Biomedical Engineering

Program Chart (PDF)
Department Web Site

Y. Mendelson, Interim Head
Professors: R. A. Peura, C. H. Sotak
Associate Professor: Y. Mendelson, G. D. Pins
Assistant Professors: K. L. Billiar, G.R. Gaudette, M. Rolle

Mission Statement

The Biomedical Engineering Department prepares students for rewarding careers in the health care industry or professional programs in biomedical research or medicine.

Program Educational Objectives

The educational objectives of the Biomedical Engineering Department are to prepare professionals who possess fundamental knowledge of engineering and basic science and can apply these principles to solve problems in biology and medicine. Through a project-oriented curriculum, which closely embraces the WPI educational philosophy, we prepare students to engage in a lifetime of professionalism and learning.

Program Outcomes

The Biomedical Engineering Department has established 13 educational outcomes in support of our department objectives. These general and specific program criteria indicated below in parentheses meet the requirements for Biomedical Engineering accreditation by ABET (the Accreditation Board for Engineering and Technology). Accordingly, students graduating from the Biomedical Engineering Department will demonstrate:

An ability to apply knowledge of advanced mathematics (including differential equations and statistics), science, and engineering to solve the problems at the interface of engineering and biology (general criterion 3a and program criteria).
An ability to design and conduct experiments, as well as to analyze and interpret data from living and non-living systems (general criterion 3b and program criteria).
An ability to design a system, component, or process to meet desired needs (general criterion 3c).
An ability to function on multi-disciplinary teams (general criterion 3d).
An ability to identify, formulate, and solve engineering problems (general criterion 3e).
An understanding of professional and ethical responsibilities (general criterion 3f).
An ability to communicate effectively (general criterion 3g).
The broad education necessary to understand the impact of engineering solutions in a global and societal context (general criterion 3h).
A recognition of the need for, and an ability to engage in life-long learning (general criterion 3i).
A knowledge of contemporary issues (general criterion 3j).
An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (general criterion 3k).
An understanding of biology and physiology (program criteria).
An ability to address the problems associated with the interaction between living and non-living materials and systems (program criteria).

Biomedical engineering is the application of engineering principles to the solution of problems in biology and medicine for the enhancement of health care. Students choose this field in order:

to be of service to people;
to work with living systems; and
to apply advanced technology to solve complex problems of medicine.

Biomedical engineers may be called upon to design instruments and devices, to integrate knowledge from many sources in order to develop new procedures, or to pursue research in order to acquire knowledge needed to solve problems. The major culminates in a Major Qualifying Project, which requires that each student apply his or her engineering background to a suitable biomedical problem, generally in association with the University of Massachusetts Medical School, Tufts University School of Veterinary Medicine, one of the local hospitals, or a medical device company.

Each student’s program will be developed individually with an advisor to follow the Biomedical Engineering program chart. WPI requirements applicable to all students must also be met. See page 9.

Biomedical engineering is characterized by the following types of activity in the field:

Uncovering new knowledge in areas of biological science and medical practice by applying engineering methods;
Studying and solving medical and biological problems through analytical techniques in engineering;
Designing and developing patient-related instrumentation, biosensors, prostheses, biocompatible materials, and diagnostic and therapeutic devices; and bioengineered tissues and organs;
Analyzing, designing, and implementing improved healthcare delivery systems and apparatus in order to improve patient care and reduce health-care costs in contexts ranging from individual doctors’ offices to advanced clinical diagnostic and therapeutic centers.

The modeling of biological systems is an example of applying engineering analytical techniques to better understand the dynamic function of biological systems. The body has a complex feedback control system with multiple subsystems that interact with each other. The application of modeling, computer simulation, and control theory provides insights into the function of these bodily processes.

Recently, there has been increased emphasis on the application of the biomedical engineering principles embodied in the third and fourth areas listed above. Examples of the third area include:

designing and developing tissues and organs;
development of implantable biomaterials;
design of an implantable power source;
design of transducers to monitor the heart’s performance;
development of electronic circuitry to control the system;
bench and field testing of devices in animals;
application of new technology to patients.

