{"id":297792,"date":"2018-02-13T13:45:10","date_gmt":"2018-02-13T18:45:10","guid":{"rendered":"http:\/\/www.rochester.edu\/newscenter\/?p=297792"},"modified":"2018-03-30T13:45:59","modified_gmt":"2018-03-30T17:45:59","slug":"augmented-reality-chemical-plant-297792","status":"publish","type":"post","link":"https:\/\/www.rochester.edu\/newscenter\/augmented-reality-chemical-plant-297792\/","title":{"rendered":"Augmented reality lets students operate a chemical plant"},"content":{"rendered":"<hr \/>\n<p><em>Virtual reality (VR) uses advanced display and immersive audio technologies to create an interactive, three-dimensional image or environment. Augmented reality (AR), meanwhile, uses digital technology to overlay video and audio onto the physical world to provide information and embellish our experiences.<\/em><\/p>\n<p><em>At the University of Rochester, we\u2019re crossing disciplines to collaborate on VR\/AR innovations that will revolutionize how we learn, <a href=\"https:\/\/www.rochester.edu\/newscenter\/training-brains-young-old-sick-healthy-virtual-reality-296892\/\">discover<\/a>, <a href=\"https:\/\/www.rochester.edu\/newscenter\/intersections-app-combines-virtual-reality-personalized-psychotherapy-cognitive-behavioral-therapy-296922\/\">heal<\/a>, and <a href=\"https:\/\/www.rochester.edu\/newscenter\/intersections-better-audio-vr-videos\/\">create<\/a> as we work to make the world ever better.<\/em><\/p>\n<hr \/>\n<p><a href=\"http:\/\/www.rochester.edu\/news\/intersections\/\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-300032\" src=\"https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/intersections.jpg\" alt=\"logo graphic reads: INTERSECTIONS. A Newscenter series showcasing the University of Rochester's cross-disciplinary approaches to teaching, learning, and research\" width=\"300\" height=\"200\" \/><\/a>\u201cThis is awesome,\u201d said Brendan Eder \u201919, moments after setting eyes on a tabletop glowing brightly in a darkened room in Wegmans Hall.<\/p>\n<p>The chemical engineering major from Milwaukee, Wisconsin, repeated that comment more than once during the next half hour, as he and two other students continually rearranged coffee mugs and popsicle sticks on the tabletop\u2019s glass surface to simulate reactions in a real-life, sprawling chemical plant.<\/p>\n<p>The exercise was part of an innovative, augmented reality (AR) teaching experiment in which:<\/p>\n<ul>\n<li>Coffee mugs became virtual 10-cubic meter reactors \u2013 both plug flow reactors (PFR) and continuous stirred tank reactors (CSTR);<\/li>\n<li>popsicle sticks served as the virtual pipes that connect them;<\/li>\n<li>a nob let students adjust the temperature inside each reactor as it was added to the configuration;<\/li>\n<li>QR coding on the bottom of the reactors enabled a camera inside the table to capture each reactor\u2019s precise location;<\/li>\n<li>the information was relayed to a computer where the simulations were run;<\/li>\n<li>and a projector inside the table flashed the results onto the tabletop\u2014all in real time.<\/li>\n<\/ul>\n<p>\u201cWe\u2019re trying to use AR as a way to enable new types of STEM (science, technology, engineering, and math) undergraduate laboratories that weren\u2019t possible before,\u201d explains Andrew White, assistant professor of chemical engineering.<\/p>\n<p>\u201cWhat we\u2019ve done is build a hands-on, tactile, collaborative lab where students can explore putting together multiple reactors at different temperatures, and see what effect this has on optimizing a chemical reaction.\u201d<\/p>\n<figure id=\"attachment_298162\" aria-describedby=\"caption-attachment-298162\" style=\"width: 1000px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-298162\" src=\"https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/augmented-reality-table.jpg\" alt=\"students moving coffee mugs around on a lighted table surface\" width=\"1000\" height=\"667\" srcset=\"https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/augmented-reality-table.jpg 1000w, https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/augmented-reality-table-630x420.jpg 630w, https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/augmented-reality-table-768x512.jpg 768w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><figcaption id=\"caption-attachment-298162\" class=\"wp-caption-text\">From left, chemical engineering students William Funkenbusch \u201919, Rainier Barrett, Brendan Eder \u201919, Sabrina Westgate \u201919, and Heta Gandhi experiment with an augmented reality table built by Barrett. (University of Rochester photo \/ J. Adam Fenster)<\/figcaption><\/figure>\n<h2 style=\"margin-top: 20px;\">\u2018<strong>A needed piece in higher education\u2019<\/strong><\/h2>\n<p>More important, however, is the effect the table could have on optimizing the students\u2019 educational experience.