MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION

GURU GOBIND SINGH POLYTECHNIC, NASHIK

MICRO PROJECT
Academic year: 2020-21

TITLE OF PROJECT

VIRTUAL REALITY

Program: Computer Engineering

Program code: CO
Course: Emerging Trends in Computer and Information
Technology
Course code: 22618
 MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION

Certificate
This is to certify that Ms. Shraddha Kailas Ahire of Sixth Semester of Diploma in Computer Engineering of
Institute Guru Gobind Singh Polytechnic, Nasik (Institute Code: 0369) has completed the Micro Project
satisfactorily in Subject – Emerging Trends in Computer and Information Technology (22618) for the
academic year 2020-21 as prescribed in the curriculum.

Sr. No Enrollment No. Exam Seat No.

1  2003690098 408037

Place: Nashik Date:

Subject Teacher Head of the Dept. Principal

 MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION

GURU GOBIND SINGH POLYTECHNIC, NASHIK

MICRO PROJECT
Academic year: 2020-21

TITLE OF PROJECT
VIRTUAL REALITY
Program: Computer Engineering
Program code: CO
Course: Emerging Trends in Computer and Information Technology
Course code: 22618
Group Details:
Sr. No Name of group members Roll No. Enrollment No. Seat No.
1 Shraddha Kailas Ahire 76 2003690098 408037

Name of Guide: Mrs. T.S.Sonawane

 ANNEXURE II

Evaluation Sheet for the Micro Project

Academic Year: 2022-23 Name of the Faculty: Mrs. T.S.Sonawane

Course: Emerging Trends in Computer and Information Technology Course code: 22618
Semester: IV
Title of the project: VIRTUAL REALITY

Cos addressed by Micro Project:

a. Describe Artificial Intelligence, Machine Learning and Deep Learning.
b. Interpret IoT Concepts.
c. Compare Models of Digital Forensic Investigation.
d. Describe Evidence Handling Process.
e. Describe Ethical Hacking Process.
f. Detect Network, Operating System and applications vulnerabilities.

Comments/Suggestions about team work /leadership/inter-personal communication (if any)

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Marks out of 6 Marks out of 4for

for performance performance in
Roll No Student Name in group activity oral/ presentation Total out of 10
(D5 Col.8) (D5 Col.9)
76 Shraddha Kailas Ahire

Mrs. T.S.Sonawane
(Name & Signature of Faculty)
 Index
Sr no. Content Page no.
1 Introduction
2 What is Virtual Reality

3 Virtual Reality history

4 Types of Virtual Reality

5 Applications of Virtual Reality

6 Advantages
7 Disadvantages
8 Principle
9 Conclusion
10 References
 INTRODUCTION

Virtual reality appears to offer educational potentials in the following areas: (1) data gathering and
visualization, (2) project planning and design, (3) the design of interactive training systems, (4) virtual
field trips, and (5) the design of experiential learning environments. Virtual reality also offers many
possibilities as a tool for nontraditional learners, including the physically disabled and those undergoing
rehabilitation who must learn (or relearn) communication and psychomotor skills (Pausch, Vogtle, &
Conway, 1991; Pausch, & Williams, 1991; Knapp, & Lusted, 1992; Warner & Jacobson, 1992; Delaney,
1993; Trimble, 1993; Murphy, 1994; Sklaroff, 1994). Virtual reality offers professional applications in
many disciplines --- robotics, medicine, scientific visualization, aviation, business, architectural and
interior design, city planning, product design, law enforcement, entertainment, the visual arts, music,
and dance --- and concommitantly, virtual reality offers potentials as a training tool linked to these
professional applications (Goodlett, 1990; Jacobson, 1992; Hyde & Loftin, 1993; Hughes, 1993;
Donelson, 1994; Dunkley, 1994). For example, just as virtual reality is used as a tool by surgeons, it can
be used by medical students training to become surgeons.

Originally designed as a visualization tool to help scientists, virtual reality has been taken up by artists
as well. VR offers great potential as a creative tool and a medium of expression in the arts. Creative
virtual reality applications have been developed for the audio and visual arts. An exhibit of virtual reality
art was held at the Soho Guggenheim Museum in 1993 and artistic applications of VR are regularly
shown at the Banff Center for the Arts in Canada (Stenger, 1991; Frankel, 1994; Laurel, 1994; Teixeira,
1994a; Teixeira, 1994b). This trend is expanding (Krueger, 1991; Treviranus, 1993; Brill, 1995; Cooper,
1995). Virtual reality has been applied to the theater, including a venerable puppet theater in France
(Coats, 1994). And virtual reality has a role to play in filmmaking, including project planning and special
effects (Smith, 1993). This has important implications for education, as demonstrated by Bricken and
Byrne's (1993) research (described later in this chapter) as well as other projects.