The fourth area involves closer contact with the patient and health-care delivery system. This area is commonly referred to as Clinical Engineering. The engineer in the clinical environment normally has responsibility for the medical instrumentation and equipment including:

writing procurement specifications in consultation with medical and hospital staff;
inspecting equipment for safe operation and conformance with specifications;
training medical personnel in proper use of equipment;
testing within hospital for electrical safety; and
adaptation of instrumentation to specific applications.

Biomedical engineering projects are available in WPI’s Salisbury and Higgins Laboratories, the Life Sciences and Bioengineering Center at Gateway Park as well as at the affiliated institutions previously listed.

Program Distribution Requirements for the Biomedical Engineering Major

The normal period of residency at WPI is 16 terms. In addition to the WPI requirements applicable to all students (see page 9), a biomedical engineer needs a solid background in mathematics, physical and life sciences. The distribution requirements are satisfied as follows:

Requirements	Minimum Units
1. Mathematics (See Note 1)	2
2. Basic Science (See Note 2)	2
3. Supplemental Science (See Note 3)	2/3
4. Laboratory experience with living systems (See Note 4)	1/3
5. Biomedical Engineering and Engineering (See Note 5)	4 1/3
6. MQP (See Note 6)	1

Notes:

Mathematics must include differential and integral calculus, differential equations and statistics.
Two courses from each of the following areas: BB, CH and PH.
Two courses from BB, CH or PH.
Experimental Physiology (e.g., BB 3511 and BB 3514) or equivalent.
Thirteen courses from Biomedical Engineering (BME) or Engineering (CE, CHE, ECE, ES, or ME) as specified in the WPI Catalog "Courses Qualifying for Engineering Department Areas" with the following distribution: (1) seven courses from Biomedical Engineering or Engineering, one of which must be an engineering design course; (2) four courses from Biomedical Engineering or Engineering at the 3000-level or above; (3) two courses in Biomedical Engineering at the 4000-level or above. A minimum of eight of the thirteen courses must be from Biomedical Engineering, not including
BME 3110.
Must include 1/3 unit Capstone Design Experience.

Biomedical Engineering Specializations

Because BME is such a broad and diverse discipline, it is convenient to subdivide it into a number of different specializations, or tracks. At the undergraduate level, these specializations help to bring focus to course and project planning. At the graduate-level, these specializations are aligned with the research interests of our faculty. Here at WPI, five specializations have been defined: Biomaterials, Biomechanics, Biomedical Imaging, Biomedical Sensors and Instrumentation, and Tissue Engineering. If students are interested in developing an undergraduate program of study in one of these specializations, they should consult the Program of Study in BME sections of the catalog, within their chosen areas of specialization. See the department web site for more details.

Biomaterials

Biomaterials is a specialization within biomedical engineering that integrates engineering fundamentals in materials science with principles of cell biology, chemistry and physiology to aid in the design and development of materials used in the production of medical devices. When most people first think of biomaterials, implants such as surgical sutures, artificial hips or pacemakers generally comes to mind, but many other aspects are included in this diverse field of study:

Biomaterials Design – Identify the physiological and engineering criteria that an implantable biomaterial must meet. Select the proper chemical composition to insure that the biomaterial imparts the desired mechanical properties and evokes the appropriate tissue response for the specified application.
Mechanics of Biomaterials – Characterize the magnitude and nature of the mechanical properties of biomaterials. Predict and measure how the physical/structural properties of a biomaterial determine its mechanical properties.
Biomaterials-Tissue Interactions – Examine the molecular, cellular and tissue responses to implanted medical devices. Design biomaterials with properties that induce the desired wound healing and tissue remodeling responses from the body.

