Developmental Work Complete

I handed in my developmental work today instead of the due date, yesterday, because of technical problems with sending the .fla format file from a newer version of flash for an computer with the older version of Flash. I have Adobe Flash CS3 while the school's computers has Flash MX 2004 - hopefully this doesn't become a huge problem during the construction stage of the project, but as long as I isolate my work to the computer lab at school, I should have no problems. My final product for the developmental work was a plan of procedures, script, and drawings of the objects necessary for the animation, including some drawn environments.

Script

Relativity

Written by Elliott Grieco

Einstein walks into a “patent office” type of room

Einstein’s special theory of relativity was published in 1905, and his general theory was published only a year later.

An executive figure is ready at the desk with a stamp to “approve” his document. A red stamp comes down upon the theory document.

Einstein’s most revolutionary concept within his special theory of relativity was the idea of time dilation. That is, the difference between the speed of time among different frames of constant motion.

Camera focuses on clock on the wall of the patent office making a subtle “tick tock” noise behind the narration. The clock becomes isolated at the center, and the hands rotate around the central axis rapidly in a normal clock pattern.

But why does time dilation occur? How does it affect us? And how can we be sure that it exists?

Continue zooming in on clock; once circumference reaches the edges of the viewing area, the clock will shatter apart into many pieces with an appropriate sound effect. The shattered pieces will fall to the bottom.

These pieces continue falling to transition into the next scene – an empty highway with a speedometer sign reading “your speed is”

To begin our explanation, we must first hold one thing to be true: the speed of light is constant within and among all frames of reference. This value that represents light’s velocity is called c, which is over 670,000,000 miles per hour.

A beam of light shoots rapidly across the highway; the “radar sign” show a bunch of digits alternating (to simulate calculating) before it renders a speed of 670,000,000 mph.

Fades into next scene; two situations, side by side, happen simultaneously. On the left, a person stands out of the roof of a car reads the speed of light at the headlight. A word bubble over his head says “c!” Another relatively stationary person takes the reading of the light and simultaneously shouts out “c!” in a word bubble. On the right, a similar situation occurs, but instead of “throwing” light, the passenger instead throws a baseball. The person in the car yells out “v_ball” while the one on the ground yells out “v_light+ v_ball”

But how can light always be seen at a constant speed? When we throw a ball out of a car, we expect that a stationary and moving observer would get two different readings of speed relative to them. However, when this situation is done in terms of light, both viewers will read the same speed from either frame of reference.

There is no proven reason for this behavior of light, and we must just assume that this property remains true.

Now, let’s turn our discussion in terms of space.

Background transforms into star filled sky, white sporadically sparkling stars over a black background.

There are two space ships,

Two space ships, one above another appear in two different frames of video, clearly divided; one travels through space, which will be simulated by looping the starry background backwards and having a rocket boost out the back of the ship. The rocket boosting effect will be simulated with 2 frames of fire being ejected from the rear of the rocket.

each with a pair of mirrors that are directly opposite one another.

The reflective surfaces fade into their appropriate places

One is in motion while the other is relatively stationary.

Now, imagine a particle of light, better known as a photon, were shot directly downward on both of these mirrors.

Show particle of light bouncing up and down purely vertically in both.

When one observer is in each space ship, both observers will see the light particle moving up and down vertically relative to them.

However, when the stationary ship watches the ship in motion, this is what he will see:

Ship begins to move from left side towards right side of screen; the photon constantly moves towards the opposite mirror it just had bounced off of, and therefore creates a diagonal path. The path will be drawn out as “tracing” from photon.

Because the photon travels a diagonal path on the space ship in motion, the photon must therefore travel a greater distance between each bounce than the photon on the stationary ship. But we must remember, however, that the speed of light always remains constant.

As the above is said, the ships loop an animation of the bouncing photon, one stationary and one in motion.

Identical equations fade in (d=ct) below each ship.

So, if the distance is larger,

Show “d” below ship in motion grow

then time itself must be smaller compared to the stationary ship in order for “c” to remain constant.

Show t shrink in equation below moving ship as above is said.

We can only conclude, then, that time must have moved slower in the moving ship than the stationary one!

This is a classic example of the logic behind time dilation. However, we cannot see the changes caused by time dilation. However, this factor does need to be taken into account for the more modern engineering marvels, including the proper synchronization of GPS satellites.

Satellite above earth sends of “wave signals”

The time dilation effect has even been experimentally tested – an atomic clock on a plane was compared to relatively stationary one on earth. The differences on the clocks varied by billionths of a second; however, the difference in these times were correctly predicted by Einstein’s equations.

Plane flies through the air with an analog clock hanging underneath it on a left frame; there is a clock at ground level that has its hands moving faster than the ones on the plane, which will be a very exaggerated showing of time dilation.

