| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| BME2063 | Biomaterials | Fall | 3 | 0 | 3 | 5 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi İREM DEMİRKAN |
| Course Lecturer(s): |
Dr. Öğr. Üyesi BURCU TUNÇ ÇAMLIBEL |
| Recommended Optional Program Components: | None |
| Course Objectives: | The goal of this course is, - to teach what the field of biomaterials encompasses, - to review principles from general chemistry, - to teach the chemistry and engineering skills needed to solve challenges in the biomaterials and tissue engineering area - to teach the types of biomaterials, the interactions between the body tissues and biocompatible materials, the production techniques, and the future trends |
|
The students who have succeeded in this course; - The students who have succeeded in this course will; 1) Understand the fundamental properties of biomaterials and biocompatibility, 2) Understand different types of bonding and how these are oganized into material subunits for metal, ceramics and polymers, 3) Understand the molecular mechanisms behind the mechanical properies for each class of materials as well as the principles behind the events that stengthen and weaken biomaterials, 4) Understand the surface properties, toxicity and material characterization techniques, 5) Understand molecular mechanisms behind environmental degradation of metals, ceramics, and polymers in the human body. 6) Understand why the study of biomaterials is an important aspect of the educational background of the biomedical engineer, and be able to make research and present their studies related to biomaterials science. |
| Basic concepts of biomaterials science, the structure of metals, ceramics, polymers and composite biomaterials, biocompatibility, corrosion and degradation of biomaterials, surface properties of biomaterials. |
| Week | Subject | Related Preparation |
| 1) | Introduction to basic concepts of biomaterials sciences and classes of materials used in medicine | none |
| 2) | Atomic Structure and Interatomic Bonding | None |
| 3) | The Structure of Crystalline Solids | None |
| 4) | Imperfections in Solids, Diffusion | None |
| 5) | Mechanical Properties of Metals | None |
| 6) | Dislocations and Strengthening Mechanisms | |
| 7) | Failure, Phase Diagrams | None |
| 8) | Applications and Processing of Metal Alloys, Metallic Implant Materials | None |
| 9) | Structure and Characteristics of Ceramics, Applications and Processing of Ceramic, Ceramic Implant Materials | None |
| 10) | Polymer Structures, Characteristics, Applications and Processing, Polymeric Implant Materials | None |
| 11) | Composites as Biomaterials | None |
| 12) | Surface Properties of Biomaterials and Material Characterization Methods | None |
| 13) | Corrosion and Degradation of Biomaterials, Electrical Properties, Magnetic Properties, Thermal Properties, Optical Properties | None |
| 14) | Biocompatibility and biocompatibility Testing of Biomaterials |
| Course Notes / Textbooks: | Biomaterials Science: An Introduction to Materials in medicine", Rattner BD, Hoffman AS, Schoen FJ, and Lemons JE, eds., 2nd ed., Elsevier Academic Press, San Diego, CA, 2004. |
| References: | Biomaterials, an Introduction by Park and Lakes, Springer, Third ed., 2007 Biomaterials, The Intersection of Biology and Materials Science by Temenoff and Mikos, Pearson, 2008 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Project | 1 | % 30 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 30 | |
| PERCENTAGE OF FINAL WORK | % 70 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Presentations / Seminar | 1 | 1 | 1 |
| Project | 1 | 27 | 27 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 130 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |