to:
• calculate the coefficients of both the complex and the real Fourier series for a variety functions, and to use them to solve some ordinary differential equations.
• calculate Fourier transforms, discrete or continuous, for a variety of simple functions -‐ students will then be able to use these to compute convolutions in simple cases;
• solve the Laplace, heat and wave equations for a variety of boundary conditions in domains of simple geometry and with simple boundary conditions; the techniques available will include, separation of variables, Laplace and Fourier Transform methods.
• solve linear and non-‐linear optimization problems. • apply above methods to solve problems in different areas of engineering.
Teaching strategies The teaching strategy is a mixture of lectures and problem-‐solving tutorials. Whilst the format of lectures is conventional and the atmosphere is informal, some interaction and discussion is common and students are encouraged to ask questions. In the tutorials, all students work on problems which practice and apply the methods introduced in the lectures. Discussion of problems in small groups is encouraged and facilitated.
Assessment Assessment for this module is carried out by means of a written two-‐hour examination at the end of the academic year. The subject mark is based entirely on the result of this written exam.
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ME3B4 MECHANICAL ENGINEERING MATERIALS
Level: Junior Sophister
Lecturer: Associate Prof. Kevin O’Kelly ([email protected])
Credits: 5 Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures per week. A tutorial is given every week. Total contact time is 44 hours. Semester Start
Week End Week Lectures per
week Lectures total
Tutorials per week
Tutorials total
1 1 12 3 33 1 11
Aims/Objectives This module builds on the 2nd year materials course introducing the student to essential concepts of time, temperature and environmental influences on material behaviour and selection. Fracture mechanics builds on LEFM to including elastic-‐plastic fracture (EPFM) and the J-‐integral. Time and temperature dependent properties are introduced (fatigue, creep and wear) as well as environmental effects (corrosion). The student obtains an overview of the various considerations necessary when selecting materials for the life and end of life of the product. Ethical issues are discussed relating to safe design procedures (i.e. design for failure). This is a key module in the study of mechanical engineering, which builds on work established in the second year curriculum. Module Syllabus
• price and availability of materials • environmental factors: sustainability and recycling • fracture toughness (LEFM, EPFM, J-‐Integral, Weibull statistics) • fatigue • creep • wear • corrosion • case studies in materials selection, design and risk.
Recommended text
• Engineering Materials Books 1 and 2, Ashby and Jones, Pergamon • Selection and Use of Engineering Materials, Crane and Charles • Introduction to Engineering Materials, John • Materials Science and Engineering, Callister • The New Science of Strong Materials, Gordon
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Learning outcomes On completion of this module the student will be able to: a) describe and conduct tests to measure mechanical properties, making use of data collection
and analysis systems; b) predict the failure loads and times for simple structures, appreciate how these predictions can
be made for complex engineering components and how they can be used to ensure safe life in conjunction with maintenance;
c) describe the assumptions and approximations that must be made in predicting deformation and failure and the likely errors that will arise as a result;
d) describe the microstructures and phases that will occur in material alloys in general and in steels and aluminium alloys in particular;
e) predict how microstructure will be affected by alloy composition and thermo-‐mechanical treatment;
f) describe the structure and processing of some typical engineering ceramic materials; to compare the mechanical properties of these materials to those of metals, explaining when ceramics might be used in industry and to predict the probability of failure of a ceramic structure using a Weibull analysis;
g) describe the structure, processing and mechanical properties of polymers and composites; to compare the mechanical properties of these materials with those of metals and to explain under what circumstances these materials might be used in industry; to estimate the mechanical properties of a composite material knowing the properties of its constituents;
h) appreciate the considerations involved in materials selection: to use a systematic approach to the selection of the optimum material for a given application, including considerations of material price and availability;
i) explain the importance of sustainable technology as applied to materials selection and use, including recycling and maintenance scheduling;
j) be aware of the importance of preventing failure in engineering components, especially its social and ethical consequences;
k) work to solve a problem in materials selection and failure prediction. Teaching strategies This module is taught using a combination of lectures, laboratory classes and tutorial sessions. The tutorial sessions are overseen by a Teaching Assistant -‐ during these sessions, students are encouraged to work in groups to develop their communication and teamwork skills. Assessment This module is assessed by means of a formal two-‐hour written examination contributing 80% and with continuous assessment contributing 20%. Examination questions are designed to test students’ ability to use the knowledge gained in lectures to solve practical problems, bringing together different aspects of the module and of other modules, such as mechanics of solids and manufacturing technology. Laboratories
• Lead Creep
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3C1 Signals and Systems
Level: Junior Sophister
Lecturer(s): Assistant Professor
Liam Dowling
Credits: 5 Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures per week. A tutorial is given every week. Total contact time is 44 hours. Semester Start
Week End Week Lectures per
week Lectures total
Tutorials per week
Tutorials total
1 1 12 3 33 1 11
Aims/Objectives
The Signals and Systems module is taken by Junior Sophister C, CD, D stream and Bioengineering students. It provides a foundation for the Signal Processing, Control, and Communications Engineering modules covered later in the undergraduate curriculum. The module presents the mathematical techniques used for continuous-‐time signal and system analysis. The analytical framework for discrete-‐time signals and systems is then developed. The final part of this module is an introduction to control systems. Syllabus
• Continuous-‐Time Signals and Systems o Linearity, time-‐invariance, impulse response of a linear time-‐invariant (LTI) system;
the convolution integral; properties of LTI systems; unit step response o Periodic functions; Fourier series; properties of the Fourier series o Laplace Transform; properties of the Laplace transform; transfer function of LTI
system; poles, zeros and stability of an LTI system o The Fourier transform and its properties o Frequency response; steady state response; lowpass and highpass filtering o Representation of a continuous-‐time signal by its samples; the sampling theorem;
