Computer graphics is now a mature discipline, supported by an extensive literature, a number of professional societies, and a full schedule of conferences, workshops, and short courses

Many scientists and technicians rarely venture beyond 2-D plots in their computer graphics. Since an additional dimension is so helpful?and accessible?3-D should be exploited.

A Guide to Sources of Information about Computer Graphics

Three-Dimensional and Stereoscopic Graphics for Scientific Data Display and Analysis

The integration of computer graphics into the undergraduate instructional engineering program is not a recent idea. The University of Illinois pioneered this concept with the PLATO (Programmed Logic for Automated Teaching Operations) system more than 15 years ago [ I]. The cognitive and pedagogical reasons for instructional graphics were well known at that time. Although computer graphics usage was found to be very beneficial in engineering curricula, one could not conclusively prove that computer graphics was significantly “better” than more traditional instructional techniques [2]. Consequently, university efforts limped along for 10 years with only sporadic attempts to incorporate graphics widely into the instructional program, most notably at the University of Michigan [3.4] and the U.S. Naval Academy[5,6]. Clearly. one could not justify this expensive technology purely on pedagogical grounds. The low cost per terminal promised by PLATO never materialized. and the concept of managed instruction using computers. CA1 (Computer Aided Instruction), was never widely adopted by engineering schools. Finally. the “theoretical” space age orientation of most engineering programs could not reconcile the “design” nature of graphics usage in industry, where it was used for “mundane” work like drafting. However. the situation changed dramatically in the 19761977 time frame. The decline in U.S. industrial productivity was acknowledged to be a national crisis. The high cost of labor and the demand for shorter design-to-manufacturing lead times made “computerization” necessary. The turnkey graphics system suppliers which had plodded along since 1969 suddenly became the premier growth industry. Computer graphics interpreted in its broadest sense, has become a vital link in the nation’s quest for increased industrial productivity. All projections indicate that this rapid growth will continue well into the next decade. This explosion has created a large industrial demand for engineering graduates who understand computer graphics. Instead of an expensive toy with inconclusive cognitive and pedagogical value, computer graphics has become an indispensable tool of the engineer. The whole question of computer graphics in engineering education must be re-examined. This paper addresses a number of key issues facing universities which plan to establish instructional computer graphics facilities. The issues are presented in a generic sense, but are based on four years of experience in directing the RPI Center for Interactive Computer Graphics. Appendix A gives a brief overview and equipment configuration for the Center. More detailed information on specific faculty experiences in developing and using instructional software appears in Refs [7-291 and elsewhere in this issue. Appendix B lists the courses which used computer graphics during the 198&81 academic year including the number of terminal-hours involved.

Key Issues in Instructional Computer Graphics.

Techniques for displaying scientific data in three dimensions are examined using a variety of real examples. Among the types of plots illustrated are: three-dimensional scatterplots, combined surface/contour plots, and combined surface/point displays. A variety of useful features which will enhance the utility of these plots is illustrated. Such displays have proved extremely valuable in providing insights into many problems of chemometrics.

A Guide to Sources of Information about Computer Graphics

Citations

Three-Dimensional and Stereoscopic Graphics for Scientific Data Display and Analysis

Key Issues in Instructional Computer Graphics.

Three-Dimensional Graphics for Scientific Data Display and Analysis

Key issues in instructional computer graphics

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