Fin

Plan of Procedures

My objective is to create an informative animation that educates the audience on the theory of relativity. The final product will be an animation burned to a DVD disc that can be readily played on most Region 1 DVD players. The animation will be drawn, animated, and rendered using Adobe Flash Software. The rendered scenes will be compiled and edited in Apple iMovie.

Plan of Procedures:

1. Write script (narration and plan of animation methods)
2. Draw objects necessary in the animation.
3. Record voice-over narration
4. Edit voice-over narration
5. Draw individual scenes using previously created objects as appropriate in Flash
6. Animate scenes using combination of frame by frame and tweening methods
7. Render animation to .mov format (plug-in pre-installed in Flash software)
8. Edit rendered movie files in iMovie to compile final animation
9. Render iMovie animation
10. Burn rendered iMovie animation using iDVD software

Developmental Drawings

Finishing up drawings

This weekend, I made a lot of progress on my developmental drawings. I went over to see my mentor about the "secrets" of drawing in Flash. If I have any other questions as I draw my objects (so far I have created them for the first few scenes on my story board, the hardest being my drawing of Einstein due to my general lack of drawing skills), I have the IM address of my mentor in order to get instant feedback on my work-in-progress.

Developmental Drawings

Over the course of the past few weeks I have been experimenting with the Flash software and e-mailing my mentor about any questions I had regarding how drawing in Flash worked.

For the most part, my developmental work that remains - drawings for objects in the animation - will entail of redrawing the rough sketches and recreated objects (clip art) used for the purpose of the story board. Since I will be using the Flash software to draw, and the software is available in the other computer lab (with Mac desktops), I will do most of the drawing at home. These drawings conveniently save into small files while having a huge leap in quality from what can be created in bitmap editors.

I may also visit my mentor in order to show him the progress of my drawings in addition to him showing me some useful drawing methods in the Flash software.

Script Complete, bidding process continues

My script is done - it follows along quite nicely with my storyboard.

I have been completing the bidding process in school by researching prices of blank DVD-R media at a variety of retail outlets. It seems that Tiger Direct offers the best value. I will only need to find one store with a good price, for Kelly and Kerri will find another store from which to buy the discs.

Script Writing, continued

I am nearing completion of my script; one more class period should do it. I have been following along a similar path of development of the script. Also, for the bid process, I will collaborate with Kerri and Kelly (classmates) for ordering the DVD-R media, especially because they come cheaper in larger packs.

Script Writing Begins

This week, I have begun to write my script. A lot of the story planning has been done when creating my model. My script will follow the preliminary idea for the animation outlined in my storyboard quite closely. The script written will include the spoken narration in addition to a description of the animation itself as each section of dialog is spoken.

Plan of Procedures Complete; Script work begins

I have completed the plan of procedures documentation. I created a chronological list of the steps to be followed in order to complete the animation. The initial "construction" steps will be started during the completion of the developmental work (script writing and object creation). I will start my developmental work process with the script writing.

Plan of Procedures Work, continued

I have created the list of materials (software and hardware) that I will need. This list is quite small, and is all things that I currently own. The hardware that is important to remember is a microphone for narration recording and a stopwatch for these recording times in order to make sure that I am narrating at the proper speed in sync with the animation.

Software includes animation creation software (flash) and video editing software (iMovie and iDVD)

The media that I will use to store the animation is a DVD-R disc - this disc will be the cost researched for the bidding process.

Plan of Procedures Started

The plan of procedures comprises of these sections, which have been transformed from the assignments specifications for compliance with my specific project:

Tools and Equipment: Hardware

Tools and Equipment: Software

Bill of Materials

I have begun creating this list for all of these sections - as developmental work continues and I think of more required materials, I will add them to the list until the list is published on the due date.

Developmental Work Assigned

The second marking period has begun. This marking period's assignments include developmental work, plan of procedures, math and science report, and a presentation of progress at the end. The plan of procedures and developmental work are due on December 19 - the due date is set pretty far forward, so I better make sure to get an early start on this work. First, I will work on the plan of procedures.