<\/p>\n<p>\u201cThis is a really a needed piece in higher education,\u201d says April Luehmann, an associate professor and director of secondary science education at the Warner School of Education, who is collaborating on the project.<\/p>\n<p>\u201cWe know a lot about what\u2019s important in learning that doesn\u2019t ever get translated into the classroom,\u201d she says. Opportunities to engage in dialogue with fellow learners; to make mistakes; to wrestle with complex, real-life problems that have no single answer; and to physically interact in an environment\u2014all of these should be part of the process, she says.<\/p>\n<p>\u201cThat doesn\u2019t happen when students are asked to do problems one through four on page 262, turn it in, and the only interaction they have is with a professor who tells you whether the final number you arrived at is right or wrong.\u201d<\/p>\n<p>\u201cA table like this can allow so much more than that to happen,\u201d Luehmann says.<\/p>\n<p>Eventually, the table will be connected to the University\u2019s super computer, allowing for even more sophisticated simulations, says Brendan Mort, director of the <a href=\"https:\/\/www.circ.rochester.edu\">Center for Integrated Computing<\/a> (CIRC), who is also collaborating on the project.<\/p>\n<p>White, Luehmann, and Mort have also proposed working with the Rochester Museum &amp; Science Center on developing an AR platform simulating oil and water at the molecular level, to show what happens when there\u2019s an oil spill.<\/p>\n<p>White, whose expertise is in using experiments, molecular simulations, and machine-learning to design new materials, has explored other innovative ways to teach his students.<\/p>\n<p>For example, he loaded all of his lectures and course content for a class on numerical methods and statistics <a href=\"http:\/\/www.hajim.rochester.edu\/che\/news-events\/news\/archive\/2016\/2016-02-17_white_jupyter.html\">onto an open source web application called Jupyter Notebook,<\/a> where students can:<\/p>\n<ul>\n<li>create their own notebooks to do homework and keep notes;<\/li>\n<li>easily copy and paste all the equations and other course content they need;<\/li>\n<li>use the platform\u2019s interactive features to solve the equations and to create dynamic graphs;<\/li>\n<li>incorporate videos, text, and code all in the same documents;<\/li>\n<li>and export their work as websites, PDFs, or slideshows.<\/li>\n<\/ul>\n<p>And they don\u2019t have to spend $160 or more for the textbook that would otherwise be used to the teach the class.<\/p>\n<figure id=\"attachment_298232\" aria-describedby=\"caption-attachment-298232\" style=\"width: 1000px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-298232\" src=\"https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/augmented-reality-coding.jpg\" alt=\"group of students standing around a computer display\" width=\"1000\" height=\"667\" srcset=\"https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/augmented-reality-coding.jpg 1000w, https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/augmented-reality-coding-630x420.jpg 630w, https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/augmented-reality-coding-768x512.jpg 768w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><figcaption id=\"caption-attachment-298232\" class=\"wp-caption-text\">\u201cWhat you\u2019re seeing here are five different programs running at once,\u201d explains Rainier Barrett, center, a PhD student in White\u2019s lab, who did the coding for the AR table with graduate student Heta Gandhi, at left. \u201cThe bulk of the code is connecting the programs and sending messages back and forth.\u201d\u00a0 \u00a0(University of Rochester \/ J. Adam Fenster)<\/figcaption><\/figure>\n<h2 style=\"margin-top: 20px;\"><strong>\u2018A richer set of literacies\u2019<\/strong><\/h2>\n<p>To assess the effectiveness of the AR table as a teaching tool, members of Luehmann\u2019s research team conducted an experiment. They videotaped four students doing a task at the table, while a control group of four other students addressed the same task in a classroom, using computers, spreadsheets, and white boards.<\/p>\n<p>About 30 minutes into the exercise, Luehmann\u2019s team noticed that as the students at the table leaned in to reconfigure the reactors and pipes, they would say something like, \u201chow about . . .\u201d\u2014and then move a reactor without even finishing the sentence.<\/p>\n<p>In other words, they \u201cstarted reasoning with their bodies,\u201d Luehmann says. \u201cAt some point, the need for dialogue and words was transcended. That\u2019s great because the table gave the students more resources to communicate, a richer set of literacies.