There is more to see than eyes can detect

Vollmer, Michael; Möllmann, Klaus‐Peter; Pinno, Frank; Karstädt, Detlef

doi:10.1119/1.1407135

Cited by 57 publications

(27 citation statements)

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“…The idea of using IR imaging in teaching was first discussed by Vollmer et al in 2001. [1][2][3] IR cameras were then too expensive for most schools. Thanks to the growing need of home energy inspection using IR thermography, the price of IR cameras has plummeted and they have become easy to use.…”

Section: Infrared Imaging For Inquiry-based Learningmentioning

confidence: 99%

Infrared Imaging for Inquiry-Based Learning

Xie¹,

Hazzard²

2011

The Physics Teacher

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Based on detecting long-wavelength infrared (IR) radiation emitted by the subject, IR imaging shows temperature distribution instantaneously and heat flow dynamically. As a picture is worth a thousand words, an IR camera has great potential in teaching heat transfer, which is otherwise invisible. The idea of using IR imaging in teaching was first discussed by Vollmer et al. in 2001.1–3 IR cameras were then too expensive for most schools. Thanks to the growing need of home energy inspection using IR thermography, the price of IR cameras has plummeted and they have become easy to use. As of 2011, the price of an entry-level handheld IR camera such as the FLIR I3 has fallen below $900 for educators. A slightly better version, FLIR I5, was used to take the IR images in this paper. As easy to use as a digital camera, the I5 camera automatically generates IR images of satisfactory quality with a temperature sensitivity of 0.1°C. The purpose of this paper is to demonstrate how these affordable IR cameras can be used as a visualization, inquiry, and discovery tool. As the prices of IR cameras continue to drop, it is time to give teachers an update about the educational power of this fascinating tool, especially in supporting inquiry-based learning.

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Section: Infrared Imaging For Inquiry-based Learningmentioning

confidence: 99%

Infrared Imaging for Inquiry-Based Learning

Xie¹,

Hazzard²

2011

The Physics Teacher

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“…The benefit of the holo.lab setup presented in this paper is the possibility of keeping track of the real physical devices and representations of the data simultaneously and in real-time. The false-color representation allows to experience an otherwise invisible quantity, like in this case temperature, with human senses, thus extending perception to new regimes [17,19,21,23,28]. Based on multimedia learning theory [7], it can be assumed that temporal and spatial contiguity of the holographic projection directly onto the real object effectively supports the learning process by avoiding the split attention effect that would occur according to CLT [8], if other display types, like tablets or even computer screens, would be used for the virtual augmentation.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Physics holo.lab learning experience: using smartglasses for augmented reality labwork to foster the concepts of heat conduction

et al. 2018

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Fundamental concepts of thermodynamics rely on abstract physical quantities such as energy, heat and entropy, which play an important role in the process of interpreting thermal phenomena and statistical mechanics. However, these quantities are not covered by human visual perception and since heat sensation is purely qualitative and easy to deceive, an intuitive understanding often is lacking. Today immersive technologies like head-mounted displays of the newest generation, especially HoloLens, allow for high quality augmented reality learning experiences, which can overcome this gap in human perception by presenting different representations of otherwise invisible quantities directly in the field of view of the user on the experimental apparatus, which simultaneously avoids a split attention effect. In a mixed reality (MR) scenario as presented in this paper-which we call a holo.lab-human perception can be extended to the thermal regime by presenting false-color representations of the temperature of objects as a virtual augmentation directly on the real object itself in real-time. Direct feedback to experimental actions of the users in form of different representations allows for immediate comparison to theoretical principles and predictions and therefore is supposed to intensify the theory-experiment interactions and to increase students' conceptual understanding. We tested this technology for an experiment on thermal conduction of metals in the framework of undergraduate laboratories. A pilot study with treatment and control groups (N = 59) showed a small positive effect of MR on students' performance measured with a standardized concept test for thermodynamics, pointing to an improvement of the understanding of the underlying physical concepts. Theses findings indicate that complex experiments could benefit even more from augmentation. This motivates us to enrich further experiments with MR.

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“…The increase in temperature is visualized by a thermal camera that detects infrared radiation. Thermal cameras are often used for educational purposes [29,14,31,10,17] to provide a clear visualization of invisible phenomena or to illustrate complex phenomena. There a wide range of topics in physics [28] or in chemistry [30] where a thermal camera may come in handy.…”

Section: Preliminary Considerations About Electrical Circuits and Thementioning

confidence: 99%