MP2 Calendar

Week 1: 11/12-11/16

• Create calendar
• Update blog
• Contact mentor if necessary

Week 2: 11/19-11/23

• Begin Plan of Procedures
• Do bidding process research
  
• Update blog
• Contact mentor if necessary

Week 3: 11/26-11/30

• Finish Plan of Procedures
• Complete Bidding Process
  
• Developmental work: Animation Script
• Update blog
• Contact mentor if necessary

Week 4: 12/3-12/7

• Developmental work: Animation Script - Finish
  
• Developmental work: Animation Drawings
• Update blog
• Contact mentor if necessary

Week 5: 12/10-12/14

• Developmental work: Animation Drawings
  
• Update blog
  
• Contact mentor if necessary

Week 6: 12/17-12/21

• All developmental work due - wrap everything up
  
• Last week before vacation
• Update Blog
  
• Contact mentor if necessary

Week 7: 1/2-1/4

• Begin science and math report
  
• Update blog
• Contact mentor if necessary

Week 8: 1/7-1/11

• Complete science and math report (due 10th)
  
• Update blog
• Contact mentor if necessary

Week 9: 1/14-1/18

• Prepare outline for presentation (begin 17th)
  
• Update blog
• Contact mentor if necessary

Week 10: 1/21-1/25

• Compile mentor contacts (due 23rd)
• Update blog
• Contact mentor if necessary

Finding a Mentor and Presentation

It is now the time to find a mentor. According to my teachers, I should find two mentors. One mentor should be focused on animation, and the other on the nature of the physics. Because animation careers are few and far between, especially those in flash, I will use my friend who has been doing flash animation for over 4 years. In terms of a physics mentor, I will use a teacher that is within our district, but outside of the school. For the limited mentor contacts i will have this marking period, i will include a lengthy interview with my animator friend about the trials of flash animation.

In other news, my presentation is ready to go. Alternative solutions along with a selection rejection report has been posted on the blog.

Research

Einstein’s Theory

Albert Einstein’s book on the general and special theory of relativity, Relativity, was targeted towards the layman; it is astounding that Einstein was able to take his revolutionary ideas – even for physicists of the era – and tailor his findings to the average educated person. For the most part, Einstein is successful; however, his descriptions of relativity lack visual representation. This is where it becomes harder to understand Einstein’s concepts; he describes situations makes the readers visualize his hypothetical examples within their heads; they have no drawing or diagram to base their findings off of. This makes Einstein’s concepts harder to understand than they need to be.

Albert Einstein put forward his special theory of relativity in 1905, and he fully formulated his general theory ten years later, in 1915, publishing it in 1916. His account of these theories in his book in 1916 as well. Today, nothing within the macroscopic world has contradicted Einstein’s theory, although some quantum observations can contradict it. Many experiments, however, have proven his theory – Einstein’s equation of time dilation accurately predicted the time dilation of an atomic clock on a plane vs. on the ground (the difference, however, was in billionths of a second).

Some of Einstein’s theories have created what seem like logical paradoxes. For example, “the twin paradox” shows how a twin who leaves on a space ship at a speed of near the speed of light will return home younger than his brother. Time dilation causes a difference in their ages. Another popular paradox from relativity is the ladder paradox. If a ladder moves into a garage just smaller than the width of the ladder, then length contraction of the ladder would seem to allow the ladder to fit in. However, from the point of view of the ladder, the garage is moving, and the length of the garage is contracting, not the ladder. The image below shows both points of view of this situation and the resulting paradox.

Figure 1: A diagram of the two perspectives of the ladder paradox

Technology Student Association: Scientific Visualization Event

The Technology Student Association has had a long history as a club dedicated to technology education. MAST has had a history of being an active chapter with TSA – the school has taken home both regional and national trophies. Below is the history of TSA, as quoted from the official TSA web site. (tsaweb.org)

“The Technology Student Association (TSA), formerly AIASA, is the oldest student organization dedicated exclusively to students enrolled in technology education classes grades K-12. It has a rich history that spans three decades. Three distinct periods may be found in TSA's history. During the period from 1958 to 1978, the American Industrial Arts Student Association (AIASA) was a sponsored activity of the American Industrial Arts Association (AIAA). In 1978, the nonprofit corporation, AIASA, Inc., was formed to oversee AIASA as a separate organization. During the decade that followed, the organization grew in size, strength, structure, and impact on students and secondary school programs. The summer of 1988 closed this third decade as AIASA reached another milestone, a change in the organization's name: the Technology Student Association (TSA).”

Today, it is common to depict scientific concepts with audio/visual representation. Technology Students of America hosts a variety of technology based competitions, one of these focusing on Scientific Visualizations (SciViz). TSA describes Scientific Visualizations as "the graphic representation of complex scientific concepts." The depiction of a complex concept of relativity would be a perfect use of SciViz, and a wonderful topic to enter this contest.

Educational Animation:

Educational animation is a recent phenomenon that is due to the growth of computer graphics. Computer graphics animation allows animation to be created more easily and cheaply than traditional methods. Today’s methods have become easier, and now teachers can create their own animations in order to get points across. Teachers are no longer limited to the use of static graphics.

Educational animation’s function is twofold. It has an affective function, which means that they can more easily engage the learner’s interest and sustain his or her motivation. More importantly however, an educational animation serves as a way to help the learner understand and remember the content they are studying. This function is known as a cognitive function of animation.

