Three-Dimensional Printing of a Scalable Molecular Model and Orbital Kit for Organic Chemistry Teaching and Learning

Three-dimensional (3D) chemical models are a well-established learning tool used to enhance the understanding of chemical structures by converting two-dimensional paper or screen outputs into realistic three-dimensional objects. While commercial atom model kits are readily available, there is a surprising lack of large molecular and orbital models that could be used in large spaces. As part of a program investigating the utility of 3D printing in teaching, a modular size-adjustable molecular model and orbital kit was developed and produced using 3D printing and was used to enhance the teaching of stereochemistry, isomerism, hybridization, and orbitals

Breaking the Access to Education Barrier: Enhancing HPLC Learning with Virtual Reality

This research focuses on an innovative approach to the practical teaching of High Performance Liquid Chromatography (HPLC), specifically exploring the application of Virtual Reality (VR) in undergraduate education. Traditionally, the exposure to HPLC instrumentation for undergraduates has been limited due to a substantial student population and the prohibitively high costs of these systems. To overcome these challenges, we developed our own in-house multi-user VR software, as well as a VR digital twin model of HPLC instruments in our laboratory and placed multiple copies of these in a training environment, aiming to simulate a realistic, interactive, and immersive learning HPLC environment. The investigation of its effectiveness included a group of first year undergraduate students with no previous HPLC experience, aiming to assess the reception of the VR learning environment among a student cohort. The use of the VR software positively influenced student engagement with HPLC training. Survey results indicate that the majority of students greatly enjoyed the VR sessions, with many students reporting a heightened interest in practicals and self-reporting that they learned better than they would have using text or PowerPoints, though formal assessment is needed to quantify its impact on learning outcomes. Notably, students reported a heightened confidence in their operational understanding of the instrument and exhibited a more profound grasp of the underlying theoretical concepts. In light of these findings, we propose that VR learning environments equipped with digital twins of laboratory equipment can greatly enhance practical teaching, particularly in areas constrained by equipment accessibility. This work, therefore, offers compelling insights into the potential of VR learning environments in reshaping HPLC practical teaching in undergraduate education

Investigation of 3D-Scanning and 3D-Printing for Personalised Therapy

This present thesis focuses on the combination of 3D-printing and 3D-scanning to produce personalised external and internal biomedical devices. 3D-printing enables the production of customised medical devices in regards to shape, size and drug-loading. The first chapter provides an introductory review to 3D-printing and 3D-scanning. (A formal description of the experimental results and procedures is provided in the second chapter.) The third chapter focuses on 3D-printing of external biomedical devices. Fused-deposition-modelling 3D-printing was explored to produce personalised wound dressings. 3D-Models were obtained from 3D-scanning of a volunteer’s nose, ear and hand. These dressings were 3D-printed with polycaprolactone loaded with metal-salts (copper, silver and zinc) possessing antimicrobial properties. Silver-loaded 3D-printed dressings displayed the highest antimicrobial properties, and a synergistic antimicrobial effect was produced when silver was combined with zinc. The next phase of the project focused on the development of a 3D-printed personalised positive-airway-pressure (PAP) therapy mask interface. A 3D-scanner was used to obtain a 3D-model of a volunteer’s face. The device was created using a stereolithography 3D-printer to produce a mould for the interface. This mould was filled with silicone to produce the final mask. The fourth chapter explores the use of 3D-printing to manufacture internal biomedical devices. Biocompatible and biodegradable materials were incorporated with abiraterone, docetaxel or a combination of both to produce an implant for the treatment of prostate cancer. The aim is that this implant requires surgery to implant or it could be implanted during a radical prostatectomy. The implant was 3D-printed using an Aether-bioprinter. The implant was 3D-printed with various layering systems, e.g. a drug-loaded layer followed by a drug-free layer. Analysis of the 3D-printed implant revealed that the manufacturing process did not result in any physical or chemical changes to the drugs. In addition, the drug release was controlled by changing the layer height, infill or 3D-printing with pores

The development of the MiniXtruder: a low-cost laboratory scale filament extruder with reduced internal dead volume for 3D Printing

