This document describes a study exploring the application of augmented reality in E-learning courses. It presents the design of an augmented reality application for teaching solid state chemistry concepts to high school students. The objectives were to identify the scope of AR in E-learning, incorporate guidelines for developing educational material, conduct user interviews on chemistry teaching methods and the existing E-learning model, and develop a prototype AR application. This project aimed to create a functional prototype and test it against conventional methods in a subsequent study.
Project Clearn: Studies in application of augmented reality in E Learning Cou...Mannu Amrit
The document describes the development of an augmented reality-based e-learning solution for solid state chemistry. It begins by establishing the need for such a solution, as 3D visualization is challenging in traditional 2D formats. Literature review and teacher interviews identify specific solid state chemistry concepts that are difficult to teach and learn. The project scope involves using augmented reality to enhance learning for a section of the NCERT 12th standard textbook. Technical specifications of the Vuforia SDK and Unity platform are presented. Screenshots illustrate the application workflow and interactions. User testing feedback indicates students found it engaging but wanted more advanced interactions. Overall, the document outlines the process of conceptualizing and prototyping an AR e-learning app for solid state chemistry
Final year design project report - Studies in application of augmented realit...Mannu Amrit
This document summarizes a design project that studied the application of augmented reality (AR) in e-learning courses for chemistry. The project developed an AR android application using images from chemistry textbooks as markers to augment 3D content about solid state chemistry. An experiment compared the AR app to web-based learning and found that the AR app helped students' content learning and 3D spatial visualization more than web-based systems, and users had more positive behavioral intentions toward the AR system. The project validated AR's potential to improve learning of chemistry concepts requiring spatial skills over current e-learning methods.
A Learning Setting Based on Competitions for Agile Software Engineeringdcsunu
This document describes a graduate-level software engineering course that incorporates competition-based learning. The course focuses on agile software development methodologies. Students work in teams on a semester-long project, implementing Scrum methodology. The project involves writing programs to find missing prime numbers within time limits. Competitions are held at the end of each sprint (iteration) to evaluate program performance. Competition grades are calculated based on performance rankings. Report grades evaluate how well teams applied Scrum. Competition increased student motivation and learning, with most teams performing well on both competition and report components.
This document provides information on the Faculty of Technology at an educational institution. It outlines undergraduate and postgraduate programs offered in various fields of technology. At the undergraduate level, it offers a Bachelor's in Construction Technology. At the postgraduate level, it offers M.Tech programs in Construction Engineering and Management, Structural Engineering Design, Infrastructure Engineering Design, and Geomatics. It also offers a Master's in Science in Geomatics. The document provides details on admission criteria, curriculum, teaching methodology, placements and research opportunities for each program.
The application of computer aided learning to learn basic concepts of branchi...ijma
This document summarizes a study on the development of a Computer Aided Learning (CAL) application to help students learn basic concepts of branching and looping in logic algorithms. The CAL application includes 5 multimedia modules that teach key concepts through interactive exercises and video tutorials. A trial with 40 students found that most students scored 80% or higher on tests of each module, indicating the CAL application was effective at improving learning outcomes. The researchers conclude CAL applications have potential as an instructional tool to help more students succeed in introductory computer programming courses.
This instructional design project provides a plan for teaching eighth grade students how to create a 5-slide PowerPoint presentation with text, images, and action buttons. The plan includes analyzing learner needs through a survey, establishing learning objectives, and designing instructional materials and assessments. Objectives cover topics like inserting text and images, formatting text, and adding hyperlinks between slides. Students will view an instructional video, create a sample presentation, self-assess their work against a rubric, and submit their completed presentation for grading. The goal is to provide students with 21st century presentation skills that transfer to assessments in their online history course and beyond.
This document provides information for a lab course on Object Oriented Software Engineering at Galgotias University. It outlines the course code, faculty details, syllabus, objectives, and activities. The course aims to teach students various object oriented modeling tools and techniques for designing and implementing software projects. Key topics covered in the syllabus include UML diagrams, software engineering processes, and project management. Students will complete assignments modeling various systems using UML diagrams. The document provides context and guidelines for the lab course.
University of Maine's Brunswick Engineering Program Implements PTC software i...PTC
PTC Creo and PTC University Precision LMS have been successfully applied in the University of Maine's Brunswick Engineering Program (BEP) integrated curriculum. PTC Creo constitutes the primary design tool of a design centered first and second year curriculum, and provides the necessary environment for the successful deployment of project and problem based pedagogy. PTC University Precision LMS has proven effective for teaching PTC Creo software in the classroom and allowing class time to focus on principles rather than exhaustive software training. The use of PTC Creo and PTC University Precision LMS in integrated projects has provided students multiple learning modes and a smooth transition from learning the software to applying it to design tasks.
Project Clearn: Studies in application of augmented reality in E Learning Cou...Mannu Amrit
The document describes the development of an augmented reality-based e-learning solution for solid state chemistry. It begins by establishing the need for such a solution, as 3D visualization is challenging in traditional 2D formats. Literature review and teacher interviews identify specific solid state chemistry concepts that are difficult to teach and learn. The project scope involves using augmented reality to enhance learning for a section of the NCERT 12th standard textbook. Technical specifications of the Vuforia SDK and Unity platform are presented. Screenshots illustrate the application workflow and interactions. User testing feedback indicates students found it engaging but wanted more advanced interactions. Overall, the document outlines the process of conceptualizing and prototyping an AR e-learning app for solid state chemistry
Final year design project report - Studies in application of augmented realit...Mannu Amrit
This document summarizes a design project that studied the application of augmented reality (AR) in e-learning courses for chemistry. The project developed an AR android application using images from chemistry textbooks as markers to augment 3D content about solid state chemistry. An experiment compared the AR app to web-based learning and found that the AR app helped students' content learning and 3D spatial visualization more than web-based systems, and users had more positive behavioral intentions toward the AR system. The project validated AR's potential to improve learning of chemistry concepts requiring spatial skills over current e-learning methods.
A Learning Setting Based on Competitions for Agile Software Engineeringdcsunu
This document describes a graduate-level software engineering course that incorporates competition-based learning. The course focuses on agile software development methodologies. Students work in teams on a semester-long project, implementing Scrum methodology. The project involves writing programs to find missing prime numbers within time limits. Competitions are held at the end of each sprint (iteration) to evaluate program performance. Competition grades are calculated based on performance rankings. Report grades evaluate how well teams applied Scrum. Competition increased student motivation and learning, with most teams performing well on both competition and report components.
This document provides information on the Faculty of Technology at an educational institution. It outlines undergraduate and postgraduate programs offered in various fields of technology. At the undergraduate level, it offers a Bachelor's in Construction Technology. At the postgraduate level, it offers M.Tech programs in Construction Engineering and Management, Structural Engineering Design, Infrastructure Engineering Design, and Geomatics. It also offers a Master's in Science in Geomatics. The document provides details on admission criteria, curriculum, teaching methodology, placements and research opportunities for each program.
The application of computer aided learning to learn basic concepts of branchi...ijma
This document summarizes a study on the development of a Computer Aided Learning (CAL) application to help students learn basic concepts of branching and looping in logic algorithms. The CAL application includes 5 multimedia modules that teach key concepts through interactive exercises and video tutorials. A trial with 40 students found that most students scored 80% or higher on tests of each module, indicating the CAL application was effective at improving learning outcomes. The researchers conclude CAL applications have potential as an instructional tool to help more students succeed in introductory computer programming courses.
This instructional design project provides a plan for teaching eighth grade students how to create a 5-slide PowerPoint presentation with text, images, and action buttons. The plan includes analyzing learner needs through a survey, establishing learning objectives, and designing instructional materials and assessments. Objectives cover topics like inserting text and images, formatting text, and adding hyperlinks between slides. Students will view an instructional video, create a sample presentation, self-assess their work against a rubric, and submit their completed presentation for grading. The goal is to provide students with 21st century presentation skills that transfer to assessments in their online history course and beyond.
This document provides information for a lab course on Object Oriented Software Engineering at Galgotias University. It outlines the course code, faculty details, syllabus, objectives, and activities. The course aims to teach students various object oriented modeling tools and techniques for designing and implementing software projects. Key topics covered in the syllabus include UML diagrams, software engineering processes, and project management. Students will complete assignments modeling various systems using UML diagrams. The document provides context and guidelines for the lab course.
University of Maine's Brunswick Engineering Program Implements PTC software i...PTC
PTC Creo and PTC University Precision LMS have been successfully applied in the University of Maine's Brunswick Engineering Program (BEP) integrated curriculum. PTC Creo constitutes the primary design tool of a design centered first and second year curriculum, and provides the necessary environment for the successful deployment of project and problem based pedagogy. PTC University Precision LMS has proven effective for teaching PTC Creo software in the classroom and allowing class time to focus on principles rather than exhaustive software training. The use of PTC Creo and PTC University Precision LMS in integrated projects has provided students multiple learning modes and a smooth transition from learning the software to applying it to design tasks.
The document discusses Marvel Gaming's proposal for a new gaming project, highlighting how it will treat customers, employees, and the community. It summarizes Marvel's management team experience and ownership/management structure. Tables show projections for gaming taxes paid, payroll, and economic benefits over 5 and 15 years, demonstrating Marvel's largest positive impact.