The effectiveness of educational animation is debatable. A well designed animation may help a student learn faster and easier, while one that is poorly paced may have a reverse effect on the audience. Our visual perceptions and cognitive systems limit us for processing information. If the pace at which an animation presents its information exceeds the speed at which the learner can process it, learning will be compromised. In order to fix this problem, it is important that the animation is slowed down to a suitable speed, and that audio or text supplements the animation to help the brain understand and remember the information being presented. Another possible solution is to allow the audience to control the pace of the animation in order to be able to learn the information in a manner suitable for them.

Selecition/Rejection Report

Selection/Rejection Report

The alternative solutions that follow will be judged on topic rather than aesthetics – based on conclusions made during brainstorming, all the animations will be using the same animation method – through Adobe Flash. The final solution will be selected based upon the knowledge required of the audience, specificity of the topic presented, effectiveness of the example used, the ability to stand alone (not in the context of a larger lesson), fit for the time limit given (3 minutes), and the uniqueness of the topic presented. All topics are smaller foci within the Einstein’s theory of relativity.

Alternative Solution 1: The Relativity of Simultaneity

Topic Description: This animation will show how simultaneity of events is only relative to the observer, and this fact’s place within the grand scheme of Einstein’s theory of relativity.

Solution Description: (please refer to the story board for this solution, Appendix A)

The animation starts off with a quick background on Einstein’s relativity in order to serve as an introduction. All of the information will be provided by verbal narration. The animation then goes on to show simultaneity as we normally know it; the animation will show a pair of hands clap, then two pairs, then four, and so on.

The animation will then go on to show how the relativity of simultaneity applies to a hypothetical situation. The animation shows a train pass by an observer, as he sees two bolts of lighting strike both ends of the train “simultaneously.” This will then be shown again, and as the lighting strikes, the animation will show a circle of information that comes out of the lightning bolt as light, and show how both circles of information reach the observer simultaneously.

The animation will then show how the passenger will see the events. It turns out the passenger will see the lightning strike the front of the train before the rear, and will therefore perceive that it had happened this way. This will be shown with circles of information as well, except now that the train is moving towards the front circle of information being sent out, then the light from the lightning bolt at the front of the train will reach the passenger before the light from the rear.

The animation will end with a train driving off in the distance as the narrator concludes about the situation that simultaneity is in fact relative, and goes on to say that in fact all measure is relative. This is a fundamental concept within Einstein’s overall theory of relativity.

Solution Analysis:

The best quality of this solution is that it focuses on a very narrow topic. This is, of course, an educational video; because the animation can spend a lot of time on one topic, then the viewer will have an easier time understanding the topic. Also, the topic choice is good because it requires almost no prior knowledge of physics in order to understand the concepts being taught. The example used to explain the concept is adequate, but sadly somewhat trite – the train and the lightning example is commonly used throughout physics education.

Also, this example is well suited for animation. This concept deals with hypothetical – film would never be able to represent this example, and using more advanced CG techniques would be unnecessary and actually may detract the viewers’ attention. It is best to use the simplest yet most effective methods possible in order to convey one’s idea.

The overall impact of the topic, however, seems minimal. Once the viewer understands the topic, the message won’t linger in his or her mind for long because it is, quite simply, a dull topic. This message the animation conveys works best within the context of a larger discussion of relativity.

Alternative Solution 2: The Twin Paradox

Topic Description: This animation will depict and explain Einstein’s famous “twin paradox” in terms of the special theory of relativity.

Solution Description: (please refer to the story board for this solution, Appendix B)

The animation starts off with a quick background on Einstein’s relativity in order to serve as an introduction. All of the information will be provided by verbal narration. The animation then goes on to explain how Einstein’s theories can create logical paradoxes – especially when associated with time dilation. One classic relativity paradox is known as the twin paradox. The animation then goes on to describe this situation. A pair of twins separate – one stays at home while the other goes on a space ship millions of miles away at a very high speed – 99% the speed of light. If Ted’s round trip was 1 year long, then he would come back to see that his brother is now over 7 years older than him! The effects of time dilation, the animation explains, is what creates this disparity in age. This is shown with two different clocks that each twin has; the clock on the ship moves slower than the one on earth. The animation goes on to show how time dilation has been proven. Two clocks were found to have slightly different times when one was put on a plane and the other kept at rest. The difference was only billionths of a second, but the disparity works perfectly within Einstein’s equations. The animation ends with an outlook of the possibilities that the theory of special relativity allows our mind to explore. The animation then remarks on the other paradoxes that the theory of relativity can create – some are solved, and some are still debated within the physics community.

Solution Analysis:

The topic is interesting, for it almost makes it seem that the passenger of the ship has undergone time travel into the future. Of course, this topic also only deals with hypothetical situations. Our current technology is nowhere near reaching speeds anywhere close to that of light. The largest weakness of this solution is that the topic for this solution requires prior knowledge of time dilation. Like solution 1, this solution probably works best within the context of an entire course on special relativity. One who has no background on the nature of time dilation would be hard pressed to take the statements that the speaker says about the nature of time dilation as fact without being demonstrated these concepts.

Alternative Solution 3: Time Dilation

Topic Description: This animation will depict and explain the causes, effects, and applications of time dilation.

Solution Description: (please refer to the story board for this solution, Appendix C)

The animation starts off with a quick background on Einstein’s relativity in order to serve as an introduction. All of the information will be provided by verbal narration. The first section establishes what time dilation is – the change in the speed of time among different frames of constant motion. While this is being said, a clock enlarges to fill the viewing area, until the clock cracks and a falls apart – this is simply meant for dramatic affect. The next section establishes the law of propagation of light. The speed of light is constant among and with all frames of reference; the symbol used to describe the speed of light is “c” (approx. 3.00*10^8 m/s). The animation then goes on to show how this counters normal logic, for when one throws a baseball out of a car (instead of light), it’s velocity will increased once the two vectors are added together. Light has different behavior than a normal particle.

The discussion moves onto the example that will be used to connect these ideas to time dilation. A system of two spaceships is set up on screen. The first space ship is moving while the other is relatively at rest. A pair of mirrors with one mirror directly above the other is set up in both ships. If a light of photon were to be shot directly downward onto the mirror in both trips, then both observers would simply watch their own photon move up and down. However, when the stationary observer watches the ship in motion, he sees the light making a diagonal path, and moving a distance greater than the distance that her own particle moves.

Remembering that the speed of light is constant, the viewer sees (with the aid of the animation) how if the distance that the particle were to travel increased, then the time must decrease; therefore, time is moving slower in the moving space ship as compared to the stationary observer.

The animation goes on to describe the practical uses of time dilation; knowing the effects of time dilation was a must when synchronizing GPS satellite systems. Also, the effect of time dilation has been tested – an atomic clock placed on an airplane was compared with a clock at rest on earth – the difference between the times on the clocks varied by billionths of seconds; however, the difference in the times were correctly predicted by Einstein’s equations.

Solution Analysis:

This topic is probably the most broad of the three solutions presented. Also, the prerequisites for understanding the concept are quite minimal; the viewer only requires simple knowledge of algebra (d=ct equation behavior) and geometry (diagonal path of the proton). Still, this concept must be compressed into 3 minutes, which makes it difficult for a viewer to grasp the logic in viewing; hopefully, the example given is simple and effective enough for the audience to understand the concept being conveyed. This example with the “mirror ship” is often used in physics education, which makes me optimistic that the example will work well.

Conclusion: Solution Choice

­­My selection is based on the rankings I have made for certain categories of evaluation; this ranking table is shown below.

1= most, 2 = middle, 3 =least

(+) – “most” rank is more desirable; (-) – “least” is more desirable

	Solution 1	Solution 2	Solution 3
Prerequisite Knowledge (-)	3	1	2
Specificity of Topic (+)	1	2	3
Effectiveness of Example (+)	2	3	1
Ability to stand alone (+)	2	3	1
Fit for time limit (3 minutes) (+)	3	1	2
Uniqueness of topic (+)	2	2	2

Based on the results above, I have chosen solution 3.

The categories in which solution 3 ranks highest is in the effectiveness of the example and its ability to stand alone. These are probably the most important categories of rank. An effective example can make or break the overall success of the animation. Solution 3’s “space ship mirror” example is most effective. This is largely because of its continual use in physics text books. However, this example should be translated into animated form. Also, because this animation is meant for a contest, and not a classroom, it is important that the animation is able to appeal to a wide audience, as well as working well as a stand alone animation (as apposed to working better within a series of lessons). The concept of time dilation is broader, but this is what gives the concept the ability to stand on its own.

Appendix A-1 and A-2: Alternative Solution 1

Appendix B-1 and B-2: Alternative Solution 2

Appendix C-1, C-2, C-3: Alternative Solution 3

­­

Testing Procedures

In order to test the effectiveness of my solution, I will follow the grading model created by the Technology Student Association for SciViz participants. However, scoring sheets by judges are never returned to contest participants; therefore, I must rely on a survey group to grade my project. My project will be viewed by an large variety of viewers; this will include a population of students in their senior year (who already have some knowledge on the topic, although it may not be fresh in their minds), junior year (who have learned the material recently), and sophomore year (who have never seen the material). The animation will also be surveyed by the school’s physics teachers. All surveyed viewers will fill out the grading sheet shown in figure 1.

