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[MUSIC] iLabs is an online system that enables
real laboratory equipment to be operated
remotely through the Internet. In this case study, Dr. Mark Schultz from the University of Queensland,
demonstrates iLabs. It talks about how its institution has developed experiments using this
institution, that have become a rich online resource for science students and teachers around the
world. >> What we're providing is remote access
to computerized experimental gear. iLabs were developed by MIT probably about
12 years ago, Jesus A. del Alamo and Steven R. Lerman got a grant to puts some
experiments online. And the insight they had was not that
putting the experiment online was the great thing, but how did you
control access to it? How did you scale this up? I didn't want it just for a class of five
or 20 or 100 students. But what happens if I wanted it for a
class of 10,000 students who were geographically
distributed all over the planet? We'd had problems with students doing
pracs way before the material or way after because
we only had N of the pieces of
equipment and we were looking for a better way. So the last job I'd done was built two
labs with 50 bench positions in at the cost of
$400,000. And we knew we were never going to get
this money ever again. So we needed a way of better sharing the
equipment we had. And we saw remote labs as a way around
that. That if we could give students access out of
hours, over weekends that could run it from their home at times
of their convenience. That's not applications you download into
your computer. The objective is to run it in the browser. So it should run anywhere, anytime. iLabCentral.org. The experiment they're running is
basically to do the inverse square law so that if you double the distance from the source, you'll get a quarter of the
radiation. What they've done is set up some
activities before the students come here. Before the students go in. And then they can launch the experiment. In all of these we've seen this is the
same experiment. They just set up the scenario differently and the activity afterwards will be
different. But the running of the experiment looks
the same each time. So when you invoke it you say, launch the
lab. It tells you that the experiment's located
in Australia. So there's a, a you can click to look at
the webcams, so we can and we can see that's
the lab there. This is the pedagogy they're following. Where they pick a question, they design an
experiment, and they go through and investigate it,
interpret it. And they have to fill in a book. And finally, they get to this point. Here's our radiation source down at the
bottom, here's our Geiger muller tube, here's the tonic particles going up and
ionizing and being, and registered. And you can choose the source, we've only
got one plugged in at the movements it's
strotium-90, but the main thing they can do is move the source
closer to it and you can see more particles get
captured here or get measured. If they move right out to the full
distance, you get less in here. The journal here takes them through the
steps then that are required. So they have to understand these things
and there's questions about it. And then they work their way through the
activity. So I'm going to enter some distances now
between 15 and 90 millimeters. And 90. How long do we want to do it for?
Probably three seconds each and we'd like to do it three
times; so it's now running the experiment. They can hit the webcam and have a look at
it; and the wheel's spinning down the bottom
if your eyes are quick. It'll do the readings and then you'll see
the, this gear here rise up some distance and then it will
take another set of readings. [NOISE] Moving up now. It does that measurement there which is
going to take whatever it is a few seconds and then it will move up to the
top and it'll do it again. So now we can get our results. [BLANK_AUDIO] So, then the distance is, we took three
readings. That isn't the answer, that's the raw data
they've got so now they should go along and
analyze that. So, they've plotted the, the three numbers
there, and now you can insert the graph back into your lab book, and
then we're supposed to interpret it. So that's what somebody else has done with
the piece of equipment we developed. Now if we go back to browse iLabs so you'll see the radiation one crops up a
lot. There's a large number of experiments out
there that people have done, all of these run under the iLab
architecture. ELVIS is a platform available from
National Instruments. Force on a Dipole is out of physics at
MIT. Spectrometer experiment from Chemistry. Inverted Pendulum was the first experiment
we did. Shake Table is from Civil Engineering. The Neutron Beam runs inside the reactor
at MIT. I mean, this is a prime example of why we
like iLab experiments. This experiment can't be done by anybody
except the few people that might be allowed in that room, and they don't allow
undergrads into that room. It's a high risk experiment, it's a
fantastic experiment to do, but not everybody can do
it. Not many universities have their own
reactor. And not many people are allowed into that
sort of space. So the radiation experiment we've just
been looking at is unique in that high schools can't do
it, because you have to have a radiation officer, to
lock the sources away, and bring them out, all
the time. And you've gotta be a certified radiation
officer. Primary schools and hospitals couldn't do
it, so this experiment would allow them to do a
radiation experiment. It doesn't detract from the lab
experience; you still need to go into a lab and do things, you need to spill
chemicals, you need to melt wires, you need to blow up the
capacitors in your training and get that tactile, haptic experience of how
do you tweak knobs and what happens. That's still part of your training. This enriches that and provides
opportunities you couldn't normally do. Remote experiments have been around for
probably over 20 years. But they haven't been large scale. So we're trying to move them more
mainstream. We were focused on first year Physics at
UQ. They've taken it into a whole new market. So that radiation experiment at the moment
is used by, I think 1460 high school students across six
states in the US. There were students who came back to after their submitted their solution and
kept working. So we really had got amazing engagement. The next level of development is, can we
collaborate over an experiment at MIT where the people are in China or India
or Australia and, Germany. [BLANK_AUDIO]

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