Teaching Nanotechnology Using Haptics
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Teaching Nanotechnology Using Haptics

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2009 ASEE Conference Presentation

2009 ASEE Conference Presentation

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Teaching Nanotechnology Using Haptics Teaching Nanotechnology Using Haptics Presentation Transcript

  • 2009 ASEE Annual Conference and Exposition
    Development of a Nanoscale Virtual Environment Haptic Interface for Teaching Nanotechnology to Individuals who are Visually Impaired
    Dianne Pawluk1, Curtis Taylor2, Marcia Hoffman1 and Maria McClintock1
    1Dept. of Biomedical Engineering, Virginia Commonwealth University
    2Dept.of Mechanical and Aerospace Engineering, University of Florida
    VCU
    With support from the National Science Foundation
  • 2
    2009 ASEE Annual Conference and Exposition
    2
    Outline of Presentation
    What is haptics?
    Motivation for using haptics to teach nanotechnology
    Background
    Learning Modules
    Preliminary Results
    Future Plans
  • 3
    Traditional Teaching of Abstract Science and Nanotechnology
    2009 ASEE Annual Conference and Exposition
    Traditional methods of teaching
    • lectures
    • rely on 2-D diagrams or display
    • poor engagement of students
    • difficult to conceptualize
    • more difficult for visually impaired
    material
    structure
    atomic
    structure
    New methods needed to increase engagement and perception
    molecular
    machine
    3
  • 4
    What is haptics?
    2009 ASEE Annual Conference and Exposition
    The combination of:
    Perception of forces and position
    Sense of touch
    4
  • 5
    Why Nanotechnology, Why Haptics?
    2009 ASEE Annual Conference and Exposition
    Governments, educators and researchers
    Future demand for employees
    Diversity
    educate, attract
    Students who are blind or visually impaired
    No one can see what goes on at the nanoscale
    Pictures are not very intuitive in describing forces
    inclusiveness, opportunity
    Sighted students
    Considerable portion haptic learners
    engaged, interest
    The first atomic force microscope
    5
  • 6
    2009 ASEE Annual Conference and Exposition
    Virtual Reality System with Haptics
    • for a wide range of ages, compare to something familiar
    • include individuals who are blind or visually impaired, sonification
    6
  • 7
    2009 ASEE Annual Conference and Exposition
    State-of-the-art in Haptics
    Haptics
    • training
    • surgery, flying aircraft, etc.
    • tele-nanomanipulation
    • teaching
    Phantom (> $10,000)
    SideWinder (< $50)
    Novint Falcon
    • affordableforce feedback device, with position information
    • easily replicated in a classroom
    • allows for interactive, multi-sensory exploration of nanoscale concepts for sighted and visually impaired
    Novint Falcon (< $200)
    7
  • 8
    2009 ASEE Annual Conference and Exposition
    What are the big ideas in nanotechnology?
    1. Size and Scale
    2. Dominant Forces
    3. Structure of matter
    4. Instrumentation
    5. Nanomachines
    6. Nanoscale Fabrication
    Science
    Engineering
    8
  • 9
    Module 1: Size and Scale
    2009 ASEE Annual Conference and Exposition
    Understanding of size continuum helps understand matter and materials
    Idea: controllably “zoom in” on objects that are familiar
    Implementation
    represent objects at different scales by gray-scale images
    intensity = height
    graphics
    triangular tesselation in openGL
    Haptics
    F = kvirtual* dpenetration
    9
  • 10
    Module 2: Dominant Forces
    2009 ASEE Annual Conference and Exposition
    Properties of matter change with scale
    Macroscale
    • gravity
    • inertia
    Nanoscale
    • van der Waal
    • adhesion forces (electrostatic, capillary, etc.)
    force
    10
  • Preliminary ResultsFor Teaching Nanoscale Science and Engineering
    Touching Atoms
    Interactive Nanofabrication
    Understanding Atomic Potentials
    Falcon Force-Feedback Controller
  • 12
    Conclusion
    2009 ASEE Annual Conference and Exposition
    • Developed new haptic-based, interactive simulations to teach abstract science and nanotechnology concepts
    • Developed learning modules to teach concepts of
    • size and scale
    • dominant forces
    • Demonstrated to prototype to elementary school, undergraduate and graduate students
    • extremely positive reaction
    • Will validate using:
    • cognitive measures
    • affective measures
    • compare to: vision alone and traditional methods
    12