Figure 1: TSA SciViz Scoring Sheet

Going through presentation mediums

I know of three possible softwares to use in order to create this educational animation; these are the only methods I have seen used in the competition as well:

• Maya: 3-d animation
• Flash: 2-d animation
• Power point: 2-d sideshow
  

These have been examined as a part of brainstorming; my conclusion from this was to use flash for all of my alternative solutions.

Design Brief, Specifications, and Limitations

Design Brief: To design and create a visualization that can teach one or more concepts of Einstein’s theory of relativity for entry into the SciViz event of the Technology Student Association High School Competition in April, 2008.

Specifications:

• Must be encoded into a universal MPEG-2/DVD format
• Sound that accompanies the visualization (narration and/or music) effectively enhances the learning experience.
• Must be aesthetically pleasing
• Must teach the concepts displayed effectively
• Must show creativity in topic and teaching methods

Limitations:

• The visualization may not exceed 3 minutes in length
• The visualization must be completed in the allotted time period – before the competition in April, 2008.
• Computer hardware/software resources of the Marine Academy of Science and technology
• Personal hardware/software resources
• Must fit on a standard 4.7 gigabyte DVD disk
• All copyrighted material used must have permission of use from the work's author.
  
• Audience is expected to have a basic understanding of geometry and Newtonian physics.

Possible Topics

Problem 2: Topics

• Simultaneity: The perception of simultaneous events is relative to one’s frame of reference
• Twin Paradox: A twin that leaves on a space journey at speeds near the speed of light will return home significantly younger than his brother
• Train Paradox: If a train were to enter a tunnel smaller than the width of the train, but length contraction would allow it to fit in the tunnel, would it fit in the tunnel if both doors were to be simultaneously shut once it enters the tunnel?
• Law of propagation of light vs. theorem of adding velocities: The speed of light is constant in all frames of reference, while any other object shot in one frame of reference can have a different measured velocity within another frame of reference
• Length Dilation: As an object moves faster through space, its length will contract
• Time as a fourth dimension: Interpreting time as a physical dimension
• Universe as finite and infinite: Addresses the universe as a 4 dimensional sphere in which it has finite volume but is without bounds.
• E=mc²: A large amount of energy is held within a relatively small mass
• Applications
• Concept
• Space curvature due to gravity
• Rotating disk paradox: does time dilation exist within different points of a rotating disk?

Conclusions on Animation software

Problem 1 Conclusion: I have decided that all of my solutions will be based on using Adobe flash software to animate; its uses for SciViz is vastly superior to using Powerpoint or Maya.

Pros and Cons of Maya

Problem 1: Presentation Medium

• Autodesk Maya (Computer Generated 3-d software)
• Pros
• Very realistic images
• Creates 3-d images
• Can replicate real world lighting effects (e.g. shadows)
• Renderings can be produced at high resolutions
• Cons
• Modeling in 3-d is difficult
• Creating complex textures
• Harder to work with animation in 3-d
• Must edit camera work as well in 3-d
• Very long rendering times
• Software not available at school
• Frames must be compiled into third party video editor

While Maya is a very powerful animation and graphics tool, its difficulty of use in modeling, animating, and texturing make it the least desireable of software to use.

Research and Brainstorming

During the week I skimmed through Einstein's Relativity once again and broke down the book into the specific topics that the animation created could focus on. For each subtopic, I created "comic strip" style sketches to look at the different ways that each concept could be demonstrated visually. These topics included:

• simultaneity of relativity
• train paradox
• law of propagation of light
• time/length dilation
  
• space-time continuum
  
• the universe in four dimensions
• relativity in modern engineering
• general relativity
• space curvature
• "finite yet unbounded" universe

• E=mc^2 (energy/mass equivalence)
  
• Rotating Disk Paradox
• Train Paradox
  

Background Information

Background Information:

Albert Einstein’s book on the general and special theory of relativity, Relativity, was targeted towards the layman; it is astounding that Einstein (shown below) was able to take his revolutionary ideas – even for physicists of the era – and tailor his findings to the average educated person. For the most part, Einstein is successful; however, his descriptions of relativity lack visual representation. This is where it becomes harder to understand Einstein’s concepts; he describes situations makes the readers visualize his hypothetical examples within their heads; they have no drawing or diagram to base their findings off of. This makes Einstein’s concepts harder to understand than they need to be.

Figure 1: Albert Einstein

Albert Einstein put forward his special theory of relativity in 1905, and he fully formulated his general theory ten years later, in 1915, publishing it in 1916. His account of these theories in his book in 1916 as well. Today, nothing within the macroscopic world has contradicted Einstein’s theory, although some quantum observations can contradict it. Many experiments, however, have proven his theory – Einstein’s equation of time dilation accurately predicted the time dilation of an atomic clock on a plane vs. on the ground (the difference, however, was in billionths of a second).

