Biofluid Mechanics and Bioheat Transfer

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Biofluid Mechanics and Bioheat Transfer Malisa Sarntinoranont, Ph.D. Associate Professor Department of Aerospace & Mechanical Engineering University of Florida

Biofluid Mechanics & Bioheat Transfer EGM4592: 3 credit hour undergraduate elective course Counts towards Biomechanics Certificate offered through Mechanical Engineering Enrollment 15-25 senior/juniors Times taught = 4 EGM6855: 3 credit hour graduate elective course Enrollment 7 Times taught = once

Teaching Goals My goal in teaching this class is to enable students to apply analysis tools learned in core engineering courses (fluid mechanics and heat transfer) to specific problems of the cardiovascular and temperature regulation systems in the human body. Problems at various scales are presented and broken down by analysis non-Newtonian flow through large blood vessels red blood cell flow through individual capillaries Students learn current trends in biomedical through final research papers and class presentations. Graduate level class: modified the course content to include more challenging problems in the field, and greater focus was given to advanced analysis and experimental tools.

Syllabus Textbooks

Syllabus continued. Greater emphasis on biofluids (~8 weeks) compared with bioheat transfer (~5 weeks)

Bioheat Transfer topics Biofluid topics Bioheat Transfer topics Basic physiology Rheology of Blood (different constitutive equations) Governing equations of flow Viscous flow through tubes (e.g., Poiseuille flow) Stenosis Bifurcations Oscillating flows Elastic tubes & wave propagation Capillary flow Flow through heart valves Extracellular flows & lymphatic drainage Review modes of heat transfer Conservation of energy Bioheat equation Single vessel and paired vessel analysis

Projects Journal Paper Review (graduate class) One student presented a paper review for class discussion each week Provide students insight of the boundaries of current knowledge CFD simulation: COMSOL stenosis problem Term paper & presentation Students learn current trends in biomedical engineering (from roller coasters to the effects of space flight)

Outcomes & Student Feedback Positive: Students appreciate really understanding & practicing basic fluid dynamic problems (They are generally weak or insecure of their abilities at the start of term) Positive: Given the limitations of analytical solutions for biomedical applications, computational models provide a more realistic problem-solving scenario which is more satisfying for students Weakness: Need to emphasize more cell response-related topics: Immune response/biocompatibility, e.g. thrombosis Mechanobiology/tissue remodeling, e.g. restenosis

Thank You!