reconstruction of a continuous-‐time signal from its samples
• Discrete-‐Time Signals and Systems o The unit-‐impulse response of an LTI discrete-‐time system; the convolution sum;
properties of discrete-‐time LTI systems; unit step response o Fourier series representation of discrete-‐time periodic signals; properties of discrete-‐
time Fourier series o The discrete-‐time Fourier transform (DTFT); properties of the DTFT o The z-‐transform; region of convergence for the z-‐transform; inverse z-‐transform;
properties of the z-‐transform
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o Causality; Stability; LTI systems characterized by linear constant-‐coefficient difference equations
o FIR and IIR filters
• Introduction to Control Systems o Linear Feedback Systems, closed-‐loop system function o Root-‐locus analysis of linear feedback systems o The Nyquist stability criterion o Gain and phase margins
Associated Laboratory/Project Programme
Lab S1: Analysis of the Transient and Steady State Responses of Dynamic Systems Lab S2: Control Systems and Signal Analysis in the Frequency Domain Note: Laboratory reports must be written after each laboratory and submitted for marking Recommended Text(s)
• A. V. Oppenheim, A. S. Willsky with S. H. Nawab, Signals and Systems, 2nd Ed., Prentice Hall, 1996
• R. C. Dorf and R. H. Bishop, Modern Control Systems, 12th Ed., Prentice Hall, 2012 Learning Outcomes
On completion of this module the student should be able to: • Represent both continuous-‐time and discrete-‐time periodic signals as a Fourier series. • Use the Fourier transform and the Laplace transform to analyze continuous-‐time signals and
systems • Use the discrete-‐time Fourier transform and the z-‐transform to analyze discrete-‐time signals
and systems • Determine the impulse response, step response and frequency response of both continuous-‐
time and discrete-‐time systems • Determine the response of the LTI system to any input signal • Determine the stability of a feedback system
Teaching Strategies
The module is taught using a combination of lectures, tutorials and two supporting laboratories. Assessment Mode(s)
The two-‐hour written examination will contribute 85% and the laboratories will contribute 15% of the overall subject mark at the Annual and Supplemental examinations.
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3BIO3 PROBABILITY MODELLING
Level: Junior Sophister
Lecturer(s): Associate Professor Anthony Quinn
Credits: 5 Module Organisation Semester Start
Week End Week
Lectures per week
Lectures total
Tutorials per week
Tutorials total
1 1 12 3 33 1 11 Aims/Objectives This module provides a thorough grounding in probability for electrical, computer and bio-‐ engineering students. In particular, it equips the student with methods for dealing with uncertainty in engineering practice, notably in the analysis of experiments, and the interpretation and processing of data. The keystone of the module is a philosophical one. The relationship between uncertainty and information (learning) is explored from the start. A full review of propositional logic is provided, so that the student can be confident in formulating propositions around an uncertain experiment, and in understanding the logical relationships between propositions. The probability calculus is developed as a consistent means of quantifying and manipulating belief in these uncertain propositions (i.e. the Bayesian perspective). In this way, the foundation of the module is a unified one, with uncertainty, logic, information, observation and imprecision (noise) all embraced within a Bayesian notion of probability.
The main aim is to confront engineering contexts that induce the canonical probability models, in both the discrete case (Bernoulli, geometric, binomial, multinomial, Poisson) and the continuous case (rectangular, exponential, m-‐Erlang, normal). Their mixtures and transformations are developed, as a response to practical modelling needs. There is a special emphasis on the concept of dependence (conditioning), and its relation to the key engineering notions of correlation and prediction. Sequential dependence is handled in the discrete case only, via a full introduction to Markov chains. A main learning outcome for the student is knowledge of which model applies in which context, and the assumptions justifying the deployment of each model.
This theory is not separated from the engineering practice it aims to serve. Rather, the module carries a number of extended case studies throughout, each progressively refined as our new probability tools become available to us. The main case studies are (i) the noisy digital communication system, using discrete models and, later, the additive Gaussian noise model; (ii) Poisson count bio-‐imaging contexts (FLIM, SPECT, FLIM); and (iii) reliability and traffic modelling in large device assemblies. A feature of the module is that it develops statistics consistently using the same inductive inference principles. Typically a black-‐spot in the formation of the engineering student, statistical inference is re-‐cast as a problem of probability modelling. Only the simple nonparametric case is considered, using the elegant device of the empirical distribution, readily allowing students to derive sampling statistics for their data. Themes of importance to engineers within the data analysis context are
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emphasized: (a) quantization error, (b) probability estimation from survey data, and (iii) regression between variables. The module primes the student for later modules on random processes and statistical signal processing. In its own terms, it is an invitation to confront uncertainty as a fundamental phenomenon – and resource – in engineering systems, and to appreciate probability as a consistent framework for the design, analysis and optimization of such systems. Module Syllabus
• Review of Propositional Logic o Uncertain experiments in electrical, computer and bio-‐ engineering o Sample space, propositions and events o Propositional logic: equivalence, necessity, sufficiency, mutual exclusivity
• The Foundation of Probability Modelling
o The axioms of probability and the probability triple o Conditional probability; independence o Key relationships: chain rule, Bayes’ rule, theorem of total probability
• Sequential Experiments
o Independent sequential experiments: geometric, binomial and multinomial probability laws
o Homogeneous Markov chains
• Univariate Random variables o Probability functions for random variables (cdf, pdf, pmf) o Key discrete probability models (BernoulliàgeometricàbinomialàPoisson) o Key continuous probability models (rectangular, exponential, m-‐Erlang, normal) o Functions of random variables o Expectation
• Multiple random variables
o Marginal and conditional distributions o Discrete-‐continuous case: finite mixture models o The bivariate normal distribution o Correlation and linear regression o Introduction to graphical models o Statistics and Data Analysis o Random sampling: the empirical distribution and its moments (sampling statistics) o Probability estimation from survey data o Quantification of error; quantization noise
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Recommended Text(s) • The main recommended text for the module is:
o Leon-‐Garcia, A., Probability, Statistics, and Random Processes for Electrical Engineering, 3rd ed., Prentice Hall, 2008.
