FACULTY OF ELECTRICAL AND ELECTRONIC ...fkee.uthm.edu.my/images/docs/labsheet/4/BEU40601/Lab...INTRODUCTION This module is designed for Medical Electronic Engineering Laboratory (BEU40601)

FACULTY OF ELECTRICAL AND ELECTRONIC ENGINEERING

MEDICAL ELECTRONIC LABORATORY

REPORT ASSESSMENT SHEET BEU40601

MEDICAL INSTRUMENTATION LABORATORY

MEDICAL IMAGING LABORATORY

Group No. Name Matric. No

1.

2.

3.

Section

Exercise No.

Lecturer’s name (s) 1.

2.

LAB WORK ASSESSMENT

Psychomotor-50% TOTAL C+P+A (100%)

Assessment Criteria Scale Weight Mark

1 2 3 4 5

Procedures (20%) 4

Data Collection (15%) 3

Result (15%) 3

Total P (50%)

Cognitive-30% Examiner’s Signature Assessment Criteria Scale Weight Mark

1 2 3 4 5

Analysis/ Discussion (20%) 4

Conclusion (10%) 2

Total C (30%)

Affective-20% Lab Stamp

Assessment Criteria Scale Weight Mark

1 2 3 4 5

Team Work (10%) 2

Attendance (5%) 1

Discipline (5%) 1

Total A (20%)

BEU40601 Medical Engineering

Laboratory

Department of Electronic

Engineering

INTRODUCTION

This module is designed for Medical Electronic Engineering Laboratory (BEU40601). In line

with the aspiration to produce a competent medical electronic engineer, this module is designed

to introduce an open-ended engineering problem, which simulates the real working scenario.

Students are required to conduct independent study consolidating their learning activities which

consists of theoretical background, problem solving skills and creative thinking on top of good

management and leadership practice. This approach is suitable to help students to envision and

propose multitude of solutions available for various engineering problems. The module

coverage includes medical imaging and medical instrumentation, known as key areas for

medical electronic engineering.

GOALS

This module aims to coach students to explore and apply suitable solutions to various

engineering problems which focused on medical electronic engineering. To achieve this aim,

important components such as critical thinking ability of student in solving complex problems

in construction of 3D medical image, analization of medical brain and heart waves, and

evaluation of image processing tecniques, are essential to be approached. Moreover, this course

encourages students to work in team for them to get prepared the real engineering environment

in the future.

COURSE LEARNING OUTCOMES

At the end of this course, the student will be able to:

1) explain the operation and maintanence of medical instrumentation in laboratory (PLO1-

K-C4),

2) differentiates the physiological signals obtained and manipulate the data for analysis

purposes and prepares comprehensive laboratory reports (PLO2-PS-P4),

3) build team working skill to operate and measure the output from medical

instrumentation using specific medical analyzer (PLO5-TS-A4),

4) demonstrate leadership skill during execute laboratory experiments (PLO9-LS-A4).

SYNOPSIS

This module is designed for medical electronic engineering student approaching the end of their

undergraduate studies. In oder to train and coach students to explore the real working scenario

by experience the various engineering problem, the contents of the lab instructions are designed

to be open-ended. The contents of this course focus on various practical problems in the vital

niche areas of medical imaging engineering such as image acquisition techniques, image

processing techniques and 3D model development.

ASSESSMENT

The assessments of this laboratory will be based on Outcome Based Learning (OBE). Students

will be assess using the rubric as shown in Table F-1, which evaluate the performance of student

based on Cognitive (C), Psychomotor (P), and Affective (A) domain.

Assessment Criteria Mark

Mark scale:

5 – Excellent

4 – Good

3 – Satisfactory

2 – Fair

1 – Poor

Phychomotor

(50%)

Procedures [ /5] x

20%

Data Collection [ /5] x

15%

Results [ /5] x

15%

Cognitive

(30%)

Analysis/Discussion [ /5] x

20%

Conclusion [ /5] x

10%

Affective

(20%)

Team work [ /5] x

10%

Attendance [ /5] x

5%

Discipline [ /5] x

5%

TOTAL

/ 100

INTRODUCTION TO SAFETY IN LABORATORY

LABORATORY SAFETY

All students must read and understand the information in this module with regard to laboratory

safety and emergency procedures prior to the first laboratory session. The following general rules

are to be followed for all laboratories.

Your personal laboratory safety depends mostly on YOU.