Biomaterials research and development has improved our health care in many ways including:

Design and manufacturing of replacements parts for damaged or diseased tissues and organs (e.g., artificial hip joints, kidney dialysis machines)
Improved wound healing (e.g., sutures, wound dressings)
Enhanced performance of medical devices (e.g., contact lenses, pacemakers)
Correct functional abnormalities (e.g., spinal rods)
Correct cosmetic problems (e.g., reconstructive mammoplasty, chin augmentation)
Aid in clinical diagnostics (e.g., probes and catheters)
Aid in clinical treatments (e.g., cardiac stents, drains and catheters)
Design biodegradable scaffolds for tissue engineering (e.g., dermal analogs)

Suggested Course Table and Sequence

Supplemental Science (Select two courses)
Select two from the following science courses below:
BB 2901 - Molecular Biology, Microbiology, and Genetics
BB 2902 - Enzymes, Proteins, and Purification
BB 2903 - Anatomy and Physiology
BB 3101 - Human Physiology: Movement and Communication
BB 4008 - Cell Culture Theory and Application
CH 2310 - Organic Chemistry I
CH 4110 - Biochemistry I
CH 4550 - Polymer Chemistry (cat. II)

Engineering (Select nine courses)
Select three fundamental engineering courses, preferred choices include:
ES 2001 - Introduction to Materials Science
ES 2501 - Introduction to Static Systems
ES 2502 - Stress Analysis
ME 2820 - Materials Processing
Select two 3000-level (or higher) engineering courses, preferred choices include:
ES 3001 - Introduction to Thermodynamics
ES 3004 - Fluid Mechanics
ME 3023 - Mechanical Behavior and Modeling properties of Engineering Materials
ME 3501 - Continuum Mechanics
ME 3502 - Advanced Mechanics of Materials
ME 4821 - Chemistry, Properties and Processing of Plastics (cat. II)
Select four 3000- and 4000-level BME courses, preferred choices include: [Note #1]
BME/ME 4504 - Biomechanics (cat. II)
BME/ME 4606 - Biofluids (cat. II)
BME/ME 4814 - Biomaterials
BME 4828 - Biomaterials-Tissue Interactions
BME/ME 550 - Tissue Engineering (cat. II)
BME 595B - Biomaterials in the Design of Medical Devices

Note #1: At least 2 of the BME courses must be at the 4000-level or above. Graduate level courses can substitute for 4000-level courses.

Biomechanics

Biomechanics is a specialization within biomedical engineering that involves the application of engineering mechanics to the study of biological tissues and physiological systems. When most people first think of biomechanics the way we move or the strength of bones generally comes to mind but many other aspects are included in this diverse field of study including:

Dynamics – analysis of human movement including walking, running, and throwing.
Statics – determination of the magnitude and nature of forces in joints, bones, muscles and implanted prostheses, and characterization of the mechanical properties of the tissues in our bodies.
Fluid mechanics – analysis flow of blood through arteries and air through the lung. Biomechanics research has improved our understanding of, among other things:
Design and manufacturing of medical instruments, devices for disabled persons, artificial replacements, and implants.
Human performance in the workplace and in athletic competition.
Normal and pathological human and animal locomotion. Biomedica l Engi neering 40
The mechanical properties of hard and soft tissues.
Neuromuscular control.
The connection between blood flow and arteriosclerosis.
Air flow and lung pathology.
The effects of mechanical loads on cellular mechanics and physiology.
Morphogenesis, growth, and healing.
The mechanics of biomaterials.
Engineering of living replacement tissue (tissue engineering).

