In Week 9, we aimed to allow users to control the program, switch scenes, and adjust settings using the Arduino and it’s keypad. Meanwhile, I had the opportunity to see the physical model we intended to use as the spin coater for the first time in person. The plan for the augmented reality was to overlay the actual spin coater with the augmented simulation. The user would see both the real 3D model of the spin coater and the simulation, but the simulation would only display changes. For example, when the user wants to dispense photoresist, they would observe the changes in the simulation, while any physical actions would be performed on the real-life 3D model. Currently, the 3D model is in progress and we are excited about bringing all the elements together for the final demo.

By Week 8, the project was almost complete. I identified some areas where adjustments could enhance the performance and responsiveness, so I made the necessary changes. Now, we reached the stage of deploying the application to an actual device. As a team, we needed to decide whether to build it for Android or iPhone. While sharing our ideas, we kept in mind some essential principles for device-specific application development. For instance, we were aware that building an iOS app on a Windows computer would not be possible unless, we used an virtual machine. Considering this, and since I could work with Android on my Windows computer, we decided to proceed with building the application for Android. To begin the Android development, I required an Android device, and my mentor assisted me in obtaining one along with all the necessary resources. I started building the application, ensuring proper image target positioning and scaling to avoid any negative impact with functionality.

In Week 7, continuing with our regular weekly meetings, the overall progress of the project remained great. During one of these sessions, we decided to prioritize the AI aspect and proposed a script revision to ensure that students not only grasp the material we aim to teach but also have the ability to ask meaningful questions. After configuring the AI accordingly, I reached out to SCRO Lab (Semiconductor Career Readiness Organization) to gather their feedback on the script. Incorporating their input, I made more adjustments to the script.

In Week 6, after incorporating the AI feature and providing the model with all the necessary information, I maintained regular weekly meetings with my mentor to review progress and consider any necessary adjustments. He was satisified with the current state but also suggested some additional elements to enhance the project further. These included implementing particle effects, like dripping visuals when the user performs specific actions, and scaling certain items within the project.

In Week 5, I successfully integrated AI into the program by writing a script to program the AI. I met with the SCRO Lab and presented the script, and they confirmed its accuracy. Having gained firsthand experience with the processes, I made additional additions to the scene to replicate them. Furthermore, I am conducting research on videos that explain photolithography. The plan is to embed these videos into the scene to create a more immersive learning experience.

In Week 4, I successfully implemented keyboard functionalities that will be transferred to the Arduino for program control. These buttons enable simulation of the photolithography process, including the use of a dropper and the spinning of the wafer in the scene. For Week 5, I have planned to meet with the SCRO Lab at the University of Florida. These students have a interest in the field and have access to the cleanroom lab on campus. By joining them, I will have the opportunity to observe the processes firsthand and present a demo to ensure accuracy.

For the third week, I presented my first demo, the mentors were satisified with the progress made. The demo showed the spin coater, as well as an informational symbol that was still in development. The purpose of the informational symbol is to integrate gaze interaction within Unity. When a person looks at an object, a pop-up will appear, providing an explanation of what it represents. My teammate and I also compiled a list of necessary items for the project, such as an Arduino, which will enable us to capture input and output it into Unity, simulating the parameters for an actual spin coater.

During the second week, it was decided that we would utilize Unity and Vuforia for image tracking. I successfully found suitable 3D models representing the nanotechnology elements and integrated them into the AR environment. Additionally, I incorporated an LCD display within the scene to showcase the customizable parameters for the spin coater.

During the first week, I met with my mentors to discuss the project in detail and gained a understanding of its requirements. Following that, I dedicated my time to conducting extensive research. I focused on identifying the essential elements needed to create the AR experience, involving exploring resources related to AR development and semiconductor processes, as well as reading related literature to deepen my understanding, allowing me to build a strong foundation for planning and implementations for the following weeks.