SUBJECT: Assignment #2, CAI/Mindtool Review #3
COURSE: MCTE 625 - Survey of Courseware
CAI/Mindtool: Mathematically Modeling Light Waves:
Persistence of Vision Ray Tracer (POV-Ray) 3.0
Authors: POV-Ray is based on David Buck's original ray
tracer, DKB-Trace and has been and still is
being developed and supported by the CompuServe
Graphics Developers' Forum (GO GRAPHDEV)
Professor: Dr. George Fornshell
Student: Leanne C. Boyd
Usercode: boydl ( boydl@scis.acast.nova.edu )
Due date: November 10, 1997
Mathematically Modeling Light Waves:
Persistence of Vision Ray Tracer (POV-Ray) 3.0
I. Of Mindtools and Millions of Floating-Point Calculations
Over the course of our studies, one interesting point has
emerged, for me. When we consider the word "mindtool," we really
must begin to consider two things: whose mind and what
constitutes a tool? In our readings, one outstanding parameter
defines both of these questions. Whichever courseware or
software causes the learner to *think deeply* probably fits the
necessary description for "mindtool." One genre of software that
has caused me to engage in deep thinking has been that of
modeling, 3D and ray tracing software. One of these is the
Persistence of Vision Ray Tracer (POV-Ray), which has recently
gone into its Version 3.0.
Although there are many shareware and public domain
software available in this arena, POV-Ray has been immensely
popular worldwide for many years. After learning such "high-
tech" counterparts such as RayDream Studio and NewTek's
LightWave 4.0, my experience with POV-Ray has been that it is
comparable in level of difficulty, but because of its
popularity, the online help is perhaps its best point. Actually,
its *best* point is that it is FREE!
For the novice, one needs a few definitions. First, the
term "ray tracing" must be understood, in all its artistic glory
and its mathematical convolutions. The Internet site for POV-Ray
has this to say:
"Ray Tracing, in a one-line description, is a method
that allows you to create stunning photo-realistic images
on a computer. All you need is a computer, some ray tracing
software, a little imagination and some patience." (POV-
Team(tm), What is Ray Tracing? 1997).
I agree with the POV-Ray technician's assessment, but I
truly believe that the learner must also possess a deep desire
to study the documentation very well, and begin with the
knowledge that there is a somewhat steep learning curve!
The first stage of building your masterpiece is to
'describe' what it is that you want to portray in your artwork.
This can be done by using a CAD package (an interactive modeling
system), or by creating a text file that has a programming
language-like syntax, to specify the elements. What you are
doing is distinguishing what objects are in this imaginary world--
their shape, their location, their color and texture, and where
the light sources are coming from. After you've done all of
this, you pour it into your ray tracer, sit back, and wait...and
wait... The main drawback of ray tracing is that it's not fast!
The website technologist further explains:
"The software actually mathematically models the light
rays as they bounce around this virtual world, reflecting,
refracting and generally having a good time until they end
up in the lense of your imaginary camera. This can quite
literally involve thousands and millions of floating-point
calculations and this takes time. Tracing images can take
anything from a few minutes to many days. It's a long
process, I know, but the results can make it all worth
while." (POV-Team(tm), What is Ray Tracing? 1997).
One of the most fascinating aspects, for me, in this
software was the ironic twist that must be anticipated when
combining right- and left-brained activities, such as photo-
realistic art rendering and the deep mathematical sources of
making it all happen! The learner ends up pondering diverse
questions, such as the very mathematical: "Why is the Z axis
pointing the wrong way?" Or, "What is the difference between
rendering and ray-tracing?" Or even, "Rotating this object
doesn't work properly." Finally (and I laughed as I envisioned
my artist friends with puzzled faces, asking...) "What DOES this
mean... !!"