One of VR's most powerful capabilities in relation to education is as a data gathering and feedback tool
on human performance (Hamilton, 1992; Greenleaf, 1994; Lampton, Knerr, Goldberg, Bliss, Moshell, &
Blau, 1994; McLellan, 1994b). Greenleaf Medical has developed a modified version of the VPL
DataGlove™ that can be used for performance data gathering for sports, medicine and rehabilitation.
For example, Greenleaf Medical developed an application for the Boston Red Sox that records, analyzes
and visually models hand and arm movements when a fast ball is thrown by one of the team pitchers,
such as Roger Clemens. Musician Yo Yo Ma uses a virtual reality application called a "hyperinstrument,"
developed by MIT Media Lab researcher Tod Machover, that records the movement of his bow and bow
hand (Markoff, 1991). In addition to listening to the audio recordings, Yo Yo Ma can examine data
concerning differences in his bowing during several performances of the same piece of music to
determine what works best and thus how to improve his performance. NEC has created a prototype of a
virtual reality ski training system that monitors and responds to the stress/relaxation rate indicated by
the skier's blood flow to adjust the difficulty of the virtual terrain within the training system (Lerman,
1993; VR Monitor, 1993). Flight simulators can "replay" a flight or battletank wargame so that there can
be no disagreement about what actually happened during a simulation exercise.
 WHAT IS VIRTUAL REALITY

Simply put, VR is a computerized simulation of natural or imaginary reality. Often the user of VR
is fully or partially immersed in the environment. Full immersion refers to someone using a
machine to shield herself from the real world. Partial immersion happens when a person can
manipulate a VR environment but isn't tucked or locked away in a machine. However, virtual
reality doesn't necessarily have to be "full immersion" to be considered a true VR simulation.
Games like Second Life on the PC and control devices like the Nintendo Wii remote are VRbased
products. These items let users interact with a VR environment that is a computer simulation.
These VR environments can be anything from a typical game, such as Super Mario Brothers, to a
fully detailed city reconstitution or a fictional fantasy land. The only limit to a VR environment is
the imagination and the resources that the creator has available.
 VIRTUAL REALITY HISTORY

The concept of virtual reality has been around for decades, even though the public really only
became aware of it in the early 1990s. In the mid 1950s, a cinematographer named Morton
Heilig envisioned a theatre experience that would stimulate all his audiences’ senses, drawing
them in to the stories more effectively. He built a single user console in 1960 called the
Sensorama that included a stereoscopic display, fans, odor emitters, stereo speakers and a
moving chair. He also invented a head mounted television display designed to let a user watch
television in 3-D. Users were passive audiences for the films, but many of Heilig’s concepts
would find their way into the VR field.
Philco Corporation engineers developed the first HMD in 1961, called the Headsight. The helmet
included a video screen and tracking system, which the engineers linked to a closed circuit
camera system. They intended the HMD for use in dangerous situations -- a user could observe
a real environment remotely, adjusting the camera angle by turning his head. Bell Laboratories
used a similar HMD for helicopter pilots. They linked HMDs to infrared cameras attached to the
bottom of helicopters, which allowed pilots to have a clear field of view while flying in the dark.
 TYPES OF VIRTUAL REALITY

There are many types of Virtual Reality, including the following:

 Enhanced Reality
 Desktop Virtual Reality
 Telepresence
 Immersive Virtual Reality
 QTVR
Virtual reality applications can be divided into:
1. The simulation of real environments such as the interior of a building or a spaceship often
with the purpose of training or education
2. The development of an imagined environment, typically for a game or educational
adventure
Areas in which Virtual Reality applications are commonly used are:
 Design Evaluation (Virtual Prototyping)
 Architectural Walk-through
 Planning and Maintenance
 Concept and Data Visualisation
 Operations in hazardous or remote environments
 Training and simulation
 Sales and Marketing
 Entertainment and Leisure
 Enhanced Realities
There are a number of popular products available for creating virtual reality effects on personal
computers. QuickTime Virtual Reality (QTVR) allows the creation of applications without coding.
It is a photography-based VR, an "immersive" technology with easy to use software.
 APPLICATIONS

Imagine the following academic fiction:

Eighteen professors from five departments decide to work together and submit a request for a
virtual reality system. Suppose further that the administration actually believes that this is a
wonderful idea and approves the proposal, provided that the virtual reality system is put to use
in the classroom. The faculty eagerly agree to this condition, and to their amazement they
acquire the funds to purchase an SGI Onyx 2 Reality Engine and 10 SGI Indigos.
The above scenario is not some introduction to a John Grisham suspense novel, but a real story
at Clemson University. Recently Steve (D.E.) Stevenson from the Department of Computer
Science at Clemson University came to the Geometry Center and talked about applications of
Geometry with computers. Steve mentioned briefly how various departments had been using
the virtual reality system they acquired, and showed specific examples of what they had done
with them.
The departments using the system range from those which traditionally might use virtual
reality, such as the Computer Science department, the Mechanical Engineering department and
the Architecture department, to fields not generally associated with the technology such as the
Biomedical Engineering department and the Performing Arts department. All these disciplines'
projects use the technology in ways that create images and objects that otherwise would take a
long time to construct, or not be feasible to construct at all. In particular, software is currently
under development for Mechanical Engineering students that extends CAD/CAE software to
virtual reality. Instead of clicking keystrokes to try to alter perspective views, a user is able to
wear a helmet and by moving their head around are able to view an object as if it were before
them. Moreover one is able to look through different layers of an object to view how the device
is operating internally. Although these are all things that CAD/CAE software allows, the virtual
reality system gives a user a more natural way to view an object, which accordingly allows one
to easier ask the question, "what if?"Some of the other projects involving engineering are
simulation-based design, multipurpose design optimization and visualization in High
Performance ComputingComputer Formulated Design structures. Lastly one professor dreams
of creating a simulation of the famous Tacoma Narrows bridge collapsing so that Civil and
Mechanical Engineers can fully appreciate the consequences of their errors. In the Biomedical
Engineering department some of the projects mentioned are use of virtual reality for viewing of
X-RAY's and MRI's, using stereolithography to make prototypes of joints, and even having
students perform test surgery. In the Computer Science department some of the projects range
from creating a toolkit for non-computer science designers, rendering and 3-D lighting, viewing
non-euclidean geometries, and modeling for resource management.