Computer animators

SPACEEIL has been used to study polymer dynamics caused by Brownian motion (60). In another computer animation study, a modified ORTREPII program was used to model normal molecular vibrations (70). An energy optimization technique was coupled with graphic molecular representations to produce animations demonstrating the behavior of a system as it approaches configurational equiHbrium (71). In a similar animation study, the dynamic behavior of nonadiabatic transitions in the lithium—hydrogen system was modeled (72). 

Sanger, M. J., Greenbowe, T. J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22(5), 521-537. 

Williamson, V. M., Abraham, M. R. (1995). The efiects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32(5), 521-534. 

One attraction of MD simulation is the possibility of computer animation. The mobility of ions inside a charged cylindrical pore can be visualized. Some movie clips of EMD and NEMD are downloadable at http //chem.hku.hk/ kyc/movies/. mpg. Some features that escape statistical averages can be learned in watching the animation. While the coions are present mainly in the center of the pore, occasional collisions with the wall do occur, as observed in the movie. The time scale of a coion staying near the wall is of the order of 1 ps, compared to 10 ps for the counterion. While the averaged equilibrium distributions indicate an infinitesimal concentration of coion at the wall, reaction of coion with the wall can occur within a time scale of 1 ps. From the video, it can also be observed that the radial mobility of the counterion is more significant compared to the coion s and compared to the axial mobility. It is consistent with the statistical results. 

Maes, P., Darrell, T., Blumberg, B. Pentland, A. 1995. The ALIVE system wireless, full-body interaction with autonomous agents. Proc. Computer Animation, IEEE Press, April 1995. 

Chemists routinely manipulate physical models in an attempt to ascertain what actually occurs during a conformational change. A successful example of this is in showing first-time students of organic chemistry that interconversion between anti and gauche conformers of w-butane involves a simple rotation about the central carbon-carbon bond (see discussion in Chapter 1). Much less satisfactory is the attempt to show the interconversion of chair forms of cyclohexane. Here, computer animations provide a better alternative. 

Finally, promising for the overcoming of relevant misconceptions is the coupling of teaching with computers (79, 80). In particular, animations appear to be helpful in visualizing chemical processes on the molecular level. Computer animations and simulations are most effective when coupled with actual demonstrations or working in the laboratory with electrochemical cells (80). 

Finally, Eqs. (108) and (109) may be easily adapted to emission by atomic transitions. For the hydrogen atom, one only needs to substitute reduced masses as appropriate. The same is true, as a first approximation, for more complex atoms, where an electron undergoing a transition sees the rest of the atom as a positive charge. Computer animations of such transitions have been independently produced by Barbosa and Gonzalez [40],... 

There is more attention paid to examining the distributive mixing abilities of each of the full-channel geometries examined, through marker tracking computational animation (114—116). 

Tsuyoshi Shishibori, An Introduction to Stereochemistry by Personal Computer Animation, Kyoritsu Shuppan, Tokyo, 1991. 

Rieber, L. P., Boyce, M. J., and Assad, C. (1990). The effects of computer animation on adult learning and retrieval tasks. Journal of Computer-Based Instruction, 17, 46-52. 

In addition Delnoij et al. used the VOF method to compute the coalescence of two coaxial gas bubbles of identical size generated at the same orifice. Figure 27a shows the temporal evolution of the positions of the two gas bubbles. From the sequence of bubble positions it can be seen that the trailing bubble moves faster than the leading bubble and eventually at t = 0.42 s coalescence of the two gas bubbles commences. From computer animations it could clearly be seen that just after completion of the coalescence process (at t = 0.45 s) a splashing liquid... 

Using the Arts and Computer Animation to Make Chemistry Accessible to All in the Twenty-First Century... 

Fig. 8 Computer animation on the destruction of the Ozone Layer by CFCs, produced by a Columbia College Chicago student and presented on a television screen...

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