II. Persistence of Vision -- Children are the Winners!
Although I have worked with POV-Ray for several years, I
was reminded of it in a previous search, concerning the
International ThinkQuest Competition. With delight, I found that
one of the 1996 winners of the competition was a team who
created "The Online POV-Ray Tutorial." The team consisted of
Owen Aftreth, from Some High School in Anchorage, Alaska; Grant
Emery, from Thomas Jefferson High School for Science and
Technology in Alexandria, Virginia; and William Morgan, also
from Thomas Jefferson High School in Alexandria. (Aftreth,
et al., About..., 1996). The first, most obvious aspect of this
website was that these high school students had conquered some
very difficult software and had created a technical tool for
other online learners. The second, less obvious aspect was that
the team members were separated by thousands of miles! I have
completed large online projects in the professional world, and
know the benefits and the possible severe drawbacks to working
great distances apart. It is with personal knowledge of this
situation that I must say that these students engaged in some of
the most critical, creative and deep learning of their lives!
These are some of the topics covered in the POV-Ray
Tutorial site, called "The Path of Learning":
" * To lead you, step by step, from a ray-tracing novice to a
full-fledged POV-Ray expert.
* Step 1: Introduction to POV-Ray and Ray-tracing
* Step 2: POV-Ray Basics including all the vital information
you need to know before you can start creating your own
scenes in POV-Ray, including the mathematical background
necessary (yes, there is a little) and information about
source code.
* Step 3: Creating Simple Scenes
* Step 4: Advanced POV-Ray Features
- POV-Ray Language Reference
- Searchable glossary of all keywords and directives of the
POV-Ray language
- Combination glossary and index
- Complete description of all command-line parameters that
POV-Ray Tips and tricks covering the practical and the
artistic sides of ray tracing.
- Texture Library, Object Library, Scenes Library, library
of contributed POV-Ray resources: web pages, programs,
and anything that can be of use to POV-Ray artists."
(Aftreth, et al., Welcome to..., 1996)
My primary purpose in listing what this team of students
accomplished was to show the high level of thinking that was
successfully attempted by younger learners, of a relatively
difficult software. This effort, in itself, gives tribute to the
freeware, POV-Ray, as a provocative and highly stimulating
mindtool -- for learners of all ages!
III. Persistence of Vision -- Mathematics With a View!
It is extremely important in the understanding of POV-Ray,
to see the extensive and worldwide response to it. The website
is not only huge, it is hugely rewarding to read. First, many
people will approach POV-Ray with some trepidation, as it is
very mathematically oriented. Once the learner has accessed the
website, however, it is very encouraging to see extensive
explanations, and also long lists of sources of "backup." Online
resources such as dozens of newsgroups, image libraries, and
texture libraries support POV-Ray, as well as an Internet Ray
Tracing Competition, hundreds of FTP sites, mailing lists,
Bulletin Boards and personal Websites.
The learner will find abounding numbers of utilities and
software: modeling software such as MORAY, Breeze Designer,
POVLAB; Ray Tracing software such as Rayshade, Blue Moon
Rendering Tools (BMRT), Radiance, ADELINE, and Vivid; utilities
such as image display and conversion programs, texture editors,
and animation. (POV-Team(tm), Raytracing Frequently Asked
Questions, 1997).
The website mirrors the international appeal of POV-Ray in
the extensive list of FTP sites. Creators and learners come from
the United Kingdom, France, Denmark, Spain, Italy, Australia,
Germany, Africa, and every imaginable location. Creators and
supporting websites are found on all manner of educational
sites, such as Princeton, Stanford, Berkeley, Ohio State, and
St. Johns, as well as universities all over the world. There are
countless BBSs and Forums available, where software can be
downloaded and patient help is awaiting! (POV-Team(tm), FTP
Sites, Web Sites, Bulletin Boards, 1997).
Other than the fact that POV-Ray is free, there is another
attribute that makes it so popular: Since the source code is
finally available, you can compile it on virtually any platform,
and all those people who want to start tinkering and adding new
features, can do so. (POV-Team(tm), Ray Tracing Software, 1997).
This is a software that literally can be any and everything to
any and everybody!
