Do you believe in ghosts? What actually are ghosts? “Creatures” that do not exist but we can see them. Are there any such “creatures” around us? Let’s have a look at the night starry sky. We can see all these stars, but many of them are not existing any more. Light speed has an upper limit but all these stars can be hundreds or thousands light years away. We can only “see” what “light” brings to us, but the light source can already be destroyed while the ‘light” is traveling to us. We ask students to think about all these amazing phenomena. Then we use the “Faulkes Telescope Project” to observe some stars, nebulas and galaxies. We search for their distance from the Earth and we go back to earth history. A star 2000 light years away has send it’s light to us when Christ was born! Maybe we are just observing the star’s ghost.
Grade 8 Integrated Science Chapter 12 Lesson 1 on the view of space from Earth. This lesson gives a short introduction on constellations, relative brightness, luminosity, and the apparent size of a star.
Do you believe in ghosts? What actually are ghosts? “Creatures” that do not exist but we can see them. Are there any such “creatures” around us? Let’s have a look at the night starry sky. We can see all these stars, but many of them are not existing any more. Light speed has an upper limit but all these stars can be hundreds or thousands light years away. We can only “see” what “light” brings to us, but the light source can already be destroyed while the ‘light” is traveling to us. We ask students to think about all these amazing phenomena. Then we use the “Faulkes Telescope Project” to observe some stars, nebulas and galaxies. We search for their distance from the Earth and we go back to earth history. A star 2000 light years away has send it’s light to us when Christ was born! Maybe we are just observing the star’s ghost.
Grade 8 Integrated Science Chapter 12 Lesson 1 on the view of space from Earth. This lesson gives a short introduction on constellations, relative brightness, luminosity, and the apparent size of a star.
Cost Estimation in Project Management - Case of Solar Assisted Water PumpNitesh Bhatia
Presentation on steps taken for coming out with effective cost estimation in any project. As case study one of the project done on Solar Assisted Water Pump has been taken for cost estimation.
Volume Rendering of Unstructured Tetrahedral Grids using Intel / nVidia OpenCLNitesh Bhatia
Presentation of one of my projects on computer graphics. It talks about Volume Rendering of Unstructured Tetrahedral Grids using Intel / nVidia OpenCL.
Mapping - Reality and Virtual Reality (Strictly No AR!!)Nitesh Bhatia
A small project done at Virtual Reality Lab at CPDM, IISc. The PPT talks about an idea of mapping Reality and Virtual Reality using electromagnetic position trackers and 3D head mounted display. This project is pure Virtual Reality based implementation and is not dependent on camera based Augmented Reality techniques.
Natural User Interface Demo based on - 3D Brick Game using KinectNitesh Bhatia
Slides on my presentation on Natural User Interface Demo based on - 3D Brick Game using Kinect. In the end you can see youtuve video showing demo of application.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Cost Estimation in Project Management - Case of Solar Assisted Water PumpNitesh Bhatia
Presentation on steps taken for coming out with effective cost estimation in any project. As case study one of the project done on Solar Assisted Water Pump has been taken for cost estimation.
Volume Rendering of Unstructured Tetrahedral Grids using Intel / nVidia OpenCLNitesh Bhatia
Presentation of one of my projects on computer graphics. It talks about Volume Rendering of Unstructured Tetrahedral Grids using Intel / nVidia OpenCL.
Mapping - Reality and Virtual Reality (Strictly No AR!!)Nitesh Bhatia
A small project done at Virtual Reality Lab at CPDM, IISc. The PPT talks about an idea of mapping Reality and Virtual Reality using electromagnetic position trackers and 3D head mounted display. This project is pure Virtual Reality based implementation and is not dependent on camera based Augmented Reality techniques.