Suggested Course Table and Sequence

Supplemental Science (Select two courses)
Select two from the following science courses below:
BB 2901 - Molecular Biology, Microbiology, and Genetics
BB 2902 - Enzymes, Proteins, and Purification
BB 2903 - Anatomy and Physiology
BB 3101 - Human Anatomy & Physiology: Movement and Communication
BB 3102 - Human Anatomy & Physiology: Transport and Maintenance
CH 2310 - Organic Chemistry I
CH 4110 - Biochemistry I
CH 4550 - Polymer Chemistry (Cat. II)

Engineering (Select nine courses)
Select three fundamental engineering courses, preferred choices include:
ES 2001 - Introduction to Materials Science [Note #2]
ES 2501 - Introduction to Static Systems
ES 2502 - Stress Analysis [Note #2]
ES 2503 - Introduction to Dynamic Systems
Select two 3000-level (or higher) engineering courses, preferred choices include:
ES 3001 - Introduction to Thermodynamics
ES 3003 - Heat Transfer
ES 3004 - Fluid Mechanics [Note #3]
ES 3011 - Control Systems
ES 3323 - Advanced Computer Aided Design
ME 3023 - Mechanical Behavior and Modeling properties of Engineering Materials
ME 3310 - Kinematics of Mechanisms
ME 3321 - Dynamic Modeling
ME 3501 - Continuum Mechanics (Cat. II) [Note #4]
ME 3502 - Advanced Mechanics of Materials
ME 3506 - Rehabilitation Engineering
ME 4512 - Introduction to Finite Element Method
Select four 3000- and 4000-level BME courses, preferred choices include: [Note #1]
BME/ME 3504 - Experimental Biomechanics
BME/ME 4504 - Biomechanics (Cat. II)
BME/ME 4606 - Biofluids
BME/ME 4814 - Biomaterials
BME/ME 552 - Tissue Mechanics (Cat. II)
BME/ME 550 - Tissue Engineering (Cat. II)
BME/ME 554 - Composites with Biomedical and Materials Applications

Note #1: At least 2 of the BME courses must be at the 4000-level or above. Graduate level courses can substitute for 4000-level courses.
Note #2: These courses should be completed before taking BME 4814.
Note #3: This course should be completed before taking BME 4606.
Note #4: This course should be completed before taking BME 4504 or BME 552.

Biomedical Imaging

Biomedical imaging is a broad specialization within biomedical engineering that involves the application of quantitative science and engineering to detect and visualize biological processes. An important sub-area in biomedical imaging is the application of these tools and knowledge to the study of diseases with an ultimate goal of aiding medical intervention. While x-ray imaging is an obvious and familiar example with tremendous diagnostic utility, it represents only a small aspect of this important field. Biomedical imaging:

Includes the numerous and diverse imaging technologies that nearly cover the electromagnetic spectrum. Examples include x-ray imaging, visible light (optical) imaging, near-infrared imaging, magnetic resonance imaging, and ultrasound imaging. The detected radiation can be either naturally emitted by the body (such as infrared radiation) or reemitted radiation (as in magnetic resonance imaging). It also includes technologies that produce images following the introduction of a chemical agent into the body, such as nuclear medicine imaging and luminescence-based imaging.
Involves the development of sophisticated instrumentation to acquire and process images from the body, most often in a non-invasive or minimally-invasive manner. A biomedical engineer is not simply a user of an imaging technology, but an active participant in the development of new technologies.
Requires an understanding of how energy interacts with biological tissue and how this interaction is used to produce images of diagnostic utility. This understanding is rooted in the disciplines of physics, chemistry, and biology. A biomedical engineer, therefore, must have a strong background in the physical sciences.
Involves both image acquisition and image processing. Rarely are the signals acquired by the instrumentation immediately interpretable. For example, image processing is used to create two- and three-dimensional images from the acquired “raw” signals and to extract important image features. An example is computed tomography, which converts a series of throughbody x-ray images into a cross-sectional image that reveals internal tissue structures. Image processing is grounded in the disciplines of mathematics and computer science.
Is capable of generating much more than simple anatomic images. For example, newer biomedical imaging technologies are being used to image and quantify blood flow and metabolic activity in normal and diseased tissue. The development of these “functional” imaging technologies has tremendous potential to substantially advance our understanding of biological and disease processes. Because it is often completely non-invasive, biomedical imaging is already revolutionizing the study of brain function in humans.
Involves all size scales, from sub-cellular to whole body.
Is an important component of many other disciplines and specializations, including biology and tissue engineering. Without the technical advances in biomedical imaging, we would often be at the mercy of time-consuming and tedious chemical or histological analyses to probe cellular function and microscopic structures. Non-invasive methods also allow biological processes to be studied over time on the same sample.

