XRLab tools

1. Project was partially funded by the U.S. Department of State 2014 ASEE International Forum

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 Limited availability of advanced research equipment for educational
purposes. (Modern equipment is very expensive, unique, and complex)
 Many students have a understanding of operational principles and
underlying phenomena of fully computerized modern equipment, as
well as factors affecting data accuracy. Consequentially , they cannot
correctly estimate the reliability of the results and method limitations.
 Today’s online engineering, technology and natural science courses
do not provide hands-on experimentation which is an integral and
necessary part of any traditional science or engineering curricula.
 Reusability of web-based interactive virtual resources in order to tailor
them to specific a course, learning objectives, students’ level and
background, etc.
 Some experiments are very time consuming and/or involve very slow
processes requiring more time that can be allocated
Challenges:

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Web-based virtual X-ray labs and equipment, as well as related
interactive online resources have been used:
 for lecture demonstrations
 as the only practice on the relevant subjects for the students,
enrolled in large-scale lecture classes or in distance learning
courses.
 for preparing students for hands-on practice in actual X-ray labs
 in combination with practice using an actual X-ray diffractometer
 for performance-based assessment of students’ ability to apply
gained knowledge of diffraction theory for solving practical tasks.
 for training personnel of x-ray laboratories and evaluating their
knowledge and skills.

5. The x-ray simulations can be
successfully used for lecture
demonstrations. Replacing hand
drawings of X-rays interactions with a
crystal lattice with the Bragg’s law
simulation can help a lector to save
time spent on the drawing on a black
board, to show the process
dynamically, and to demonstrate the
impact of various factors on the
diffraction pattern.
Click on the image
to watch the video.
The Bragg’s law simulation allows a
user to vary the interplanar spacing
(d), x-ray tube material (wavelength)
and, by comparing XRD powder
patterns, visually analyze how these
parameters affect the angular
positions of the diffraction peaks.

6. Introduction to X-Ray Powder
Diffractometer

8. Additional
resources

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10. Online Experiment

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12. Worksheet
Video
instruction

13. Virtual experiment
 focuses on a particular task,
 students have to follow guidelines
Includes:
• main simulation
• specific learning objectives
• scenario/assignment
• step-by-step instructions for students
• worksheet
• assessment
optional components:
auxiliary simulations, prerequisites,
excerpts from interactive lessons and
technical manuals, quizzes, and other online
reference resources.
Simulation
 task and learner neutral,
 there are no restrictions on
user’s actions
Target audience:
Teachers and instructors Students
Simulations vs. Virtual Experiments
Includes:
• brief theory
• help

14. X-Ray Powder Diffraction Pattern Simulation

15. • Studying Bragg’s Law
• Introduction to X-Ray Powder Diffractometer
• Lattice type determination
• Indexing diffraction data
• Lattice constant determination
• Comparison of unit cell sizes
• X-Ray Diffraction study of order-disorder transitions in a binary alloy system
• X-Ray Diffraction Study of Tetragonal–Cubic Transition in a ferroelectric
perovskite ceramics PbTiO3
• X-ray diffraction study of the structural development of uniaxially stretched
rubber
• Identifying polymorphic phases of silicon dioxide (SiO2)
• Qualitative phase analysis of human kidney stones
• Qualitative phase analysis using online standard reference database and
reference patterns calculated from crystal structure data
• Determination of Crystallite Size and Lattice Strain
List of currently available virtual experiments:

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20. USA-Russia Peer-to-Peer Dialog Project

21. Presented interactive online resources can be easily adjusted and utilized by
many online or traditional courses or online courses on Physics, Chemistry,
Materials science, Crystallography, Geology, Biochemistry, among others.
Project authoring toolkit and templates enable faculty and instructors, who do
not have any programming skills, to design new interactive virtual activities,
or to adjust existing ones to match specific learning objectives,
Virtual equipment and online labs can be integrated with web-based massive
open online courses (MOOC) available at edX, Coursera, and Udacity and
other e-learning platforms.
Virtual and blended activities are able to link the acquisition of practical skills
in actual equipment operation with the learning of fundamental principles and
applied methodologies underlying the corresponding experimental methods
and equipment design.
Summary:

22. Dr. Yakov E. Cherner
ATeL, LLC
Phone: (781) 842-3300
e-mail: YCherner@ATeLearning.com
Skype ID: yakov_cherner
Web site: http://ATeLearning.com
Contact info: