Dissertations / Theses on the topic 'Orthographic projection'

The meaning of term &ldquo
representation&rdquo
has shifted in both relevancy and definition in the discipline of architecture with the introduction of computational design technologies. The assumption of this study is that the selected mode of representation has the power to affect the process of design and even the production of architecture. At the present time, while the discipline is witnessing a change in its tendencies and terminologies, such as from drawing to 3D modeling, from construction to fabrication, and from geometry to topology, it is crucial to look at the &ldquo
conventions&rdquo
of architectural representation that are identified through &ldquo
projections,&rdquo
and particularly the &ldquo
orthographic set&rdquo
. This study aims to challenge the prejudices against the &ldquo
orthographic set&rdquo
that consider it to be an ineffective or inadequate tool for representation in the contemporary practice of architecture following the emergence of &ldquo
digitization&rdquo
. It is the claim of this thesis that the &ldquo
orthographic set&rdquo
is actually a methodology that is still powerful in the visualization of the &ldquo
rational&rdquo
thinking processes of design, and is still a highly pertinent technique in the representation and production of architecture. With the arrival of computational design technologies to the practice of architecture, the &ldquo
visibility&rdquo
of its representations have started to blur
and considering the dialectics between architectural representation and the architectural object, while Modern Architecture can be assessed as the transformation of the orthographic set into a declaration of a stylistic manifesto, in the digital age the question arises of what makes architecture visible, and whether it is possible to come up with a &ldquo
new&rdquo
definition of style.

L'étude des caméras et des images a été un sujet prédominant depuis le début de la vision par ordinateur, l'un des principaux axes étant l'estimation de la pose et la reconstruction 3D. Le but de cette thèse est d'aborder et d'étudier certains problèmes et méthodes spécifiques du pipeline de la structure-from-motion afin d'améliorer la précision, de réaliser de vastes études pour comprendre les avantages et les inconvénients des modèles existants et de créer des outils mis à la disposition du public. Plus spécifiquement, nous concentrons notre attention sur les pairs stéréoscopiques et les triplets d'images et nous explorons certaines des méthodes et modèles capables de fournir une estimation de la pose et une reconstruction 3D de la scène.Tout d'abord, nous abordons la tâche d'estimation de la profondeur pour les pairs stéréoscopiques à l'aide de la correspondance de blocs. Cette approche suppose implicitement que tous les pixels du patch ont la même profondeur, ce qui produit l'artefact commun dénommé "foreground-fattening effect". Afin de trouver un support plus approprié, Yoon et Kweon ont introduit l'utilisation de poids basés sur la similarité des couleurs et la distance spatiale, analogues à ceux utilisés dans le filtre bilatéral. Nous présentons la théorie de cette méthode et l'implémentation que nous avons développée avec quelques améliorations. Nous discutons de quelques variantes de la méthode et analysons ses paramètres et ses performances.Deuxièmement, nous considérons l'ajout d'une troisième vue et étudions le tenseur trifocal, qui décrit les contraintes géométriques reliant les trois vues. Nous explorons les avantages offerts par cet opérateur dans la tâche d'estimation de pose d'un triplet de caméras par opposition au calcul des poses relatives paire par paire en utilisant la matrice fondamentale. De plus, nous présentons une étude et l’implémentation de plusieurs paramétrisations du tenseur. Nous montrons que l'amélioration initiale de la précision du tenseur trifocal n'est pas suffisante pour avoir un impact remarquable sur l'estimation de la pose après ajustement de faisceau et que l'utilisation de la matrice fondamentale avec des triplets d'image reste pertinente.Enfin, nous proposons d'utiliser un modèle de projection différent de celui de la caméra à sténopé pour l'estimation de la pose des caméras en perspective. Nous présentons une méthode basée sur la factorisation matricielle due à Tomasi et Kanade qui repose sur la projection orthographique. Cette méthode peut être utilisée dans des configurations où d'autres méthodes échouent, en particulier lorsque l'on utilise des caméras avec des objectifs à longue distance focale. La performance de notre implémentation de cette méthode est comparée à celle des méthodes basées sur la perspective, nous considérons que l'exactitude obtenue et la robustesse démontré en font un élément à considérer dans toute procédure de la SfM
The study of cameras and images has been a prominent subject since the beginning of computer vision, one of the main focus being the pose estimation and 3D reconstruction. The goal of this thesis is to tackle and study some specific problems and methods of the structure-from-motion pipeline in order to provide improvements in accuracy, broad studies to comprehend the advantages and disadvantages of the state-of-the-art models and useful implementations made available to the public. More specifically, we center our attention to stereo pairs and triplets of images and discuss some of the methods and models able to provide pose estimation and 3D reconstruction of the scene.First, we address the depth estimation task for stereo pairs using block-matching. This approach implicitly assumes that all pixels in the patch have the same depth producing the common artifact known as the ``foreground fattening effect''. In order to find a more appropriate support, Yoon and Kweon introduced the use of weights based on color similarity and spatial distance, analogous to those used in the bilateral filter. We present the theory of this method and the implementation we have developed with some improvements. We discuss some variants of the method and analyze its parameters and performance.Secondly, we consider the addition of a third view and study the trifocal tensor, which describes the geometric constraints linking the three views. We explore the advantages offered by this operator in the pose estimation task of a triplet of cameras as opposed to computing the relative poses pair by pair using the fundamental matrix. In addition, we present a study and implementation of several parameterizations of the tensor. We show that the initial improvement in accuracy of the trifocal tensor is not enough to have a remarkable impact on the pose estimation after bundle adjustment and that using the fundamental matrix with image triplets remains relevant.Finally, we propose using a different projection model than the pinhole camera for the pose estimation of perspective cameras. We present a method based on the matrix factorization due to Tomasi and Kanade that relies on the orthographic projection. This method can be used in configurations where other methods fail, in particular, when using cameras with long focal length lenses. The performance of our implementation of this method is compared to that given by the perspective-based methods, we consider that the accuracy achieved and its robustness make it worth considering in any SfM procedure

