Graphics

About: Graphics is a research topic. Over the lifetime, 17394 publications have been published within this topic receiving 411468 citations. The topic is also known as: graphic.

Methods and apparatus for processing graphics data using multiple processing circuits

Abstract: Methods and apparatus for providing multiple graphics processing capacity, while utilizing unused integrated graphics processing circuitry on a bridge circuit along with an external or discrete graphics processing unit is disclosed. In particular, a bridge circuit includes an integrated graphics processing circuit configured to process graphics jobs. The bridge circuit also includes an interface operable according to interface with a discrete graphics processing circuit. A controller is included with the bridge circuit and responsive whenever the discrete graphics processing circuit is coupled to the interface to cause the integrated graphics processing circuit to process a task of the graphics job in conjunction with operation of the discrete graphics processing circuit that is operable to process another task of the graphics job. Corresponding methods are also disclosed.

Attributes of Animation for Learning Scientific Knowledge

Abstract: The main purpose of this study was to explore different instructional attributes provided by animation in facilitating descriptive and procedural learning. In the study, subjects were eighth-grade and ninth-grade students. Spatial ability was used as a variable to observe students' learning of different knowledge. Both quantitative and qualitative methods were employed in exploring how students learned physics concepts. Animation has been used in instruction in scientific and mathematical learning for many years. However, recent advances in technology have permitted the creation of desktop animations for a wide range of instruction (Szabo & Poohkay, 1996). With the advent of Internet technology in recent years, various computer-based learning courses employing animation techniques have been developed to assist learning. The use of modern technologies has become common in education and is considered necessary for computer-based materials. For example, various mathematical problem-solving courses developed on the World Wide Web highlight the impact of visualization on learning (Dixon & Falba, 1997; Halpin & Kossegi, 1996). Many medical simulations using state-of-the-art technology are also available on the web to provide real-time animation for medical learning (Grange, Bunker & Cooper, 1997; Lehmann, Lehmann & Freedman, 1997). In designing interactive multimedia applications, animation is seen as an integral component in presenting information on the computer screen. The use of animation provides potential visual interest for presenting computer-based materials, which makes scientific learning more appealing and enjoyable to learners. Defined as a series of graphics that change over time and/or space, animation has been found effective in illustrating the complex structural, functional, and procedural relationships among objects and events (Park & Gittelman, 1992). Through the use of a model for interpretation, students can form accurate schematic representations while learning abstract concepts. The most effective arrangement of animated visual aids may vary with the differing spatial abilities of students. Literature suggests that students scoring high in spatial abilities should be able to conceptualize the processes of diffusion in animation more completely or to a greater depth of elaboration (Hay, 1996). Individual differences in the use of their perception and judgment have become an indicator for analyzing students' learning patterns, especially in hypermedia learning environments. It therefore seems useful to determine whether the use of visual strategies produces different effects on different learner groups. The ultimate aim is to design learning materials optimized for the preferred modes of presentation among groups with differing characteristics to improve their performance. How users evolve an appropriate strategy during the process of learning is also highlighted in the study. Static and Dynamic Graphics Park and Hopkins (1993) use the terms "static visual display" and "dynamic visual display" to differentiate between the use of graphics and animation. From their definition, "graphics" refers to representations that do not rely solely on the use of text or numbers to provide informational content, while animation is the combination of a series of graphics and motions to form a visual scenario to represent information. Rieber & Hannafin (1988) define animation as a series of rapidly changing computer screen displays that represent the illusion of movement. In recent years, the increased availability of design tools has also permitted the design of instructional materials that incorporate unlimited variations and forms of verbal and visual information for presentation (Rieber, 1995). The representation of motion provides potential learning interest and stimulates viewer's attention. The effectiveness of the use of animation is confirmed only when appropriate learning content is provided. …

Physics Analysis Workstation

Abstract: The Physics Analysis Workstation (PAW), a high-level program providing data presentation and statistical or mathematical analysis, is described. PAW has been developed at CERN to assist physicists in the analysis and presentation of their data. The graphical functions in PAW are based on a high-level interface to underlying basic graphic systems. 3-D graphics capabilities are being implemented. The major objects in PAW are one- or two-dimensional binned event data with a fixed number of entries per event, vectors, functions, graphics pictures, and macros. Command input is handled by an integrated user-interface package, which allows a variety of choices for input, either with typed commands or in a tree-structured menu-driven mode. >

Graphics data handling system for CAD workstation

Abstract: In this graphics data handling system a CAD workstation cooperates with the host computer which stores a site list representation of a complex three dimensional structure. Backdrop viewfile representation of the structure, advantageously with hidden surfaces removed, are established in vector format by data transformation from the site list. Bit map raster views are derived from the backdrop viewfiles, and are stored in a pixel memory. Video screen images of selected views of the structure are derived by readout of the raster view data from the pixel memory. During panning of the video screen display, when the image nears the edge of a raster view, a strip of data in that raster view, in the region opposite the direction of panning travel, is deleted. This is replaced by new data from a strip of the backdrop viewfile representing the portion of the structure immediately contiguous to the existant raster view in the direction of panning travel. With this arrangement, toroidal panning is implemented that permits the user to pan across a view of the structure which is far larger than encompassed by an individual raster view.

Nonlinear diffusion in graphics hardware

Abstract: Multiscale methods have proved to be successful tools in image denoising, edge enhancement and shape recovery. They are based on the numerical solution of a nonlinear diffusion problem where a noisy or damaged image which has to be smoothed or restorated is considered as initial data. Here a novel approach is presented which will soon be capable to ensure real time performance of these methods. It is based on an implementation of a corresponding finite element scheme in texture hardware of modern graphics engines. The method regards vectors as textures and represents linear algebra operations as texture processing operations. Thus, the resulting performance can profit from the superior bandwidth and the build in parallelism of the graphics hardware. Here the concept of this approach is introduced and perspectives are outlined picking up the basic Perona Malik model on 2D images.