Learning Micromanipulation, Part 2: Term Projects in Practice

• Main Authors: Giovanni Bonciani, Gaetano Biancucci, Simona Fioravanti, Vagif Valiyev, Antonello Binni
• Format: Article
• Language: English
• Published: MDPI AG 2018-09-01
• Series: Actuators
• Subjects: teaching; learning; mocromanipulation; microactuation; multiple ability inventories
• Online Access: http://www.mdpi.com/2076-0825/7/3/56

This paper describes the activities that have been necessary to design, fabricate, control and test some low-cost test stands independently developed by the students enrolled in the course of Micro-Nano sensors and actuators for the postgraduate course in Industrial Nanotechnologies Engineering of the University of Rome La Sapienza. The construction and use of these test stands are an essential part of teaching and learning methods whose theoretical bases have been presented in the companion paper (Part 1). Each test stand is composed of a compliant structure and a control system, which consists of a programmable control micro-card equipped with sensors and actuators. The compliant structure consists of a compliant mechanism whose geometry is achieved by scaling some previously developed silicon micromanipuators and microactuators up to the macroscale by a factor of 20. This macroscale model offered a kinesthetic tool to improve the understanding of the original microsystems and their working principles. The original silicon micromechanisms have been previously presented in the literature by the research group after design and deep reactive-ion etching (DRIE) microfabrication. Scaling from micro to macro size was quite easy because the original DRIE masks were bestowed to the students in the form of CAD files. The samples at the macroscale have been fabricated by means of recently available low-cost 3D printers after some necessary modifications of the mask geometry. The purpose of the whole work (Parts 1 and 2) was the improvement of the efficiency of an educational process in the field of microsystem science. By combining the two companion papers, concerning, respectively, the theoretical basis of the teaching methods and the students’ achievements, it is possible to conclude that, in a given class, there may be some preferred activities that are more efficient than others in terms of advancements and satisfaction.