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Cell visualization is an important area of scientific and educational visualization. There is already a number of astonishing animations illustrating the structural and functional properties of biological cells available in the Internet. However, these visualizations usually do not take advantage of three-dimensional (3-D) stereoscopic techniques. The stereoscopic visualization of the microcosmos cell-invisible to the human eye-bears high potential for educational as well as scientific approaches. Using open source tools it will be shown that it is possible to generate statically rendered as well as interactive stereoscopic cell visualizations. First, the 3-D modeling software Blender in conjunction with Schneider's stereoscopic camera plug-in will be used to generate a stereoscopic cell animation. While static renderings have an advantage in that the stereoscopic effect can be optimized for spectators, interactive stereoscopic visualizations always have to adjust and optimize the stereoscopic effect for users who can freely navigate through space. Cell visualization is paradigmatic for this problem because the scale differences from the mesoscopic to the molecular level account for a factor of 100,000. Therefore, two stereoscopic approaches of the CELLmicrocosmos project will be introduced, which address the stereoscopic scaling problem. The stereoscopic quality was positively evaluated by 20 students. Downloaded From: http://electronicimaging.spiedigitallibrary.org/ on 05/15/2015 Terms of Use: http://spiedl.org/terms

In this article we illustrate an approach of a security threat analysis of the quadrocopter AR.Drone, a toy for augmented reality (AR) games. The technical properties of the drone can be misused for attacks, which may relate security and/or privacy aspects. Our aim is to sensitize for the possibility of misuses and the motivation for an implementation of improved security mechanisms of the quadrocopter. We focus primarily on obvious security vulnerabilities (e.g. communication over unencrypted WLAN, usage of UDP, live video streaming via unencrypted WLAN to the control device) of this quadrocopter. We could practically verify in three exemplary scenarios that this can be misused by unauthorized persons for several attacks: high-jacking of the drone, eavesdropping of the AR.Drones unprotected video streams, and the tracking of persons. Amongst other aspects, our current research focuses on the realization of the attack of tracking persons and objects with the drone. Besides the realization of attacks, we want to evaluate the potential of this particular drone for a "safe-landing" function, as well as potential security enhancements. Additionally, in future we plan to investigate an automatic tracking of persons or objects without the need of human interactions.

Students need an understanding of ecosystem properties and functions to face global issues related to ecological crises and to grasp the challenges and necessary actions associated with the Sustainable Development Goals 12–15. When addressing complex ecological constructs, such as material cycles, diagnosing students’ pre-existing conceptions about such matters is crucial for making decisions about appropriate teaching strategies. In this study, we explored pre-service teachers’ (n = 63) and in-service teachers’ (n = 14) diagnostic skills in the context of education for sustainable development. To assess diagnostic skills, we showed teachers video-based clips from science lessons in which students express their alternative conceptions about material cycles. We found that teachers are generally able to notice students’ comments indicating their conceptions about ecological concepts that are relevant for sustainable development. However, the teachers had difficulties in interpreting the students’ comments correctly. This difficulty is a barrier to create effective lessons. Moreover, we identified teacher characteristics that could influence diagnostic skills. Our findings are discussed in the context of the role of diagnostic skills when teaching sustainable development goals. Finally, we present considerations on how teachers’ diagnostic skills could be promoted.