• Secondary recommended texts are as follows:
o Bertsekas, D.P. and Tsitsiklis, J.N., Introduction to Probability, 2nd ed., Athena Scientific Press, 2008.
o Applebaum, D., Probability and Information, 2nd ed., Camb Univ Press, 2008. Learning Outcomes On successful completion of this module, the student will be able to:
• Quantify beliefs in uncertain propositions related to key electrical, computer and bio-‐ engineering contexts, such as noisy communication, bio-‐imaging, and large assemblies
• Distinguish between the vital notions of independence and dependence, and relate the latter to the idea of prediction
• Apply and analyze the key parametric probability models (distributions) governing uncertainty in these contexts
• Evaluate measures of location, spread and dependence for these distributions • Convert random experimental data (samples and surveys) into quantified beliefs, summarize
these data via sampling statistics, and assess dependence between data Teaching Strategies There is a 3:1 ratio between lectures and tutorials. The notes are provided after each lecture, via scans uploaded to the webpage. Problem-‐solving experience is vital, and gained primarily through the weekly tutorials, but also via regular homework sheets, with solutions provided on the webpage. Students are reminded that attendance at all timetabled activities is compulsory. Assessment 70% of the final mark is determined via the annual examination. The remaining 30% is reserved for continuous assessment, by means of about 5 assignments during the semester, and a one-‐hour end-‐of-‐semester quiz.
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3E2 NUMERICAL METHODS
Level: Junior Sophister
Lecturer(s): Assistant Prof. Ciaran Simms ([email protected])
Assistant Prof. Tim Persoons ([email protected])
Credits: 5 Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures per week. A tutorial is given every week. Total contact time is 44 hours.
Semester Start Week
End Week Lectures per week
Lectures total
Tutorials per week
Tutorials total
1 1 12 3 33 1 11 Aims/Objectives This is a module on the application of mathematical methods to gain approximate solutions to real world problems in Civil and Mechanical and Biomedical Engineering. This module demonstrates why there is frequently a need for numerical solutions to real-‐world problems, and introduces the high level programming environments of Excel and Matlab to code basic solutions to problems experienced in Civil and Mechanical and Biomedical Engineering. The Mathematics which underpins this module has been covered in previous Mathematics modules, and the physical problems solved are typically taken from accompanying Civil and Mechanical and Biomedical Engineering core subjects, and this module therefore provides a link between pure Mathematics and the Engineering applications students will encounter in research and industry. Module Syllabus
• The need for numerical methods • Machine representation of numbers and associated errors • Review of the Taylor Series • Roots of non-‐linear equations • Roots of systems of linear equations • One dimensional nonlinear optimization • Multidimensional linear optimization • Curve fitting and basic statistics • Numerical integration • Numerical differentiation • Solutions to differential equations • The linear finite element method
Recommended Texts • Matlab primer
o Introduction to Matlab 7, Etter, Kunkicky & Moore, Pearson Prentice Hall, 2005. o Matlab for Engineers, Biran & Breiner, Addison Wesley, 1995. o The Matlab Handbook, Enander, et al., Addison Wesley, 1996.
• Numerical Methods
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o Numerical Methods for Engineers by Steven Chapra & Raymond Canale, McGraw Hill, 5th Edition 2006.
o Numerical Methods with Matlab – Recktenwald, Prentice Hall,2000 o Numerical Methods using Matlab – Mathews & Fink, Prentice Hall, 1999
Learning Outcomes On successful completion of this module, students will (be able to):
• understand the need for numerical solutions to engineering problems • understand how numerical methods incur errors • use Matlab and Excel to code basic solution methods for Civil & Mechanical and Biomedical
Engineering problems • perform basic statistical analysis • use the Taylor Series as a basis for error estimation in numerical techniques • find numerical solutions to systems of linear and nonlinear algebraic equations • perform 1-‐Dimensional nonlinear optimization • perform multidimensional linear optimization • program basic curve fitting techniques • perform numerical integration and differentiation • find numerical solutions to partial and ordinary differential equations • understand the basis of, and apply, the linear finite element method to basic engineering
problems Teaching Strategies Lectures: The teaching strategy attempts to mainly follow a single text book for the core material, to assist in student revision. Examples from the lecturer’s research experience are frequently introduced to demonstrate the need for the methods covered. Tutorials: there are weekly tutorials using either Excel or Matlab to implement each numerical method. These tutorials are taught by teaching assistants who are recruited from the postgraduate student body in the School of Engineering. Assessment Modes The assessment is by a 2 hour examination which is held at the end of the Trinity term and by grading of a random selection of 6 of the 11 submitted assignments done on a weekly basis. The written examination carries 70% of the total marks and the 6 graded assignments together carry 30% of the marks. Lab Assignments Where practical, each topic is covered in two podium lectures, one demonstration lecture showing the techniques implemented in Excel or Matlab, and one computer based tutorial which students submit for grading.
