Advanced simulation, visualization, and interactive devices can be powerful technologies used to enhance education and training in effective and intuitive learning environments.
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St. Margaret Health wished to create a series of 3d video segments to focus on important elements of an active threat situation. The 3d video segments are intended to support and draw attention to key elements of the live-action sequence.
The blast furnace is one of the most important components in the entire steel and iron making industry. A number of projects have been conducted for maximizing campaign life, increasing energy efficiency and fuel utilization, reducing pollutant emissions, as well as optimizing operations.
Virtual training provides the utility of expanding the understanding of a system through simulation and visualization of aspects that cannot be viewed physically. Utilizing the Unity engine, this project involves the creation of a virtual training environment that is based on a real blast furnace from U. S. Steel as the base case.
Modern medical imaging systems provide an opportunity to evaluate invisible areas of the human body safely and reliably during clinical diagnosis and treatment. Most imaging systems, such as CT and MRI, usually produce image volumes assembled from two dimensional slices.
Simulation and visualization of ground water contamination and impact of remedial strategies. Used as lab exercises for Civil & Mechanical Engineering to visualize the contamination transport in ground water from industrial sites.
Based in the School of Education at Purdue University Calumet, Mission Ocean is learning program for young students that is presented in the context of a virtual submarine simulation. Through the program, students learn core math and science concepts as well as social studies and language arts. They then collaborate with peers to solve problems and perform missions, with each student performing the various roles needed to command the submarine.
The Planck Visualization Project is a virtual environment developed as part of the mission’s Education and Public Outreach (EPO). In the 3-D VR environment, viewers can observe Planck from any vantage point in the solar system, as it leaves the Earth and travels to its orbit around the second Lagrange Point (L2), 1.5 million kilometers from Earth. As Planck spins on its axis, orbiting the Sun in the shadow of the Earth, viewers watch as Planck “paints” the CMB on the sky, covering the entire sphere of the sky in one simulated year.
As automated medication dispensing stations become more prominent in hospitals, errors decrease and patient care increases. However, this requires user training and does not eliminate human error. Exploring new training options using virtual reality can lead to increased efficiency and a further reduction in medication errors.
Virtual Construction of a Single-Family Wood Framed House. The simulation affords Constructions Science students to observe the process of building a house from a vacant site through the wood framing necessary to build the shell and interior partitions of a house. The virtual depiction of the construction gives the students a visual understanding of how the various components of footings, foundations, floors, walls and roofs ar assembled. It is not possible to give the students this experience by taking field trips to an actual construction site due to the length of time that would be required. The virtual build allows them to gain this experience in one or two class periods.
This interdisciplinary project developed largely in two stages. The first, which was of a literary nature, involved analyzing and translating Baudelaire (1821-1867)’s poem, “Correspondances.” Research was done on French literary movements as well as on the nature and techniques of translation.
The issue of transferring learned concepts to practical applications is a widespread problem in postsecondary education. Related to this issue is a critical demand to educate and train a generation of professionals for the wind energy industry. With initiatives such as the U.S. Department of Energy’s “20% Wind Energy by 2030” outlining an exponential increase of wind energy capacity over the coming years, revolutionary educational reform is needed to meet the demand for education in the field of wind energy.