The primary focus of this study examines the effectiveness of the CRIOSAT (Computerized Rotational Isometric and Orthographic Spatial) spatial ability treatment on a random sample of middle school students' (n=137) spatial ability as measured by the Purdue Spatial Visualization Test: Rotations Test (PSVT-ROT) (Guay, 1977). The secondary focus of this study investigates the relationships between mathematical achievement, problem solving preferences, and spatial ability. The secondary focus was tested on a subsample (n=41), with the problem solving preferences measured via the Mathematical Processing Instrument (MPI) (Suwarsono, 1982). Findings indicated no significant gains in spatial ability scores after students' use of the CRIOSAT treatment; while some increases in spatial ability took place in males. Significant positive correlation was identified between mathematics achievement and spatial ability; while conversely, a significant negative correlation was found between mathematics achievement and level of visual problem solving used by students.
ID: 028916877; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2010.; Includes bibliographical references (p. 148-161).
M.Ed.
Masters
Department of Teaching and Learning Principles
Education

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES/OBEDUC
The learning process of introductory studies, the orthogonal projective system and constituent elements (point, line and plane), used in Geometry for high school students in technical training courses makes it difficult to develop spatial vision and graphic representation. Learning to see allows the student to understand the formation of projections and return to the practice of observation. Three-dimensional visualization produces recognition of the projected image. The development of this learning cannot be restricted to study based only on programmed handouts with forms or feedback solutions.This Design-Based Research developed and implemented a system of security cameras to aid in visualization. This innovation provided for the construction of an educational experience that fosters collaborative learning through interaction with three-dimensional models of the objects to be represented in graphic drawings. The proposal to investigate the practice of graphic representation and strategies for development of this graphic language was carried out with students, aged between 14 and 17 years, in high school at a state technical school. Data collection was done by the researcher in research logs, activities proposed in class and recordings from security cameras positioned to capture the image ?pura. Results underline the importance of creating an educational process applied to technical drawing that develops the act of the careful observation and integration of objects and images with the main aspects of projective drawing. This enables the learning of the concepts of descriptive geometry and facilitates the visualization of the trihedral system and the design of the principal orthographic views (front, top and side) utilizing varied teaching strategies
O processo de aprendizagem dos estudos introdut?rios, do sistema projetivo ortogonal e de elementos constituintes (ponto, reta e plano), estudados em Geometria Descritiva por alunos do Ensino M?dio de cursos de forma??o t?cnica, encontra dificuldade no desenvolvimento da vis?o espacial e da representa??o gr?fica. Aprender a ver ? uma possibilidade que ? aberta nessa proposta para entendimento da forma??o das proje??es e retomar a pr?tica de observa??o. A visualiza??o em tr?s dimens?es gera reconhecimento da imagem realizada. O desenvolvimento desse aprendizado n?o pode ser restrito ao estudo com base em apostilas programadas com formas ou gabarito de solu??es. Esta ? uma Pesquisa de Desenvolvimento que elaborou e aplicou um sistema de c?meras de seguran?a como aux?lio na visualiza??o. A inova??o valorizou a constru??o de uma experi?ncia de ensino que favore?a o aprendizado de forma colaborativa, e a intera??o com as possibilidades de montagem dos objetos a serem representados e sua representa??o gr?fica. A proposta de investigar a pr?tica da representa??o gr?fica e as estrat?gias para desenvolvimento desta linguagem, foi realizada com estudantes de faixa et?ria entre 14 e 17 anos, do Ensino M?dio em uma escola t?cnica estadual. A coleta de dados foi feita mediante di?rios do pesquisador, de atividades propostas nas aulas e de grava??es provenientes de c?meras de seguran?a posicionadas para captar a imagem da ?pura. Resultados sublinham a import?ncia de cria??o de um processo para a educa??o do olhar aplicado ao desenho t?cnico mediante uma pr?tica que desenvolva o ato de observar. A integra??o com objetos e a gera??o de imagens com os aspectos principais do desenho projetivo. Favorecer o aprendizado dos conceitos de Geometria Descritiva e facilitar a visualiza??o do sistema tri?drico e o desenho das vistas ortogr?ficas principais (vista frontal, superior e lateral) com o uso de estrat?gias did?ticas variadas

This dissertation is a study of a remarkable change that came about in the kind of drawings that architects used to present their work between the decades of 1960 and 1990. Drawings in this period, visually rich and compositionally complex, seemed to mark an entirely new sensibility towards their function; their goal seemed to be not so much to clearly depict the forms of a proposed building, but to instead focus on its conceptual aspects. In fact, in several cases, drawings seemed to be treated as graphic projects in their own right, over and above the work they presented. This trend was accompanied by two other developments. Around the same time, there was a sudden increase in theoretical interest in drawings within the architectural community leading to a flurry of published articles, essays and books on the topic. And all this happened to coincide with the time that the Postmodern movement came to dominate architecture. The study aims to understand the relationship between these trends, and to develop a better understanding of the reasons for these changes to have occurred. It does so by, first, developing a theoretical framework to help understand the nature and impact of the changes in drawings. Next, it presents a detailed historical account of these changes. This is followed by an in-depth study of a single architect, James Stirling, to show how the new types of drawings were not simply a means to present ideas, but played a formative role in design as well. Apart from developing a contextualized historical account of an important development in contemporary architectural history, the study also finds that the change in the drawing practice and the theoretical interests were not simply an outcome of Postmodern cultural theory of the period, but were instigated by concerns that arose from within architecture itself. It thus offers a useful case-study on how changes in disciplinary practice are brought about.

碩士
國立臺灣藝術大學
多媒體動畫藝術學系新媒體藝術碩士班
103
New Media Art is current trend of artistic creation. In particular, image projection is the popular media that artists in every field try to challenge and integrate. The projections frequently used by artists are orthographic projection and rear projection. This study explores dancers’ preferences for orthographic projection and rear projection. Three experts are invited for interview. The results of experiments and interview of experts show rear projection is better than orthographic projection. Experts suggest full communication and high adaptability are necessary for interdisciplinary performance art.

碩士
國立臺灣科技大學
機械工程系
101
Traditional drafting has gradually been replaced by computer-aided drafting due to its convenience. Many drafts can even be obtained from 3D CAD models directly. Students tend to focus on using the computer software for design and drafting, resulting in lacks of training on the draft reading. Therefore, in this study, an orthographic projection learning module was developed to help students to rapidly improve their capability on draft reading and Computer-aided drafting. The orthographic projection learning module was developed in AutoCAD 2012. A plug-in pull-down menu of Orthographic Projection was added with twelve exercises for selection. The exercises contain three projected views and a perspective view of the model. Different colors are used to distinguish the different surfaces. The training process is suggested to be four stages, starting with reading views only to gradually adding views for drafting. Tests were conducted on students without drafting experiences. After preliminary teaching about the basic graphic theory and software tools, the students used the learning module to learn Computer-aided drafting. After the four-stage training, a new problem was tested to evaluate the improvement, together with a questionnaire survey. The results showed that the accuracy and efficiency of drafting can be improved effectively after using this orthographic projection learning module.

碩士
國立臺中科技大學
多媒體設計系碩士班
102
In vocational high schools, students in departments such as machinery, architecture or design, are required to take the graphics-related courses. Courses including orthographic projection could help students acquire spatial concepts for developing skills in their major study. However, the instructional support for teaching orthographic projection needs upgrade to take the advantage of modern digital technology. Various multimedia technologies could be exploited to establish tools for more versatile and flexible applications of Computer-Assisted Instruction (CAI). Thus we explored various feasible technologies and designed a prototype of 3D-based CAI Tool for teaching and learning orthographic projection. The system prototype utilizes 3Ds Max to build solid models, Unity 3D to facilitate the projection, and Flash to integrates them into a web-based 3D visualization tools to help students interact with the orthographic projection. The prototype had been tested by students recruited from two tenth grade classes. Two different groups were formed from preliminary test on students of the two classes. The experimental group used the CAI tool to facilitate teaching while the control group followed the traditional teaching. Our research focuses on: 1. The effectiveness of our CAI tool in improving learners of orthographic projection. 2. The usability for the CAI tool. 3. The exploration of factors that might affect students'' progress in the use of the CAI tool. The outcome of the experiment showed convincing result that the problem-solving ability from the experimental group is generally better than the control group. The earlier involvement of learners in using the CAI tool could benefit the learners in achieving the desired effect. The analysis of users’ learning portfolio also revealed that: 1. By interactive rotation of the projection, the complex models from multiple viewpoints can be watched. 2. To distinguish segmentation by modeling each side with different colors, learners can clearly observe the relationship of multi-view and surfaces. 3. Perspective projection could not provide the correct relationship to see multi-view. 4. It could be too easy for students to get an answer with multi-view button. Therefore, for pedagogical purpose, students might miss opportunity to gain deeper observation and reasoning.

碩士
國立臺灣師範大學
工業科技教育學系
95
The purpose of this study were to understand the feasibility of demonstrating 3D computer graphics on orthographic projection drafting courses at high school. It was made from two parts: the caused problem for teachers and the student’s acceptance. We collected the teacher’s problems of integrating information technology into teaching and checked if it would be problems when using demonstrating 3d computer graphics on orthographic projection drafting courses at high school. Moreover, We made an experiment of two different teaching methods to gain the students’ achievements, so as to understand students’ acceptability. Then made conclusions of feasibility base on the information. The conclusions as the follows: 1.）The Software and equipments can be provided in current school conditions. And the method of demonstrating 3D computer graphics is a basic way when integrating information technology into teaching. For teachers, the loads are low. It is feasible when teachers will. 2.）Teachers must know the conception and manipulation of 3D software when demonstrating 3D computer graphics on courses. The teacher lacked needs to be willing to upgrade. New technology teachers had learned them at teacher’s school, for them, it would not be hard to integrating information technology into teaching. 3.）There were no significant difference among the post-test scores in experimental group and controlled group. It means the method of demonstrating 3D computer graphics can be accepted by students as Solid demonstrating.