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3E4 MANAGEMENT FOR ENGINEERS
Level: 5
Lecturer(s): Dr. Niamh Harty
Ms. Joanna Gardiner
Dr. Brian Caulfield
Credits: 5 Module Organisation Semester Start
Week End Week
Associated Practical Hours
Lectures Tutorials Per week Total Per week Total
2 13 24 0 2 24 1 12 Aims/Objectives Management for Engineers introduces engineering students to Entrepreneurship and Communication. The aims of the module are:
• To foster a sense of entrepreneurship among the JS Engineering students, by requiring the students to come up with a business idea and during the semester produce a business plan.
• To enable students to communicate well in engineering contexts, both when talking about projects, plans and problems, and when writing about these.
Module Syllabus The module covers the following topics: Entrepreneurship: Communication
• Coming Up with a Business Idea • Intersubjectivity • Marketing • Emails • Feasibility • Reports • Market Research • Presentations • Legal Issues • Intercultural communication • Finance and Accounting • Media Interviews • Business Plan • • Ethics •
Recommended Text To be announced Learning Outcomes
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On completion of this module the student will be able to: • Prepare a business plan, including details of marketing, market research, finance, legal issues
and growth. • Give a presentation • Summarise a technical article
Assessment There will be three assignments on Entrepreneurship, and two assignments on Communication, plus a final examination. Entrepreneurship counts for 50% of overall mark in 3E4. Marks for Entrepreneurship will be divided 60% for continuous assessment, and 40% for questions on the Final examination. Communication counts for 50% of overall mark in 3E4. Marks for Communication will be divided 40% for continuous assessment, and 60% for questions on the Final examination. Further Information Web page: http://www.tcd.ie/Engineering/Modules/BAI/JS_Subjects/3E3/
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3BIO1 Anatomy and Physiology
Level Junior Sophister
Lecturer(s) Professor Veronica Campbell
Dr Á Kelly
Dr S Harney
Specialist lecturers:
Dr AM Baird
Prof O Sheils
Dr E Roche
Dr E Harris
Credits 5
Module Organisation
The module aims to give an introduction to human biology and disease, such that students can appreciate the basis for scientific/technical procedures in the diagnosis, treatment and basic research associated with human disease. A basic understanding of terminology and practice is emphasized. The lecture series will outline the physiology and anatomy of the main body systems and introduces the cellular basis of these systems. Some principles of disease conditions will be covered. The specialist lectures will provide an insight into the role of various technologies in the diagnosis and management of patients. Additionally they will show the integration of basic sciences, technology and clinical medicine across the continuum of care. The module is aimed at students who have no prior knowledge of physiology and or biology. In addition to UG Engineering students, the following MSc programmes participate in the module: Bioengineering, Physical Sciences in Medicine, Health Informatics and Medical Device Design.
Learning Outcomes
When students have successfully completed this module they should be able to:
• Describe the basic functions of the human physiological systems. • Describe the morphological characteristics of mammalian cell types. • Explain the functional roles of these cell types and how their form fits their function. • Appreciate how these cells interact in the various organ systems. • Explain the homeostatic mechanisms of each organ system (you should be able to give
examples). • Differentiate normal and pathological anatomy and physiology. • Explain the mechanisms of disease (e.g. diabetes, neurodegeneration etc). • Be familiar with the diagnostic procedures and medical interventions for diseases. • Analyse the BMS material and integrate with information from their own discipline.
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At the end of each lecture you will receive more specific learning outcomes for the lecture and you will be expected to undertake complete self-‐directed further reading and research.
Syllabus
• Introduction: o Integration of organ function, levels of biological organization, concepts of form
fitting function, homeostasis (mechanisms of control and disturbances).
• Cells, Tissues, Organs: o the cell theory, the cell as a basic unit of life, cellular ultrastructure, intracellular
organelles, cellular fucntion in health and disease. • Blood:
o composition, function of plasma proteins, cellular component of blood, haemoglobin and oxygen transport, role of white blood cells in immunity, blood clotting, blood pathology (anaemia, abnormal clotting).
• The Immune System:
o sources of immune challenges, immunological memory and specificity, mediators of immunity, immune responses, antibodies, self tolerance, blood typing, immune system pathology.
• The cardiovascular system:
o components, path of blood flow through the system, anatomy of heart, heart rhythms, regulation of heart, blood vessel anatomy, blood flow to organs, anatomy of the respiratory system, mechanics of breathing, gas transport.
• The excitable tissues -‐ brain and muscle:
o divisions of the nervous system, basic brain anatomy and physiology, electroencephalogram (EEG), spinal cord, reflexes, neural cell form and function, neural communication, neurogenesis and neurodegeneration, muscle tissue types, muscle contraction, communication systems in muscle, neural muscular junction, physics of joint movement, muscle metabolism, muscle fibre types, adaptive changes in muscle.
• Bone and Cartilage:
o functions, types, anatomy, extracellular matrix composition, cellular component, growth and repair, skeletal pathologies, concept of bone as an organ, pathologies of bone and cartilage.
