Engr 301 Assignment Notebook

ENGR 301 - Assignment 7 - solutionThis assignment is used to evaluate the graduate attribute life-long learning. The questions are all on the topic of Geometric Gradient Series, a topic not covered in class and thus a topic students need to learn on their own in order to apply that material to solve the assignment questions. Assignments must be submitted on-line using the multiple choice answer sheet on the Moodle course website. No submissions will be accepted after the deadline. The solutions below use the following formula ሺܲܣ⁄ ,݃,݅,ܰሻ ൌଵିሺଵା௚ሻಿሺଵା௜ሻషಿ௜ି௚, which is an alternate expression of ሺܲ/ܣ,݃,݅,ܰሻൌቀሺଵା௜೚ሻಿିଵ௜೚ሺଵା௜೚ሻಿቁଵଵା௚, where ݅௢ൌଵା௜ଵା௚െ1ሺܲ/ܣ,݃,݅,ܰሻൌቆሺଵାభశ೔భశ೒ିଵሻಿିଵሺభశ೔భశ೒ିଵሻሺଵାభశ೔భశ೒ିଵሻಿቇଵଵା௚ൌሺଵା௜ሻಿሺଵା௚ሻషಿିଵሺଵା௜ିሺଵା௚ሻሻሺଵା௜ሻಿሺଵା௚ሻషಿൌଵିሺଵା௚ሻಿሺଵା௜ሻషಿ௜ି௚Question 7-1 A set of cash flows begins at $50,000 the first year, with an increase of 10% per year for 15 years. If the interest rate is 7%, the present value is close to $717,600 $856,700 $817,600 $756,700 P = $50,000 (P/A, g%, i%, 15)= $50,000 (P/A, 10%, 7%, 15) ܲ ൌ $50,000 ቂଵିሺଵା଴.ଵ଴ሻభఱሺଵା଴.଴଻ሻభఱ଴.଴଻ି଴.ଵ଴ቃ ൌ $856,712$856,700 is closest Question 7-2 A set of cash flows begins at $20,000 the first year, with an annual decrease of 10% for 10 years. If the

SyllabusScheduleResourcesAdvisorsPresentation Schedule

BME Design Course Syllabus and Outline

Course Objective

Development of conceptual and applied design skills through lectures and exercises involving the design process and through the completion of a biomedical engineering design project.


Selected topics in Biomedical Engineering design are presented in an interactive project laboratory format. Project experiences will introduce students to relevant topics in biomedical engineering including problem solving, team design, innovation, information technology, engineering, medical ethics, and social responsibility.

Semester Project/Course Goals

Students are expected to complete a design project that demonstrates the skills and knowledge gained through applying biomedical engineering principles.

Course sequence

Students work in teams of four to five to solve biomedical engineering design problems. In each of client-based design courses (BME 200, 300, 301, 400 and 402), the students choose a real-world project from a client list composed of faculty throughout the university (particularly engineering, medical and life sciences), clinicians, people with specific biomedical challenges, and industry. Teams are advised closely by the "Design Faculty" which is a group of Biomedical Engineering faculty and instructors who oversee and meet weekly with two-four projects each.

Design curriculum phases

Phase 1: (Fall) Peer Mentoring - first-semester sophomores (BME 200) are teamed-up with, mentored and in part advised by first-semester juniors (BME 300) on solving a real-world client-based design project achievable in one semester. This model of sophomore/junior teams promotes peer-to-peer learning and enhances leadership qualities.

Phase 2: (Spring) Guided Design Fundamentals - second-semester sophomores (BME 201) work in teams to solve a guided project using multidisciplinary hands-on technical (including electronic circuits, programming, 3D modeling in SolidWorks, machining and fabrication, and laboratory techniques) and professional design-based skills taught during the lecture and laboratory sessions.

Phase 3: (Spring) Independent Learning - second-semester juniors (BME 301) start a more difficult real-world client-based design project that usually leads toward their senior capstone design course. The intent is to instill in them the confidence to complete the design process on their own.