With good judgement, the chance of an accident in this course is very small. Nevertheless, research

and teaching workplaces (labs, shops, etc.) are full of potential hazards that can cause serious injury

and or damage to the equipment.

EMERGENCY RESPONSE

It is your responsibility to read safety and fire alarm posters and follow the instructions during an

emergency.

Know the location of the fire extinguisher, eyewash, and safety shower in your lab and know how

to use them.

Notify your instructor immediately after any injury, fire or explosion, or spill.

Know the building evacuation procedures.

COMMON SENSE

Good common sense is needed for safety in a laboratory. It is expected that each student will work

in a responsible manner and exercise good judgement and common sense. If at any time you are not

sure how to handle a particular situation, ask your Teaching Assistant or Instructor for advice.

DO NOT TOUCH ANYTHING WITH WHICH

YOU ARE NOT COMPLETELY FAMILIAR!

It is always better to ask questions than to risk harm to yourself or damage to the equipment.

PERSONAL AND GENERAL LABORATORY SAFETY

1) Never eat, drink, or smoke while working in the laboratory.

2) Read labels carefully.

3) Do not use any equipment unless you are trained and approved as a user by your

supervisor.

4) Wear safety glasses or face shields when working with hazardous materials and/or

equipment.

5) Wear gloves when using any hazardous or toxic agent.

6) Clothing: When handling dangerous substances, wear gloves, laboratory coats, and

safety shield or glasses. Shorts and sandals should not be worn in the lab at any time.

Shoes are required when working in the machine shops.

7) If you have long hair or loose clothes, make sure it is tied back or confined.

8) Keep the work area clear of all materials except those needed for your work.

9) Coats should be hung in the hall or placed in a locker.

10) Extra books, purses, etc. should be kept away from equipment that requires airflow or

ventilation to prevent overheating.

11) Disposal Students are responsible for the proper disposal of used material if any in

appropriate containers.

12) Equipment Failure if a piece of equipment fails while being used, reports the failure

immediately to your lab assistant or tutor. Never try to fix the problem yourself because

you could harm yourself and others.

13) If leaving a lab unattended, turn off all ignition sources and lock the doors.

14) Clean up your work area before leaving.

ADDITIONAL SAFETY GUIDELINES

1) Never do unauthorized experiments.

2) Never work alone in laboratory.

3) Keep your lab space clean and organized.

4) Do not leave any ongoing experiment unattended.

5) Maintain unobstructed access to all exits, fire extinguishers, electrical panels,

emergency showers, and eyewashes.

6) Do not use corridors for storage or work areas.

7) Do not store heavy items above table height. Any overhead storage of supplies on top

of cabinets should be limited to lightweight items only.

8) Be careful when lifting heavy objects.

9) Clean your lab bench and equipment, and lock the door before you leave the laboratory.

LABORATORY SAFETY

1) The lecturer responsible for each laboratory class has complete charge during the class.

2) Except when otherwise directed by the lecturer in charge, no experimental circuit is to

be made live until the lecturer, or one of the demonstrators, has checked the circuit and

ensured that all earth connections have been made.

3) If any faults with equipment are suspected, the laboratory supervisor should be notified

immediately.

4) No live experimental circuit is to be left unattended.

5) No student is to do any practical work using live equipment, or power and machine tools,

whilst alone in a laboratory or workshop.

6) It is highly desirable that shoes with insulating and nonslip soles and heels are worn.

Bare feet, sandals, or loose sandals, will not be permitted in laboratories.

7) Smoking, eating or drinking in the laboratories is forbidden.

8) After completion of an experiment, students must tidy up and stow away.

ELECTRICAL SAFETY

1) Obtain permission before operating any high voltage equipment.

2) Maintain an unobstructed access to all electrical panels.

3) Wiring or other electrical modifications must be referred to the Electronics Shop or the

Building Coordinator.

4) Avoid using extension cords whenever possible. If you must use one, obtain a heavy-

duty one that is electrically grounded, with its own fuse, and install it safely. Extension

cords should not go under doors, across aisles, be hung from the ceiling, or plugged into

other extension cords.

5) Never, ever modify, attach, or otherwise change any high voltage equipment.

6) Always make sure all capacitors are discharged (using a grounded cable with an

insulating handle) before touching high voltage leads or the "inside" of any

equipment even after it has been turned off. Capacitors can hold charge for many hours

after the equipment has been turned off.