碩士
國立臺中科技大學
多媒體設計系碩士班
104
The rapid development of mobile and digital 3D technology has reshaped many current computer applications. Researchers have put great endeavors to continuously explore various approaches to develop applications for promoting e-learning (electronic learning) and mobile learning. Students in various disciplines of vocational high school such as architecture, machinery or visual media design, need to study spatial concepts by taking relevant graphics-related courses. However, the instructional tools for pedagogy, though vividly explored in many researches, are subjected to the users’ adoption of these learning tools. This research aims to investigate the pedagogical issues and henceforth develops an App prototype to help the learning of spatial concepts. We began with the reviewing of the current status of the pedagogy of orthographic projection and potential technology for supporting the development learners’ spatial concepts’. Based on these efforts, we build a 3D-based App prototype for mobile learning according to the ADDIE model. The App’s learning tools are the integration of 3D tools on mobile devices to dynamically present 3D views of fundamental solid objects. The prototype facilitates students’ manipulation and observation of isometric view and through the reverse problem-solving to build the ability to infer multi-view. The system prototype uses 3Ds Max for constructing solid models. Unity 3D is employed to facilitate the manipulation of orthographic projections and the Unity 3D is used for the integration of these components into a 3D App to help students interact with the orthographic projection of the object. To add more fun in using the system, we provide game-like stages for learners to explore and conquer. The prototype has been successfully deployed on tablet computers and Android-based smartphone systems. We have also recruited several targeted users, i.e. students from tenth grade classes, 69 students to do field test. These users’ responses are encouraging and their feedbacks from the test are collected as the basis for the refinements of the prototype. These improvements of the prototype will serve as the foundation of a more elaborated and larger scale usability test.

碩士
國立臺灣師範大學
工業教育研究所
89
The purpose of this study was to investigate the differences of students’ promotion of spatial ability before and after acquiring the orthographic projection in vocational industrial high schools. This research adopts DACUM to construct the competence of orthographic projection. It integrates the standard curriculum of mechanical drawing in vocational industrial high schools and sum up and edit the manuls of experimental teaching . To analyze the promotion of spatial perception, spatial rotation, spatial organization, different learning hours of orthography were administered on 122 first-grade students in the National Jui-Fang senier Industrial Vocational Schools, Dept. of Casting (20 hours), Machinery (27 hours), Mechanical Drawing (6o hours), who were categorized as experimental group, and 41 first-grade students in Electrical engineering (0 hour) as control group. This research took the SAS devised by Kang-Chung in 1998 National Science and Technology Council , giving tests to experimental group before and after the experimental teaching; while, control group, at the beginning and at the end of school semester. Data amassed was processed by the statistical strategies of t-test, one-way analysis of variance, and Dunnett’s tD test. The main conclusions are as follows: 1. There is distinctive promotion in experimental group students’ spatial ability; whereas, there is no in control group. 2. There is significant promotion in experimental group students’ spatial perception, spatial rotation and spatial organization, 3. Gender has no distinctive effect on the promotion of spatial ability. Male and female students with the same acquisition hours of orthography did not make apparent difference in their enhancement of spatial ability. According to the above conclusions, this study also summed up a few suggestions: 1. Developing and constructing spatial scale positively. 2. Compiling relative curriculums to promote students’ spatial ability. 3. Providing channels of advanced study for teachers to investigate the most efficient strategies for enhancing spatial ability.

This thesis addresses the problem of constructing 3D CAD models from 2D engineering drawings of the object. Procedures for each step in the popular bottom-up approach are described. In each of the steps in this approach, the capability is extended to handle classes of parts not handled by present art. These include auxiliary views, parts with curved entities that are inclined to all viewing directions, and views that result in non-manifold edges in the surface model. In addition this thesis also presents procedures to extract features from the solid model constructed so that the 3D model can be manipulated and modified within current CAD systems. In order to enable extracting the construction history, detecting symmetry in the part is essential. This thesis presents an algorithm to detect symmetry (both global and partial) in the part given the solid model of the part. Working of the procedures is illustrated using benchmark parts from the literature. The thesis concludes with a discussion on scope for further work.

