Wednesday, January 28, 2009

How the latest stereo 3d projection works

Audiences viewing a film presented by Real D are given a pair of plastic 3D glasses. The glasses have circular polarized lenses, each polarized differently. Circular polarization allows much greater head movement than linear polarization without loss of 3D effect or ghost images. This increases audience comfort and helps to mitigate the "3D headache" caused by many 3D systems, especially those relying on film projection.

The movie is projected digitally, with a single Christie, Barco or NEC DLP Cinema projector (other digital projection technologies would work as well if fitted with the proper equipment) at 144 frames per second, six times as fast as a normal movie. Every 1/24 of a second (the projection frame rate for normal 2D movies on film) the two scene views called "right eye" and "left eye" are each shown 3 times (6 flashes of image on the screen matching the 6 times higher projection rate). Due to persistence of vision, the 72 image frames and 72 black frames fed to each eye in a given second should be perceived as a relatively flicker-free image. Due to the low original framerate, the channel separation isn't optimal during horizontal camera movements which results in minor ghosting effects.

In front of the projector lens sits the Z-Screen, an electronic device developed by Lenny Lipton from Stereographics. It inserts a polarizing screen that matches the polarization of either the right lens or left lens of the glasses worn by the audience. When the left-eye-matching Z-Screen is in place, the viewer's right eye sees nothing at all (or almost nothing) while the left eye sees a normal looking frame. For the next frame of the movie, the Z-Screen swaps the polarizing screen to match the right eye lens in the glasses worn by the audience. Now the audience sees nothing (or nearly nothing) with the left eye and a normal but slightly shifted version of the frame in the right eye. The brain knits together the alternating left-right perspectives into a seamless 3D view of the movie scene.

The single projector setup has a number of advantages over previous 3D systems:

  • It eliminates most "ghost images" caused by the left eye seeing a bit of the right-eye frames and vice versa.
  • It eliminates any form of temporal (time) or spatial misalignment of the left-eye and right-eye frames that plagued previous 3D projection systems relying on movie film. The mechanical jitter of the film in the projector and the poor frame-to-frame matchup generated most of the dull headache 3D side effect caused by the eye muscle strain — along with the much improved, but still slightly flawed, horizontal/vertical polarization system seen for the last 20 years or so in motion simulation amusement rides, IMAX 3D and in limited other venues (Walt Disney World, Disneyland etc.).

The main trouble with polarized 3D systems for movies is a loss of screen brightness. As every other frame is "invisible" to one of your eyes, the image would seem only half as bright, if projected onto a normal screen.

However, this loss of brightness is counteracted to some extent by the fact that theaters must use a silver screen for this type of projection. A normal white matte screen dissipates the polarization of the projected light. The separation of the two images would be immediately lost, without the silver screen.

Fewer than 100 theaters across the US were equipped to show the movie Chicken Little in 3D. Many viewers were not even aware of the 3D version because many people assumed "Disney Digital 3D" refers to the 3D modelling of the CG characters, not the 3D stereoscopic presentation of the movie.[citation needed] The release of Meet the Robinsons was equipped for more than 600 theaters.

Tuesday, January 13, 2009

Students post each week a paragraph and link

You may turn in a one page paper double spaced on the theme for the session or post a paragraph here with a link to a website that you discuss as to its "so what" importance.

Monday, January 8, 2007

How to Use this Blog for class discussion



I have created this internet blog so you can share your discoveries about the way the transition from film images to digital images has had an influence on the way we live, think, view reality and interact with reality as well as the way such digital imagery will in the future make changes in our lives and the life of this increasingly imaged world in which we live. Please explore such things and share your findings in this blog and also ask questions and answer questions about digital imagery and its influence upon our lives.

Also share your discoveries about the future of digital image making - what is in store for us and include in your sharing what these new inventions regarding image making might do to our ways of seeing, being entertained, sharing our lives, etc.