1. Weebly is a free website builder that allows teachers to create simple websites without technical expertise or web design skills.
2. Teachers can add various elements and accessories to their websites over time such as videos, photos, calendars, podcasts, and PowerPoint presentations to engage students.
3. The free Weebly version provides basic website building tools while paid Pro accounts unlock additional features and more customization options.
Project Solutions will design and implement a new network for Leuze Web Design that connects various devices through VLANs. They will survey the site, select network devices, install requested software, and test connectivity. The project will be completed over 4 weeks according to a provided schedule and within the stated budget.
SIWES REPORT ON NETWORKING AND BASIC WEB DESIGNEjiro Ndifereke
This is a technical report on a 6 month Industrial Training on networking and little of web design. The format used is as stated in the SIWES Handbook.
The document discusses search engine optimization (SEO) strategies. It provides statistics on the number of daily searches on Google and Google's dominance in the Indian search market. It outlines key on-site SEO factors like optimizing page titles, descriptions, body text, URLs, heading tags, image alt text, and internal linking. It also discusses technical SEO issues like site speed, security, and canonicalization. The document is a guide for webmasters to improve their search rankings through on-site and technical SEO best practices.
This is my technical report on my 6 months Industrial Training on Web Design (i.e HTML, CSS, JAVASCRIPT, PHP, DATABASE) using the format as stated in the SIWES Hand Book.
Structural Steel and Timber Design EV306 Project Reportherry924
This document summarizes a student's structural steel and timber design project report for a double storey steel building. The student followed British standards and used STAADPro software to analyze and design the building, which included columns, beams, trusses, and purlins made of steel sections. The student stated that the design was their original work done under guidance and checked calculations by hand to verify the STAADPro analysis results.
Web development on web was part of a project in the final year of Engineering to demonstrate the implementation and application of SaaS using Microsoft Silverlight.
The application facilitated creation of web pages without having a need to install any HTML editor based software.
This document provides a design report for an online photo processing system. It includes requirements, UML diagrams, and a prototype interface. The system allows users to upload digital photos, specify print sizes and quality, receive feedback from an expert if needed, and pay electronically to have their photos printed and shipped. UML diagrams include use case and class diagrams that outline the key system functions and interactions between users, administrators, servers and printers. A prototype screenshot demonstrates the initial user interface design.
The document describes a final year project to develop a mobile and web application called SpringsVision Events for planning and managing social events. A team of 4 students - Syed Absar Karim, Umair Ahmed, Shafaq Yameen, and Zaid Hussain - presented their project to create an online platform for scheduling events, adding social networking features, and mobile support to the supervisor Mr. Nadeem Mahmood. The project aims to provide a useful tool for personal event management and sharing on social media.
This document outlines a project proposal to design and build an ergonomic hydraulic chair. The proposal is presented in 5 phases: 1) background research on chair design and ergonomics, 2) formulating the project goals and design, 3) conducting user surveys and market research, 4) analyzing the data to design and build a prototype, 5) presenting and evaluating the final project. If funded, the project would be carried out by students over 3 months to address issues with traditional chair designs and create a comfortable option for disabled users.
Approaches To Teaching Product Design To Engineering StudentsBryce Nelson
This document discusses approaches to teaching product design to engineering students. It provides context on the differences between engineering design and industrial design education. Engineering design focuses more on science and technology, while industrial design incorporates art and humanities. The author proposes a hybrid curriculum combining aspects of both. The document also describes the author's experience teaching a product design module to 4th year engineering students. It was the first time the course was taught and concluded with a discussion on teaching industrial design concepts to engineering students. Key aspects included when in the curriculum it should be introduced and using a studio-based learning approach.
This document describes an automated classroom enhancement system that uses various technologies like computer vision, deep learning, and augmented reality. It proposes a facial attendance system that uses convolutional neural networks to identify student faces with 96% accuracy for attendance tracking purposes. It also details an overhead projector 2.0 system that allows instructors to project notes and augmented reality models onto the classroom for interactive and engaging lessons. Additionally, it automatically generates and distributes PDF notes and materials to students for convenient access to course content. The system is designed to enhance the educational experience for both students and teachers through automated tools and augmented reality integrations.
LEARN PROGRAMMING IN VIRTUAL REALITY_ A PROJECT FOR COMPUTER SCIE.pdfssuser08e250
This document describes a virtual reality application called Computer Science Virtual Interactive Laboratory (CSVIL) that was developed to teach computer science concepts through interactive tutorials and simulations. The application contains three modules focused on sorting algorithms, programming paradigms, and lectures. Within the sorting algorithms module, students can access tutorials explaining key concepts through scrolling text, interactive animations that allow sorting arrays, and games to reinforce understanding. The goal of the application is to increase student engagement and learning outcomes for computer science topics through an immersive virtual reality environment. A pilot study was conducted to evaluate the user experience and effectiveness of the application.
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS to help students with project mentoring and monitoring. It describes the various activities students must complete on PMMS, including registering their projects, submitting periodic progress reports, design exercises, patent reports, and uploading their final project reports. The document provides timelines and instructions for using PMMS for activities in the 7th and 8th semesters. It also describes how the system facilitates mentoring of student projects by industry experts through the platform.
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS, which are to help students get appropriate mentoring and guidance for their projects and work systematically. PMMS allows students to update progress, and guides, mentors, HODs and principals to provide feedback. It covers registration, team formation, progress reports, design exercises, business plans, patent drafting, and other final project submission activities. The document provides timelines, instructions and resources to help students, guides and others effectively use PMMS to support final year projects.
The document outlines guidelines and policies for BSAMIT student project papers at Far Eastern University. It details the 4 stages of project papers: 1) preliminary proposal writing, 2) full proposal writing, 3) proposal submission, and 4) final defense. It also describes the roles and responsibilities of students, advisers, defense panels, and the thesis coordinator throughout the project paper process. Finally, it provides formatting requirements and outlines for project paper proposals and documents.
Final Year Project Report on Self Tacit Zone (Location Based Android App)Parthik Poshiya
This document is a project report for an Android application called Self Tacit Zone. It was created by Parthik Poshiya and Keyur Hudka to fulfill the requirements for a Bachelor of Engineering degree. The report includes an introduction that outlines the problem summary, aim and objectives, problem specifications, literature review, tools and technology used, and a prior art search. It also covers the design, analysis, implementation, and testing of the Self Tacit Zone application.
Exploration on Training Practice Ability in Digital Logic ExperimentIJITE
This document discusses an experiment conducted to improve students' practical training abilities in digital logic courses. The experiment involves designing an independent innovation experiment where students use LED lights to creatively display their ideas. This allows students to think independently and implement their own circuit designs. Conducting such open-ended experiments early in their studies helps motivate students and improve their practical skills over time through hands-on work. Evaluation found that giving students ownership over their experimental ideas and designs increased participation and improved practical experience compared to traditional verification experiments.
EXPLORATION ON TRAINING PRACTICE ABILITY IN DIGITAL LOGIC EXPERIMENTIJITE
The hardware related courses in computer major require a lot of practise on experiment to fully
understand the theoretical knowledge for the students. Especially for the first-year or second-year
undergraduate students, how to cultivate students' practical ability effectively is the subject of Computer
Science in Colleges and Universities. This paper introduces the experimental teaching reform trial of the
Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of
innovation in the hardware experiment teaching and how to improve the students' practical ability. This
paper proposes that we should start the student independent innovation experiment as soon as possible at
the university stage. We design the independent innovation experiment in Digital Logic Circuit of the
hardware experiment, that experiment is an open-minded experiment. After years of experiments carried
out, the students deepened understanding of the knowledge of theory course, improve the interest in the
design of hardware, understand the basic processes of the design of electronic products, improve the
ability of practical, and establish the consciousness of innovation and practice. Our trial has proved that it
is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of
computer major.
The document is a stage 2 report for an individual project that aims to encourage STEM engagement within extra-curricular groups. It provides an overview of the conceptual design phase where concepts were generated, evaluated, and refined. It also describes initial modeling and testing. The detailed design phase is discussed where embodiment design questions were considered and prototypes were developed and tested. The report outlines the progress made against the project methodology and provides documentation to support the design process.
The document discusses Marvel Gaming's proposal for a new gaming project, highlighting how it will treat customers, employees, and the community. It summarizes Marvel's management team experience and ownership/management structure. Tables show projections for gaming taxes paid, payroll, and economic benefits over 5 and 15 years, demonstrating Marvel's largest positive impact.
1. Weebly is a free website builder that allows teachers to create simple websites without technical expertise or web design skills.
2. Teachers can add various elements and accessories to their websites over time such as videos, photos, calendars, podcasts, and PowerPoint presentations to engage students.
3. The free Weebly version provides basic website building tools while paid Pro accounts unlock additional features and more customization options.
Project Solutions will design and implement a new network for Leuze Web Design that connects various devices through VLANs. They will survey the site, select network devices, install requested software, and test connectivity. The project will be completed over 4 weeks according to a provided schedule and within the stated budget.
SIWES REPORT ON NETWORKING AND BASIC WEB DESIGNEjiro Ndifereke
This is a technical report on a 6 month Industrial Training on networking and little of web design. The format used is as stated in the SIWES Handbook.
