Virtual Reality Demonstrations to Support Solid State Physics
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A SATLE Funded Project
Project Title: Virtual Reality Demonstrations to Support Solid State Physics
Team Member(s): Dr. Stephen Power, Prof. Enda McGlynn, Mr. Michael Smyth, Dr. Aoife Morrin
Audience: Faculty of Science and Health, Schools of Chemical Sciences and Physical Sciences. Mainly targeted at modules PHY1035 (formerly PS204) and PHY1056 (formerly PS402), second and final year modules, respectively. Total student numbers each year are ~ 90.
Aims/Objectives: This project is centred on the development of a bespoke virtual reality (VR) capability to showcase key foundational concepts in solid state physics. The topic of crystal structure is foundational in solid state physics, where an understanding of atomic positions, bonds etc. are underpinning concepts. However this topic is particularly poorly taught using 2D presentations (books, Powerpoint etc.) Old-fashioned “ball and stick” physical models, and 3D renderings online can help, but an immersive VR experience will allow students to rotate and manipulate crystal structures in “space” and explore the related concepts of crystal directions and planes in a unified manner.
The project outcome will be the delivery of a bespoke VR capability that allows students to load standard crystal structure files which will then be rendered in VR, and will allow specific planes and directions to be chosen and visualised.
The project started in February 2024, and the first activities involved the purchasing of equipment, specifically the purchase of three virtual reality (VR) kits including headsets and hand controllers. Slightly in advance of this, we advertised an INTRA position for three months, reviewed applications and appointed an intern, Mr. Michael Smyth (PHA3), who started on 12th February and was in post for three months.
The final report, with a great deal more detail, including VR screenshots, is available.
We have spoken to other colleagues in the School about this approach so that they are aware of the general possibilities for their modules, going forward. We also intend to broaden the usage to other activities in the 2025-26 academic year such as Open Days, transition year workshops and other outreach events.
One key learning has been the challenges associated with developing the pipeline of software mentioned above (Crystallography Open Database Blender Spatial). Even when the outputs and inputs of these software systems are notionally compatible, in fact quite a bit of work is needed to ensure that one can reliably and repeatably use the pipeline and it is crucially important to develop good SOPs for future users. The classroom implementation was thus delayed. We had initially hoped to allow specific planes and directions to be chosen and visualised (superimposed on the crystal structure) dynamically by the user in this environment, but this aspect of the work proved more challenging and will require further developmental work. We had planned to first utilise the VR environment in the semester 1 (2024-25) delivery of module PS402 (now PHY1056), and then deploy the VR environment more fully in the semester 2 (2024-25) delivery of module PS204 (now PHY1035).