Suggested Course Table and Sequence

Supplemental Science (Select two courses)
Preferred choices include:
CH 1040 - Chemistry IV (Dynamics)
CH 4110 - Biochemistry
PH 1140 - Oscillations and Waves
PH 2501 - Photonics
PH 2601 - Photonics Laboratory

Engineering (Select nine courses)
Select three fundamental engineering courses; preferred choices include:
ECE 2011 - Introduction to Electrical and Computer Engineering
ECE 2111 - Physical Principles of ECE Applications
ECE 2112 - Electromagnetic Fields
ECE 2311 - Continuous-Time Signal and System Analysis
ECE 2312 - Discrete-Time Signal and System Analysis
Select two 3000-level (or higher) engineering courses; preferred choices include:
ECE 3113 - Introduction to RF Circuit Design
ECE 3204 - Microelectronic Circuits II
ME 4922 - Theory and Practice of Laser Instrumentation
Select four 3000- and/or 4000-level BME courses; preferred choices include [Note #1]:
BME 3011 - Bioinstrumentation and Biosensors
BME 4011 - Biomedical Signal Analysis
BME 4201 - Biomedical Imaging
BME 4541 - Biological Systems
BME 581 - Medical Imaging Systems
BME 582 - Principles of In Vivo Nuclear Magnetic Resonance Imaging

Note #1: At least 2 of the BME courses must be at the 4000-level or above. Graduate level courses can substitute for 4000-level courses.

Biosensors and Bioinstrumentation

Modern health care relies heavily on a large array of sophisticated medical instrumentation to diagnose health problems, to monitor patient condition and administer therapeutic treatments, most often in a non-invasive or minimally-invasive manner. During the past decade, computers have become an essential part of modern bioinstrumentation, from the microprocessor in a single-purpose instrument used to do a variety of small tasks to the desk-top microcomputer needed to process the large amount of clinical information acquired from patients.

A biomedical engineer is not simply a user of measurement technology, but an active participant in the development of new diagnostic and therapeutic modalities. Hence, the Biosensors and Bioinstrumentation track of our program focuses on training students to design, test, and use sensors and biomedical instrumentation in humans and animals to further enhance the quality of health care. Emphasis is placed both on understanding the physiological systems involved in the generation of the measured variable or affected by therapeutic equipment as well as the engineering principles of new sensors and advanced measurement devices. This track provides an excellent training experience that prepares students for careers in industry, higher education as well as medical school.

Examples of common biomedical sensors, devices, and instrumentation developed by biomedical engineers and used routinely in medicine include:

Blood chemistry sensors (e.g. electrolytes, O2, CO2, pH, glucose)
Specialized instrumentation for genetic testing
Physical sensors (e.g. pressure, temperature, flow)
Electrical sensors (electrodes)
Electrocardiographs (a device that measures the electrical activity of the heart)
Electroencephalograph (a device that measures the electrical activities of the brain)
Electromyography (a device that measures the electrical activities of muscles)
Mechanical respirator
Cardiac pacemaker
Defibrillators
Artificial heart
Pulse oximeters
Ultrasonic equipment
Imaging scanners (nuclear cameras, CAT, MRI)
Drug infusion and insulin pumps
Electrosurgical equipment
Heart-lung machine
Anesthesia machine
Kidney dialysis machine
Specialized equipment used by disabled people (e.g. hearing aids)
Laser systems for eye surgery

Suggested Course Table and Sequence

Supplemental Science (Select two courses)
Preferred choices include:
BB 2901 - Molecular Biology, Microbiology, and Genetics
BB 2902 - Enzymes, Proteins, and Purification
BB 2903 - Anatomy and Physiology
BB 3101 - Human Physiology: Movement and Communication
PH 1130 - Introduction to 20th Century Physics
PH 1140 - Oscillations and Waves
PH 2501 - Photonics