7) Keep water away from electrical devices.

8) Never touch an electrical appliance, switch, or plug with wet hands.

9) Never touch an electrical device and a water pipe or other ground at the same time. To

pull out a plug, grasp the plug firmly; do not yank the wire.

10) Report any defective or malfunctioning equipment to your instructor at once.

EFFECTS OF ELECTRICAL CURRENT ON HUMAN

LEAKAGE CURRENTS

FIRST AID FACT SHEET

What should I do if a co-worker is shocked or burned by electricity?

Shut off the electrical current if the victim is still in contact with the energized circuit. While

you do this, have someone else call for help. If you cannot get to the switchgear quickly, pry

the victim from the circuit with something that does not conduct electricity such as dry wood.

Do not touch the victim yourself if he or she is still in contact with an electrical circuit! You do

not want to be a victim, too!

COMPARATIVE EVALUATION OF ULTRASOUND CAROTID ARTERY IMAGE

ENHANCEMENT TECHNIQUE

EXERCISE 1

COMPARATIVE EVALUATION OF ULTRASOUND CAROTID ARTERY IMAGE

ENHANCEMENT TECHNIQUE

1.1 LEARNING OUTCOMES

At the end of this laboratory session, students are expected to be able:

(1) To acquire carotid artery image by using ultrasound machine.

(2) To analyze and evaluate the image enhancement techniques by using MATLAB.

(3) To demonstrate the leadership skills and team working within limited time constraint.

1.2 ACTIVITIES

As a biomedical engineer in a radiology consultant firm, you are given a task to conduct a study

on image enhancement focused on ultrasound carotid artery images. The information of image

enhancement is described in the following section. The software that your firm provides for the

task is MATLAB R2013B.

1.3 SYSTEM DESCRIPTIONS

Image enhancement is the process of adjusting digital images so that the results are more

suitable for display or further image analysis. The techniques are commonly applied to improve

the appearance of an image and a new image is produced. For instance, the techniques of

denoise, sharpen, brighten are to make the image easier to identify any feature.

1.3.1 Principle of Ultrasound

Medical ultrasound, also called sonography, is a mode of medical imaging that has a wide array

of clinical applications, both as a primary modality and as an adjunct to other diagnostic

procedures. The basis of its operation is the transmission of high frequency sound into the body

followed by the reception, processing, and parametric display of echoes returning from

structures and tissues within the body [1][2]. Ultrasound is primarily a tomographic modality,

meaning that it presents an image that is typically a cross-section of the tissue volume under

investigation. It is also a soft-tissue modality, given that current ultrasound methodology does

not provide useful images of or through bone or bodies of gas, such as found in the lung and

bowel [3]. Its utility in the clinic is in large part due to three characteristics. These are that

ultrasound a) is a real-time modality, b) does not utilize ionizing radiation, and c) provides

quantitative measurement and imaging of blood flow.

1.3.2 Image Denoising

The noise removal technique have become an important practice in medical field. The technique

has advantages over simple techniques which reduce noise but at the same time smooth away

edges to a greater image as shown in Figure 1 [4].

Figure 1 – Denoising technique to an image corrupted by Gaussian noise.

1.3.3 Image sharpening

Image sharpening refers to any enhancement technique that highlights edges and fine details in

an image. It consists of adding to the original image a signal that is proportional to a high-pass

filtered version of the original image as show in Figure 2 [4].

Figure 2 – Sharpening process from the original image

1.4 TEAM ORGANIZATION

This project is divided into 7 working groups with each group consists of 3 members. Each

working group needs to appoint a leader to oversee the completion of the project.

1.5 INSTRUCTIONS

The task needs to be completed in three (3) weeks. Each working group is required to submit a

Minutes of Meeting (MoM) on weekly basis. To complete this project, each working group

needs to justify the best image enhancement technique for ultrasound carotid artery images.

1.6 EXPECTED OUTCOMES

At the end of this study, your team needs to present the outcomes and produce and extensive

report with the following details:

(1) Introduction of the study (background, scope, objectives and literature reviews)

(2) Various techniques used to enhance the images.

(3) Comparisons of image quality can be done through visual inspection or determination of

certain parameters (MSE, SNR etc).

(4) An extensive discussions on the results.

(5) Conclusion.

(6) References.

1.7 REFERENCES

[1] Alexander Burdenko (2013). Ultrasonography, Technology Diagnostic Applications

and Potential Benefits/Risks. New York: Nova Science.

