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 E’s

•The Course

•Student Roles and Responsibilities

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Societal and economic trends

Societal and economic trends

Societal and economic trends

Societal and economic trends - Questions to think about

•What 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?

What is a “Lab-on-a-Chip”?

Images from http://www.istat.com/products/

Why “Lab-on-a-Chip” instead of regular analysis?

Data from http://www.istat.com/products/docs/151420.pdf

Another “Lab-on-a-Chip” example

Images from http://www.micronics.net/products/

http://www.micronics.net/technologies/h-filter.swf

Another “Lab-on-a-Chip”

Images from http://www.calipertech.com/pdf/DNA_Assay.pdf/

Sip reagents into storage wells

Another “Lab-on-a-Chip”

Images from http://www.calipertech.com/pdf/DNA_Assay.pdf/

Mix and react sample with reagent

ATP-dependent kinetics at 37 ˚C

Another “Lab-on-a-Chip”

Images from http://www.calipertech.com/pdf/DNA_Assay.pdf/

Flow products to separation column

Run electrophoretic separation

Electrophoretic separation

Time (s)

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 E’s you have the technical foundation needed, but now need to learn SPECIFIC information, FAST!

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 research

Life-long learning---do it or stagnate as a professional.

Design Objective for Chem E 486

Develop a product line that satisfies the educational marketplace’s 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

Student Roles and Responsibilities for Chem E 486

•Groups with 3 or 4 students

•Each 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).

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 expertise

Deliverables: 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/fabrication/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%).