Engineering (Select nine courses)
Select three fundamental ECE courses; preferred choices include:
ECE 2011 - Introduction to Electrical and Computer Engineering
ECE 2022 - Introduction to Digital Circuits & Computer Engineering
ECE 2111 - Physical Principles of ECE Applications
ECE 2201 - Microelectronic Circuits I
ECE 2311 - Continuous-Time Signal and System Analysis
ECE 2312 - Discrete-Time Signal and System Analysis
ECE 2799 - Electrical & Computer Engineering Design
Select two 3000-level (or higher) engineering courses; preferred choices include:
ES 3011 - Control Engineering
ECE 3204 - Microelectronic Circuits II
ECE 3801 - Advanced Logic Design
ECE 4703 - Real-Time Digital Signal Processing
Select four 3000- and/or 4000-level BE courses; preferred choices include [Note #1]:
BME 3011 - Bioinstrumentation and Biosensors
BME 4011 - Biomedical Signal Analysis
BME 4023 - Biomedical Instrumentation I
BME 4025 - Biomedical Instrumentation II
BME 4541 - Biological Systems

Note #1: At least 2 of the BE courses must be at the 4000-level or above. Graduate level courses can substitute for 4000-level courses.

Tissue Engineering

Tissue engineering integrates the principles and methods of engineering with the fundamentals of life sciences towards the development of biological substitutes to restore, maintain or improve tissue/organ function. When most people first think of tissue engineering, artificial skin and cartilage generally comes to mind, but many other aspects are included in this diverse field of study:

Scaffold/Biomaterial Design – Identify the physiological and engineering criteria that a biodegradable scaffold must meet. Select the proper biochemical composition to insure that the cells perform in a physiologic manner on the surface of the scaffold.
Functional/Biomechanical Tissue Engineering – Characterize the roles of biomechanical stimuli on the growth and development of bioengineered cells, tissues and organs. Measure the biomechanical properties of bioengineered tissues and organs.
Bioreactor Design – Design reactors that control the rates at which nutrients and growth factors are supplied to bioengineered tissues and organs during growth and development in a laboratory environment.

Suggested Course Table and Sequence

Supplemental Science (Select two courses)
Select two from the following science courses below:
BB 2901 – Molecular Biology, Microbiology, and Genetics
BB 2902 – Enzymes, Proteins, and Purification
BB 2903 – Anatomy and Physiology
BB 3101 – Human Physiology: Movement and Communication
BB 4008 – Cell Culture Theory and Application
CH 2310 – Organic Chemistry I
CH 4110 – Biochemistry I
CH 4550 – Polymer Chemistry (cat. II)

Engineering (Select nine courses)
Select three fundamental engineering courses, preferred choices include:
ES 2001 – Introduction to Materials Science
ES 2501 – Introduction to Static Systems
ES 2502 – Stress Analysis
ES 2503 – Introduction to Dynamic Systems
Select two 3000-level (or higher) engineering courses, preferred choices include:
ES 3001 – Introduction to Thermodynamics
ES 3002 – Mass Transfer
ES 3003 – Heat Transfer
ES 3004 – Fluid Mechanics
ME 3023 – Mechanical Behavior and Modeling properties of Engineering Materials
ME 3502 – Advanced Mechanics of Materials
ME 4821 – Chemistry, Properties and Processing of Plastics (cat. II)
Select four 3000- and 4000-level BME courses, preferred choices include: [Note #1]
BME/ME 4606 - Biofluids (cat. II)
BME/ME 4814 - Biomaterials
BME 4828 - Biomaterials-Tissue Interactions
BME/ME 550 - Tissue Engineering (cat. II)
BME 595 - Biomaterials in the Design of Medical Devices

Note #1: At least 2 of the BME courses must be at the 4000-level or above. Graduate level courses can substitute for 4000-level courses.

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Last modified: June 20, 2008 13:26:43