{'fraction_non_alphanumeric': 0.013659237958303379, 'fraction_numerical': 0.0, 'mean_word_length': 5.385321100917431, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Teaching Math and Physics by Deconstructing Graphics

The foundations of computer graphics theory lie in mathematics, whereas most effects that add realism to a virtual graphical world are a direct simulation of the rules of physics. Complementary to the role of math and physics in learning about computer graphics, this paper proposes using graphics which has widespread appeal to directly encourage learning math and physics. We aim to use graphics to kindle interest in learning basic math, physics and by extension, computer science at the high school and college level, by directly and immediately matching theoretical concepts to how they are practically used in familiar graphics effects. We propose to achieve this by creating a virtual navigable environment of arbitrary complexity that, upon simple interaction, automatically de-constructs its constituent objects and various visual effects to reveal how they were created as well as relevant physics such as light and object behavior. We concentrate on two technical problems (a) setting up a visually appealing environment with ease for users like instructors who are not necessarily familiar with technical details of graphics and (b) de-constructing, illustrating and viewing various effects as automatically as possible so that users like students and teachers concentrate on the concepts and not how best to illustrate them.