The document discusses search engine optimization (SEO) strategies. It provides statistics on the number of daily searches on Google and Google's dominance in the Indian search market. It outlines key on-site SEO factors like optimizing page titles, descriptions, body text, URLs, heading tags, image alt text, and internal linking. It also discusses technical SEO issues like site speed, security, and canonicalization. The document is a guide for webmasters to improve their search rankings through on-site and technical SEO best practices.
This is my technical report on my 6 months Industrial Training on Web Design (i.e HTML, CSS, JAVASCRIPT, PHP, DATABASE) using the format as stated in the SIWES Hand Book.
Structural Steel and Timber Design EV306 Project Reportherry924
This document summarizes a student's structural steel and timber design project report for a double storey steel building. The student followed British standards and used STAADPro software to analyze and design the building, which included columns, beams, trusses, and purlins made of steel sections. The student stated that the design was their original work done under guidance and checked calculations by hand to verify the STAADPro analysis results.
Web development on web was part of a project in the final year of Engineering to demonstrate the implementation and application of SaaS using Microsoft Silverlight.
The application facilitated creation of web pages without having a need to install any HTML editor based software.
This document provides a design report for an online photo processing system. It includes requirements, UML diagrams, and a prototype interface. The system allows users to upload digital photos, specify print sizes and quality, receive feedback from an expert if needed, and pay electronically to have their photos printed and shipped. UML diagrams include use case and class diagrams that outline the key system functions and interactions between users, administrators, servers and printers. A prototype screenshot demonstrates the initial user interface design.
The document describes a final year project to develop a mobile and web application called SpringsVision Events for planning and managing social events. A team of 4 students - Syed Absar Karim, Umair Ahmed, Shafaq Yameen, and Zaid Hussain - presented their project to create an online platform for scheduling events, adding social networking features, and mobile support to the supervisor Mr. Nadeem Mahmood. The project aims to provide a useful tool for personal event management and sharing on social media.
This document outlines a project proposal to design and build an ergonomic hydraulic chair. The proposal is presented in 5 phases: 1) background research on chair design and ergonomics, 2) formulating the project goals and design, 3) conducting user surveys and market research, 4) analyzing the data to design and build a prototype, 5) presenting and evaluating the final project. If funded, the project would be carried out by students over 3 months to address issues with traditional chair designs and create a comfortable option for disabled users.
Approaches To Teaching Product Design To Engineering StudentsBryce Nelson
This document discusses approaches to teaching product design to engineering students. It provides context on the differences between engineering design and industrial design education. Engineering design focuses more on science and technology, while industrial design incorporates art and humanities. The author proposes a hybrid curriculum combining aspects of both. The document also describes the author's experience teaching a product design module to 4th year engineering students. It was the first time the course was taught and concluded with a discussion on teaching industrial design concepts to engineering students. Key aspects included when in the curriculum it should be introduced and using a studio-based learning approach.
This document describes an automated classroom enhancement system that uses various technologies like computer vision, deep learning, and augmented reality. It proposes a facial attendance system that uses convolutional neural networks to identify student faces with 96% accuracy for attendance tracking purposes. It also details an overhead projector 2.0 system that allows instructors to project notes and augmented reality models onto the classroom for interactive and engaging lessons. Additionally, it automatically generates and distributes PDF notes and materials to students for convenient access to course content. The system is designed to enhance the educational experience for both students and teachers through automated tools and augmented reality integrations.
LEARN PROGRAMMING IN VIRTUAL REALITY_ A PROJECT FOR COMPUTER SCIE.pdfssuser08e250
This document describes a virtual reality application called Computer Science Virtual Interactive Laboratory (CSVIL) that was developed to teach computer science concepts through interactive tutorials and simulations. The application contains three modules focused on sorting algorithms, programming paradigms, and lectures. Within the sorting algorithms module, students can access tutorials explaining key concepts through scrolling text, interactive animations that allow sorting arrays, and games to reinforce understanding. The goal of the application is to increase student engagement and learning outcomes for computer science topics through an immersive virtual reality environment. A pilot study was conducted to evaluate the user experience and effectiveness of the application.
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS to help students with project mentoring and monitoring. It describes the various activities students must complete on PMMS, including registering their projects, submitting periodic progress reports, design exercises, patent reports, and uploading their final project reports. The document provides timelines and instructions for using PMMS for activities in the 7th and 8th semesters. It also describes how the system facilitates mentoring of student projects by industry experts through the platform.
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS, which are to help students get appropriate mentoring and guidance for their projects and work systematically. PMMS allows students to update progress, and guides, mentors, HODs and principals to provide feedback. It covers registration, team formation, progress reports, design exercises, business plans, patent drafting, and other final project submission activities. The document provides timelines, instructions and resources to help students, guides and others effectively use PMMS to support final year projects.
The document outlines guidelines and policies for BSAMIT student project papers at Far Eastern University. It details the 4 stages of project papers: 1) preliminary proposal writing, 2) full proposal writing, 3) proposal submission, and 4) final defense. It also describes the roles and responsibilities of students, advisers, defense panels, and the thesis coordinator throughout the project paper process. Finally, it provides formatting requirements and outlines for project paper proposals and documents.
Final Year Project Report on Self Tacit Zone (Location Based Android App)Parthik Poshiya
This document is a project report for an Android application called Self Tacit Zone. It was created by Parthik Poshiya and Keyur Hudka to fulfill the requirements for a Bachelor of Engineering degree. The report includes an introduction that outlines the problem summary, aim and objectives, problem specifications, literature review, tools and technology used, and a prior art search. It also covers the design, analysis, implementation, and testing of the Self Tacit Zone application.
Exploration on Training Practice Ability in Digital Logic ExperimentIJITE
This document discusses an experiment conducted to improve students' practical training abilities in digital logic courses. The experiment involves designing an independent innovation experiment where students use LED lights to creatively display their ideas. This allows students to think independently and implement their own circuit designs. Conducting such open-ended experiments early in their studies helps motivate students and improve their practical skills over time through hands-on work. Evaluation found that giving students ownership over their experimental ideas and designs increased participation and improved practical experience compared to traditional verification experiments.
EXPLORATION ON TRAINING PRACTICE ABILITY IN DIGITAL LOGIC EXPERIMENTIJITE
The hardware related courses in computer major require a lot of practise on experiment to fully
understand the theoretical knowledge for the students. Especially for the first-year or second-year
undergraduate students, how to cultivate students' practical ability effectively is the subject of Computer
Science in Colleges and Universities. This paper introduces the experimental teaching reform trial of the
Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of
innovation in the hardware experiment teaching and how to improve the students' practical ability. This
paper proposes that we should start the student independent innovation experiment as soon as possible at
the university stage. We design the independent innovation experiment in Digital Logic Circuit of the
hardware experiment, that experiment is an open-minded experiment. After years of experiments carried
out, the students deepened understanding of the knowledge of theory course, improve the interest in the
design of hardware, understand the basic processes of the design of electronic products, improve the
ability of practical, and establish the consciousness of innovation and practice. Our trial has proved that it
is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of
computer major.
The document is a stage 2 report for an individual project that aims to encourage STEM engagement within extra-curricular groups. It provides an overview of the conceptual design phase where concepts were generated, evaluated, and refined. It also describes initial modeling and testing. The detailed design phase is discussed where embodiment design questions were considered and prototypes were developed and tested. The report outlines the progress made against the project methodology and provides documentation to support the design process.
This document describes an EU-funded project to develop a virtual city environment called eCity to promote problem-based learning for engineering education. The project aims to (1) design a game engine and pedagogical methodology, (2) validate its use in engineering schools, and (3) motivate secondary/vocational students to pursue engineering careers. Eight engineering scenarios are provided for students to manage their virtual city and solve problems related to energy, infrastructure, environment and more. Both secondary/vocational and university engineering students can use eCity to complement their education.
City i-Tick: The android based mobile application for students’ attendance at...journalBEEI
This paper presents City i-Tick, the android based mobile application for students’ attendance at a university. In this study, we developed mobile application for lecturers to take students’ attendance in City University, Petaling Jaya. Managing students’ attendance during lecture periods has become a difficult challenge. The research objectives for this study are to identify user requirement for City i-Tick, to design and develop City i-Tick, and to demonstrate the prototype of City i-Tick. The study is a narrative participatory design and exploits Design Thinking as the research methodology. City i-Tick was successfully validated by 14 lecturers and System Usability Scale (SUS) was used to determine the findings of the study. We found that City i-Tick is effective for lecturers in taking attendance because it is easy to use, easy to learn, and the users feel confident when using this application.
Metis project deliverable D3.2: Draft of pilot workshopYishay Mor
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
From collection to reflection philip mendelsswaipnew
Philip Mendels conducted research on how to better support designers' reflection during their design process. He was motivated by his experience in industrial design education, where he found it challenging to gain overview over scattered digital and physical work to facilitate reflection. His research involved developing software called Freed, which allows designers to flexibly organize their digital work on an unconstrained canvas. Freed was evaluated through use by design students and researchers at Eindhoven University of Technology.