OBJECTIVES: To develop a simple small-footprint, single-screw Hot Melt Extrusion device that can combine with existing laboratory equipment to facilitate rapid generation of 3D-printable HME filaments and benchtop quantities of 3D-printed filament for scale-up processes. METHODS: Design and development of the low-cost device which we call the MiniXtruder was carried out in silico and was manufactured using conventional laboratory tools, machining and 3D printing. To compare its capability, identical filament was produced on a commercial twin-screw extruder and compared with filament from the MiniXtruder. Extrudates from plain-PCL/PCL-caffeine loaded pellets were analysed by TGA, DSC and SEM. 3D printing of the was carried out on a MakerBot Replicator 2X Desktop 3D-printer. KEY FINDINGS: Realisation of the MiniXtruder as a small footprint/low-cost HME device that can produce 3D printable filaments. Different materials can be used with the device, resulting in facile extrudate production. The MiniXtruder shows versatility and decreased time/material consumption with low internal volumes and replicable filament production. CONCLUSION: The MiniXtruder’s potential to produce 3D-printable filament has shown that it is suitable for use in a laboratory setting and that it can replicate the production of 3D-printable filament from more expensive extruders whilst minimising the internal dead volume

The Rise of the AI Scientist: Unleashing the Potential of Chat-GPT Powered Avatars in Virtual Reality Digital-twin Laboratories

Digital twin laboratories, accessible via the use of low-cost and portable virtual reality (VR) headsets, have emerged as an immensely powerful tool for chemical education and research collaboration. Having an immersive environment identical to that of a laboratory can provide scientists with a unique platform in which to plan future experiments, conduct laboratory tours, and train on specialist equipment. However, what digital twin laboratories currently lack is on-hand support of co-workers to assist with tasks such as locating chemicals, aiding with machine set-up, and issuing reminders regarding local laboratory health and safety rules Here we show how this key gap can be overcome with the use of knowledge-loaded Chat-GPT avatars in VR. We trained three different chat avatars to perform specialist functions crucial to working in a laboratory and obtained accurate and useful responses in up to 95% of cases, using a range of evaluation metrics including Human Evaluation, Set-Based F1 Scoring, and BERTScore. Our findings demonstrate the vast potential of this technology in harnessing the capabilities of AI assistants for scientists and enhancing immersive digital twin environments within VR settings

Breaking the Access to Education Barrier: Enhancing HPLC Learning with Virtual Reality Digital Twins

This research focuses on an innovative approach to High Performance Liquid Chromatography (HPLC) practical teaching, specifically exploring the application of Virtual Reality (VR) digital twin models to revolutionize undergraduate education. Traditionally, the exposure to HPLC instrumentation for undergraduates has been severely limited due to the substantial student population and the prohibitively high costs of these systems. To surmount these constraints, we designed and developed custom in-house multi-user VR software and created a VR digital twin model of the HPLC instrument in a training environment containing multiple HPLCs, aiming to simulate a realistic, interactive, and immersive learning environment. The investigation included a group of undergraduates with no previous HPLC experience, assessing the effectiveness of the VR digital twin model juxtaposed with conventional teaching methods. Results exhibited a marked improvement in student comprehension of HPLC and their engagement levels, with the VR digital twin model serving as a significant enhancer. Notably, students reported a heightened confidence in their operational understanding of the instrument and exhibited a more profound grasp of the underlying theoretical concepts. In light of these findings, we propose that VR digital twin models can revolutionize practical teaching, particularly in areas constrained by equipment accessibility. This paper, therefore, offers compelling insights into the transformative potential of VR digital twin models in reshaping HPLC practical teaching in undergraduate education

Breaking the Access to Education Barrier: Enhancing HPLC Learning with Virtual Reality

This research focuses on an innovative approach to the practical teaching of High Performance Liquid Chromatography (HPLC), specifically exploring the application of Virtual Reality (VR) in undergraduate education. Traditionally, the exposure to HPLC instrumentation for undergraduates has been limited due to a substantial student population and the prohibitively high costs of these systems. To overcome these challenges, we developed our own in-house multi-user VR software, as well as a VR digital twin model of HPLC instruments in our laboratory and placed multiple copies of these in a training environment, aiming to simulate a realistic, interactive, and immersive learning HPLC environment. The investigation of its effectiveness included a group of first year undergraduate students with no previous HPLC experience, aiming to assess the reception of the VR learning environment among a student cohort. The use of the VR software positively influenced student engagement with HPLC training. Survey results indicate that the majority of students greatly enjoyed the VR sessions, with many students reporting a heightened interest in practicals and self-reporting that they learned better than they would have using text or PowerPoints, though formal assessment is needed to quantify its impact on learning outcomes. Notably, students reported a heightened confidence in their operational understanding of the instrument and exhibited a more profound grasp of the underlying theoretical concepts. In light of these findings, we propose that VR learning environments equipped with digital twins of laboratory equipment can greatly enhance practical teaching, particularly in areas constrained by equipment accessibility. This work, therefore, offers compelling insights into the potential of VR learning environments in reshaping HPLC practical teaching in undergraduate education