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Polynomiography and Applications in Art, Education, and Science
Thursday, 31 July
8:30 - 8:50 am
Room 14 AB

Polynomiography is the art and science of visualization in approximation of zeros of polynomials. Informally, polynomiography allows one to take colorful pictures of polynomials and subsequently re-color them using one's own creativity and artistry. Polynomiography has tremendous applications in art, education, and science. From the artistic point of view, one can learn to produce the most exquisite, complex, and diverse set of images. From the educational point of view, it can be used in high school or college courses to teach mathematical concepts: the algebra and geometry of complex numbers, the notions of limit and continuity, algorithms for polynomial root-finding and iteration functions such as Newton's method, geometric constructs such as Voronoi regions, and fractal sets. From the scientific point of view, polynomiography is a powerful tool for viewing polynomials and for discovering new properties of these fundamental objects of science.

Bahman Kalantari
Department of Computer Science, Hill Center
Rutgers University
New Brunswick, New Jersey 08903 USA
kalantari@cs.rutgers.edu


Field Work
Thursday, 31 July
8:30 - 8:50 am
Room 15 AB

Sixth-grade students at Abraham Lincoln Elementary School explore a virtual field via an ImmersaDesk and collect data there using hand-held computers. Back in the classroom, they integrate their data, visualize it to see the patterns that emerge, and then propose explanations for these patterns. The goal is to help the students learn science inquiry skills within an environment that encourages their formation.

Andrew Johnson
Department of Computer Science
University of Illinois at Chicago (M/C 152)
Chicago, Illinois 60607
ajohnson@uic.edu


Teaching Computer Graphics Constructively
Thursday, 31 July
8:50 - 9:10 am
Room 14 AB

This paper on teaching interactive computer graphics provides a short overview of two influential constructivist epistemologies and describes a preliminary attempt to apply them in practical graphics education.

Gustav Taxén
The Royal Institute of Technology
Lindstedtsvagen 5
Stockholm 100 44 SWEDEN
gustavt@nada.kth.se


ROVer Ranch: A 3D Learning Environment for K-12
Thursday, 31 July
8:50 - 9:10 am
Room 15 AB

The ROVer Ranch is an online NASA project that helps K-12 kids learn about robotics engineering. The students assume the role of a mission engineer to design and build a robot and then test it in a 3D mission simulator. The purpose of this activity is to involve students in a simplified design and programming task using tools that can be explored interactively. The kids apply basic science concepts and observe the behavior of a system they design while learning about NASA research and robots.

Stephanie Smith
National Aeronautics and Space Administration, Johnson Space Center
12405 Twin Creeks Road
Manchaca, Texas 78652 USA
stephanie.l.smith1@jsc.nasa.gov


The Science of Images: A Cross-Disciplinary Introduction to the Field of 3D Computer Graphics
Thursday, 31 July
9:10 - 9:30 am
Room 14 AB

Students who specialize in the study of computer graphics often come from two disparate groups: the mathematically inclined, who are often most interested in the computer programming aspects of the field, and the artistically inclined, whose interest lies more in design and image construction. If these two groups are to learn as part of one community, they need to develop (at least) a common background and language. This paper presents an approach to achieving this goal and discusses a particular course, The Science of Images, that has been taught for several years in this pursuit.

David B. Levine
Department of Computer Science
St. Bonaventure University
St. Bonaventure, New York 14778 USA
dlevine@cs.sbu.edu

Dalton Hunkins
St. Bonaventure University


Computer Simulation Technology and Teaching and Learning Interior Lighting Design
Thursday, 31 July
9:10 - 9:30 am
Room 15 AB

This paper shares the author's experience of using computer simulation technology in an interior lighting design class to improve the teaching and learning environment. The focus of discussion is on how the simulation technology can change teaching and learning, enrich and expand the course contents, and access unlimited resources beyond physical and fiscal limitations.

Jing Feng
Purdue University
130 Sumac Drive
West Lafayette, Indiana 47906 USA
fengj@purdue.edu


A Top-Down Approach to Teaching Introductory Computer Graphics
Thursday, 31 July
9:30 - 9:50 am
Room 14 AB

There are two common strategies for teaching Introductory Computer Graphics (CG) Programming. The first and most tradition covers the CG field in a bottom-up manner, starting from foundational algorithms such as triangle rasterization. The second strategy decomposes graphics applications from the top-down, identifying and analyzing functional modules of such applications. This paper explains why the existing popular bottom-up approaches may not be best suited for mature adult students. It summarizes the top-down approach and reports some observations from teaching the course.

Peter Shirley
University of Utah

Kelvin Sung
Computing and Software Systems
University of Washington, Bothell
18115 Campus Way NE
Bothell, Washington 98011-8246 USA
ksung@u.washington.edu


Computer Graphics and Theater
Thursday, 31 July
9:30 - 9:50 am
Room 15 AB

Integration of computer graphics into the field of theatrical set and lighting design. This paper shows the possibilities of curriculum development using this technology to enhance and compliment traditional techniques in current theater education curriculums.

Who Jeong Lee
ACCAD, The Ohio State University
Deparment of Theatre
1089 Drake Performance and Event Center
1849 Cannon Drive
Columbus, Ohio 43212 USA
wlee@accad.ohio-state.edu


Constructivist Physics Learning in an Immersive, Multi-User Hot Air Balloon Simulation Program (iHABS)
Thursday, 31 July
9:50 - 10:10 am
Room 14 AB

This paper describes an immersive, multi-user hot air balloon simulation (iHABS) program that allows students to experience piloting a virtual hot air balloon and learn underlying physics principles in a fun, exciting, engaging, and collaborative setting. The hot air balloon simulation is a remarkable demonstration of various fundamental physics principles, including Archimedes' principle of buoyancy and the law of thermodynamics. A key research objective is to evaluate the effectiveness of employing virtual reality in correcting the common misconceptions associated with the buoyancy principle. The project also focuses on developing effective virtual-reality interaction techniques, exploring the effectiveness of collaborative learning in a multi-user immersive virtual environment, and assessing the education implications of these approaches.

Lai Kuan Wong
Learning Science and Learning Environment Lab
National University of Singapore
Block 441, #04-1279, Ang Mo Kio Ave 10
Singapore 56044
wonglaik@comp.nus.edu.sg

Yam San Chee
National University of Singapore






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