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