The document outlines a proposal for a hydraulic lift project in Marinilla, Antioquia, Colombia. The project aims to build an efficient and safe elevator in the technology room of the Institucion educativa técnico industrial Simona duque using hydraulic power. It would transport people and objects between floors. The project justifies the need for safe transportation of people in Marinilla and addresses an absence of hydraulic lifts in the area. It is presented as innovative and could be scaled up by larger companies. The proposal includes phases for foundation, formulation, diagnosis, analysis, construction, and final evaluation over a planned 5 month period.
This document presents a project proposal to develop a means of transportation for disabled individuals. The goal is to design a wheelchair that can be easily loaded into a car independently, allowing disabled people to transport themselves without assistance. Over the course of a 6 month project, students will research the needs of the disabled community, design wheelchair adaptations, and work to raise awareness of accessibility issues. The project aims to improve quality of life and independence for the disabled by developing an innovative transportation solution.
This document presents a project proposal to develop a means of transportation for disabled individuals. The goal is to design a wheelchair that can be easily loaded into a car independently, allowing disabled people to transport themselves without assistance. The project aims to improve the quality of life of disabled people and increase awareness of their needs. If successful, the customized wheelchair transport solution could help disabled individuals gain independent mobility. The proposal involves researching the transportation needs of the disabled, collaborating with stakeholders, and developing a marketable product over the course of a 6 month project.
This document describes a college project titled "College Complaints & Requisition Automation" completed by student Komal Maheshwari. It provides details of the student, guide, department and college. It outlines the objectives of creating a website to manage complaints and requests from students and faculty within the college in an automated manner. The document discusses the current manual system and need for a new automated system. It covers feasibility analysis, system design including UML diagrams, database design, testing and references. The incremental process model was used for the project with the aim of delivering core functionality in initial increments and additional features over time.
India Energy Security Scenarios Calculator - BTech ProjectAditya Gupta
My undegraduate BTech Project report on assisting the Planning Commission of India (now, Niti Aayog) in building the first version of the IESS-2047 web calculator on energy sustainability.
Made in collaboration with Department of Energy and Climate Change UK, under the guidance of Shrestha Chowdhary (Young professional) and Mr. Anil Jain (Advisor, Enegry, IAS, 86) - Planning Commission.
The report focuses on the engineering aspects of the webtool and the early-stage development journey.The project had a successful release on 28th of February, 2014 at Leela Hotel, New Delhi.
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Project Report, Design Project 3 - Studies in application of augmented reality in E Learning Courses
1. Indian Institute of Technology Guwahati
Studies in application of augmented reality in E Learning Courses
Himanshu Bansal (516) & Mannu Amrit (523)
DD 496 Design Project III
Project Guide: Prof. (Dr). Pradeep Yammiyavar
Head, Center for Educational Technology,
IIT Guwahati
Course Instructor: Prof. (Dr). Abinash Kumar Swain
Department of Design, IIT Guwahati
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2. Certificate
This is to certify that the project work titled
“Clearn – Studies in application of augmented reality in E Learning Courses”
is an authentic work carried out by
Himanshu Bansal
B.Des (Roll No. 10020516)
Mannu Amrit
B.Des (Roll No. 10020523)
at
Department of Design
Indian Institute of Technology Guwahati
Guwahati – 781039, Assam, India.
Project Guide
Examiner 1_______________________________________________
____________________________
Prof. (Dr). Pradeep Yammiyavar,
Head, Center for Educational Technology,
IIT Guwahati
Examiner 2_______________________________________________
Examiner 3_______________________________________________
3. Final Year Design Project I – Studies in application of augmented reality in E Learning Courses
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Acknowledgment
We would like to express deep gratitude
to our guide Prof. (Dr.) Pradeep
Yammiyavar and our coordinator Prof.
(Dr.) Abinash Kumar Swain for their
guidance, encouragement and gracious
support throughout the course of our
work, for their motivation that
encouraged us to work in this area and
for their faith in us at every stage of this
research.
We would like to thank all the students
and staff of Department of Design for
their help in the brainstorming process
and concept generation. Lastly, we would
like to extend our sincere thanks to our
teachers at Kendriya Vidyalaya, IIT
Guwahati, FIITJEE New Delhi,
Vidyamandir Classes, New Delhi, Concept
Education Guwahati and Oriental
Tutorials, Guwahati for their valuable
insights and support throughout the
project.
Himanshu Bansal
Mannu Amrit
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Department of Design, IIT Guwahati
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IPR Declaration
We the undersigned declare that in
accordance to the IPR norms generally
followed in Academics, we have
acknowledged appropriately all sources
of material / content including visuals /
designs / copy rights accessed from
others authors / sources /references and
used in this project as part of my
academic reporting.
We declare that the contents of this
project report including visuals / designs
other than those whose origin / source
has been appropriately acknowledged,
are a result of our original efforts.
Himanshu Bansal
Mannu Amrit
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Department of Design, IIT Guwahati
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Acronyms Used
AR- Augmented Reality
NCERT- National Council of Educational
Research and Training
GUI - Graphical User Interface
3D - 3 Dimensional
CCP- Cubic Closed Packing
HCP- Hexagonal Closed Packing
FCC- Face Centered Cubic
OV – Octahedral Void
TV – Tetrahedral Void
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Department of Design, IIT Guwahati
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Figures & Images Used
Figure 13: Interview at Kendriya
Figure 1: Chemistry + Augmented Reality
Vidyalaya, IIT Guwahati
+ E Learning
Figure 14, 15: D Fusion Studio
Figure 2: Homepage, www.coursera.org
Figure 16: Vuforia by Qualcomm
Figure 3: The Johnstone triangle
Figure 17: Unity software
Figure 4: Connecting Design Project 3
and Design Project 4
Figure 5: The Johnstone triangle
Figure 6: 3D structure, tetragonal voids,
Page 17, Standard XII NCERT
Figure 7: Taxonomy of mixed reality
including real to virtual environments
Figure 8: An AR system and the physical
model [6]
Figure 9: NCERT Chemistry Textbook,
Standard XII
Figure 10: Dependent Variables
Figure 18: Sketchup software
Figure 19: Virtual Buttons (in blue) and
GUI buttons (in black)
Figure 20: Task Flow Diagram, Module 1
Figure 21: App Screenshots, Module 1
Figure 22: App Screenshots, Module 1
Figure 23: AppTest Screenshot, Module 1
Figure 24: Task Flow Diagram, Module 2
Figure 25: App Screenshots, Module 2
Figure 26: 3D Models, Module 1
Figure 27: 3D Models, Module 1 and 2
Figure 28: 3D Models, Module 2
Figure 11: Independent Variables
Figure 12: Interview at Oriental Tutorials,
Guwahati
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Department of Design, IIT Guwahati
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Contents
Cle ar n
4.3.3 Insights from
Interviews
Acknowledgment
1
IPR Declaration
2
Acronyms
3
Figures & Images used
4
Chapter 1 – Introduction
1.1 Abstract
1.2 Motivation
1.3 Objectives
6
7
8
Chapter 2 - Literature Review
2.1 Why Chemistry?
9
2.2 Augmented Reality
10
2.3 Existing Work
12
Chapter 3 - Project Timeline 13
Chapter 4 - Design Methodology
4.1 Case Study Topic
14
4.2 Research Design
15
4.3 User Requirement
16
Analysis
4.3.1 Interview
17
Questionnaire
4.3.2 Summary of
18
Responses
Chapter 5 - Development
5.1 D Fusion
5.2 Vuforia & Unity basics
5.3 Virtual Button & GUI
5.4 Application
5.5 App Flow
5.5.1 Module 1
5.5.2 Module 2
5.6 Audio Components
18
21
22
23
24
24
24
27
29
Chapter 6 - Testing
32
Chapter 7 - Conclusion & Discussion
33
Chapter 8 - References
34
Appendix
Summary of Responses
Connecting Design Project 3 &
Design Project 4
Image Tracker
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Chapter 1: Introduction
1.1 Abstract
Figure1: Chemistry + Augmented Reality +
E Learning
Augmented reality is a popular
technology which has come into the
limelight in the recent years. In layman
terms, it is a technology which combines
real and virtual imagery at the same
time. It is a live, direct or indirect, view of
a physical, real-world environment whose
elements are augmented (or
supplemented) by computer-generated
sensory input such as sound, video and
graphics. Being very interactive in real
time, its implications and use cases have
evolved into different domains: health
domain for application of this technology
of particular to interest for us in this
project is E Learning. E Learning refers to
training initiatives which provide learning
material, course communications, and the
delivery of course content electronically
through technology mediation. In this
project, both the domains of AR reality
and E Learning have been explored in the
context of Chemistry for high school
students. The project was planned out
such that the first phase focused heavily
on learning development of this
technology and to build a functional
prototype based on user insights. The
next phase (Design Project IV) would
then focus on testing such a solution
against conventional teaching
methodologies such as print, web,
classroom etc.
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1.2 Motivation
Figure 2: Homepage, www.coursera.org
Solid State Chemistry which is taught as
the first topic in standard XII in high
school chemistry in India involves several
concepts with 3 dimensional visualization
of atoms and molecules. Having faced
difficulties ourselves in this domain in our
school days, we explored it further as our
topic for addressing an augmented
reality based solution. Also, in parallel,
with websites such as Coursera, EdX and
Udacity gaining immense popularity
amongst students in the recent few
years, we believe that E Learning is an
area wherein lies immense potential for
innovation. The current model of
teaching in E Learning lies heavily on
video lectures, which is a passive means
of interaction.
and effectiveness in learning in the
future.
Thus, we worked towards the
development of an AR based tool and an
experiment to test it versus conventional
teaching practices which could
potentially throw insights on its
feasibility, interactivity, user engagement
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1.3 Objectives
The key objectives for the project were
identified as:
Figure 4: Connecting Design Project 3 and
Design Project 4
Identify scope of Augmented Reality in
E Learning and in our subject of interest
- Solid State Chemistry.
Incorporate guidelines for formulating
E Learning educational material.
Conduct user study for qualitative
feedback about teaching
methodologies for Chemistry concepts
as well as the existing E Learning
model.
Develop an AR based E Learning
solution for a specific section in Solid
State Chemistry.
Conduct a comparative study of the
developed solution with a conventional
e learning solution available as of
today. (To be done as a continuation in
Semester 8)
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Chapter 2: Literature Review
2.1 Why Chemistry?
Figure 5: The Johnstone triangle
Figure 6: 3D structure, tetragonal voids,
Page 17, Standard XII NCERT
One of the challenges of chemistry
education is that it must address multiple
levels of representation, from the macro
level (tangible and observable) to the
sub-micro explanatory level (atoms,
molecules, ions) [1]. For novices,
understanding these multiple levels and
the relationships among them can be
challenging. Digital technology, which
offers numerous ways to represent
information, has come to play an
important role in chemistry education,
but there are key aspects of interaction
and interoperability (i.e. differing
operating systems) that still present
problems.
macroscopic, sub-microscopic, and
symbolic domain. If these three domains
(including the accompanying levels
between the macroscopic and submicroscopic domains) and their
interactions are misinterpreted,
scientifically unreliable interpretations
will necessarily emerge as a result [14].
Modern chemistry is characterized by
interdependent, networked thinking in
different representational domains. This
consideration is in the core of
Johnstone’s (1991) famous contribution:
‘Why is science difficult to learn?
Johnstone explained that learning and
thinking in modern chemistry always take
place in a constant shift between three
different representational domains: the
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2.2 Augmented Reality
Figure 7: Taxonomy of mixed reality
including real to virtual environments
Augmented Reality (AR) is a technology
that allows virtual images to be
seamlessly mixed with the real world [7,
8, 9]. AR stands between virtual reality
and the real environment. In contrast,
Augmented Virtuality is a technology
that enhances the users’ reality by
inserting a real object into a virtual
environment.
AR and a virtual environment can be
divided depending on whether the
environment or object in the real world
appears or not. Hence, an AR application
requires a video input device, e.g. a video
camera, to receive an input from the real
world, and it should also be made
meticulously so that the user cannot
distinguish the virtual world from the
real world. In addition, AR has real-time
properties, since the user should be able
to watch the screen. As the screen with
the AR is displayed to the user, the user
experiences a higher level of immersion
with AR as compared to other
technologies.
Augmented reality technology has been
used in several fields [2] as varied as
medicine, robotics, manufacturing,
machine repair, aircraft simulations,
entertainment and gaming [3]. This
research presented concentrates on the
use of augmented reality in education,
more specifically E-Learning.
Several authors [4, 5] suggested that
virtual reality increases motivation,
contributes to better learning, and
enhances the educational experience for
students. Although AR applications for
education have been in place, its impact
on learning has only now begun to be
explored.
AR is a medium which overlays virtual
objects on the real world. What features
does AR have to help conceptual
learning? As a new technology, firstly, AR
naturally draws people’s attention.
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Drawing students’ attention is an
important factor in instruction [10].
Second, it is a trend to use technology to
create a constructivist environment to
enhance learning [11]. AR offers an
alternative way to see the chemistry
world and allows students to interact
with the system and discover knowledge
by themselves. Thirdly, AR not only
creates visual images, but also conveys
the spatial cues directly to users [12]. In
other words, by using AR users can obtain
a sense of spatial feeling. AR has great
potential to be applied to the knowledge
domain of spatial concepts. Another
feature of AR that enhances learning is
that AR allows users to interact with the
system by using their body, especially the
hands, and provides “sensorimotor
feedback” [12]. The direct manipulation
of AR can supplement the deficiency of
mouse-based computer-generated
visualization since mouse manipulation is
an indirect physical manipulation [12].
Lastly, AR can be a tool which requires
users to interact and think carefully [13].
Since users have to concentrate on the
Cle ar n
AR system and focus on the virtual
objects, they may pay more attention to
think about what happens next, and thus
make them think more deliberately.
Overall, AR as an educational medium
provides a great alternative environment
for students to learn abstract concepts.
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2.3 Existing Work
Figure 8: An AR system and the physical
model [6]
A recent study [6] investigated how
chemistry students interacted with
augmented reality and physical models
and evaluated the student perceptions
regarding these two representations in
learning about amino acids. Although
there were students who liked using AR
to learn about the amino acids because it
was portable and easy to make as well as
it allowed the students to observe the
structures in more detail others felt
uncomfortable using the AR marker
because it wouldn’t work if the student
flipped the marker since it works on
marker recognition. The study suggests
that using a cube to convey the AR
recognition pattern might be a solution
to addressing the issue associated with
flipping the marker. This research
provides guidelines concerning designing
the AR environment for a classroom
setting [6]. The application shown in
Figure 8 includes both an AR marker and
a physical model, which are placed on the
desk side by side. They showed ball-andstick models of the acids.
Participants could choose from the AR
marker or the physical model to learn
about the acids. One paper [6] compares
the use of AR marker and a physical
model to see which one is more effective
in helping students learn about the acids.
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Chapter 3 Project Timeline
11
The project has been divided into two
phases:
12
13
Phase 1 – Design Project III
August 2013 – November 2013
This phase would primarily focus on
development of the AR tool based on
identified content through research.
Week Dates
1, 2
Aug 19th Sep 1st
3
Sep 2nd Sep 8th
4
5
6
7
8-10
Work
Literature Study +
Analysis
Need Finding, How
our project is
unique
Sept 9th Testing with D
Sept 15th Fusion Studio
Sept 16th - Report, PPT
Sept 22nd
Sept 23rd - Mid Sem Week +
Sept 29th User Research
Sept 30th - Getting started
Oct 6th
with building AR
interfaces
Oct 7th Development
Oct 27th
14
Oct 28th Nov 3rd
Nov 4th Nov 10th
Nov 11th Nov 17th
Nov 18th Nov 24th
Debugging
Finishing Touches
User Testing,
Report Submission
Presentation,
Winding Up
Phase 2 – Design Project IV
January 2014 – April 2014
This phase would focus on testing the
developed product in an experiment
against existing teaching modalities. This
would be followed by drawing inferences
from the experiment and arriving at a
conclusion about the use of augmented
reality in E learning.
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Chapter 4 Methodology
4.1 Case Study Topic
To study the application of Augmented
Reality in E-Learning courses, we chose
Solid States, first chapter in Chemistry
book of class 12th according to NCERT
course curriculum as our case study topic.
This chapter mostly deals with 3d
arrangement of atoms of crystalline
metallic, non-metallic elements and ionic
and covalent compounds which need the
students to understand the concepts
sub-micro and symbolic level at the same
time. More importantly, it requires
students to visualize the atomic
arrangement in 3d space which deals
with Visio-spatial thinking capability of
the students.
Figure 9: NCERT Chemistry Textbook,
Standard XII
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4.2 Research Design
Target Participant Sample: As we chose
Solid States as our case-study topic, it
became very obvious for us to define our
target sample group as chemistry
students of class 11th and12th also with
the students who drop one year after
12th class for college entrance exams.
Figure 10: Dependent Variables
Figure 11: Independent Variables
Variables: Our single independent
variable will be the manner in which
content is delivered to the students.
Basically, we will try to compare these
different manners of content delivery
and study the effects of them on
dependent variables. We are planning to
use Single way Multivariate ANOVA
(Analysis of Variance) test to analysis
purpose. There are four levels of this
independent variable:
1) Traditional face-to-face classroom
setting in which teacher use either
printed NCERT books and physical 3d
models (mostly balls) to teach the
students Solid State concepts.
2) Video: Videos can also be used to
explain the concepts. There can be
different types of videos also other than
basic camera recorded video: Interactive
or Animation videos
3) Mouse controlled 3d navigation web
apps
4) Augmented Reality (AR) based
solution: 3d rendered objects are
projected onto markers which are
tracked by the device camera. In contrast
with mouse controlled apps, these are
easier to learn and also give
sensorimotor feedback while using it.
Navigation from one view from another
is easy and quicker. There is more
directness in interaction with 3d object in
case of AR based solution.
We would study the effects of above
different levels on following dependent
variables :
1) Course Performance
2) User Perceived Satisfaction
3) User Engagement
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4.3 User Requirement Analysis
We conducted user research with the aim
to identify the problem points and needs
of teachers and students. Also, we
intended to select few concepts from
Solid States chapter for development
purpose on the basis of insights from
user research. With these objectives in
mind, we had semi-structured interviews
with five higher secondary class
chemistry teachers.
Teacher School/ Coaching Current Organization Interview Method City
A
School
Kendriya Vidyalaya
Physically
Guwahati
B
School
Mount Carmel
Virtually
Delhi
C
Coaching
Concept Education
Physically
Guwahati
D
Coaching
Oriental Tutorials
Physically
Guwahati
E
Coaching
FIITJEE
Virtually
Delhi
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4.3.1 Interview Questionnaire
We had six subjective questions in our
questionnaire as follows:
1) Do you find any relative difference in
teaching concepts of Solid States in
comparison to other chapters?
2) As a part of your teaching curriculum,
what is the standard division of the
chapter - could you please divide the
chapter into subtopics and modules
based on your teaching techniques For
example, if you cover the chapter in a
span of 3 classes, which topics are
broadly covered in which of the classes
5) Is NCERT content sufficient to explain
all concepts of Solid States in a concise
manner? Is there any other reference
material that is recommended to
students?
6) Do you feel need of or use any
additional visualization tools to explain
the Solid States concepts to students
more constructively? If yes, what could
be they?
3) Within these modules, are there any
specific topics which are relatively
difficult to explain / teach / make
students understand?
4) From a student's perspective, what are
the topics within the chapter in which
they face maximum difficulties / find
hard to grasp?
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4.3.3 Insights from Interviews
1. Difference between Solid States and
other chapters:
Figure 12: Interview at Oriental Tutorials,
Guwahati
2. Division of chapters into different
modules and sub-topics:
Responses to this question are quite
consistent for all five teachers. They
describe Solid States chapter as more
demanding in terms of 3 dimensional
visualization and imagination for
students. Correlation among views of
different teachers can be easily seen in
their statements. One teachers said, “As
solid states involves 3d concepts, it
requires more visualization and
imagination skills of the students”.
According to another teacher: “It gives
help to understand 3-D structures of
metals and Ionic Compounds. Visualization
in 3-D is required.” These feedback gives
support to our assumption that there is
need of 3d visualization aiding for
students in Solid States and nurture our
motivation to design a Augmented
Reality based tool for the same.
As some teachers are more focused
towards teaching school syllabus
whereas other are focused towards
teaching entrance exam syllabus.
Therefore, there are slight differences
across teachers in the content and the
modules in which the content is divided.
Even though, there is similarity in terms
in terms of teaching core concepts of the
chapter: different layer wise
3dimensional arrangement of atoms, unit
cells of Face Centered Cubic (FCC) and
Hexagonal Closed Packing (HCP) and
tetragonal and octahedral voids. We also
asked from some of the teacher’s most
important topic in the chapter. These
insights helped us to choose spatial
arrangement of atoms in unit cells and
voids formed inside them as content for
AR based pedagogical tool to start with.
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3. Relatively difficult topics to teach and
learn
Figure 13: Interview at Kendriya Vidyalaya,
IIT Guwahati
Teachers find it difficult make student
visualize and understand the spatial
arrangement of particles in 3d space.
One teachers informed, “For students it is
difficult to understand 3d crystalline
structure and where and how different
voids are present inside the structures.”
From different structures couple of
teachers found Hexagonal cubic packing
relatively difficult to visualize and so to
teach. A teacher said, “In hexagonal
packing, visualization is bit difficult and
then voids in hexagonal packing.”
Solid States chapter contains other
concepts also e.g. Voids, Cation-Anion
Ratio, Coordination number. There are
numerical problems in these concepts.
These concepts are associated with and
extension of basic concepts of 3d
structure arrangement and unit cells.
According to one teacher, “Once 3d
arrangement of atoms is clearly
understood by student, everything else is
easier.” This information motivated us to
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start with spatial arrangement of atoms
in unit cells and voids as instructional
content.
4. NCERT is insufficient
Most of the teachers admire NCERT text
books because of the content and
instruction design. It somewhat helps
students understand the crystalline
structure with the help of colorful 2d
figures. But they do not find it sufficient
in terms of depth of content and its
effectiveness in provide clear 3d
visualization of structures and lattices.
One teacher stated, “NCERT books are
good and there are some diagrams and
explanations for 3d concepts but not
sufficient.” They generally refer foreign
author books or other guide books.
5. Use of additional tools
Teachers take help of ball - stick models
and animations to show how molecules
are arranged in a unit cell and voids are
created. One teacher provided us with
the details of the tools he has used. He
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informed, “I tried the following ball stick
models: Deluxe Version Solid State Model
Kit (http://ice.chem.wis
c.edu/Catalog/SciKi ts.html#Anchor-Solid31140). Currently I am using bits of J3D
animation from http://www.chm.davi
dson.edu/vce/ which are extremely
effective and students just enjoy them.”
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find that most of the teachers use
example of room to teach arrangement
of atom in cubic unit cell and sharing
among different unit cells.
There were opposite views also. 3d
physical models could be difficult to
make, store or carry. According to one
teacher, “It is time consuming to make
slides or use 3d models. There is non
availability of 3d models in market.” Also,
these models are just static 3d
representation of one state of lattices.
Animations are again dynamic 2d
representation of crystalline structure.
Another teacher shared his views,
“Unfortunately the videos and models are
not very useful and user friendly so they
also do not provide much help for teachers.
If we can have the visualization of the 3-D
structure that how a structure is formed
step wise it will help. It should be handy
and simple to use.” It was interesting to
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Chapter 5: Development
5.1 D’Fusion
Figure 14, 15: D Fusion Studio
Initially, we did some explorations with
D’Fusion studio, a cross platform SDK for
building AR applications by Total
Immersion. It is more GUI based and one
can develop basic AR applications
(augmentation of single 3d rendered
supplement onto real world by tracking
single marker) without much
programming. Scenario intelligence
programming is done using Lua script. 3D
rendered objects can be directly
imported from Autodesk 3ds Max and
Maya using exporters provided in its
developer package. We were successful
in augmenting 3d molecular structure
over black and white marker. We also
tried adding interactivity to it by
changing the rendered supplement when
two markers are brought nearby.
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1) Marker-Tracking is very unstable, a lot
of flickering was occurring while tracking.
2) It shows its trademark logo all the time
over display screen.
3) Interactive elements like on screen
buttons and animations were difficult to
add.
4) Weak developer community and
support.
5) One have to do a lot of steps just for
basic augmentation
Due to these issues, we decided not to
proceed with D’Fusion and switched to
Vuforia.
But during the course of our exploration
with D’Fusion studio, we found following
issues in it:
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5.2 Vuforia, Unity, SketchUp
Figure 16: Vuforia by Qualcomm
Figure 17: Unity software
Figure 18: SketchUp software
Vuforia by Qualcomm is an Augmented
Reality Software Development Kit (SDK)
for mobile devices that enables the
creation of Augmented Reality
applications. It uses Computer Vision
technology to recognize and track planar
images (Image Targets) and simple 3D
objects, such as boxes, in real-time. This
image registration capability enables
developers to position and orient virtual
objects, such as 3D models and other
media, in relation to real world images
when these are viewed through the
camera of a mobile device. The virtual
object then tracks the position and
orientation of the image in real-time so
that the viewer’s perspective on the
object corresponds with their
perspective on the Image Target, so that
it appears that the virtual object is a part
of the real world scene. Apart from
providing Image tracking capabilities,
Vuforia also gives developers the
flexibility to add interactions through
buttons, gestures, animation, sound etc.
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in the mobile application. Tracking is very
stable in Vuforia in comparison with
D’fusion. Programming in Vuforia is done
on C sharp and Java script with unity.
SketchUp, marketed officially as Trimble
SketchUp, is a 3D modeling program for
applications such as architectural, civil
and mechanical engineering, film, and
video game design. It provides an
intuitive graphical user interface to
design 3D cad models similar to
softwares such as 3DS Max, Rhino etc.
Unity is a cross-platform game engine
with a built-in IDE developed by Unity
Technologies. It is used to develop video
games for web plugins, desktop
platforms, consoles and mobile devices.
Unity is of extreme importance to this
project because it provides a base
platform to use 3D models generated in
Sketchup with the Vuforia plugin.
Additional functionalities and
interactions such as GUI buttons, audio
support and virtual buttons can be built
on top of this using Unity.
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5.3 Virtual Buttons and GUI
5.3.1 Virtual Buttons
Figure 19: Virtual Buttons (in blue) and GUI
buttons (in black)
Virtual buttons are developer-defined
rectangular regions on image targets
that trigger an event when touched or
occluded in the camera view. For
example, in the sample picture, pointing
the hand or touching the rectangular
region triggers an action associated with
the button. Such buttons provide an
intuitive means of interaction since the
users are directly using the content (on
paper / surface) to navigate / as a button
rather than on screen buttons
In this project, we have used two GUI
buttons to allow users to navigate /
toggle between different views of the
same 3D model. The models are placed in
a chronological order - i.e, the next view
of the model is obtained from the
previous view.
5.3.2 GUI
The graphical user interface of
Augmented Reality Apps are primarily
simple because a major chunk of screen
space is dedicated to the camera for easy
viewing. Any additional content that
needs to be shown to the user is
subsequently placed on layers above the
camera layer.
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5.4 Application
We divided our teaching into two
modules, based on the content finalized
through feedback from our qualitative
research. These modules are:
1. Understanding 3D Closed Packing
Structure
1a. Hexagonal Close Packing
1b. Cubic Close Packing
2. Understanding Voids
2a. Tetragonal voids
2b. Octahedral voids
5.5 App Flow
The flow of the app can be understood
through the following steps:
5.5.1 Module 1
1. User is reading the NCERT book and
comes across the concept of 3
Dimensional closed packing.
Figure 20: Task Flow Diagram, Module 1
3. The home screen of the application is
essentially live feed from the camera of
the device. The user points the device to
the page of the NCERT book.
4. The 3D model is augmented on the
device with audio feedback. Virtual
buttons to toggle between hexagonal
close packing and cubic close packing are
also augmented on the device. This 3D
model consists of two layers of atoms in
which placement of second layer is
shown through animation. The first layer
is white in color while the second is in
green. Different colors are used to for
different orientations of layer and easy
understanding.
5. The user points / touches the desired
concept to be explored on the NCERT
book.
6. Subsequently, the animation and
placement of third layer is shown
2. User turns on the application on his
mobile / tablet
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6. a Hexagonal Close Packing
In case of hexagonal close packing, the
third layer is positioned exactly the same
way as the first layer, forming ABAB
structure. The placement of third layer
(white in color, same as first layer) is
shown through animation upon selection
of hexagonal close packing through the
virtual button on the book.
Figure 21: App Screenshots, Module 1
Also, once the user selects hexagonal
close packing, two GUI buttons appear on
screen (image here) namely ‘Next’ &
‘Back’. These buttons can be used to
navigate back and forth to subsequent
views of this packing. In the next view
(image here), additional atoms from each
layer are removed leaving out just one
unit cell, to be able to visualize the
hexagon formed through such a packing.
In the subsequent view, a a translucent
hexagon is augmented over the atoms to
show how the unit cell looks. Each of
these steps is accompanied with audio
feedback explaining the concept and
providing concepts.
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Finally, for effective learning of these
concepts, the user is prompted with a
question related to the concepts shown
in the previous slides in the form of a
multiple choice question. In case a user
answers correctly, the user is prompted
again with a question about reasoning of
the correct answer / why other options
were incorrect. Only upon correctly
answering both these questions is the
user shown an explanation about the
actual answer of the question. Such a
twofold system of testing ensures that
the student approaches a problem from
different perspectives and identifies
different use cases (For example,
visualization of layering of atoms in a
different fashion / orientation). It also
helps complete the learning cycle of the
concept being communicated through
the application.
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6. b Cubic Close Packing
Figure 22: App Screenshots, Module 1
Figure 23: AppTest Screenshots, Module 1
In case of cubic close packing, the third
layer is not aligned either with the first
layer or the second layer. Thus, the third
layer has its own color (blue) the atoms
of which are placed such that they fit into
the octahedral voids formed by the
previous two layers. When the user
selects cubic close packing through the
virtual button, placement of this layer is
shown through animation over the first
two layers. Also accompanying the third
layer is the fourth layer in white, which is
aligned exactly with the first layer,
thereby forming ABCABC layering of
Cubic close packing.
Similar to hexagonal close packing, upon
selected of CCP through the virtual
button, two GUI buttons appear on
screen (image here) namely ‘Next’ &
‘Back’. These buttons can be used to
navigate back and forth to subsequent
views of this packing. In the next view
(image here), additional atoms from each
layer are removed leaving out just one
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unit cell, to be able to visualize the cube
formed through such a packing. In the
subsequent view, a a translucent cube is
augmented over the atoms to show how
the unit cell looks. Each of these steps is
accompanied with audio feedback
explaining the concept and providing
concepts. This particular visualization of a
cube is of importance to us since it
involves rotation of the atoms at an
angle which is difficult to visualize. The
color coding used layers wise
accompanied with freedom to spatially
move in 3D helps students correlate this
form of ccp to the 1st state (ABCABC)
The user can navigate back to any of the
previous views through on screen
buttons. The user can also navigate to
other concept (Cubic Close Packing)
through virtual button. Also, these
models of CCP are accompanied by a test
question, followed by a question on the
justification of incorrect options.(Similar
to the model followed in hexagonal close
packing).
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5.5.2 Module 2 Understanding Voids
Voids are the empty space created
between atoms when they arranged very
nearby. For students, understanding
different kind of voids, how they are
formed, their 3d positions in single unit
cells and how they are shared between
multiple unit cells are very important. In
ionic crystalline solid structures cations
are present on voids. Therefore, to
calculate cation anion ratio in a molecule,
it is important to know above mentioned
details about voids.
Therefore, in our second module we
chose voids in Face Centred Cubic (FCC)
as our content material. In a Face
Cantered Cubic unit cell, there are atoms
at each corner of the cube as well as on
the centre of each face. There are two
type of voids in FCC: (i) Tetragonal Voids
(ii) Octahedral Voids. These voids in FCC
unit cell are described on page 17 of 12th
class Chemistry NCERT book. There are
two diagrams on the page: upper one for
tetragonal voids and lower one for
octahedral voids.
Figure 24: Task Flow Diagram, Module 2
When student starts the Clearn (AR
application) and bring the camera in front
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of the page 3d model of FCC is
augmented on the screen. Also, there are
two virtual buttons on the page, one on
each diagram and so for void type.
Student can choose to learn any of the
void concept by point towards desired
virtual button.
Tetragonal voids
A tetragonal void is formed by placing
fourth atom over the depression among
three closely arranged face centred
atoms. Initially, all atoms of FCC unit cells
are colored grey. When tetragonal void’s
virtual button is pressed, the four
relevant atoms are colored orange to
distinguish them from other molecules.
These four atoms are joined and four
triangular green translucent faces are
shown to form the tetrahedron. Other
than these changes in 3d model, ‘Back’
and ‘Next’ are also shown on the screen.
Student can toggle between different
steps/models using these buttons. By
pressing next button small green sphere
is shown at exact center of the
tetrahedron. This sphere abstractly
represent the position of tetrahedral
void. So, tetrahedral voids are present on
the one-fourth of the body diagonal of
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FCC unit cell. In Sodium Oxide, Sodium
atoms in green are placed at these
tetrahedral voids. On pressing next
button, all 8 tetragonal voids are shown
as green spheres and all other spheres
are turned into orange. Instructional
audio related for each mode is also being
played.
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the position of octahedral void. In
Sodium Chloride, Sodium atoms in green
are placed at these octahedral voids. On
pressing next button, all 13 positions of
octahedral voids are shown which due to
sharing of edge centered atoms are
effectively four. Instructional audio
related for each mode is also being
played.
Octahedral voids
Figure 25: App Screenshots, Module 2
Whenever three closely packed atoms
are placed directly over three oppositely
oriented atoms, an octahedral void (OV)
is formed within them. There are two
types of such voids in fcc unit cell. The
first formed at a body center is shown
here. When octahedral void’s virtual
button is pressed, octahedral void at
body center of FCC unit cell is shown with
three spheres of same layer as blue and
other three as orange. On pressing next
button, second type of octahedral void,
edge centered void is shown. This time
four unit cells are shown and one edge
centered OV is shared among these four
unit cells. After pressing next button,
small red sphere is appeared on the exact
center of the octahedron formed by 6
face centered atoms around center of
unit cell. This sphere abstractly represent
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5.6 Audio components
To assist learning and provide instruction,
audio feedback was added into the
application to guide users through the
flow of the application as well as help in
instruction. A mute button to turn of
these instructions has also been provided
on the GUI.
The following is the audio feedback given
by the application at respective stages:
Module 1 : Understanding 3D Closed
Packing Structure
Stage 1
(Layer 1 + Animation of Layer 2 on top
of it)
“3Dimensional close packed structure can
be generated by placing layers one over
the other. Let us take a two dimensional
hexagonal close packed layer ‘A’ colored in
white and place a similar layer colored in
green above it such that the spheres of the
second layer are placed in the depressions
of the first layer. Let us call the second
layer B.
Figure 26: 3D Models, Module 1
finger at either the diagram of hcp or ccp
on your NCERT book (Figure 1.18 b)”
Stage 2a
User selects hcp virtually
“In Hexagonal close packing, tetrahedral
voids of the second layer in green are
covered by the spheres of the third layer in
white, which is aligned exactly with the
first layer. Thus, the pattern of spheres is
repeated in alternate layers and is often
written as ABAB.
Toggle between different visual modes by
on screen buttons.”
Stage 2b
User toggles to next mode (hcp)
“One unit cell of such hexagonal close
packing can now be seen after removal of
atoms of other cells from each layer.”
For placement of the third layer, point your
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Stage 2c
User toggles to final mode (hcp)
“The faces of this hexagonal unit cell can
now be seen. This sort of arrangement of
atoms is found in many metals like
magnesium and zinc.”
Stage 3b
User selects ccp virtually
“In Cubic close packing, octahedral voids of
the second layer in green are covered by
the spheres of the third layer in blue. When
placed in this manner, the spheres of the
third layer are not aligned with those of
either the first or the second layer. Only
when fourth layer in white is placed, its
spheres are aligned with those of the first
layer from which the pattern ABCABC
emerges.
Toggle between different visual modes by
on screen buttons.”