• The Endocrine System:
o components, functions, control systems, abnormal endocrine function, pancreatic hormones, insulin, diabetes.
• The Renal and Digestive Systems:
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o components, function, micturition, renal functional units (the nephron), renal processes (filtration, reabsorption, secretion), water balance, renal pathology, digestion (absorption, motility, secretion), accessory organs (pancreas, liver).
Specialist lectures
Cancer, Histopathology, Paediatric diabetes patients-‐ benefits of technology, Orthopaedics. • Note: these lectures have a clinical focus and are delivered in a conference presentation
style. Lecture notes are NOT provided therefore students should take adequate notes for their own requirements.
Patient Investigation Laboratory Visits
• Histopathology Laboratory, St James’s Hospital, Dublin 8. • Diagnostic Imaging Laboratory, St James’s Hospital, Dublin 8.
Assessment
Assessment is based on an individual written assignment. This will be a written paper based on a choice of topics.
The paper should be a maximum of 4000 words, 4 tables/figures, with references numbered in the text and listed at the end of the assignment in order of appearance. Marks for the written assignment will be awarded as follows: integration of relevant basic medical sciences information (50%), appropriate definitions and examples e.g., disease conditions (30%), integration of relevant information from students own course (20%). Important Dates:
• 22nd November – assignment topics will be announced • 13 December – deadline for submission of assignment. A single HARD copy of this paper
should be submitted to Physiology, Level 2, Trinity Biomedical Sciences Institute, Pearse St. Recommended texts
• Human Physiology by Lauralee Sherwood 2010 Brooks & Cole. • Fundamentals of anatomy & physiology by Martini, Nath & Bartholomew • Wheater's functional histology: a text & colour atlas by Burkitt, Young & Heath • Essential cell biology by Bruce Alberts et al. • Gray's anatomy for students by Drake et al.
Lecture notes etc., are available at:
https://medicine.tcd.ie/physiology/student/
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Lecture Schedule and Locations
Date Time Topic, speaker Location
4th October 2-5pm Cells, tissues & organs, Prof V Campbell
Stanley Quek LT The immune system, Prof V Campbell
11th October 2-5pm
Stanley Quek LT Cardio vascular system, Dr Á Kelly
18th October 2-6pm
Specialist Lecture: Cancer, Dr AM Baird
Stanley Quek LT The nervous system Prof V Campbell
25th October
2-3.30pm Connective tissue- Bone & Cartilage Prof V Campbell
Stanley Quek LT
4-5.30pm Musle Prof V Campbell
1st November 2-4pm
Stanley Quek LT Specialist Lecture: Bioengineering a solution to
faecal incontinence Prof James Jones
8th November 2-3.30pm
4-5.30pm
Endocrine system Prof V Campbell
Stanley Quek LT Specialist Lecture: Histopathology, Prof O Shiels
15th November
2-3.30pm
Stanley Quek LT
The digestive system Prof V Campbell
4.30-6pm Specialist lecture: Orthopaedic implant surgery (tbc)
22nd November
2-3.30pm Specialist lecture: Paediatric diabetes patients- benefits of technology,
Prof E Roche Stanley Quek LT
4-5pm The renal system, Prof V Campbell
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29th November
2-3.30pm Patient investigation: Histopathology lab visit 1
St James Hospital
3.30-4.30pm Patient investigation: Diagnostic imaging lab visit 2
6th December 2-6pm
Private study on written assignment
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3BIO2 BIOMEDICAL DESIGN PROJECT
Level: Junior Sophister
Lecturer: Dr. Sonja Hermann ([email protected])
Credits: 5 Module Organisation The module runs for 12 weeks of the academic year and comprises one 3 hour combined theory and practice session per week. Total contact time is 33 hours. Semester Start
Week End Week Lectures per
week Lectures total
Tutorials per week
Tutorials total
2 1 12 2 22 1 11
Aims/Objectives This module aims to develop design skills according to a Conceive-‐Design-‐Implement-‐Operate (CDIO) compliant methodology. It provides the students with theory, methods and practise to create insights necessary to develop safe, effective and efficient medical devices, which are optimised for user interaction, environment and context.
It provides an understanding how human physical and cognitive abilities play an important role in selecting appropriate engineering principles to enable a successful design. The theory of different design approaches, relevant to medical device design is reviewed, different design schools are discussed.
It gives an overview of all stages of a user centered design process. Students will be provided with the necessary theory and practise to identify and understand relevant users, their abilities, preferences and user experiences, and a framework to apply learned theory at all stages of the design process to optimise the design outcome. It provides methods for evaluation and testing, which can be utilized at different stages of the design process to review and test medical design concepts and prototypes.
The students learn how an insight into the underlying problem is created and how it is used to develop an innovative human centered concept solution. It discusses the role and value of user centred design in innovation and demonstrates how effectively to apply user centred design methods to foster innovation.
It provides the students with an introduction to team work and multidisciplinary project teams and the opportunity to apply learned knowledge to a real world problem within group project work.
The module structure is based on project based learning, Each week students are introduced to new content, which they learn to apply by engaging in activities, practical implementation and discussion to their own project. Projects are based on real world problems, which are provided by PI’s from the Trinity Center of Bioengineering in collaboration with clinicians.
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Module Syllabus • Introduction to the iterative design process • Overview of different design approaches to create an insight into a design problem set • Introduction to anthropometrics, fundamentals of biomechanics, human factors theory and practice, display and control design, as they apply to medical devices • The role of the user in the design process for medical devices • Universal design, user experience • Problem analysis, iterative problem shaping • Analyse a task • Prototype testing: mock-‐ups, paper, semi functional and functional prototypes, rapid prototyping • Overview of computational simulation of user modelling for user testing in early design stages • Effective application of insight into user device interaction and how to foster this for foster innovation • Introduction to team work and multidisciplinary project teams
Recommended Text(s) (Selected chapters in): Handbook of Human Factors in Medical Device Design by Matthew Bret Weinger Engineering psychology and human performance by Christopher D.Wickens Human memory by Alan Baddeley Questionnaire Design by A.N. Oppenheim Learning Outcomes On successful completion of this module, students will (be able to):
• Understand human factor concepts and methods, user centred design process and how to use related methods in an iterative design process
• Understand and analyse the medical context, including the task, environment and user groups
• Apply human factors theory and methods in analysing medical device design problem, to help create an insight into the problem set and to provide an adequate concept solution.
• Identify the needs of different user groups and understand how those affect and impact engineering design decisions
• Understand the user and associated abilities and preferences • Analyse a task and understand how this informs user centred design process • Select adequate engineering knowledge and methods to optimise the engineering design
solution to provide an effective, efficient, safe and comfortable fit to the user(s) groups • Understand the value of user centred design in innovation and how to facilitate user centred
design methods for innovation • Understand theory and practice of multidisciplinary teams work, team member roles and
structures
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Teaching Strategies The module structure is based on project based learning, students having the opportunity to immediately apply learned theory on their project. The students are asked to do some prepatory work, which will be facilitated by the use of blackboard. Students will be using discussion groups and other social media for learning and assessment. Module Notes Blackboard Assessment Modes Continuous assessment 40% including bimonthly project reviews between the design teams and a design process diary, Project report (40%), Idea/ design concept presentation (5%), final project presentation (15%) Note: As the module is evaluated fully through continuous assessment, there are no exams. Therefore, there are no associated supplemental exams which can be taken if the subject is failed. Similarly, it is not possible to complete work over the summer individually, as an alternative to exams. This is due to the group work nature of the module.
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Information on Electronic Engineering Labs Introduction:
The programme of Electronic Engineering Laboratories is intended to complement and enhance the material covered in lectures for the wide range of subjects in the Junior Sophister year. Marks awarded for these laboratories will contribute to the overall mark for the particular subject at Annual and Supplemental Examinations. Each laboratory will require a properly structured report to be written up and submitted by each individual student, which will then be marked by the laboratory demonstrator and returned to the student.
Attendance:
Attendance at the laboratories is compulsory and will be monitored throughout the year. Any report submitted by a student who has not attended the corresponding laboratory will not be marked. If a laboratory is missed due to illness or participation in an official College activity this should be certified and arrangements will be made where possible for the laboratory to be undertaken at a later stage. Casual or unexplained absences will not be facilitated. Please also note that laboratories not completed during the teaching semesters cannot be repeated during the summer vacation for supplemental examinations and existing marks will be carried forward to the supplemental results.
Reports:
You are required to write up a properly structured report on each laboratory undertaken. You may also be requested by the demonstrator to save or print out some electronic files from computer simulations as part of the submission. The report may be typed or handwritten. If it is handwritten it must be clearly legible to the demonstrator. The structure of the report should include:
Name: The student’s name and ID number.
Title: The code and name of the laboratory.
Date: Date on which laboratory was undertaken.
Aims: The specific intentions and objectives of the laboratory
Experimental Set-‐up: Details of the equipment used and the experimental set-‐up. If the laboratory is a simulation type the name and function of the software packages used should be given.
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Procedure: An account of the steps involved in carrying out the experiment. A summarised version of the more detailed instructions given in the laboratory handout will suffice.
Results: A clear and accurate record of the results obtained. This should include tables of experimental data, numerical parameters, printouts of simulation waveforms or other appropriate forms of results. It should be possible from the results for a reader to get a complete understanding of the outcome of the laboratory.
Discussion: A detailed analysis and criticism of the results obtained. You should discuss the accuracy of the results, any limitations and their significance. You should relate them to the material covered in the lectures where possible. You should indicate what you have learned from the laboratory that is important in your discipline.
Conclusion: You should consider the importance and implications of the experiment you have carried out in the wider context of Electronic Engineering. You should give your opinions on what is good or bad practice concerning the topic covered by the laboratory and any professional ethical issues you feel are important.
Submission: The deadline for handing up your report is 1 week after completion of the lab unless otherwise stated by the relevant lecturer. Reports are submitted by placing them in the marked box in the PC Lab on the first floor of the printing house. The box will be emptied once a week and you will receive an email acknowledgement of your submission.
Note: Please keep a copy of your report for your records
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COLLEGE RULES AND REGULATIONS
Description of the European Credit Transfer and Accumulation System (ECTS)
The ECTS is an academic credit system based on the estimated student workload required to achieve the objectives of a module or programme of study. It is designed to enable academic recognition for periods of study, to facilitate student mobility and credit accumulation and transfer. The ECTS is the recommended credit system for higher education in Ireland and across the European Higher Education Area.
The ECTS weighting for a module is a measure of the student input or workload required for that module, based on factors such as the number of contact hours, the number and length of written or verbally presented assessment exercises, class preparation and private study time, laboratory classes, examinations, clinical attendance, professional training placements, and so on as appropriate. There is no intrinsic relationship between the credit assigned to a module and its level of difficulty. The European norm for full-‐time study over one academic year is 60 credits.
