Using Animation in Education

Animation in Education
Dr. Eng. Amro Elfeki
Water Resources Dept.,
Faculty of Meteorology, Environment and Arid
Land Agriculture
E-mail: aelfeki@Yahoo.com
www.hydrology.citg.tudelft.nl/work/staff/aelfeki
.htm

Overview
• What is Animation?
• History of Means of Illustration.
• Why do we need Animation in
Education?
• How can we make Animation?
• Examples.
• Conclusions.

What is Animation ?
Animation is making a series of
movements or change in the display.

geography.uoregon.edu/envchange/clim_animations/index.html
Climate Animation

History of Means of Illustration
• Drawing on the backboard.
• Drawing on whiteboard with colors.
• Neat drawing illustrations.
• Overhead and/or slide projectors.
• Analog Video and TV.
• Lecture Rooms Equipped with Desktops.
• Laptops (slide show).
• Laptops + Video, Digital Cameras, etc.
• 3D visualization and simulation.

Why do We need Animation in
Education ?
• Simplifying concepts for students.
• Making science easy.
• Making knowledge attractive.
• Making students like the subject.
• Self learning

How can We make Animation ?
• Powerpoint.
• Scaned Photos + Animation Software {e.g. Animation
Shop}.
• Animated gif-files {Snapshots + Animation Software}.
• Digital Video Camera.
• Numerical Simulations + Graphical Software +
Animation Software
• Digital Camera Snapshots + Animation Software.
• Computer Packages (e.g. Math lab, Maple, etc.).
• Virtual Laboratories.
• Java Applets.

Animation with Powerpoint
• Application on the use of Powerpoint to make
animation:
“Simulation of Solute Injection in a Layered
Reservoir”

Simulation of Solute Injection in
a Layered Reservoir
Z=0
Z=-H
R
B , K2 2
B , Ki i
B , Kn n
B , K1 1
r
Q
e
r
w
w
Tracer Front
-100 -80 -60 -40 -20 0 20 40 60 80 100
Horizontal Distance (m)
-40
-20
0
Depth(m)
Concentration Field ( mg/l) at time = 160 Days
1.00 2.00 3.00 4.00 5.00
-100 -80 -60 -40 -20 0 20 40 60 80 100
-40
-20
0
Depth(m)
-100 -80 -60 -40 -20 0 20 40 60 80 100
-40
-20
0
Depth(m)
-100 -80 -60 -40 -20 0 20 40 60 80 100
-40
-20
0
Depth(m)
Hydraulic Head Field ( m)
1.1 1.3 1.5 1.7 1.9
-100 -80 -60 -40 -20 0 20 40 60 80 100
-40
-20
0
Depth(m)
Hydraulic Conductivity Field ( m/day)
2.0 4.0 6.0 8.0 10.0
Q
0r
r z
K
K K
r r r r Z Z
         
       
         
1
0r r z
C C C C
v rD D
t r r r r Z Z
        
      
        

-100 -80 -60 -40 -20 0 20 40 60 80 100
-40
-20
0
Depth(m)
Hydraulic Conductivity Field ( m/day)
2.0 4.0 6.0 8.0 10.0

-100 -80 -60 -40 -20 0 20 40 60 80 100
-40
-20
0
Depth(m)
Hydraulic Head Field ( m)
1.1 1.3 1.5 1.7 1.9

-100 -80 -60 -40 -20 0 20 40 60 80 100
-40
-20
0
Depth(m)
Concentration Field (mg/l) after 20 days
1.0 2.0 3.0 4.0 5.0

-100 -80 -60 -40 -20 0 20 40 60 80 100
-40
-20
0
Depth(m)
1.0 2.0 3.0 4.0 5.0

Water Quality & Groundwater
Contamination
Continuous Source t1
t4t2 t3
One time release
t2t1
t3
 
Dispersion Diffusion
Advection
ij i
i j i
C C
CVD
t x x x

    
  
     
6 44 7 4 48 64 7 48

Material from a Book
Concentration Distribution in case of Pulse and Continuous Injections in a 2D
Field [after Kinzelbach, 1986].






tV4
)Y-(y
+
tV4
)tV-X-(x
-
tV4tV4
H)/(M=t)y,C(x,
xt
2
o
xl
2
xo
xtxl
o


exp  
d
tV4
Y-y
+
tV4
tV-X-x
-
tV4
HM=ty,x,C
t
xt
2
o
xl
2
xo
tlx
o
 









0
)(
)(
)(
)((
exp
1)(/
)( 





Comparison between Analytical
Solution and RW-method
(Animated Gif-files)
2 2
/( )
( , , )
4 4
( - - ( -) )
exp -
4 4
o
l x t x
o ox
l x t x
HMC x y t
t tV V
x t yVX Y
t tV V


  
 
 
    0
/ ( )
( )
1 ( ( () )
exp
( ) ( )
o
x l t
t 2 2
o ox
l x t x
HMC x,y,t =
4 V
x - - t y -VX Y- + d
t 4 t 4 tV V


  
  
 
       


Animation from Scaned Photos
•Scaned Photos + Animation Software {e.g. Animation Shop}.

Example (1)
0 10 20 30 40 50 60 70 80 90 100
-50
-40
-30
-20
-10
0
•Scaned Photos + Animation Software {e.g. Animation Shop}.

Computer package: Mathlab
Simulation of the Subsurface
Structures

Virtual Laboratory
Formation of Hydraulic Jump

Unsteady Flow in Groundwater
Aquifers
 
   
         
         
         
         
0
2
,
cosh / -cos /
cos sinh / cos / sinh / cos /
-sin cosh / sin / sinh / cos /
sin sinh / cos / cosh / sin /
cos cosh / sin / cosh / sin / ]
h
h x t
d l d l
t x l x l d l d l
t x l x l d l d l
t x l x l d l d l
t x l x l d l d l


 







Demo-1 (RW) no adsorption
Demo-2 (RW) kinetic adsorption
Demo-3 (RW) kinetic adsorption
Random Walk Particle Simulation
(Advection+Dispersion+Adsorption)

Conclusions
• Animation is a very useful tool to make
illustrations for Educational Purposes.
• It needs experience in computer softwares,
models, computer graphics, visualization tools
and the scientific materials. (Team work)
• In my opinion, in the near future we have to
go towards this educational tool “Animation”
if we are aiming to compete with the
international society.
• If we are not able to compete with hardware
productions we should try to compete at least
with the use of software.

Using Animation in Education

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