Some of Einstein’s theories have created what seem like logical paradoxes. For example, “the twin paradox” shows how a twin who leaves on a space ship at a speed of near the speed of light will return home younger than his brother. Time dilation causes a difference in their ages. Another popular paradox from relativity is the ladder paradox. If a ladder moves into a garage just smaller than the width of the ladder, then length contraction of the ladder would seem to allow the ladder to fit in. However, from the point of view of the ladder, the garage is moving, and the length of the garage is contracting, not the ladder. The image below shows both points of view of this situation and the resulting paradox.

Figure 2: A diagram of the two perspectives of the ladder paradox

Einstein’s theories are best shown with visual representation. In Relativity, Einstein depicts certain situations with words that we must visualize instead of using diagrams, possibly because of the limits of book printing when the book was published. Any diagrams used in Relativity were quite dull and vague. Today, it is common to depict scientific concepts with audio/visual representation. Technology Students of America (logo shown below, Figure 3) hosts a variety of technology based competitions, one of these focusing on Scientific Visualizations (SciViz). TSA describes Scientific Visualizations as "the graphic representation of complex scientific concepts." The depiction of a complex concept of relativity would be a perfect use of SciViz, and a wonderful topic to enter this contest.

Figure 3: Technology Student Association official logo

Einstein's theory of relativity wished for his message to be heard by the layman. However, his use of almost pure text failed to meet the visual needs of proper explanation of the theory. It is necessary to have a means to demonstrate this theory which defies normal human logic with illustrations that can mimic the illusory nature of the theory.

"Figure 1." Online image. KnowProSE.com. 22 October 2007. [http://www.knowprose.com/node/17112].
"Figure 2." Online image. Wikipedia.org. 24 October 2007. [http://en.wikipedia.org/wiki/Ladder_paradox].
"Figure 3." Onling image. Techonology Student Association. 24 October 2007. [http://www.tsaweb.org].

Teacher's Approval to Change

My teachers agree that it would probably be wise to change my project. I have decided to do an animation illustrating a topic of the theory of relativity. The animation will be sent into a regional Technology Students Association competition. The event is called Scientific Visualizations. I have participated in this event for the past 2 years and have been quite successful in it, so it helps that I have experience with this particular contest and animation in general. Past movies I have made has used Maya software. I am considering using a different software than Maya, however, for this type of animation. Usually, I do this contest with a partner, but this obviously is not possible for a senior project.

I am happy with the switch.

Pros and Cons of Flash

Problem 1: Presentation medium

• Flash Animation
• Pros
• Can create simple, vector based diagrams
• Ve ry small file sizes
• Can be encoded into video format through software
• Cartoon style creates a more vibrant presentation
• Software can “smooth out” drawings
• “Tweening” makes animation simpler
• Allows for integration with Adobe Suite of products
• Can easily export in a number of movie and image formats
• Fast rendering times
• Cons
• Cartoon style look may turn off some viewers
• No realistic look to drawings
• For the most part, limited to two dimensional drawings
• Quality of video conversion may be sub par
• Coding in the software can become quite technical and tedious
• Requires user to draw most objects – imported images do not behave as well as objects drawn within the software
• May require a tablet to create best drawings (instead of mouse)

Adobe Flash uses "key frames "in order to animate. Objects are set at certain positions at certain frames; motion paths are automatically created to get from point A in frame A to point B in frame B. The image to the left shows the drawing interface, and at the top is the time line that shows frame positions. Flash documents can be easily saved as shockwave files (.swf, a regular flash file for a web browser), animated gifs, movie files, or individual images. None of these exporting methods requires third party software. To the left is an example of an exported animation of a ship, similar to the one created in PowerPoint in the previous brainstorming section (click the gif to see the animation in action). Lines can be drawn with a mouse, or more popularly, with a third-party tablet attached the computer via USB interface. Also, there are tools to create ovals, rectangles, and straight lines. Objects can be separated to different layers; these layers can be locked or made invisible to make an easier drawing environment to work with. Also, each layer has its own time line for frames, which makes it easy to animate only within a certain layer while keeping a background layer still. Ironically, Adobe Flash is a complicated program used to make more simple animation.

Pros and Cons of Powerpoints

Problem 1: Presentation medium

• PowerPoint
• Pros
• Simple
• Easy to make
• Small file size
• Straight-forward
• Works well on low-end hardware
• Cons
• Relatively primitive
• Harder to synchronize narration
• Lacks professional look
• Requires software to run
• Difficult to export into universal video format
• Cross-platform and cross-version inconsistencies

The image to the left shows how PowerPoint animation can be created. Tweened motion is created using motion paths - frame by frame editing is unavailable. Diagrams can be created by compiling "autoshapes" together. Moving the shapes within "layers" can become frustrating because you must tell one object to go behind or in front of another. Multiple shapes can be grouped into an object in order to make object manipulation more simple. Free drawing tools are limited. PowerPoint can import popular image formats. Published power point presentations can be exported as web pages, burned to cd's with viewing software preinstalled on the cd (i believe this only works with Windows OS), or simply saved and viewed with the power point program. However, the contest judges view the presentations on an unknown hardware configuration, so complications may arise when publishing the presentation and having it available to be viewed. The animations can be synchronized within a timeline interface - usually, PowerPoints rely on the viewer to "click" to advance slides, but slides can be timed. PowerPoint files are usually small, but can become rather large if imported audio, video, and images are used.

