On Laser-Cut microfluidics in education

Tarun Sunkaraneni
Joshua Ong
Kyle Branch
Anthony Butterfield
University of Utah Department of Chemical Engineering

Abstract
This paper introduces laser-cut microfluidic channels. The developed technology is applied to
university laboratory equipment and general education. The experiment conducted shows the channel to
produce accurate data of a standardized acid-base reaction and illustrate the fluid dynamics of the
microfluidic chip under the microscope.
Introduction
Microfluidics is the moving, mixing, separating, or otherwise processing of liquids on the micro
meter scale. Microfluidics are primarily impactful in bio/chemical research and analysis because of the
smaller volumes of costly reagent needed for reactions 4. The smaller quantities needed make
experimentation more cost efficient and environmentally conservative. Technological advancements are
being made to miniaturize the function of a whole analytical lab onto a single chip, leading to mass
automation of experimentation. It is also being applied to improving current technologies 4-5.
Microfluidic devices have yet to make their way into many classrooms due to the time and
expense needed to create them. Some methods for demonstrating microfluidics to high school students
have been described using Jell-O and wax paper channels 1-2, but these methods are primarily meant for
demonstrations. While these gelatin channels are primarily meant for demonstration and are on the
millimeter scale, low Reynold numbers may be demonstrated. One nearly ubiquitous technique for
microfluidic channels in research laboratories is soft lithography using PDMS 3. A soft lithography process
can be generalized into three major steps. First a negative mold of the channel is created, normally
through photolithography on a silicon material. Second, liquid PDMS is poured around the mold and
allowed to dry. Third, the mold is removed and the PDMS is attached to a substrate. PDMS is used for its
optical transparency, biocompatibility, and accuracy. Although simpler than industrial standards 4, this
method contains many steps, requires technical equipment- not available to teaching laboratories, and
consumes lengthy amounts of time to fabricate.
However, due to the maker-space movement, many high schools and undergraduate labs now
have access to laser cutters. In this work we describe a method using a CO 2 laser cutter to construct
microfluidic channels and pumps for educational purposes. In addition to fulfilling the functionality of
PDMS, this method takes less time and may make use of existing equipment. This work provides for a
method device for high schools and universities for both demonstration of fluid dynamics and kinetics
and quantitative analysis.

Theory // (How to make them)

The designs for the pump and channel were cut using the laser cutter. The channel is composed of two
pieces, one piece that has a channel etched into it and a substrate to seal the channel. The channel and its
substrate were clamped together and the outer boundary was sealed using a pipet to release acrylic
through capillary action. Hard piping was forced into the three channel entry points and sealed with a
bonder gel. A solution of acrylic and isopropyl was then pumped through a peristaltic pipe through the
channels while adequate pressure was applied to the channel. The laser-cut pump and stepper motor were
used to pump liquids into the microfluidic channel.

Application (of the theory)

The purpose of this work is to show that the laser cut microfluidic chips effectively demonstrate
fluid dynamics and kinetics concepts and can be used for quantitative analysis. This can be seen in a
fuschin and sodium hydroxide reaction, which produces a pink to clear color change.

Students can place the microfluidic channel under a microscope to watch liquids flow through the
channel, visually aiding how

Empty Channel

Filled Channel

Quantitative anaylisis of the microfluidic channel can also be done to model the reaction in the
microdfluidic chip. One way to do this is to analzye the pixels of an array of image from a serial dilution
to model different concentrations.

//paragraph about how this data is authentic

//data of the calibration for microfluidic pumps- remove?
Pump 1
RPM
Seconds
mL final
ml Initial
change
flow rate: ml/time
100.01
35.324
37.341
2.017
0.0201679832
99.91
33.312
35.324
2.012
0.02013812431
100.06
26.458
28.385
1.927
0.01925844493
140.92
23.11
25.22
2.11
0.01497303435
189.75
21.183
23.11
1.927
0.01015546772
341.24
19.08
21.183
2.103
0.006162817958
99.66
36.754
38.804
2.05
0.02056993779
140.96
34.023
36.754
2.731
0.01937429058 OUTLIER
188.49
31.962
34.072
2.11
0.01119422781
340.56
29.99
31.962
1.972
0.005790462767
141.95
28.164
29.99
1.826
0.0128636844
188.58
26.238
28.164
1.926
0.01021317213
340.63
24.176
26.238
2.062
0.006053489123

Pump 2
RPM

Seconds
mL final
ml Initial
change
flow rate: ml/time
10
100.01
33.804
35.966
2.162
0.02161783822
10
99.91
31.666
33.804
2.138
0.02139925933
10
100.06
25.292
27.42
2.128
0.02126723966

6
4
2
10
6
4
2
6
4
2

140.92
189.75
341.24
99.66
140.96
188.49
340.56
141.95
188.58
340.63

21.949
19.839
17.726
36.31
33.963
31.542
30.722
28.763
26.808
24.803

24.152
21.949
19.839
38.365
35.22
33.063
31.542
30.722
28.783
26.808

2.203
2.11
2.113
2.055
1.257
1.521
0.82
1.959
1.975
2.005

0.01563298325
0.0111198946
0.006192122846
0.02062010837
0.008917423383 OUTLIER
0.008069393602 OUTLIER
0.002407798919 OUTLIER
0.01380063403
0.0104730088
0.00588615213

Conclusion
Laser-cut microfluidic channels have the potential to be used in laboratory classes to educate
students on microfluidic dynamics and kinetics as well as a device used for the quantitative analysis of
reactions. This can be seen in the fuschin and sodium hydroxide reaction which can both be analyzed with
absorption spectroscopy methods and visualized under a microscope. Laboratory classes in universities
and high schools could implement similar experiments to introduce students to microfluidics and modern
research in microfluidics. It may be more ideal for laboratories that have access to laser cutters, especially
due to the maker-space movement.
//implications

Reference (MLA)
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Emanuel Carrilho, Andres W. Martinez, and George M. Whitesides
Analytical Chemistry 2009 81 (16), 7091-7095
DOI: 10.1021/ac901071p
2. Using Inexpensive Jell-O Chips for Hands-On Microfluidics Education
Cheng Wei T. Yang, Eric Ouellet, and Eric T. Lagally
Analytical Chemistry 2010 82 (13), 5408-5414
DOI: 10.1021/ac902926x
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