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We must break down the software, hardware and workflow of this design process into specific curricular milestones, analogous to the software stages. For example, students would begin with the steps of drawing, sketching, and ideation and later transition to prototypes, testing, and then to the final product. However, this can be applied at any point within the design process, as opposed to only within the prototyping and testing.

In other words, we need a curriculum with specific 'intermediate milestones' throughout the design process. These milestones have to be related to specific activities that can be solved and evaluated at these points, similar to a software 'competency model'

Researchers begin at the beginning of the design process and move through tools, processes and methods, such as research and development, prototyping, and test and evaluation. This approach is similar to the process followed by scientists who conduct basic research. Design projects are important for applied research, but only when we combine the design process with the design of a final product.

A design should be selected such that its maximum occurring localized stress at the notches max is higher than the electrode fracture strength * max, as highlighted in the figure: max >>* max (green area). This is achieved if max>>* max (red area), making it possible to fabricate an array of CJs that remain uncracked during fabrication while the electrode-bridges fracture only after the release etching step. 84d34552a1