Natural User Interface Demo based on - 3D Brick Game using KinectNitesh Bhatia
Slides on my presentation on Natural User Interface Demo based on - 3D Brick Game using Kinect. In the end you can see youtuve video showing demo of application.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. The Physical World and the Perceptual World
• Physical World - exist outside observer
Wednesday, 4 June 14
5. The Physical World and the Perceptual World
• Physical World - exist outside observer
• Perceptual World
Wednesday, 4 June 14
6. The Physical World and the Perceptual World
• Physical World - exist outside observer
• Perceptual World
• Experienced by the observer
Wednesday, 4 June 14
7. The Physical World and the Perceptual World
• Physical World - exist outside observer
• Perceptual World
• Experienced by the observer
• Produced by activity in eye-brain system - when - patterned light simulates
the eye of observer
Wednesday, 4 June 14
8. The Physical World and the Perceptual World
• Physical World - exist outside observer
• Perceptual World
• Experienced by the observer
• Produced by activity in eye-brain system - when - patterned light simulates
the eye of observer
• Consist of - view at a given moment
Wednesday, 4 June 14
9. The Physical World and the Perceptual World
• Physical World - exist outside observer
• Perceptual World
• Experienced by the observer
• Produced by activity in eye-brain system - when - patterned light simulates
the eye of observer
• Consist of - view at a given moment
• 4D World - “3D Space” + Time
Wednesday, 4 June 14
13. Geometrical Relationships
• Physical Space
• Object can be displaced / rotated
without deformation
• Follows Euclidean Geometry -
Parallel Postulate - Parallel Lines do
not meet
Wednesday, 4 June 14
14. Geometrical Relationships
• Physical Space
• Object can be displaced / rotated
without deformation
• Follows Euclidean Geometry -
Parallel Postulate - Parallel Lines do
not meet
• Points in space can be assigned
coordinates in Cartesian coordinate
system and distance between points
can be measured w.r.t origin
Wednesday, 4 June 14
15. Geometrical Relationships
• Physical Space
• Object can be displaced / rotated
without deformation
• Follows Euclidean Geometry -
Parallel Postulate - Parallel Lines do
not meet
• Points in space can be assigned
coordinates in Cartesian coordinate
system and distance between points
can be measured w.r.t origin
• Perceptual (Visual) Space
Wednesday, 4 June 14
16. Geometrical Relationships
• Physical Space
• Object can be displaced / rotated
without deformation
• Follows Euclidean Geometry -
Parallel Postulate - Parallel Lines do
not meet
• Points in space can be assigned
coordinates in Cartesian coordinate
system and distance between points
can be measured w.r.t origin
• Perceptual (Visual) Space
• Geometry of Physical space w.r.t.
Perceiver
Wednesday, 4 June 14
17. Geometrical Relationships
• Physical Space
• Object can be displaced / rotated
without deformation
• Follows Euclidean Geometry -
Parallel Postulate - Parallel Lines do
not meet
• Points in space can be assigned
coordinates in Cartesian coordinate
system and distance between points
can be measured w.r.t origin
• Perceptual (Visual) Space
• Geometry of Physical space w.r.t.
Perceiver
• Direction and Distance in Polar
Coordinates
Wednesday, 4 June 14
18. Geometrical Relationships
• Physical Space
• Object can be displaced / rotated
without deformation
• Follows Euclidean Geometry -
Parallel Postulate - Parallel Lines do
not meet
• Points in space can be assigned
coordinates in Cartesian coordinate
system and distance between points
can be measured w.r.t origin
• Perceptual (Visual) Space
• Geometry of Physical space w.r.t.
Perceiver
• Direction and Distance in Polar
Coordinates
• By specifying an origin that
corresponds to a perceiver - visual
space can be measured in terms of
angular direction and radial distance
Wednesday, 4 June 14
21. • Relationships among Spaces - Perceived and Physical
• To maintain important distinction between
Wednesday, 4 June 14
22. • Relationships among Spaces - Perceived and Physical
• To maintain important distinction between
• physical objects (or scenes) and
Wednesday, 4 June 14
23. • Relationships among Spaces - Perceived and Physical
• To maintain important distinction between
• physical objects (or scenes) and
• pattern of reflected light impinging on the retinal surface
Wednesday, 4 June 14
24. • Relationships among Spaces - Perceived and Physical
• To maintain important distinction between
• physical objects (or scenes) and
• pattern of reflected light impinging on the retinal surface
• Physical Objects (or scenes) are described as distal stimuli and
Wednesday, 4 June 14
25. • Relationships among Spaces - Perceived and Physical
• To maintain important distinction between
• physical objects (or scenes) and
• pattern of reflected light impinging on the retinal surface
• Physical Objects (or scenes) are described as distal stimuli and
• Impinging Patterns of light are described as proximal stimuli
Wednesday, 4 June 14
26. • Relationships among Spaces - Perceived and Physical
• To maintain important distinction between
• physical objects (or scenes) and
• pattern of reflected light impinging on the retinal surface
• Physical Objects (or scenes) are described as distal stimuli and
• Impinging Patterns of light are described as proximal stimuli
• Perception refers to the process or act of perceiving, whose
content is the percept, the conscious experience of the distal
object or scene.
