Chem E 486 Designing Educational LabonaChip Modules

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Chem E 486Designing Educational Lab-on-a-Chip
Modules

• Societal and economic trends likely to affect
  your career.
• What is a Lab-on-a-Chip?
• -Examples of the technology
• -Rationale for using it
• -What is the role for Chem Es
• The Course
• Student Roles and Responsibilities

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Societal and economic trends
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Societal and economic trends
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Societal and economic trends
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Societal and economic trends - Questions to think
aboutWhat advantages/disadvantages do you
have vis-a-vis various internationally-educated
B.S. Chem Es?What aspects of Chem E are
easiest to outsource? Which are the
hardest?What Chem E employment sectors are
likely to stay in USA? What are their
distinguishing traits?
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What is a Lab-on-a-Chip?
Images from http//www.istat.com/products/
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Why Lab-on-a-Chip instead of regular analysis?
Data from http//www.istat.com/products/docs/151
420.pdf
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Another Lab-on-a-Chip example
http//www.micronics.net/technologies/h-filter.swf
Images from http//www.micronics.net/products/
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Another Lab-on-a-Chip
Sip reagents into storage wells
Images from http//www.calipertech.com/pdf/DNA_A
ssay.pdf/
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Another Lab-on-a-Chip
ATP-dependent kinetics at 37 C
Mix and react sample with reagent
Images from http//www.calipertech.com/pdf/DNA_A
ssay.pdf/
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Another Lab-on-a-Chip
Electrophoretic separation
Flow products to separation column
Time (s)
Run electrophoretic separation
Images from http//www.calipertech.com/pdf/DNA_A
ssay.pdf/
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Do you have what it takes to design a
Lab-on-a-Chip?Key Elements (all done at the
micro-scale) Flow of fluids in channels
(Chem E 330, 436) Automated control (Chem E
480) of fluid temperatures (Chem E 340, 436,
437) Chemical Reactions (Chem E 465, 437, many
Chem classes) Mass Transfer/Separations (Chem
E 326, 435, 437)As Chem Es you have the
technical foundation needed, but now need to
learn SPECIFIC information, FAST!
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Specific information will come from Taking a
short-course (here, class lectures during weeks
1-4) (1) microfluidics intro to physics
(2) microfluidic/transport/reaction simulations
with FEMLab (BAF) (3) microfluidics process
equipment and practical issues (4) heat
transfer at the microscale (5) separations
at the microscale (6) microreactor
concepts Talking to experts (here, mainly
Schwartz, Chen, and Manghani) Working on
prototype problems (here, weeks 1-3) Doing
literature researchLife-long learning---do it
or stagnate as a professional.
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Design Objective for Chem E 486 Develop a
product line that satisfies the educational
marketplaces need for low cost, effective,
experiments that reinforce fundamental science
and engineering concepts, while also providing
insight into emerging science/engineering areas
(here, Lab-on-a-Chip technology). Investors will
provide the initial capital needed to manufacture
and market your product line if you can show a
plausible economic scenario that will return a
20 discounted rate of return on investment over
a 7 year investment window.Lab session 1 will
discuss this in detail
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Student Roles and Responsibilities for Chem E 486
Groups with 3 or 4 studentsEach group
member to take on role as a Specialist
-Simulation Specialist -Microfabrication
Specialist -Marketing/Economic Analysis
Specialist -Communications Director (three
person groups combine the last two)Specialists
will lead and coordinate activities in their
areas, but not do all the work in that area (they
must also delegate tasks to others).
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Time Table for Chem E 486 Weeks 1-3---Skill
acquisition boot camp -Lectures presented in
Short-Course format -Specialists given
preliminary projects to build expertiseDeliverabl
es Specialist (Sim/Fab/Market) reports
demonstrating skill and knowledge acquisition.
(15 of Sim/Fab/Market grade) Week
4---Preliminary design conceptsDeliverables
Preliminary and alternative design concepts (25
of Comm Director, 10 of specialists, grade)
Week 5-8---Refinement of design/simulation/fabrica
tion/economic analysis Deliverables Weekly
work plans and progress updates (10 of grade)
Week 9---Final design report and product
demonstration Deliverables Written report and
a demonstration device will be completed (40 of
grade) Week 10---Oral Report and Peer
ReviewDeliverables Oral Presentation of
technical and economic design (15). Turn in
Leader/Subordinate evaluations of colleagues
(10).