\u201d<\/p>\n<p>\u201cIf we\u2019re going to prepare chemical engineering students to be part of a knowledge society,\u201d she says, \u201cthey need to be able to negotiate complex, ill-structured tasks. And that&#8217;s the kind of thing that happens at that table.\u201d<\/p>\n<p>Luehmann\u2019s team is still analyzing the videos, as well as the pre- and post-experiment surveys and interviews with the students involved in the exercise. The results will help the team refine its methodologies for further assessing the table\u2019s effectiveness when it is used as part of a chemical engineering class later this semester.<\/p>\n<p>But as far as Eder is concerned, the verdict is already in. \u00a0\u201cI would love to see this kind of teaching tool become more prevalent,\u201d he says of incorporating AR into classrooms and labs. \u201cBringing useful technology to hands-on experiential learning gives us an excellent resource.\u201d<\/p>\n<p>\u201cEngineering is all about real-world applications,\u201d adds Sabrina Westgate \u201919, a chemical engineering major from Conway, Massachusetts, who also had a chance to use the table. \u201cWe learn a lot in the classroom, but to be able to see a visual breakdown like this is really helpful. I think this has a lot of potential to help both students and actual engineers in the field, which is awesome.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Coffee mugs and popsicle sticks are transformed into chemical reactors as part of an innovative teaching experiment that allows student engineers to simulate reactions in a real-life, sprawling chemical plant.<\/p>\n","protected":false},"author":286,"featured_media":298152,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[116],"tags":[34352,34362,18842,18632,34272,34062,12692],"class_list":["post-297792","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-sci-tech","tag-andrew-white","tag-augmented-reality","tag-department-of-chemical-and-sustainability-engineering","tag-hajim-school-of-engineering-and-applied-sciences","tag-interdisciplinary","tag-virtual-reality","tag-warner-school-of-education"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Augmented reality lets students operate a chemical plant<\/title>\n<meta name=\"description\" content=\"Coffee mugs and popsicle sticks are transformed into chemical reactors as part of an innovative teaching experiment that allows students to simulate real-life reactions.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.rochester.edu\/newscenter\/augmented-reality-chemical-plant-297792\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Augmented reality lets students operate a chemical plant\" \/>\n<meta property=\"og:description\" content=\"Coffee mugs and popsicle sticks are transformed into chemical reactors as part of an innovative teaching experiment that allows students to simulate real-life reactions.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.rochester.edu\/newscenter\/augmented-reality-chemical-plant-297792\/\" \/>\n<meta property=\"og:site_name\" content=\"News Center\" \/>\n<meta property=\"article:published_time\" content=\"2018-02-13T18:45:10+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2018-03-30T17:45:59+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.rochester.edu\/newscenter\/wp-content\/uploads\/2018\/02\/fea-augmented-reality-table.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1000\" \/>\n\t<meta property=\"og:image:height\" content=\"600\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Bob Marcotte\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Bob Marcotte\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"6 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/www.rochester.edu\\\/newscenter\\\/augmented-reality-chemical-plant-297792\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.rochester.edu\\\/newscenter\\\/augmented-reality-chemical-plant-297792\\\/\"},\"author\":{\"name\":\"Bob Marcotte\",\"@id\":\"https:\\\/\\\/www.rochester.edu\\\/newscenter\\\/#\\\/schema\\\/person\\\/e0d8d271cd290d592461fa9cefca013b\"},\"headline\":\"Augmented reality lets students operate a chemical plant\",\"datePublished\":\"2018-02-13T18:45:10+00:00\",\"dateModified\":\"2018-03-30T17:45:59+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/www.rochester.edu\\\/newscenter\\\/augmented-reality-chemical-plant-297792\\\/\"},\"wordCount\":1161,\"image\":{\"@id\":\"https:\\\/\\\/www.rochester.edu\\\/newscenter\\\/augmented-reality-chemical-plant-297792\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/www.rochester.edu\\\/newscenter\\\/wp-content\\\/uploads\\\/2018\\\/02\\\/fea-augmented-reality-table.jpg\",\"keywords\":[\"Andrew White\",\"augmented reality\",\"Department of Chemical and Sustainability Engineering\",\"Hajim School of Engineering and Applied Sciences\",\"interdisciplinary\",\"virtual reality\",\"Warner School of Education\"],\"articleSection\":[\"Science &amp; 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