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This document is intended for faculty members who want to use and/or adapt the signal

processing project “Arrhythmia Detection Algorithms for Implantable Cardioverter Defibrillators”
in their classrooms. This document explains all of the files and sub-folders in the Additional
Project Materials folder.

1. Student Preparation: This project is aimed at first year engineering students. Successful
completion of the project requires familiarity with differential calculus and basic programming
in Matlab. If students are new to Matlab, the following in-class and out-of-class activities will
provide students with enough background to successfully solve this signal processing
project. The total time for all of these Matlab preparation activities is 4-5 hours.

a. Matlab Tutorials (out-of-class): Go to the following URL:
http://www.mathworks.com/academia/student_center/tutorials/launchpad.html
Click on the Interactive Matlab Tutorial and complete the brief registration. Work
through the three groups of tutorials: Matlab On-Ramp (30 minutes); Matlab for
Problem Solving (60 minutes); and, Programming in Matlab (30 minutes).

b. Audio Clipping Mini-Project (out-of-class and in-class): First, outside of class,
review the Audio Clipping Mini-Project Background.ppt slides and attempt to
work through these guided instructions (60 minutes). Next, during class, work
through the Audio Clipping Mini-Project.doc assignment (60-90 minutes). All code,
data, and documents required to conduct this introductory Matlab project are in the
Mini-Project folder.

2. Teaming: These project documents make reference to students working in teams. Prior
experience indicates that students enjoy the work and learn more when working with others.
However, this project could also be performed by an individual. Also, the background lecture
employs an active learning technique called “think-pair-share” and the summary lecture
includes a “closure writing pair” technique. Educational research indicates that these types
of student engagement techniques improve student learning.

3. Exam Questions: The file titled Exam Questions.doc includes 16 short answer and two
design questions that could be used on a quiz or exam.

4. Ethics: The file titled IEEE Guidant ICD Recall Article.pdf is referred to in the Summary
Lecture slides. It provides a germane, recent, real example of ethics and how engineers’
work impacts people’s lives.

5. Project: This signal processing project allows students to explore how to develop an
algorithm in Matlab so that a patient’s ECG can be classified as either VT or SVT. The

First Hands-on Lab: The project direction for students is in the file titled Student Project Assignment. Slide 15 challenges students to develop and understanding for “how much” of an electric shock the ICD therapy represents. The animation has been set up to play during the “slide show” mode. some . or ECG signal analysis. Instead. a. Note: it is worth reminding students that they may observe the onset time visually—it is not required that they write a function to detect the onset time automatically (however.project also provides students with a more sophisticated classification algorithm for comparison with their simpler design. summary lecture. cardiology. That’s a bright bulb! b.doc. they tend to solve the remainder of the problem with little to no assistance. The faculty member will see how the recommended Matlab code structure (as described in the background lecture and in the student project assignment) reflects the code given in the Derivative Algorithm sub-folder of the Code folder. Background Lecture: The slides for this first meeting are in the file titled Background Lecture. not time. It will behoove the faculty member who will guide the students during their design and implementation to know that finding the three “R” peaks in the ECG signals is the task that students find most difficult (this is done in the code file titled r_peak. the question can simply be answered by: Time = Work/Power = (300J) / (100W) = 3 sec. Recalling that power is the rate at which work is done. what light bulb could be powered? Power = (300J) / (0. This document steps the students through the development of the Derivative Method (DM) algorithm. Happily.ppt. if this does not occur. Each of these chronological events is now described in more detail. first hands-on lab. Slides 6 and 10 include an animation of electrical activity and corresponding blood flow in the heart under various conditions. the necessary technical information related to the heart and arrhythmias has been distilled and included in this lecture. All of the code includes header comments as well as in-line comments. and follow-up hands-on lab. however. then the “notes” section of slides 6 and 10 give the URL for playing this online animation. In other words. once the students successfully find the three peaks. But the curious student will realize that the more meaningful comparison is in terms of power. given that the therapy is 300J in about 10msec. It is recommended that the project be conducted over two weeks using a format that includes four in-class meetings: background lecture.m).01sec) = 30kW. This project does not require that the faculty have expertise in arrhythmias. The specific guidance includes hints and warnings with regard to important issues that have proven challenging to students.

results and conclusions. Students find it straightforward to use the EFF_calc.. what is a threshold. the primary goal is to assess the students’ designs and results. a team can completely describe and show their code and results in 10-15 minutes. c. . The project assignment refers to all of the signals given in the Data folder: the normal ECG given by SR. The file titled Project Report Solution.doc is an example of a final report that each team is expected to prepare. frustrations. The file titled Project Scoring Table. guidance on how the students’ methods and results will be assessed in the final meeting. Summary Lecture: The slides for this third meeting are in the file titled Summary Lecture. the nine unknown ECG signals (students do not know which are VT and which are SVT). The primary goal of this third meeting is to recap the problem and solution to date—this should be an interactive lecture with students sharing their experiences. the ten known ECG signals (students know the first five are VT and the last five are SVT). This meeting also provides: insight into the expected results. and solutions. They also tend to independently determine how to compute and compare the two methods in terms of speed. ambitious students will do this too). It follows a typical technical report (or conference paper) format: problem definition. so emphasis on the relevant slides in the background lecture can be helpful.ppt. d.g. real-world ethical issue regarding implantable cardioverter defibrillators (see item 4 above). and how does one use a threshold). several students struggled with the concept of thresholding (e. an introduction to a recent.doc provides a rubric for this assessment. on average. and. methods. and.m file to find the EFF values for each ECG signal. how does one compute a threshold. Finally. Follow-up Hands-on Lab: In this fourth and final meeting.