MicroscopyEducation
Figure 2: Students from ages 12 to 18 years were heavily engaged in the sto- ryline investigations.
introduction, each class separated into their four Storyline groups at these bays. With the assistance of volunteers and industry staff, students worked through an activity sheet, exploring each of the microscopes and what they revealed about the structure of their samples. For each microscope, a student needed to complete a quick sketch of the main features he or she observed and answer two questions about the sample and the instrument. Te final dataset in each Storyline was chosen from a
range of techniques. For the tooth enamel sample, two 3D videos were on display. A micro-computed X-ray tomography (MicroCT) dataset showing a tooth cross section was dis- played in rotation, with students asked to point out the differ- ent parts of the tooth from their preparation. An atom probe tomography dataset was also displayed, showing a rotating atomic reconstruction of tooth enamel, where parallel planes indicated areas of magnesium concentration. For the Euca- lyptus sample, a University of Sydney volunteer generously produced a complete 3D reconstruction from SEM datasets of multiple leaf cross sections, allowing students to visualize the trade-offs that occur in different leaves based on pore space, as well as the size, shape, and distribution of chloroplasts. For the rusticle sample, a Macquarie University team captured and reconstructed a 3D image of a single rusticle that could then be rotated and translated by students to observe smaller fea- tures. Lastly, both a video and a MicroCT dataset of the coral samples were displayed. We provided a link to some excellent work by an Israeli–US research team pioneering underwater live microscopic imaging [10] and recording of coral polyp interactions. Tese really brought the coral skeletons that were on show to life for the students. Tis was supported by MicroCT through a section of branching coral, highlighting the density of polyps.
2019 March •
www.microscopy-today.com
Figure 3: A large number of academic and technical staff volunteered to facili- tate Storyline investigation activities.
Virtual Reality and 3D Once students had completed their worksheets and
explored each instrument and dataset, they moved over to the 3D space. With the help of Professor John McGhee [11] from UNSW Art and Design, students were able to experience an immersive virtual reality (VR) environment. As soon as stu- dents put the VR headset and handsets on, they were put into a space that contained only a TEM. As they navigated over to the TEM and looked down into the chamber view, they were drawn into the microscopic world of the sample—a metasta- sizing breast cancer cell (Figure 4). Navigating in this space, designed by Prof. McGhee and his team, one can observe the intrusion of cancer cells into the breast tissue and even uncover pop-up information about specific objects in the field of view, since each significant object was labeled for convenience. Tis special setup gave students a great insight into how interpret- ing microscopic features can be assisted by VR reconstruction. Tis experience was followed up by a demonstration of the
applications of 3D printing in microscopy. Each class watched as the samples they had just imaged with light and electron microscopes were printed at high magnification. Te samples included MicroCT scans of tooth cross sections and coral.
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