The online documentation for POV-Ray is no less than
astounding. I would even guess that this software has more help
available than any other software in the world, including
Microsoft products. Some of the Tutorials include: Understanding
POV-Ray's Coordinate System, Defining a Light Source; Simple
Objects, such as Cone Object and Cylinder Object; Advanced
Shapes such as Bicubic Patch Object, Lathe Object and
Understanding The Concept of Splines; Polygon Object;
Superquadric Ellipsoid Object; and Torus Object.
The Art Tutorials are also plentiful, such as: Ambient and
Cylindrical Light Sources; Using Transparent Pigments and
Layered Textures; Using Surface Highlights; Using Iridescence;
Making a Cloud; Setting a Minimum Translucency; or, my favorite
in the early POV-Ray experience...A Constant Fog!
The online tutorial experience expands. The learner finds
other aspects to consider: Subsets of Animation Frames; String
Substitution in Shell Commands; and Radiosity Setting. Or, how
about Language Basics or plain, old Mathematics: Float
Expressions; Vector Expressions; Built-in Identifiers;
Transformations; Constructive Solid Geometry; Inverse; Union;
Intersection; and Adjusting Radiosity? One option of this last
selection is "low_error_factor," which somehow held great
promise, for me! (POV-Team(tm), Persistence of Vision(tm) Ray-
Tracer User's Documentation 3.0, 1997).
It perhaps looks like POV-Ray is too difficult for the
average learner, and perhaps even for the learner who is
motivated to spend long hours in a difficult study. Actually, I
have presented many aspects of this software in the same way
that studious technologists have presented it, after many years
of use and documentation. Although I would say that POV-Ray is
not for the faint-hearted, I would also say that excellent
results can be reached in a very short time. Part of this is due
to the excellent online tutorials. Once success has been
initially achieved, POV-Ray is almost addictive, with one
learned step instigating the search of the next.
IV. Of Astronomical Vistas and Space-Faring Explorers
Why, then, is POV-Ray an excellent mindtool? What type of
learner will choose a software such as POV-Ray for learning
deeply about difficult concepts?
Here is one aspect of our new media that lends insight into
this issue: "[January, 1996 issue of CD-ROM Magazine (UK)]
'FlagTower' is a developer which is still showing everyone else
in the education market how to combine superb presentation with
top-notch content." (FlagTower, 1996). This company shows a
major step forward in multimedia, in providing what has been
called the 'interactive documentary.' This format is much more
than a simple offering of bare facts and figures. The learner is
drawn into each title by a strong narrative thread. The story is
told using sound, pictures, video, music and animation ...
FlagTower is at the cutting edge of the technology. Commercial
educational products are changing the face of education, and
reshaping the journey of the average learner.
What is the connection? Software such as POV-Ray is the
logical choice for making advanced, narrative software possible.
The multimedia and modeling prospects are endless. The cutting
technology of companies such as FlagTower centers in the
advanced technical, mathematical and powerfully graphic
capabilities of software like POV-Ray.
Are there heroes for the students of POV-Ray, the mindtool?
Now, this review leaps off into favorite corners of this writer's
world! The heroes are as exciting as the long-anticipated
renderings of POV-Ray software! For instance:
"The astronomical artist and illustrator, Chesley
Bonestell, is well known for his paintings of space scenes.
His paintings were more than works of art for they changed
the future of space exploration." (Humm, Bonestell Space
Art, 1994). According to _Scientific American_ (May 1994),
'Bonestell's paintings of astronomical vistas and space-
faring explorers not only anticipated the great
technological triumphs of the 20th century, they helped to
bring them about. His attention to pictorial and technical
realism transformed the popular perception of spaceflight
from fantasy to an immediate possibility, if not a
certainty.' (Humm, Chesley Bonestell's Effect..., 1994)
For his mathematical wizardry, his unparalleled concept of
space; for his astounding mastery of his medium and his stellar
view of eternal places; Chesley Bonestell's life and works stand
as a living monument to not just the man, but to the technology
he helped to birth. Although his medium was paint on canvas, the
modern student experiences similar results in creating locations
and objects of such supra realism that observers ARE convinced
they are real. When a mindtool such as POV-Ray is introduced to
a motivated learner, are we, then, placing a possible gift of
genius into a modern-day prophet's hands? It gives us pause to
wonder, what is this spark of genius, of prophecy? By making tools
such as POV-Ray available to young (or older!) learners, are we
creating the incubator for modeling the scientific worlds of
tomorrow?