Define what digital images are compared to photographic images are - what is the critical difference and why is this difference so, so important in the way image making has and will influence our professions, our personal lives and our social and entertainment lives?

syllabus

Webster University
Syllabus

GNST 1300 Technology, Science & Society: The Digitally Imagined Society

Instructor: Karl M. Kindt III Phone 314 591 4913 cell or 314 961 0987
Site: Webster Campus

Email: kkindt@earthlink.net


Return to BLOG for our CLASS

Course Description: Digital images influence society, politics, art and religion. The explosive use of digital cameras and computers as visualization tools presents significant new challenges to nearly all the professions and occupations such as communicators, educators, philosophers, law enforcement, scientists and to individuals and to religions. This course will examine the consequences digital photography/videography on various facets of society and the individual with particular attention paid to future implications of this technology.
Course Objectives:
> To gain knowledge of current and near future digital image creation and manipulation and production by observation and demonstration of this technology.
> To consider the differences between digital photography and traditional film photography and how this may transmogrify society and impact the individual.
> To identify how the use of digital manipulated images alter opinions, conceptions of reality, devotion, convictions and perceptions of beauty.
> To gain insight as to how the mere quantity of images now being produced makes the technologically created and enhanced images of our era of much greater importance than photographs of the past.
> To gain insight as to the consequences of manipulating photographic images when there are no negatives and insight as to how this may influence the perception of “truth”
> To gain perspective regarding the consequence of creating movies in which there are no live actors but instead dead actors of the past have their words and images “resurrected” from old film footage and then altered to make them participate in new plots, with actors of different generations of the past so that historic time zones become intertwined.
> To consider how the ability to “see” in places never seen before influence political and personal choices.
> To identify how the explosive use of computers as visualization tools presents significant new challenges to communicators, educators, philosophers, scientists and persons of faith.

Course Outline: A complete course outline is below which identifies the sequence of topics to be covered and the due date of assignments.

Suggested Texts: See bookstore

Resources: The Internet and a blog site I have created below will be our primary resource


http://digitallyimaginedsociety.blogspot.com

Evaluation:

Weekly Research one page blog posting each student will prepare an internet research one page blog posting on the topic for the particular session and be prepared to share about 10 minutes worth of reflection on the topic - each student will include at least one link to a relevant website in the blog posting.

Project: Each student will develop a presentation that will explore how digital imagery has influenced some aspect of society or politics or religion or philosophy or art or perceptions of reality or one’s own personal life.

Tests: Mid-term and the final will be based on weekly lectures and the book to be read in class

Mid-term will be worth 15% of grade, Final will be worth 25% of grade, weekly presentations 15% of grade and the final project worth 45% of grade.

Both the mid-term and final exams will be primarily essay in nature and will ask the student to synthesize the assigned readings, lectures and class discussion.

Class participation and attendance are crucial to the success of the course. The ideas, opinions, and perspectives of the students and the instructor are important to analyzing the issues that will be raised. Therefore, participation will be encouraged. Students will be encouraged but not required to experiment with digital imagery using a digital camera during the course of study and manipulating images or to view manipulated images posted on the internet websites that will be provided.

General Grading Information: A (92-100); B (83-91); C (71-82); D (61-70); NC 0-60

Attendance Requirement: Since class participation is essential to the course, students should make every effort to attend. If a student can not attend, the instructor must be contacted in advance. One unexcused absence may result in a grade of “NC” being given. It is the student’s responsibility to make up any course work missed due to absence. Approval of absence, assignment of make-up work, and assignment of grades affected by student absence are at the discretion of the instructor.
GNST 1300 Technology, Science & Society: The Digitally Imagined Society

Course Outline

Session 1: - Subject: Digital Imagery, Digital Wizardly - the Death of Film

Reading Introduction of the Text regarding film vs. digital images and Review of this website:

http://digitallyimaginedsociety.blogspot.com

Session 2: - Society and Digital Imagery and Stereoscopics

Relevant chapters of text – will be announced prior to session

Session 3: - Science and Digital Imagery

Relevant chapters of text – will be announced prior to session

Session 4: - Politics and Digital Imagery

Relevant chapters of text – will be announced prior to session

Mid-term examination


Session 5: - Philosophy, Faith and Digital Imagery

Relevant chapters of text – will be announced prior to session


Session 6: - Movies, Reality and Digital Imagery

Relevant chapters of text – will be announced prior to session


Session 7: - Art, Communication and Digital Imagery

Relevant chapters of text – will be announced prior to session


Session 8: - The Law, Crime and Digital Imagery (also a presentation of student reviews)

Relevant chapters of text – will be announced prior to session

Final Examination

Reviews are Due