ECTS credits are awarded to a student only upon successful completion of the module year. Progression from one year to the next is determined by the module regulations. Students who fail a year of their degree will not obtain credit for that year even if they have passed certain component modules. Exceptions to this rule are one-‐year and part-‐year visiting students, who are awarded credit for individual modules successfully completed.
Examinations and Assessment Individual module results are based on a combination of written examination and/or continuous assessment as described in the individual module descriptors included in this handbook. Note that some modules do not have a written examination and are therefore not available for assessment during the Supplemental Exam period.
The overall result for the year is the weighted average of the individual module results. The weighting is based on the ECTS credits associated with each module.
Students are obliged to be present and make a serious attempt at all their examinations. Examination timetables are published on College and School websites some weeks before the examinations take place. It is your responsibility to note these carefully – you will be informed that timetables have been published but you must check them continuously, as examination details may change. All marks for labs/assignments are provisional until after the court of examiners meet.
The rules for progressing from the JS year are laid out in the Calendar (Section M).
For those leaving College after the Senior Sophister year, 20% of the total mark achieved at the first sitting of examinations in Junior Sophister year will count towards the final degree classification.
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Progression to MAI The accrediting body for engineering, Engineers Ireland, has stipulated that the educational requirement for Chartered Engineering is a master’s degree. In Trinity this is the MAI which is awarded after 5 years. Progression requirements to the 5th year are described in the Calendar (Section M). In summary it is limited to those students who have been awarded either:
1. a second class (first division) grade or better in their 4th year
or 2. a second class (second division) grade or better in both their 3rd and 4th years.
In both cases, the grade is determined at the first sitting of examinations. NOTE: Students who elect to pursue the MAI degree will not do 4E2 (Project) in 4th year. Should a student not satisfy either of the criteria for progression to the 5th year, he/she may be awarded a BAI. In these the cases the student will graduate without completing 4E2.
Attendance, Non-‐Satisfactory Attendance, Module Work
Please note the following extract from the University Calendar: “For professional reasons, lecture and tutorial attendance in all years is compulsory in the School of Engineering.” Attendance at practical classes is also compulsory.
All students must fulfil the requirements of the School with regard to attendance and module work. Students whose attendance or work is unsatisfactory in any year may be refused permission to take all or part of the annual examinations for that year. Where specific attendance requirements are not stated, students are non-‐satisfactory if they miss more than a third of a required module in any term.
At the end of the teaching term, students who have not satisfied the department or school requirements may be returned to the Senior Lecturer’s Office as non-‐satisfactory for that term. In accordance with the regulations laid down by the University Council, non-‐satisfactory students may be refused permission to take their annual examinations and may be required by the Senior Lecturer to repeat their year. See also the sections dealing with College and engineering examination regulations.
College regulations are set out in the University Calendar, which may be consulted in any College Library, the Enquiries Office, any academic or administrative office or online – www.tcd.ie/calendar/. You are expected to be aware of the various regulations -‐ ignorance of the regulations is not a valid reason for failure to comply.
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Collaboration and Individual Work
Engineering is about co-‐operation, but also individual effort. The everyday fruits of engineering, such as jet aircraft, suspension bridges, microprocessors or software systems, have been designed and built by teams of hundreds, even thousands, of engineers working together. These engineers exchange ideas and ultimately co-‐ordinate their efforts to achieve the overall project goal. However, each component of even the largest project is the result of one individual’s engineering skill and imagination. If you want to become a successful engineer, you must develop your own ability to analyse problems. This means that, while it is useful to work as a team initially, you must ultimately produce your own work. For example, for a computing exercise, discuss the task with your classmates, swap ideas on how to solve the problem, but at the end of the day, implement your own solution. The examinations will test your ability rather than just your knowledge and the only way to develop your ability for engineering analysis is to complete the laboratory and tutorial exercises yourself.
Plagiarism
In the academic world, the principal currency is ideas. As a consequence, you can see that plagiarism – i.e. passing off other people’s ideas as your own – is tantamount to theft. The College’s policy on plagiarism is set out in the College’s General Regulations and Information booklet, or Section H of the College Calendar. There is no substitute to reading the regulations but here are a few of the key points. Plagiarism arises from;
• copying another student’s work • enlisting another person or persons to complete an assignment on the student’s behalf • quoting directly, without acknowledgement, from books, articles or other sources, either in
printed, recorded or electronic format • paraphrasing, without acknowledgement, the writings of other authors
Plagiarism is serious whether the plagiarism is deliberate or has arisen through carelessness. The key areas of the JS year where plagiarism may be an issue are laboratory reports and written assignments. Be careful when you are writing a report to make sure that you reference your work properly, giving credit to the sources you have used.
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COLLEGE INFORMATION Student Disability Services
Do you know what supports are available to you in College if you have a disability or a specific learning disability? If you have a disability or a specific learning disability (such as dyslexia) you may want to register with Student Disability Services. Further information on our services can be found at www.tcd.ie/disability. Declan Reilly and Alison Doyle are the Disability Officers in College. You can make an appointment to see them by phoning 6083111, or emailing them at: [email protected].
Skills4Study Campus (S4SC)
Skills4studycampus (S4SC) is a fully interactive e-‐learning resource, which helps students to develop study skills and is suitable for students on all modules and in any year of study.
Published by Palgrave Macmillan, core skills are developed through personalized interactive activities, tests and assessments. Utilised by HEIs in UK and in ROI includes UCC and UCD.