Another excellent modern day "prophet" was discovered in
this research. There is a website entitled, "Other Worlds,
Distant Suns: Catalog of Extrasolar Planets, with Astronomy and
Astronautical Engineering Links," by Darren D. Garber. Garber is
a member of the American Astronomical Society (AAS) and the
American Institute of Aeronautics and Astronautics (AIAA).
(Garber, 1997). His site is a wonderful experience in graphic
depiction of mathematics and art. The vehicle here was not
primarily POV-Ray software. Many of his works, however, included
the necessity of a modeling software, so much of the background
work could very well have been POV-Ray.
I am including Garber herein, to show that studies with the
mindtool, POV-Ray, can lead to much higher thinking and extended
learning. Garber's works are shown in a newcomer (also a
mindtool, in my opinion!) to the mathematical, programming
language, art tool field -- VRML, or Virtual Reality Modeling
Language. Garber has created interactive (viewable in Netscape by
the Cosmo Player by Silicon Graphics, Inc.) files such as the
"Extrasolar Systems Map VRML," which depicts the spatial
relation and distances to all the known extrasolar systems. His
"Stellar: The 65 Nearest Star Systems VRML," shows all the known
stars within a 17 light-year radius of the Sun. These are
extraordinary files, showing a level of deep thinking and
understanding that may very well be the goal of the present
generation who receive the mindtools...such as POV-Ray. There is
no lack of heroes in the online environment.
When the learner takes what is needed from a mindtool such
as POV-Ray, he/she then branches out into a higher level graphic
and dimensional product. Research will naturally lead to sites
created by people like Garber. Where else will the student learn
about such things as "ExtrasolarVisions," by John Whatmough -- a
speculation and science of these new worlds of space?
V. Academic Criteria and Conclusion:
The Relationship Between Creativity and Intelligence
One central concern of psychology has always been the
relationship between creativity and intelligence. There has been
much effort devoted to the measurement of creative capacities.
There has also been much interest in increasing creative
behaviors. Many researchers in this area agree that the creative
process involves the utilization of things or ideas experienced
in the past, in novel and unique ways. It has been suggested
that the creative procedure involves five major steps: fact-
finding, problem-finding, idea-finding, solution-finding, and
acceptance-finding. There are some cognitive skills that seem to
underlie creative behavior. Some of these are fluency,
flexibility, visualization, imagination, expressiveness, and
openness (or a resistance to closure). Creativity in the realm
of scientific discovery is a form of problem-solving. (Kearsley,
1997).
Some very deep understandings of mathematical and
scientific principles are gained during the use of POV-Ray
modeling software. The final result for most learners is an
absolute, exacting and painstaking allusion to reality. This
reality is, most times, an inner vision. I find POV-Ray to be
one of the highest of the mindtools. This software not only
allows the student to garner the "power of the gods" and create
a visible, palpable reality, but it also allows those around him
to share the vision. For all the excellence of programming
languages, database and spreadsheet software, communications
software, or any of the other genres -- the most exciting
experience for any learner has got to be when others are enabled
to see, without a doubt, the manifestation of his learning.
It is like a real and very fine gift. The POV-Ray learner,
in his own way, has taken first steps toward becoming tomorrow's
hero.
---
REFERENCES (SOFTWARE)
Buck, David, and the CompuServe Graphics Developers' Forum
(GO GRAPHDEV). Persistence of Vision(tm) Ray-Tracer (version
3.0). [Computer Software]. Downloadable: CompuServe, FTP sites,
BBS services (check online listing). [Online]. Available:
http://www.povray.org/
http://tqd.advanced.org/3285/#_top_
---
REFERENCES (DOCUMENTATION)
Aftreth, Owen; Emery, Grant; and Morgan, William. (1996).