[2] Street Laurence (2012). Introduction to Biomedical Engineering Technology. Boca

Raton: CRC Press. Call number: R856 .S77 2012

[3] Ludmila N. Ivanova (2012). Circulatory System and Arterial Hypertension

Experimental Investigation, Mathematical and Computer Simulation. New York: Nova

Science.

[4] Alasdair MacAndrew (2004). Introduction to Digital Image Processing with MATLAB.

United States of America: Thomson Course Technology.

DEVELOPMENT OF THREE DIMENSIONAL (3D) MODEL FROM COMPUTED

TOMOGRAPHY (CT) SCAN IMAGES

EXERCISE 2

DEVELOPMENT OF THREE DIMENSIONAL (3D) MODEL FROM COMPUTED

TOMOGRAPHY (CT) SCAN IMAGES



(1) To develop 3D bone model from CT scan images using 3D Slicer Version 4.8

(2) To examine the anatomical bone structure from the CT scan images

(3) To work in group to solve medical imaging problems in a group within a limited

amount of time frame

.

2.2 ACTIVITIES

As a Biomedical Engineer in an engineering consultant company, you are given are given a task

to develop a 3D model from CT scan images. The software that your company provides to

execute the task is 3D Slicer Version 4.8. In order to do that you are required to explore the

attributes and availability of the CT scan images that can be found from on-line database and

also to discover the functionality of the 3D Slicer Software.


2.3.1 3D Slice Software

3D Slicer software is an open source software platform that is used for medical image

informatics, image processing, and three-dimensional visualization. It is also a software

platform for the analysis (including registration and interactive segmentation) and

visualization (including volume rendering) of medical images and for research in image

guided therapy [1]. The 3D Slicer software brings free and powerful cross-platform

processing tools to physicians, researcher and general public over two decades through the

support from the National Institutes of Health and a worldwide developer community [2] .

This software is available on multiple operating systems Linux, Mac OSX and Windows. It

is extensible with powerful plug-in capabilities for adding algorithms and applications. The

features of the 3D Slicer software include multi organ (from head to toe), support for multi-

modality imaging including, MRI, CT, US, nuclear medicine, and microscopy, and

bidirectional interface for devices [3].

2.3.2 3D Slice Software

The 3D modelling is a process of developing a mathematical representation of any surface and

create an object from a data in 3D via specialized software [4]. The object created is similar

from what it is expected or designed. The 3D modelling is changing the world nowadays due

to its potential to be applied in medical field to improve people’s lives. The application of the

3D modelling helps out doctor to create artificial parts of our body, which has a closer look to

our body structure or even analyzing it without the need of the actual human body parts [2][3].

Recently, the current applications of this technology are used in tissue and organ fabrication,

and also in the development of prosthetics and implants[1][2]. Generally, the process of

generating 3D vertebral model from CT scan data consists of three important steps to create the

object. The steps are (refer to Figure 1): (1) CT scan data acquisition (2) segmentation (3) mesh

generation[7].

Figure 1 – Basic principle of 3D model development



working group needs to appoint a project leader and the rest of the team will take role as a

biomedical engineer to complete the task.

2.5 INSTRUCTIONS

The task needs to be completed in THREE (3) weeks. Each working group is required to submit

a short report on a completed task throughout the week. You are required to use 3D Slicer

Version 4.8 to develop the 3D model. Find CT scan images of bones from human or animal,

export the images to 3D Slicer Software and finally develop the 3D model of the image.




(1) Introduction of the study (background, scope, objective and literature review).

(2) Lists the type of image format that is compatible for medical purpose.

(3) Identify and describe the anatomical structure of the selected bone.

(4) The method used to construct the 3D image including the methodology to enhance the

image quality.

(5) Discussion on the possible extended application from the 3D model development.

(6) Conclusion of the project.

(7) References related to the project.

2.7 REFERENCES

[1] E. Hassanzadeh et al., “Comparison of quantitative apparent diffusion coefficient

parameters with prostate imaging reporting and data system V2 assessment for detection

of clinically significant peripheral zone prostate cancer,” Abdom. Radiol., vol. 43, no. 5,

pp. 1237–1244, May 2018.

[2] A. B. Scanlan et al., “Comparison of 3D Echocardiogram-Derived 3D Printed Valve

Models to Molded Models for Simulated Repair of Pediatric Atrioventricular Valves,”

Pediatr. Cardiol., vol. 39, no. 3, pp. 538–547, Mar. 2018.

[3] M. Ghafoorian et al., “Transfer Learning for Domain Adaptation in MRI: Application

in Brain Lesion Segmentation,” Feb. 2017.

[4] F. Rengier et al., “3D printing based on imaging data: review of medical applications,”

Int. J. Comput. Assist. Radiol. Surg., vol. 5, no. 4, pp. 335–341, Jul. 2010.

[5] T. Vernon and D. Peckham, “The benefits of 3D modelling and animation in medical

teaching,” J. Vis. Commun. Med., vol. 25, no. 4, pp. 142–148, 2002.

[6] C. L. Ventola, “Medical Applications for 3D Printing: Current and Projected Uses.,” P

T, vol. 39, no. 10, pp. 704–711, 2014.

[7] A. Marro, T. Bandukwala, and W. Mak, “Three-Dimensional Printing and Medical

Imaging: A Review of the Methods and Applications,” Curr. Probl. Diagn. Radiol., vol.

45, no. 1, pp. 2–9, Jan. 2016.

MONITORING AND ANALYZING α AND β WAVE SIGNALS FOR VISUAL

CORTEX ANALYSIS USING ELECTROENCEPHALOGRAM (EEG)

EXERCISE 3

MONITORING AND ANALYZING α AND β WAVE SIGNALS FOR VISUAL

CORTEX ANALYSIS USING ELECTROENCEPHALOGRAM (EEG)



(1) To understand the concept of visual cortex electrical signals in response to eyes

movements and human emotions with respect to α wave.

(2) To analyse the effect of α and β wave electrical signals towards various eyes

movements and emotions.

(3) To work in group in completing laboratory tasks and report writing within the time

given.

3.2 ACTIVITIES

As a researcher in medical electronics engineering, you have been assigned to conduct an EEG

experiment related to electrical signal wave response of human visual cortex neuron. In order

to do that, your subject of experiment is required to perform TWO (2) different activities which

you will decide based on α and β frequency wave.

You are given the KL-72001 Main Unit, KL-75004 EEG Module and EEG electrodes to

complete the task. The details of the system connection are described in the following section.


The electroencephalogram (EEG) is a unique and valuable measure of brain’s electrical

function. It is a graphic display of a difference in voltages from two sites of brain function

recorded over time [1]. Potential alterations produced in brain cortex can be recorded with

paired electrodes that are placed on the human skull. These potential alterations occur due to

the electrical rhythms and transient discharge and are so called the electroencephalogram (EEG).

EEG signals can be classified with the measuring positions, frequency ranges, amplitudes,

signal waveforms, periods and the signal-induced actions. When stimulated externally, EEGs

basically are of synchronization [2][3]. Meanwhile, EEGs are affected due to different degree

of alertness. Separate sleeping periods will result in EEGs with different characteristics. During

experimental operations, some unpredictable noise will still interfere with EEG detection. In

general, EEGs can be divided into four types of waveform according to its frequency range as

shown in Table 1.

Table 1- Four Types of EEG signal



research group needs to appoint a Primary Researcher (PR) and the rest of the team will take

role as Senior Researcher (SR) to complete the project.

3.5 INSTRUCTIONS


a short report on a completed task throughout the week. To complete this task, each research

group needs to conduct EEG measurement on subjects with TWO (2) different external

stimulations using KL-72001 Main Unit and KL-75004 EEG Module as shown in Figure 1.

Careful consideration needed with respect to different states of activities and methodology

involving connections of bridging plugs, placement of EEG electrodes and signal filtering

networks used.

Figure 1- Electroencephalogram EEG





(2) The methodology developed to obtain the EEG measurement.

(3) The details of measurement setup involving the subject, type of activity, duration of

measurement etc.

(4) The discussions and the analysis of the results in the context of the EEG signals of

different states of activities in response with the electrical signals produced from each

state.



3.7 REFERENCES

[1] William O. Tatum, Aatif m. Husain, Selim R. Benbadis, Peter W. Kaplan (2008).

Handbook of EEG Interpretation, Demos Medical Publishing 2008.

[2] Laurence J. Street (2008). Introduction to biomedical engineering technology. Boca

Raton, FL : CRC, 2008.

[3] Jack M. Winters, Molly Follette Story (2007). Medical instrumentation: accessibility

and usability considerations. Boca Raton, FL: Taylor & Francis, 2007.

