An Exploration of the Nanoworld with LEGO Bricks

Campbell, Dean J.; Miller, Josiah D.; Bannon, Stephen J.; Obermaier, Lauren M.

doi:10.1021/ed100673k

Cited by 34 publications

(47 citation statements)

References 19 publications

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“…Building block models have been used as interactive aids in STEM education, such as by modeling chemical structures or by simulating protein synthesis [5,39]. Even though building block structures can only coarsely approximate arbitrary objects, their familiarity, tangibility, and ease-of-use makes them appealing and versatile modeling tools.…”

Section: Potential Usesmentioning

confidence: 99%

Interactive 3D Model Acquisition and Tracking of Building Block Structures

Miller

White

Charbonneau

et al. 2012

IEEE Trans. Visual. Comput. Graphics

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Fig. 1. An overhead view of our system in action. A depth camera observes the creation of a physical structure made of building blocks. Our system continuously updates a virtual model of the structure as the user adds and removes pieces.Abstract-We present a prototype system for interactive construction and modification of 3D physical models using building blocks. Our system uses a depth sensing camera and a novel algorithm for acquiring and tracking the physical models. The algorithm, Lattice-First, is based on the fact that building block structures can be arranged in a 3D point lattice where the smallest block unit is a basis in which to derive all the pieces of the model. The algorithm also makes it possible for users to interact naturally with the physical model as it is acquired, using their bare hands to add and remove pieces. We present the details of our algorithm, along with examples of the models we can acquire using the interactive system. We also show the results of an experiment where participants modify a block structure in the absence of visual feedback. Finally, we discuss two proof-of-concept applications: a collaborative guided assembly system where one user is interactively guided to build a structure based on another user's design, and a game where the player must build a structure that matches an on-screen silhouette.Index Terms-Interactive physical model building, 3D model acquisition, object tracking, depth cameras, building block structures.

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Section: Potential Usesmentioning

confidence: 99%

Interactive 3D Model Acquisition and Tracking of Building Block Structures

Miller

White

Charbonneau

et al. 2012

IEEE Trans. Visual. Comput. Graphics

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“…Instructors obviously teach a simplified version of the full quantum theory, but the assigned readings and prelaboratory lectures provide enough guidance for students to perform the procedure and understand their results. Useful explanations of nanoscale phenomena that are appropriate for freshmen have been published in the literature (Campbell et al, 1999;Campbell, Freidinger, Hastings, & Querns, 2002;Campbell et al, 2008;Sohlberg, 2006). These references provide instructors with some "best practices" for conveying complicated chemical and quantum mechanics theory to undergraduates.…”

Section: Topicmentioning

confidence: 99%

Practical Aspects of Creating an Interdisciplinary Nanotechnology Laboratory Course for Freshmen

Winkelmann¹

2009

J Nano Educ

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The Florida Institute of Technology offers a unique Nanoscience and Nanotechnology laboratory course exclusively for first-year undergraduate students. Laboratory experiments are team-taught by chemistry, physics, and chemical engineering faculty. During weekly three-hour laboratory sessions, students synthesize nanomaterials and obtain hands-on experience characterizing samples with scanning probe microscopes. Surveys of former students indicate that the course provides significant educational benefits, such as motivating them to pursue undergraduate research and coop positions. Based on the author's experience, this paper provides guidance for designing such a course. Topics include the course's structure, laboratory activities, student feedback, and the benefits and challenges of teaching such a laboratory course to first-year undergraduate students.

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“…Teke and Sozbilir recently addressed problems of symbolic representation that blind students experience when learning chemistry (Teke & Sozbilir, 2019). There is substantial literature aimed at enabling BVI individuals to participate in other aspects of chemistry not explicitly related to chemical (molecular) structure and other science, technology, engineering, and mathematics (STEM) fields; curious readers are directed to the following recent references for examples: (a) exploring chemistry topics in the formal classroom (Smith, 1981;Stender et al, 2016;Tombaugh, 1981) and laboratory settings (Andersen, 1982;Bromfield-Lee & Oliver-Hoyo, 2007;Flair & Setzer, 1990;JCE staff, 2000;Neppel, Oliver-Hoyo, Queen, & Reed, 2005;Supalo, Mallouk, Rankel, Amorosi, & Graybill, 2008; J. T. Wood & Eddy, 1996), (b) exploring chemistry topics in informal teaching settings (Kumar et al, 2018), (c) solving puzzles (Cady, 2012) and using interlocking toy building blocks, like Legos, to learn chemistry (Campbell, Miller, Bannon, & Obermaier, 2011;Cloonan, Nichol, & Hutchinson, 2011;Geyer, 2017;Melaku, Schreck, Griffin, & Dabke, 2016;Ruddick & Parrill, 2012;Witzel, 2002), (d) threedimensionally printed puzzle pieces for representing elements, ions, compounds, or chemical equations (Singhal & Balaji, 2019), (e) a musical electrochemical cell (Cady, 2014), (f) development of a BVI-accessible thermometer (Vitoriano et al, 2016), (g) science enrichment activities at National Federation of the Blind Youth Slams and science camps Wedler et al, 2014), (h) approaches aimed at secondary school education (Supalo et al, 2016). For an excellent case study of a student with blindness successfully completing a chemistry laboratory course, see the recent report in this very Journal (Michael & Wohlers, 2019).…”

Section: Introductionmentioning

confidence: 99%

Visualization without Vision – How Blind and Visually Impaired Students and Researchers Engage with Molecular Structures

Laconsay¹,

Wedler²,

Tantillo³

2020

JSESD

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This article examines the tools and techniques currently available that enable blind and visually impaired (BVI) individuals to visualize three-dimensional objects used in learning chemistry concepts. How BVI individuals engage with and visualize molecular structure is discussed and recent tactile (or haptic) and auditory methods for visualization of various chemistry concepts are summarized. Remaining challenges for chemistry education researchers are described with the aim of highlighting the potential value of educational research in further enabling BVI students to pursue careers in science, technology, engineering, and mathematics (STEM) fields.

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An Exploration of the Nanoworld with LEGO Bricks

Cited by 34 publications

References 19 publications

Interactive 3D Model Acquisition and Tracking of Building Block Structures

Interactive 3D Model Acquisition and Tracking of Building Block Structures

Practical Aspects of Creating an Interdisciplinary Nanotechnology Laboratory Course for Freshmen

Visualization without Vision – How Blind and Visually Impaired Students and Researchers Engage with Molecular Structures

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