_____About the online POV-Ray tutorial ThinkQuest team.
[Online]. Available:
http://tqd.advanced.org/3285/about.html
_____Welcome to the online POV-Ray tutorial.
[Online]. Available:
http://tqd.advanced.org/3285/#_top_
FlagTower. (1996). FlagTower: interactive developer of the
year, 1995. In: CD-ROM Magazine (UK). [Online]. Available:
http://www.flagtower.com/statuet.html
Garber, Darren D. (1997). Other worlds, distant suns:
Catalog of extrasolar planets, with astronomy and astronautical
engineering links. In: Current News. [Online]. Available:
http://garber.simplenet.com/main.htm
Humm, Kathryn, Art Gallery Curator; and Durant, F. C. III,
The Chesley Bonestell Estate. (1994).
_____Bonestell space art. Website last modified: Friday,
December 30, 1994. Contact: F. C. Durant III, Bonestell
Space Art, P. O. Box 15382, Chevy Chase, Maryland 20825.
[Online]. Available:
http://www.secapl.com/bonestell/Top.html
_____Chesley Bonestell's effect on space exploration.
Website last modified: Wednesday, October 05, 1994.
[Online]. Available:
http://www.secapl.com/bonestell/sciam.html
Kearsley, Greg. (kearsley@fcae.nova.edu) (1994, 1997).
Creativity. In: _Theory into practice (learning theory)
database_, George Washington University. Last modified:
Wednesday, March 12, 1997. [Online]. Available:
http://www.gwu.edu/~tip/create.html
POV-Team(tm). (1997). Persistence of Vision(tm) Ray-Tracer
User's Documentation 3.0. Includes: Table of Contents,
Appendices. [Online]. Available: http://www.povray.org/docs/
_____POV-Team(tm). (1997). Dilger, Andreas. (1995, 1996);
Wardley, Andy. (1994). and Raytracing Frequently Asked
Questions. In: "Ray Tracing FAQ," Part 1 of the User's
Documentation 3.0. [Online]. Available:
_____POV-Team(tm). (1997). FTP Sites, Web Sites, Bulletin
Boards, etc. In: "Ray Tracing FAQ" of the User's
Documentation 3.0. [Online]. Available:
http://www.povray.org/documents/rayfaq/part1/faq-doc-4.html
_____POV-Team(tm). (1997). Ray Tracing Software. In: "Ray
Tracing FAQ" of the User's Documentation 3.0. [Online].
Available:
http://www.povray.org/documents/rayfaq/part1/faq-doc-3.html
_____POV-Team(tm). (1997). What is Ray Tracing? In: "Ray
Tracing FAQ" of the User's Documentation 3.0. [Online].
Available:
http://www.povray.org/documents/rayfaq/part1/faq-doc-2.html
http://www.povray.org/documents/rayfaq/part1/faq-doc-4.html
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APPRAISAL CHECKLIST
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COMPUTER SOFTWARE
KEY WORDS:
POV-Ray, Persistence of Vision Ray Tracer, ray tracing,
modeling, 3D, mathematics, floating-point calculation, reflect,
refract, imaginary camera, trace image, source code, texture,
object, scene, lighting, animation, image display, conversion,
multi-platform, coordinates, light source, spline, pigment,
highlight, surface, iridescence, transparency, radiosity,
multimedia, imaginary world, artist, illustrator, vista,
pictorial, realism, creativity and intelligence.
Format:
Title: Persistence of Vision |__| Drill and practice
Ray Tracer (POV-Ray) |__| Tutorial
Series Title (if applicable): |__| Game
None |__| Simulation
|_X| Discovery program
Other: *note: multidimensional format |_X| Problem solving
Source: 1) Not sold in retail stores; available online only.
2) Sites (two out of countless, worldwide):
http://www.povray.org/
http://tqd.advanced.org/3285/#_top_
Date: released 1996.
Cost: FREE. This is freeware, not shareware or public domain.