MONITORING AND ANALYZING HEARTBEAT PATTERNS FOR DIFFERENT

STATE OF HUMAN ACTIVITIES USING ELECTROCARDIOGRAM (ECG)

EXERCISE 4

MONITORING AND ANALYZING HEARTBEAT PATTERNS FOR DIFFERENT

STATE OF HUMAN ACTIVITIES USING ELECTROCARDIOGRAM (ECG)



(1) To monitor and analyse the ECG signals in response to human activities such as resting

and during exercise.

(2) To assemble laboratory equipment appropriate for ECG measurements related to each

activity.

(3) To organise a balanced work plan with available equipment abilities, time duration, and

group coordination.

4.2 ACTIVITIES

As a research team in medical electronics engineering, you have been assigned to conduct ECG

measurement of different states of human activities in response with the heartbeat patterns

produced from each state.

In order to do that, the measurement should be done on subjects who are in resting and during

exercise. You are given the KL-72001 Main Unit and KL-75001 ECG Module to conduct the

measurement. The details of the system connection can be found as described in the related

manuals.


The Electrocardiogram (ECG) is an important tool used for the diagnosis and treatment of

various cardiac and other related diseases. The cardiac is a two-stage electrical pump and the

it’s electrical activity can be measured by electrodes placed on the skin. The recorded tracing

of the ECG waveforms produced by the cardiac can tell us basic information about a patient’s

condition through the measurement of the rate and rhythm of the heartbeat, as well as provide

indirect evidence of blood flow to the cardiac muscle.

P-QRS-T waves can be identified from ECG measurement. Figure 1 shows the P-QRS-T ECG

wave. Different intervals and segments can be identified to provide information about the health

of heart and its conduction system. Changes in the amplitude and duration of the different parts

of the ECG provide diagnostic information for physicians. Many biomedical engineers have

worked on methods for recording and analyzing the ECGs.

Two of major types of ECG monitoring are resting ECG and stress ECG. A resting ECG test

will provide general information on heart conditions. The examination is carried out on an

inpatient basis and lasts only a few minutes, which is usually not eligible to discover rarely

occurring symptom. On the other hands, stress ECG will show whether taking exercises has

any effect on heart. The test is done on an in-patient basis usually on a treadmill or bike.

Different ECG patterns can be seen from both ECG monitoring.

Figure 1- The ECG wave



member of the group must play equal role to complete the task given.

4.5 INSTRUCTIONS


a short report on a completed task throughout the week. To complete the task, each group is

required to conduct ECG measurement on subjects who are in different states of activity, e.g.

resting and exercise, by using KL-72001 Main Unit and KL-75001 ECG Module. Connection

of bridging plugs, ECG electrodes and signal filtering networks should be carefully considered

during measurement. The analysis of ECG signals from each measurement must be reported

thoroughly in the final report.





(2) The method used to conduct the ECG measurement.

(3) The details of measurement setup involving the subject, type of activity, duration of

measurement etc.

(4) The discussions and the analysis of the results in the context of the ECG signals of

different states of activities in response with the heartbeat patterns produced from each

state.



4.7 REFERENCES

[1] R.S. Khandpur (2005). Biomedical Instrumentation: Technology and Application,

McGraw-Hill, New York 2005. Call Number: R856.15 .K43 2005

[2] Jack M. Winters, Molly Follette Story (2007). Medical instrumentation: accessibility

and usability considerations. Boca Raton, FL: Taylor & Francis, 2007. Call Number:

R856.6 .M42 2007

[3] James Moore and George Zouridakis (2004). Biomedical technology and devices

handbook. Boca Raton, FL: CRC Press, 2004. Call Number: R856.15 .B57 2004

[4] Joseph J. Carr and John M. Brown (2001). Introduction to Biomedical Equipment

Technology. Upper Saddle River, NJ: Prentice Hall, 2001. Call Number: R856 .C37

2001 n.30

[5] Laurence J. Street (2008). Introduction to biomedical engineering technology. Boca

Raton, FL : CRC, 2008. Call Number: R856 .S77 2008

Documents

FACULTY OF ELECTRICAL AND ELECTRONIC ...fkee.uthm.edu.my/images/docs/labsheet/4/BEU40601/Lab...INTRODUCTION This module is designed for Medical Electronic Engineering Laboratory (BEU40601)