Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Computing and Information Technology
We developed a virtual reality representation of a scanning electron microscope to be used as a pedagogical tool to train students in its proper use. This will enable students to have full access to a scanning electron microscope in the classroom and learn the processes of creating a sample, which will help solidify the abstract concepts presented to them throughout their education in nanotechnology. We developed a training session to learn the basic procedure for using the scanning electron microscope. These procedures were practiced and then presented to a team of programmers who created a virtual reality version of the microscope. Several processes were documented to create this pedagogical tool for the classroom: An understanding of the correct procedures and protocol when using the scanning electron microscope, how the microscope images a sample, the processes to view samples, creating biological and non-biological samples, the process of sputter coating nonconductive samples, and what is involved in the sputter coating process. These processes, along with a representation of the machine were created in virtual reality to give students a tool to help see and understand abstract concepts presented to them during their education in nanotechnology. By working with the team creating the virtual reality representation of these processes we developed a tool that instills real laboratory techniques before the students even encounter the physical instrument. This will benefit institutions who do not have access to a scanning electron microscope and better prepare students in advance to work safely and effectively with the scanning electron microscope.
Braden, L. A., & Kaiser, S. A., & Kamali-Sarvestani, R., & Minaie, A., & Weber, P. (2018, June), Virtual Reality Implementation of a Scanning Electron Microscope in Nanotechnology Education Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31226
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