Stage 3c
User toggles to next mode (ccp)
Figure 27: 3D Models, Module 1 and 2
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“One unit cell of such cubic close packing
can now be seen after removal of atoms of
other cells from each layer. “
Stage 3d
User toggles to final mode (ccp)
“The faces of this cubic unit cell, known as
face centred cubic can now be seen. Note
how the original layers are oriented within
a cubic cell. Metals such as copper and
silver crystallise in this structure.”
Module 2: Understanding Voids
Stage 1: Cubic model
“In a Face Centered Cubic arrangement,
there are atoms at each corner of the cube
as well as on the centre of each face.
Point your finger at Figure 1 or Figure 2 to
know more about tetrahedral or
octahedral voids respectively.”
Stage 2a: Tetragonal void is selected
“Tetragonal void is selected.
A regular tetrahedron is formed
connecting three face centred atoms and
one atom at the corner of the unit cell
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(Orange in color). This tetrahedron is
actually the tetragonal void within the
four atoms.
Toggle between different visual modes by
on screen buttons.”
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“Octahedral voids are formed on the
center of the edges as well. It can be seen
that one edge centered octahedral void is
shared amongst four unit cells.”
Stage 3c: Next mode of Octahedral
void
Stage 2b: Next mode of tetragonal void
“Within this tetragonal void formed inside
the tetrahedron, an atom can be placed.
For example, in Sodium Oxide, Sodium
atoms in green are placed at these
tetrahedral voids.”
“Within this octahedral void formed inside
the octahedron, an atom can be placed.
For example, in Sodium Chloride, Sodium
atoms in red are placed at octahedral
voids.”
Stage 2c: Final mode of tetragonal void
Stage 3d: Final mode of Octahedral
void
“A total of 8 such tetragonal voids are thus
formed in each fcc unit cell, as shown.”
“Effectively there are 4 such octahedral
voids formed in each fcc unit cell.”
Stage 3a: Octahedral void is selected
“Whenever three closely packed atoms are
placed directly over three oppositely
oriented atoms, an octahedral void is
formed within them. There are two types
of such voids in fcc unit cell. The first
formed at a body centre is shown here.”
Figure 28: 3D Models, Module 2
Stage 3b: Next mode of Octahedral
void
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Chapter 6: Testing
The prototype developed so far is being
currently tested at Kendriya Vidyalaya, IIT
Guwahati amongst class XII children. The
testing is expected to complete by
November 15th, 2013. Aim of this testing
phase is to get the initial feedback of
concept and prototype from its primary
users i.e. students, identify the major
shortcomings in them and then look for
the scope for improvement.
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Chapter 7: Conclusion & Discussion
The focus of the project for the first
phase lied in acquiring sufficient skills to
be able to implement and development a
working AR tool to aid chemistry
teaching. Although this has been
achieved, there lies a lot of potential in
improvements of this tool to incorporate
effective learning. For example, in future,
it is likely that text books would be
replaced by tablet based devices / new
technologies. In such cases, our tool can
be used but with a completely different
use case. To illustrate this, consider a
class of 40 students in near future all of
which use tablet PC’s for all of their
school / academic tasks. Keeping this in
mind, our solution can be designed in a
manner in which for a user to correctly
view the answer of the question asked in
the application, he needs to augment his
tablet over his classmates tablet till he
finds the correct match. In this case, if
our application is used, students can
collaborate with each other for effective
learning. Several more use cases and
scenarios can be developed on these
lines to establish the use of this tool in
near future.
Once these use cases have been
developed and feedback from initial
testing has been incorporated, we would
move towards designing the comparative
research experiment to be carried out
next semester.
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References
[2] Azuma, R. “A Survey of Augmented
Reality” In Presence: Teleoperators and
Virtual Environments, Vol. 6, No. 4,
August 1997, pp. 355-385.
[6] Chen, Y. “A study of comparing the
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2006, pp. 369-372.
[3] Oda, O. Lister, L. J. White, S. Feiner, S.
“Developing an Augmented Reality
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[7] Bauer M, Brügge B, Klinker G,
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Wagner M (2001)Design of a componentbased augmented reality framework. In:
Proc. of the ISAR 2001, pp 45–54
Interactive Entertainment. Cancun,
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[8] Hampshire A, Seichter H, Grasset R,
Billinghurst M (2006) Augmented reality
authoring: generic context from
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OZCHI 2006, pp 409–412
[1] Johnstone, A. H. J. of Chem. Educ.,
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[4] Pantelidis, V. S. “Reasons to Use
Virtual Reality in Education” VR in the
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[5] Winn, W. “A Conceptual Basis for
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August 1993.
[9] Steed A, Slater M (1996) Dataflow
representation for defining behaviors
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the Virtual Reality Annual International
Symposium 1996, pp 163–167
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[10] Gagne, R. M., Briggs, L. J. and Wager,
W. W. 1992. Principles of instructional
design. Harcourt Brace Jovanovich
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[11] Dede, C. 1995. The evolution of
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[12] Shelton, B. E., and Hedley, N. R. 2004.
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[14] Johnstone, A. H. (1991). Why is
science difficult to learn? Things are
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Computer Assisted Learning, 7(2), 75–83.
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Appendix 1: Summary of Responses
Teacher Q1- Difference
A
B
C
As solid states
involves 3d
concepts, it
requires more
visualization and
imagination skills
of the students
Q2 - Modules
Important Topic
Q3 - Difficulty
(Teacher)
1. Crystal lattice/ Bravis
Structure (14) 2.Cubic
structure -> Packing
Efficiency 3.Defects in
crystals
Packing
efficiency as it
involves lots of
numericals to
solve: density,
no. of voids, no.
of substituent
particles
3d concepts to
convey. HCP is
Cation, anion
difficult
ratio. density.
relative to CCP.
numericals
abc layer type
is tougher
sufficient for
12th board
syllabus but not
for competitive
exams
Module 2 and Module 3
Yes. I tried the following ball
stick models: Deluxe Version
From a simple
Solid State Model Kit
text book
(http://ice.chem.wis
perspective, it is c.edu/Catalog/SciKi
one of the best. ts.html#Anchor-Solid-31140).
It tries to make Currently I am using bits of J3D
students
animation from
visualize quite a http://www.chm.davi
bit.
dson.edu/vce/ which are
extremely effective and students
just enjoy them.
Module 1: Classification
of solids; Module 2:
Structure of Crystalline
solids-> Unit cells – close
packing – voids – rank of
Yes, as it requires unit cells – density of
quite a bit of
cubic unit cell – density
visualization.
of hexagonal unit cell;
Module 3: Structure of
simple ionic solids;
Module 4 : Defects,
Electrical and Magnetic
Properties
Need to visualize
and understand
molecular
Lattice, Unit cells,
structure in 3d
Arrangement ->
arrangement, voids,
space whereas
Visualization
coordination no.
other chapters
require lots of
calculation
In hexagonal
packing
visualization is
bit difficult and
then voids in
hexagonal
packing
Q4 - Difficulty Q5- NCERT
(Student)
sufficient?
NCERT is not
sufficient in
To understand
terms of depth
3d
of concept.
arrangement
foreign author
and draw it on
books can be
paper.
used for
reference
Q6- Extra tools
videos: to show how molecules
are arranged and voids are
created. 3d models: in abc-abc
both tetrahedral and octahedral
voids together. Presentations.
Spheres arrangement in
reference to room
Time consuming to make slides
or use 3d models. non availability
of 3d models in market
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Unlike, other
chapters Solid states
includes 3
dimensional
structures and
D
students need to
first understand
these 3d structure
to grasp the other
concepts.
1. crystalline vs. amorphous
solids, 2. Basic 7 structure
in crystalline solid, 3.
Particle position in
structures, 4. Different Unit
cells, 5. Properties of
different crystalline
structures
1. Class-1: crystalline and
amorphous solid, symmetry
elements, Formation of
it gives help to
unit cell, Bravias lattice,
understand 3-D
Different types of unit cell;
structures of metals
Class-2: HCP and CCP
E and Ionic
structure, Different types
Compounds.
of structures of ionic
Visualization in 3-D
crystal, Octahedral and
is required.
tetrahedral voids; Class-3:
Miller indices, Applications
defects
How particles
are shared
among
Difficulty in understanding 3d
multiple unit crystalline structure, voids.
cells. voids
Imperfection in solids
are important
for ionic solid
Visualization of
structures and how to
Topics form a 3-D structure.
of class Spatial arrangement
-1 and understanding on
class -2 boards some time
become difficult for
many students
Cle ar n
NCERT books are good
and there are some
diagrams and
explanations for 3d
concepts but not
sufficient. Other guide
books are referred.
Pictorial representation
are very good in
comparison with NCERT.
Takes help of animation and
ball- stick modals. Use
example of room to teach
arrangement of atom in
cubic unit cell and sharing
among different unit cells
Although it is good but
not sufficient. help of
teacher is required to
interact
Unfortunately the videos
and models are not very
useful and user friendly so
they also do not provide
much help for teachers. If
we can have the
visualization of the 3-D
structure that how a
structure is formed step
wise it will help. it should be
handy and simple to use.
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Appendix 2: Connecting Design Project 3 and Design Project 4
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Appendix 3: Image Trackers, Module 1 and 2
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