Sensory and Motor system of the human body

1. BME 120/220
Sensory and Motor Systems
Prof. Beth Lopour
Samantha Bradford, Alberto Escobar

2. 5-minute group exercise
• Groups of ~3-4 people, 1 card per group
• Please write on an index card:
– First names of the group members
– Your answer
• Feel free to ask questions

3. 5-minute group exercise
Think about how humans are able to control the
movement of their own bodies. How does a
thought (e.g. “I would like to move my hand”)
turn into a movement?
Describe this process, focusing on the
organs/structures involved and the action each
one takes. Please do not ask Google.

4. Group exercise
One possible answer:
• Neurons in premotor cortex are involved in planning the
movement
• Neurons in primary motor cortex initiate the movement by
firing action potentials
• Those neurons have axons that travel through the medulla
to the spinal cord, where there is a synapse on a primary
motor neuron
• The primary motor neuron innervates the muscle
• Action potentials of primary motor neurons cause muscle
contraction
• Sensors in the muscle provide feedback about length and
force, aiding in the control of the movement
You will learn this (and more) by the end of the quarter!

5. Structure of this course
• 4 Modules
– Neurons
– Sensory Systems (primarily auditory)
– Muscle
– Motor Control
• Skeleton lecture notes provided in advance
• The textbook is available as an E-Book through
the UCI Libraries (see syllabus for a direct link)

6. Module 1: Neurons
• Structure and function of the human brain
• Measurements of the human brain
• Structure and function of neurons
• Mathematical models of neuron function
• Design of an EEG-based brain-computer interface
Applications: Brain-computer interfaces, neural stimulators for
epilepsy, e.g. Neuropace

7. Module 2: Sensory Systems
• Anatomy & Physiology of auditory system
• Perception of sound
• Diagnosis and treatment of hearing disorders
Applications: Cochlear implants, auditory brainstem implants

8. Module 3: Muscle
• Muscle properties and structure
• Physiology of skeletal muscle contraction
• Skeletal muscle mechanics – how do muscles produce force
under different conditions?
• Mathematical models of muscle
Applications: Prosthetic limbs, muscle bio-bots

9. Module 4: Motor Control
• Sensory systems for touch, temperature, pain
• Sensory and motor pathways through brain and spinal cord
• Spinal reflexes
• Human movement as a control system
Applications: Robotic exoskeleton (see also Cybathlon
competition)

10. This course is CONNECTED.
• Modules build on one another:
brain  muscle  control of movement
• Similar concepts and equations are threaded
throughout multiple systems
• Circuits: Model of a neuronal membrane
• MATH 3D: Differential equations
• BME 130: Signal processing (auditory system)
• BME 170: EEG, Auditory evoked neural potentials

11. Structure of the course
• Homework exercises (ungraded)
• Three open-book quizzes
• One midterm, one final
• One Problem-based learning project
– Background research (written report)
– Design problem (video or research proposal)

12. Problem-based learning (PBL)
This year’s project:
Design a brain computer interface for a
quadriplegic patient using EEG signals measured
from the scalp. (more details will be provided in week 5)

13. Problem-based learning (PBL)
OpenBCI
EEG for games, education, wellness
Mindwave Mobile, $80
Raised $215k
through
Kickstarter
in 2013 and
$169k in 2015
Biopac B-Alert X10
DIY Arduino kit $150

14. Problem-based Learning (PBL)
• Open-ended conceptual design project done in
teams of 4-5 students
• One project over the entire quarter:
Week 1: Identify key questions
Week 2: Locate relevant resources
Week 4: Report background research (written report)
Brainstorm solution & define design criteria
Week 6: Block diagram
Weeks 8-9: Video scripts and proposal outlines
Week 10: Present videos to class
• Regular discussion sections will be held in weeks
3, 5, 8, and 9

15. Problem-based Learning (PBL)
Source: nasa.gov
Weeks 1-4
Week 5
Weeks 6-8
The engineering
design process:
Week 9:
Present
your design

16. Course learning outcomes
By the end of the course, students will be able to…
1. Understand the structure and function of the nervous and
musculoskeletal systems, as well as how disease alters
these characteristics.
2. Apply engineering models and mathematics to
understand human physiology.
3. Gain experience working on a self-governed team to
complete an engineering project.
4. Learn about biomedical devices to restore or enhance
human function by identifying and reading relevant
primary sources.
5. Apply newly-acquired knowledge of biomedical devices to
the design of a new device.
6. Design a device enabling humans to recover lost function
or enhance existing function.

17. Course learning outcomes
By the end of the course, students will be able to…
1. Understand the structure and function of the nervous and
musculoskeletal systems, as well as how disease alters
these characteristics. (Lecture)
2. Apply engineering models and mathematics to
understand human physiology. (Lecture, homework)
3. Gain experience working on a self-governed team to
complete an engineering project. (PBL)
4. Learn about biomedical devices to restore or enhance
human function by identifying and reading relevant
primary sources. (Lecture, PBL)
5. Apply newly-acquired knowledge of biomedical devices to
the design of a new device. (PBL)
6. Design a device enabling humans to recover lost function
or enhance existing function. (PBL)

18. Course learning outcomes:
Bloom’s taxonomy
http://www.learnnc.org/lp/pages/4719
Lecture,
Homework,
Exams
Practice &
Exams
PBL

19. Course learning outcomes
This course is difficult…
– Anatomy, physiology, math, engineering design
– Some memorization required
– Homework/exams, technical writing, oral presentation
(video)
…but you will learn a lot:
“Challenging but rewarding.”
“This course was fairly challenging but I feel that I am getting a
lot out of it.”
“This class is challenging but it is certainly doable with enough
perseverance.”

20. Course Policies
The syllabus has been posted on the course
website. It contains answers to all of your
questions:
– What is the detailed schedule for the course?
– Can we turn in homework late?
– Do I have to come to class?
– What percentage of my grade is each assignment
worth?
– Can I reschedule an exam?
– …and much more.

21. What’s next?
• Skeleton lecture notes will be posted by
Sunday night
• PBLs start on Monday!
– Attendance will be taken
– Read general PBL information in the syllabus
– Read guidelines for written report
Questions?