Phase 4: (Fall-Spring) Senior Capstone Design - seniors (BME 400/402) complete and implement a more complicated real-world client-based design. Most design teams continue their BME 301 project. BME 400 is the semester in which the major work for the project will be completed, then the final testing and evaluation is finalized in BME 402. Teams perform extensive research to fully develop and test their design. They begin to work toward filing a patent and preparing a publication. All students complete an outreach requirement, such as by giving a talk or organizing a hands-on activity in a K-12 classroom.

Team roles

Each team will choose four-five team members to fill the following roles:

  1. Team Leader: Responsible for weekly progress reports and organization of team meetings.
  2. Communications: Primarily responsible for communications with the client and other professional contacts.
  3. BSAC (Biomedical Student Advisory Committee): provides feedback to faculty about the design courses and curriculum and is chaired by an elected student. BSAC members also serve as peer advisors and mentors to the freshman.
  4. BWIG (Biomedical Web Implementation Group): is responsible for the team's website and the overall website is overseen by the BWIG chair.
  5. BPAG (Biomedical Purchasing and Accounting Group): is responsible for ensuring that all necessary materials are acquired and for maintaining all financial records for the team.


Visit the course resource page for specific guidelines related to each assignment

Weekly Progress Reports: Each design team must submit a progress report by email to your primary instructor, team members, and client before 5 pm on the day prior to each team meeting. See the course website for the required format and content of these reports.

Design Notebook: Each student is required to maintain a design notebook. This is required of each individual, rather than the team as a whole. This notebook should be a record of all work done during the course of the design project. It should not contain schedules of meetings, emails between team members unrelated to the design, and other trivia that do not contribute to the design process. For details on keeping a good design notebook and how notebooks will be evaluated by the instructors, please see the course website.

Preliminary Design Report/Presentation: During a class period before the middle of the semester (see course schedule for date), each team will make an oral PowerPoint presentation of their progress to date. A written report must be subsequently handed in and posted on the website.

Final Poster Presentation: During a class period near the end of the semester (see course schedule for date), each project team will make a poster presentation describing their design project. This should include prototype demonstration, if appropriate.

Final Report: A final written report must be handed in. Details regarding the final report and presentation, including instructor evaluation criteria may be found in the schedule on the course web site.

Learning outcomes

The BME Design courses are intended to help our students achieve all of our ABET (Accreditation) Student Outcomes. That is upon graduation we expect that each Biomedical Engineering student will demonstrate:


an ability to apply knowledge of mathematics (including differential equations and statistics), science, and engineering to solve problems at the interface of engineering and biology


an ability to design and conduct experiments (including making measurements) on, as well as to analyze and interpret data from living systems; addressing the problems associated with the interaction between living and non-living materials and systems.


an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability


an ability to function on multidisciplinary and diverse teams and provide leadership


an ability to identify, formulate, and solve biomedical engineering problems


an understanding of professional and ethical responsibility


an ability to communicate effectively: by oral, written and graphic modes


the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context


a recognition of the need for, and an ability to engage in life-long learning


a knowledge of contemporary issues


an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice


and an understanding of biology, human physiology, and chemistry as related to biomedical engineering needs.

Class Locations/Times

All classes except BME 201 meet on Fridays from 12:05 pm to 2:05 pm. See list of advisors on course web site for meeting rooms. BME 201 has a classroom meeting from 12:05 to 12:55 pm on Fridays and has an additional scheduled two-hour lab period.

Student Design Labs and other resources

The Department of Biomedical Engineering has three teaching labs in the Engineering Centers Building. Also within ECB, there is a COE Student Shop and a Tool Crib (B1084 Engineering Centers Building). To use mechanical equipment in the student mechanical engineering shop, review the shop policies and training and certification procedures on the Student Shop web site. The Tool Crib also has hand tools available for you to check out.

Engineering Centers Building Hours
Monday - Friday: 7:00 am to midnight
Saturday: 7:00 am to 6:00 pm (Building Closed during Home Football Games)
Sunday: 10:00 am to 9:00 pm

BME Teaching Labs - Equipment list, manuals and schedules

  • Contacts if you have questions about any of the department teaching labs or equipment.
    -BME Design Studio, Room 1080 and 1070 ECB - Dr. John Puccinelli
    -Biomaterials/Tissue Engineering Lab, Room 2005 ECB - Dr. John Puccinelli
    -Mechanical Testing, Room 2005 ECB - Dr. Joseph Towles
    -Bioinstrumentation Lab, Room 1036 ECB - Dr. Amit Nimunkar
  • Storage: All items (shelves or cabinets) must be labeled properly: "Team short Name, Semester/Year, Contact Email" or the contents will be removed.

Keycard request form for room 2005 ECB and instructions:

  • Try different browsers if the link does not work. Safari on Mac or Chrome on PC.
  • PI: Select Dr. Puccinelli
  • Select Individual room: "2005 Teaching Tissue Lab"
  • Enter the month/year you will graduate

Access to the Design Studio - see Dr. P or your fellow students for the lock box code on the side door of room 1080 ECB.

COE Student Shop

COE Maker Space

Additional resources can be found on the resources tab.

Intellectual Property

The following is a statement for use in talking with industry regarding projects:
"If members of the University of Wisconsin-Madison Community create intellectual property in the course of pursuing a project, the University expects some consideration for its contribution. The University understands that it will be necessary to accept and protect confidential information of commercial collaborators."

The UW is unique among U.S. universities in that it does not claim ownership rights in the intellectual property generated by its faculty, staff, or students, except when required by funding agreements. UW inventors do, however, have an obligation to disclose all inventions created while carrying out university duties, using any university funding, or using university premises, supplies, or equipment to the Wisconsin Alumni Research Foundation ("WARF"). If federal funds did not contribute to the invention, the inventor may then choose whether or not to work with WARF in patenting and licensing the invention. If the client commingles funds from federal government sources, by statute they must provide WARF with first right of refusal. Clients may contact WARF to negotiate access to such inventions.

Honor Code Statement

Much of the work to be done in this course will be collaborative; you have much to learn from interactions with your peers on your projects. All work turned in by groups must have all members names placed upon the reports in order for credit to be given (multiple copies of the reports are not necessary). Any work that we require to be individual will be so noted. It is understood that the design project will be the product of you or your group solely, any assistance must be acknowledged.

Recommended textbook

Dym, C. L. 2003. Engineering Design: A Project Based Introduction. New York, John Wiley. Available at the bookstore and on reserve at the library.

Other reference textbooks

Moore, J. H., Davis, C. C., and Coplan, M. A. 1989. Building Scientific Apparatus: A Practical Guide to Design and Construction. Addison-Wesley.
Pahl, G., Beitz, W. 1988. Engineering Design, A Systematic Approach. London, Springer-Verlag. (Good, but hard to read)
Wilcox, A. 1990. Engineering Design For Electrical Engineers. Englewood Cliffs N.J., Prentice- Hall. (Easy)
Ingle, K. A. 1994. Reverse Engineering. New York, McGraw-Hill Inc. (excellent ME/EE reverse engineering examples)
Carper, K. L. 1989. Forensic Engineering. New York, Elsevier. (interesting case studies)
Middendorf, W. H. 1990. Design of Devices and Systems. New York, Marcel Dekker. (Good overview, good coverage of human factors)
Sunar, D. G., 1989. The Expert Witness Handbook. Belmont CA, Professional Publications. (overview of expert witness responsibilities)
Burgess, J. 1986. Designing for Humans: The Human Factor in Engineering. Princeton, Petrocelli Books. (Any of you needing ergonomics)
Foltz, R., Penn, T. 1989. Protecting Engineering Ideas & Inventions. Cleveland OH, Penn Institute. (In-depth coverage of the titled topic, of value in your professional activities)

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