In 2011 – 2012 piloted to all JF students in School of Nursing and Midwifery, Social Work and Social Policy, Drama and Theatre Studies, TAP, Mature and disability students.
Feedback from staff has been very encouraging. Fully embedded by School of Nursing (module handbook, skills module) and end of year analysis of academic performance indicates positive correlation with S4SC usage / module completion.
Study skills can be provided ‘anytime, anywhere’, fully accessible to students living outside of Dublin, or who commute long distances, have family or work commitments, extensive off campus placements, or heavy timetables.
Due to the large number of students it is not possible to provide this via the Blackboard Learn, the College Disability Service will fund access to S4SC for all TCD undergraduate students and academic staff for AY 2012 – 2013. Login will continue to be provided via the link on www.tcd.ie/local, additional links should be added on Student Homepage, Orientation website and the new student portal my.tcd.ie.
A key factor is engagement and support from academic staff and embedding of resource within module materials. The College Disability Service proposes to present S4SC to all Directors of Undergraduate Teaching and Learning at the beginning of the next academic year.
The first module ‘Getting ready for academic study’ is a free open resource. It is suggested that a link is added to the registration email issued to all prospective students via GeneSIS. This will identify this resource at the point of pre-‐entry so that students have already been familiarised with its structure and content.
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Student 2 Student
S2S offers trained Peer Supporters if you want to talk confidentially to another student or just to meet a friendly face for a coffee and a chat. Peer Supporters are there to assist with everything from giving you the space to talk about things to helping you access resources and services in the College. You can email us directly to request a meet-‐up with a Peer Supporter or can pop in to the Parlour to talk directly to one of our volunteers and arrange a meeting.
S2S is supported by the Senior Tutor's Office and the Student Counselling Service. http://student2student.tcd.ie, E-‐mail: [email protected], Phone: + 353 1 896 2438
Safety
We operate a ‘safe working environment’ policy and we take all practical precautions to ensure that hazards or accidents do not occur. We maintain safety whilst giving you the student very open access to facilities. Thus safety is also your personal responsibility and it is your duty to work in a safe manner. By adopting safe practices you ensure both your own safety and the safety of others.
Please read the following Safety Documents for working practices in the Departments of Mechanical and Manufacturing Engineering and in the Department of Electronic and Electrical Engineering:
http://www.mme.tcd.ie/ (bottom left tab) http://www.mee.tcd.ie/safety/SS2012.pdf
Please ensure you comply with the instructions given in these important documents. Failure to behave in a safe manner may result in your being refused the use of departmental facilities.
Staff/Student Committee
The Staff/Student Committee meets once a semester to discuss matters of interest and concern to students and staff. It comprises class representatives from each year.
Facilities
All modules in the Sophister years are supplemented by a full programme of laboratory work. The Junior Sophister laboratory timetable is co-‐ordinated by Dr. Gareth Bennett in the Department of Mechanical and Manufacturing Engineering and Dr. David Corrigan in the Department of Electronic and Electrical Engineering. The laboratories are well equipped for undergraduate work and, in addition, we have extensive research facilities, which are available for projects. The Department of Mechanical and Manufacturing Engineering has its own well-‐equipped workshops which are managed by Mr. Mick Reilly. The Computer Applications Laboratories are administered by Mr. John Gaynor and we have state of the art work stations which are used extensively in both the Design Module in third year and for the Project work in fourth and fifth years as appropriate. Students are encouraged to make use of these facilities.
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The department of electronic and electrical engineering has an undergraduate experimental laboratory on the ground floor of the printing house with bench facilities and equipment for approximately 50 students. It also houses a computer laboratory with provision of state of the art PC’s for 30 students. There is also a project laboratory shared by Senior Sophister students. Teaching facilities in Áras an Phiarsaigh include a 20 seat laboratory containing music technology application hardware and software, a smaller teaching laboratory as well as a small recording studio and an audio/video editing facility. The Microelectronics Technology Laboratory located in the Sami Nasr building has a class 1,000 area which contains a wet bench and two furnaces where undergraduate students can carry out experiments in the integrated circuit fabrication process under close supervision. A mask aligner, Micromanipulator test probe set-‐up and various microscopes are also available.
New Student Information System (SITS)
The way that you do things in College is changing – including how you have just registered for the year. The College has recognised that some of the administrative processes in College were becoming somewhat outdated (such as queueing in the rain to register or trying to get a letter to prove that you are a student) and has invested in a brand new student information system which is accessible to all staff and students via the web portal my.tcd.ie This means that, from 2012/2013 onwards, all communications from College will be sent to you via your online portal which will give you access to an ‘intray’ of your messages. You will also be able to view your timetables online, both for your teaching and for your examinations. All fee invoices/payments, student levies and commencement fees will be issued online and all payments will be carried out online. You will be able to view your personal details in the new system – some sections of which you will be able to edit yourself. Up until now, all examination results were published online by the Examinations Office at http://www.tcd.ie/vpcao/examinations.php – in future, it is planned that your results will also be communicated to you via the online portal. Future plans for the new system include online module registration and ongoing provision of module assessment results. As this is a brand new way of doing things in Trinity, full user helpline facilities, including emergency contact details, will be available from when you register to guide you through these new processes and to answer any queries that you may have
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CAMPUS MAP
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Location of the TRINITY CENTRE FOR BIOENGINEERING (TCBE) and SCHOOL OF MEDICINE