Deciding to Change

I have just read Einstein's book Relativity
I liked it. A lot. A good read with some interesting ideas.
After watching some you tube videos and watching wikipedia articles afterwards in order get a better understanding of the theory. Some of his ideas didn't catch on immediately, and some still not at all. Considering that my process on my wave tank project is almost negligible, and my interest has become weaker and weaker, now that I have encountered a topic that I am truly enthusiastic about, then I should definitely change my project to focus on this.

Post Presentation - Teacher Analyses

My teachers have told me that I am basically moving in the right direction with my presentation; of course, the presentation was incomplete because I am not as caught up as the other people in the class because of my delayed start with the project. The teachers were quite understanding of this. They just made sure to mention that a large amount of images would be used in order to aid my speaking about the presentation, and that the model reflect the highest quality in order to receive the highest grade.

Interview with Ms. X, chemistry teacher

She knows a professor at Stevens who is quite experienced with wave tank instruction. Hopefully I can get a chance to look at it this weekend. The more I get involved with this project however, the more my enthusiasm decreases. Maybe this isn't the project for me?

Post Presentation - Self Evaluation

My presentation could only cover what I have done thus far. So I could only get to my progress through the research. Simply, I have to get through my research to understand the necessary fundamentals of a successful wave tank. I know my chemistry teacher has a good amount of experience creating wave tanks. I will go interview her.

Design Brief, Specs, and Limits

Design Brief: To design and create a demonstration tool to teach ocean tidal and sediment transport principles within a classroom environment.

Specifications:

• Curriculum materials can be stored within a _x_x_* area
• Easy to assemble and disassemble
• Usable within an indoor environment
• Large enough for a standard sized classroom to view
• Easy to transport

Limitations:

• Time to complete the project
• Construction funds
• Construction materials in the MAST technology lab

Presentation Week

This week, we will be presenting for an "informal" progress update. Presentations will be made in the tech lab. Not much progress will be made this week in class.

Getting ready for presenting

So far, I can only get my presentation up to my research portion, which my teachers are fine with, as long as I am all caught up by the formal progress update. I will use this chance in order to practice general presenting skills and using the web log as a presentation tool. It will be very important to incorporate many pictures in order to get points across, so those pictures must be uploaded to the blog. My has been made, and is unsurprisingly much shorter than that of my classmates.

Getting to experimental research . . .

By now, the wave tank has been brought from Mr. V's room to the systems lab at school. I have yet to be able to experiment with this tank, however, because I need to learn to use the power supply that runs the motor to the existing wave tank. Another problem I have is that the side panel on tank is cracked - I fear that if I try to use the tank, the panel may rupture.


Note: My post is on today and not Friday because I will not be in school tomorrow. Tonight, I am leaving to go visit colleges for the weekend.

Research Materials May Pose a Problem

There are many available research materials on the properties of waves and sediment transportation. However, the research materials on wave mechanics are written in esoteric language that I yet have the background to understand. Also, any web sites that are exclusively about wave tanks usually discuss the effect the wave tank has, and not the actual wave tank construction process. I think that the best solution in order to obtain suitable research in order to get started on creating alternative solutions is to experiment with the wave tank and use my observations in order to brainstorm and develop a solution.

Progress to date

Design brief, Specifications, and Limitations have been created. Background Information section is almost complete; I need to acquire more research materials in order to create a more complete background information report (teacher interviews, hydrodynamic principles, etc.). Tuesday's post will list research materials that I have acquired thus far.

Working my way towards catching up . . .

I have recently changed my senior year focus from oceanography to systems in order to pursue my interest in physics. To fulfill my desire for a heavily mathematically based project, I have decided to create a visual representation of ocean tides and sediment transport. The physic's teacher's wave tank is broken, and now it will me my job to improve the existing design. Because I am behind most of the class, I have to move fast. I have created a plan of action for this marking period - this week, I will complete my background information essay, design brief, and specification and limitation list. I also must acquire resources that will provide necessary information about mathematical wave principles and aquatic housing construction. I also must interview my teacher in order to find out the appropriate specifications this wave tank shall entail. At the end of the week, I will post again to log the progress I have made.
-EG