This thesis addresses the problem of constructing 3D CAD models from 2D engineering drawings of the object. Procedures for each step in the popular bottom-up approach are described. In each of the steps in this approach, the capability is extended to handle classes of parts not handled by present art. These include auxiliary views, parts with curved entities that are inclined to all viewing directions, and views that result in non-manifold edges in the surface model. In addition this thesis also presents procedures to extract features from the solid model constructed so that the 3D model can be manipulated and modified within current CAD systems. In order to enable extracting the construction history, detecting symmetry in the part is essential. This thesis presents an algorithm to detect symmetry (both global and partial) in the part given the solid model of the part. Working of the procedures is illustrated using benchmark parts from the literature. The thesis concludes with a discussion on scope for further work.

碩士
國立雲林科技大學
數位媒體設計系
106
Orthographic projection is the most basic and most important unit in a graphics courses, but some scholars indicate that 23% of students still have a sense of frustration over the learning of this subject. This research applied a head-mounted display(HMD) to develop a set of virtual manipulative tool. Virtual reality has the characteristics of making users completely integrate into the virtual world and 3D object being observed from different angles, so as to assist learners with interconversion between 2D and 3D graphics and to improve students’ understanding ability of orthographic projection. 　　The study is divided into two phases. The first phase is the system design evaluation phase. After the system development is completed and the user is tested, the user's questionnaire is collected and the system is modified to enter the second phase of the experimental phase. The second phase were based on a single-subject A-B-M reversal design, divided into three phases: a baseline phase (A), an intervention phase (B), and a maintenance phase (M). The HMD was adopted to investigate the changes in the students’ ability to read a drawing with regard to orthographic projections. The experiments entailed 16 learning sessions that spanned 8 weeks. Two design school students who had completed a graphics course and had low spatial abilities were enrolled as the research targets. The research data collection method was based on the correct answers and time, and a spatial ability test was performed before and after the experiment to verify the change in the ability. Finally, the data was summarized and analyzed. 　　The results demonstrated that the overall correct answers given by Student 1 (S1) increased after entering the intervention phase, the difference was proven by C-statistic analysis to be statistically significant. It can be seen that learning through the HMD has an immediate effect on the orthographic view. The experimental outcomes of Student 2 (S2) failed to reach a statistically significant level, but for the part of the right view, both intervention phase and maintenance phase showed a statistically significant baseline phase, indicating that the understanding of S2 in the right view was improved. From these two students we can also know that they have a statistically significant on the right view, indicates that S1 and S2 achieve statistically significant by enhancing the ability to understand the side view through the intervention of the HMD. Through the deferred test, it is also known that the HMD applied to the orthographic projection can be maintaining the ability. 　　From the results of the study, it can be seen that head-mounted virtual reality devices can enhance graphic drawing reading ability. During the experiment, the two subjects also maintained a high degree of interest. After using the system, they all indicated that the learning method for HMD was quite interesting. Finally, the results of the space ability test also improved. Representing a HMD is helpful for orthographic projection.

Building robust recognition systems requires a careful understanding of the effects of error in sensed features. Error in these image features results in a region of uncertainty in the possible image location of each additional model feature. We present an accurate, analytic approximation for this uncertainty region when model poses are based on matching three image and model points, for both Gaussian and bounded error in the detection of image points, and for both scaled-orthographic and perspective projection models. This result applies to objects that are fully three- dimensional, where past results considered only two-dimensional objects. Further, we introduce a linear programming algorithm to compute the uncertainty region when poses are based on any number of initial matches. Finally, we use these results to extend, from two-dimensional to three- dimensional objects, robust implementations of alignmentt interpretation- tree search, and ransformation clustering.

The task of shape recovery from a motion sequence requires the establishment of correspondence between image points. The two processes, the matching process and the shape recovery one, are traditionally viewed as independent. Yet, information obtained during the process of shape recovery can be used to guide the matching process. This paper discusses the mutual relationship between the two processes. The paper is divided into two parts. In the first part we review the constraints imposed on the correspondence by rigid transformations and extend them to objects that undergo general affine (non rigid) transformation (including stretch and shear), as well as to rigid objects with smooth surfaces. In all these cases corresponding points lie along epipolar lines, and these lines can be recovered from a small set of corresponding points. In the second part of the paper we discuss the potential use of epipolar lines in the matching process. We present an algorithm that recovers the correspondence from three contour images. The algorithm was implemented and used to construct object models for recognition. In addition we discuss how epipolar lines can be used to solve the aperture problem.