Length:
Not applicable; depends on learner's determination and interest.
Subject Area:
Ray tracing; using mathematical and programming concepts to
create visual images.
Intended Audience:
Creative software users; interests in 3D modeling, artistic
or graphic creation.
Brief Description:
Ray Tracing in POV-Ray is a method that allows the learner
to create stunning photo-realistic images on a computer.
Needed: a computer, POV-Ray, a little imagination.
Objectives:
To learn, through fairly deep creative and critical
thinking, how to utilize text and equations to created very
intricate and realistic artistic images.
Entry Capabilities Required:
(e.g., reading ability, vocabulary level, math ability)
Computer knowledge helpful; prior experience in visual
areas such as paint programs, traditional art media would
also be helpful; some experience with text programming
and basic mathematics terminology also helpful. Actually,
with help of documentation, even the novice will soon
create images worthy of praise!
Rating: High Medium Low
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Match with curriculum |x| |_| |_|
Comments: This software could be utilized almost across the
curriculum. Images created would be useful for any subject,
but especially for Math, Computer Science, and Art.
Accurate and current |x| |_| |_|
Comments: The interest in this software is immensely high on
a worldwide basis. The core creators are a group on Compu-
Serve, who daily make additions to the website. The help files
and documentation are constantly updated. Daily Forums, BBSs,
mailing list, etc. -- keep this software extremely current.
Clear and concise language |x| |_| |_|
Comments: The documentation is excellent. The help files and
instructions in the software are excellent and well written.
Arouse motivation/maintain interest |x| |_| |_|
Comments: This is a qualified assessment. For those learners
invigorated to begin use of this mindtool, the motivation is
very high. International use and competition provides an
excellent setting for creative use of the product, as well as
interaction with multi-level user groups.
Learner participation |x| |_| |_|
Comments: As stated, the motivated learner will leap in and
stay interested. This is one of those software that is very
addictive. Each new success leads to increased desire to go to
new levels of proficiency. Un-motivated students will quickly
show their disinterest or perhaps non-understanding of this
relatively difficult software.
Technical quality |x| |_| |_|
Comments: An excellent software that has been through much
study and redevelopment.
Evidence of effectiveness
(e.g., field-test results) |x| |_| |_|
Comments: Outstanding numbers of learners using it, worldwide.
Much interactivity in forms of user groups, mailing lists,
etc. Excellent "gallery" showings all over the world, with
many competitions held.
Free from objectionable bias |x| |_| |_|
Comments: None. As a freeware, users are able to participate,
glorify or complain at will. No company bias attached.
User guide/documentation |x| |_| |_|
Comments: Excellent, online and within software. Worldwide
groups available for consultation and help.
Clear directions |x| |_| |_|
Comments: Clearly written; sometimes the concepts are difficult.
Stimulates creativity |x| |_| |_|
Comments: Highest rating available!
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Strong Points: Stunning graphics produced; evolution of higher
skills in mathematics and programming language as it can be
used for the creation of high-tech artwork; excellent help and
tutorial system; large group of users to utilize as teachers.
Also, this is a free software that rivals the excellence of
Products costing thousands of dollars.
Weak Points: It IS a more difficult software and may tend to
turn off some learners who aren't patient enough to learn a few
basics -- long enough to create first successful art object.
Recommended Action:
POV-Ray should be made available in all student learning areas.
I would recommend this software and affiliated user's group
on the basis of the extended, collaborative atmosphere,
alone. POV-Ray offers the opportunity to establish relation-
ships and projects on a worldwide basis.
Name: Leanne C. Boyd
Date: November 10, 1997
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| Prentice Hall grants the reader permission to reproduce |
| this checklist for personal use only. Heinich, Molenda, |
| Russell, and Smaldino, Instructional Media and |
| Technologies for Learning (1996). A computer version of |
| this Checklist is found in "The Classroom Link." |
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
If you have comments or suggestions, email me at Leanne@refuge-earth.org
All works on this site are protected, copyright ©1984 - 1999