Introduction of CNC Milling to First-Year Engineering Students with Interests in Nanotechnology and Microfluidics

• Published in: Association for Engineering Education - Engineering Library Division Papers p. 25.849.1
• Main Authors: Abernathy, Scott Michael, Carruthers, Barbara Elizabeth, Kayla Fay Presley, Clingan, Paul Alan
• Format: Conference Proceeding
• Language: English
• Published: Atlanta American Society for Engineering Education-ASEE 10.06.2012
• Subjects: Biomedical engineering; Biomedical materials; CAD/CAM; CAM; Competition; Computer aided manufacturing; Concurrent engineering; Design engineering; Drafting software; Education; Engineering; Engineering education; Engineers; Equipment costs; Fluidics; Knowledge representation; Lab-on-a-chip; Learning; Microfluidics; Milling machines; Nanotechnology; Numerical controls; Organic chemistry; Privacy; Problem solving; Production costs; Research projects; Skills; Student retention; Students; Vapor deposition; Viability

Introduction of CNC Milling to First-Year Engineering Students with Interests in Nanotechnology and Microfluidics An early introduction to various prototyping and production technologies is important to engineering students’ education1. The skills learned in early engineering classes build a strong foundation for students that keep them relevant in job markets and provide valuable knowledge that can be applied in upper level engineering classes. As a result many universities have design projects for their first-year students, allowing them to get hands on experience with the design process2. These classes vary in subject matter, but the goal is to let students have project-based experience that they can apply to problems they encounter in their futures. Computer automated machining is a valuable skill for many engineers, but education in this subject is not widespread. Many engineering programs do not teach methods for automated machining to younger students, and some engineering disciplines may not learn these skills at all.While prototyping is now a common part of the design process, few students are able to confidently create a machined physical model at the end of their college career. It is important that students of all engineering disciplines have knowledge of milling methods so that they may utilize the technology in their careers3. A first-year design project course at a large, midwestern institution allows first-year,honors engineering students who are interested in nanotechnology and microfluidics, and have identified as chemical or biomedical engineers, get a hands-on design and research-based experience. The course is composed of a 2 group projects, one of which requires each student to generate design ideas for a lab-on-a-chip in addition to a holder for the completed chip. Groups then use those ideas to create a final design, which will be used in a microfluidics research project. Throughout the design process, students collaborate with the instructors and teaching assistants about the advantages and disadvantages of their ideas, and go through a multi-step draft and redesign process until a final design is reached4. The students learn the basics of the computer aided drafting (CAD) and computer aided machining (CAM) methods needed for milling. In addition they learn about other ways of creating these types of molds, such as chemical vapor deposition. With this knowledge the students create parts to be used in their final experiments on a CNC milling machine. These skills build off of knowledge of CAD programs taught during the proceeding terms. Also students get experience with other modeling software packages and to directly participate in the milling experience5. In addition to the lab-on-a-chip portion of the course, the class includes a theoretical nanotechnology research project. During this project, students must design a device to deliver medication to human cells without damaging them. Part of the process for the project is to model the device and to estimate equipment-manufacturing costs. This is also supplemented by the lab-on-a-chip CAM experience discussed earlier. As part of their research, students are expected to find the cost of milling their designs, as well as the cost of raw materials. Feedback about the processes used in the class is solicited from the students by online,anonymous journal entries, as well as end of the term course evaluations. Student reviews of the course are mostly positive, and at the end of the term they present their experimental findings and research projects to members of faculty and industry6. For their micro-fluidics presentations,groups compete in a poster competition and are encouraged to bring their completed chips to the presentation and explain them to the judges. For the presentations on the nanotechnology project,student groups prepare a formal presentation for judges and must discuss, among other things,the viability of their designs, including the price point of their devices. At the end of the class,there is usually some debate between students as to who gets to keep the completed chip and holder, as well as the documentation that accompanies each of their presentations. References1 Felix, Allison, and Edward P. Zovinka. 2008. "One STEP: Enhancing Student Retention Through Early Introduction of Research for STEM Majors." Council on Undergraduate Research Quarterly 29, no. 1: 30-35.2 Heylen, C., M. Smet, H. Buelens, and J. Vander Sloten. 2007. "Problem solving and engineering design,introducing bachelor students to engineering practice at K. U. Leuven." European Journal of Engineering Education32, no. 4: 375-386.3 MILLER, SANDRA J., RAJIV DOSHI, J. CRAIG MILROY, and PAUL G. YOCK. 2001. "Early Experiences inCross-Disciplinary Education in Biomedical Technology Innovation at Stanford University." Journal of Engineering Education 90, no. 4: 585-588.4 Gero, John S. 1990. “Design Prototypes: A Knowledge Representation Schema for Design.” AI Magazine 11, no.4: 26-365 Alemzadeh, Kazem. 2006. "A team-based CAM project utilising the latest CAD/CAM and web-basedt echnologies in the concurrent engineering environment." International Journal of Mechanical Engineering Education 34, no. 1: 48-70.6 Labossière, Pierre, and Luke A. Bisby. 2010. "Lessons Learned from a Design Competition for Structural Engineering Students: The Case of a Pedestrian Walkway at the Université de Sherbrooke." Journal of ProfessionalI ssues in Engineering Education & Practice 136, no. 1: 48-56.