Shape Analysis

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graphitech

The geometric properties of the shape of each segment is important to give the overall shape description.

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In this report I am going to describe the implementation of a simple curve manipolation application, developed as a fullment of the second project for the course of Principles of Computer Graphics. The report is organized as follows: Section 1 introduces the problem and what the application should implement, Section 2 describes the architecture of the program, Section 3 explains some foundamental parts of the source code and nally Section 4 illustrates how to use the application together with some screenshots and examples.

A graphic library and an application for simple curve manipolation

graphitech

A graphic library and an application for simple curve manipolation

graphitech

The project consists in a software that uses a developed library in the Intermediate project to construct complex functionalities. The functional asked requisites are: 1. Load a picture in background. 2. Generate different kinds of curves using points generated by mouse: a. Hermite Spline, b. Bezier Spline, c. BSpline, d. Lagrange. In this way we can isolate the perimeter of the previous loaded picture. 3. Move single points using the mouse drag property. 4. Select multi points and move them together. 5. Curves must be connected to each other. 6. Save the composition of curves in a file. 7. Load the composition of curves saved before. 8. Load a point file ad interpolate the points using the available curves. In this way we can observe the differences generated when same points are interpolated by different kind curves. 9. Change in real time the kind of curve that interpolates a set of points.

A graphic library and an application for simple curve manipolation

graphitech

A graphic library and an application for simple curve manipolation

graphitech

Rescue Mission

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Rescue Mission

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Mashup - Sustainability

graphitech

Mashup - Sustainability

Multiple Screens

Multiple Screens

Graph Matching

This report presents the design and the architecture of a java library that allows the final user to interact with applications through non conventional devices, like the Nintendo Wii® Controller (WiiMote), the microphone and the webcam. It has been developed as a java API, that can be easily integrated inside any kind of software that is suitable to be controlled by devices different from a keyboard or a mouse. In particular in this report we will show how it has been used inside WorldWind sdk, the open source NASA world exploring tool.

Human Interaction Library

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Human Interaction Library

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WebCams Mapping on Nasa World Wind

graphitech

This project aim to be a run-time street builder done inside World Wind. This application works drawing texturized shapes accordingly to the position given by the user. The program modifies the terrain taken the elevation from these shapes in order to have a street every time over the terrain. User can: add and remove pieces of shap, add and remove shape, select shapes already present, move points of the street, modify the blend. All these stuff are explained inside this paper.

Street Builder

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Street Builder

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Live Video in World Wind

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Live Video in World Wind

graphitech

Terrain Modification

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Terrain Modification

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A graphic library and an application for simple curve manipolation

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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Shape Analysis

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Shape Analysis

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Shape Analysis