Wednesday, 4 June 14
28. • Distal objects and scenes can be observed directly
Wednesday, 4 June 14
29. • Distal objects and scenes can be observed directly
• Perception cannot be observed directly
Wednesday, 4 June 14
30. • Distal objects and scenes can be observed directly
• Perception cannot be observed directly
• Proximal stimulus patterns can be observed by
Wednesday, 4 June 14
31. • Distal objects and scenes can be observed directly
• Perception cannot be observed directly
• Proximal stimulus patterns can be observed by
• projecting light from distal stimuli
Wednesday, 4 June 14
32. • Distal objects and scenes can be observed directly
• Perception cannot be observed directly
• Proximal stimulus patterns can be observed by
• projecting light from distal stimuli
• onto a surface - a screen or projection place that represents the retinal surface
Wednesday, 4 June 14
33. • Distal objects and scenes can be observed directly
• Perception cannot be observed directly
• Proximal stimulus patterns can be observed by
• projecting light from distal stimuli
• onto a surface - a screen or projection place that represents the retinal surface
• Each component of perceptual act - distal stimulus, proximal stimulus, percept,
response - can be described geometrically
Wednesday, 4 June 14
34. • Distal objects and scenes can be observed directly
• Perception cannot be observed directly
• Proximal stimulus patterns can be observed by
• projecting light from distal stimuli
• onto a surface - a screen or projection place that represents the retinal surface
• Each component of perceptual act - distal stimulus, proximal stimulus, percept,
response - can be described geometrically
• The relationship between adjacent components in a sequence may be described
by mapping the geometry of one component into geometry of the next
component
Wednesday, 4 June 14
37. Distal - Proximal Relationships
• Projective Geometry: Geometrical Optics
• The light falling on an eye can come
Wednesday, 4 June 14
38. Distal - Proximal Relationships
• Projective Geometry: Geometrical Optics
• The light falling on an eye can come
• directly from an emitting source or
Wednesday, 4 June 14
39. Distal - Proximal Relationships
• Projective Geometry: Geometrical Optics
• The light falling on an eye can come
• directly from an emitting source or
• after being refracted through a medium like air, water
Wednesday, 4 June 14
40. Distal - Proximal Relationships
• Projective Geometry: Geometrical Optics
• The light falling on an eye can come
• directly from an emitting source or
• after being refracted through a medium like air, water
• The 2D pattern of light reflected to an eye from 3D arrangement of objects
in the world is described by projective geometry
Wednesday, 4 June 14
41. Distal - Proximal Relationships
• Projective Geometry: Geometrical Optics
• The light falling on an eye can come
• directly from an emitting source or
• after being refracted through a medium like air, water
• The 2D pattern of light reflected to an eye from 3D arrangement of objects
in the world is described by projective geometry
• We apply geometrical analysis to light - it is called as Geometrical Optics
Wednesday, 4 June 14
43. • To study perception - it is necessary to consider
only the rays that enter the eye of a viewer.
Wednesday, 4 June 14
44. • To study perception - it is necessary to consider
only the rays that enter the eye of a viewer.
• Fig. shows the distal-proximal realtions for a
single eye
Wednesday, 4 June 14
45. • To study perception - it is necessary to consider
only the rays that enter the eye of a viewer.
• Fig. shows the distal-proximal realtions for a
single eye
• The viewer is looking at house - a distal object
Wednesday, 4 June 14
46. • To study perception - it is necessary to consider
only the rays that enter the eye of a viewer.
• Fig. shows the distal-proximal realtions for a
single eye
• The viewer is looking at house - a distal object
• Light is reflected everywhere - but the perceiver is simulated only by light that - enters the
eye
Wednesday, 4 June 14
47. • To study perception - it is necessary to consider
only the rays that enter the eye of a viewer.
• Fig. shows the distal-proximal realtions for a
single eye
• The viewer is looking at house - a distal object
• Light is reflected everywhere - but the perceiver is simulated only by light that - enters the
eye
• Light is represented by the rays that converge toward the nodal point of the eye and simulate
cells on the retina of the viewer.
Wednesday, 4 June 14
48. • To study perception - it is necessary to consider
only the rays that enter the eye of a viewer.
• Fig. shows the distal-proximal realtions for a
single eye
• The viewer is looking at house - a distal object
• Light is reflected everywhere - but the perceiver is simulated only by light that - enters the
eye
• Light is represented by the rays that converge toward the nodal point of the eye and simulate
cells on the retina of the viewer.
• The pattern of light simulating cells on retina constitutes the proximal stimulus
Wednesday, 4 June 14
49. • To study perception - it is necessary to consider
only the rays that enter the eye of a viewer.
• Fig. shows the distal-proximal realtions for a
single eye
• The viewer is looking at house - a distal object
• Light is reflected everywhere - but the perceiver is simulated only by light that - enters the
eye
• Light is represented by the rays that converge toward the nodal point of the eye and simulate
cells on the retina of the viewer.
• The pattern of light simulating cells on retina constitutes the proximal stimulus
• inverted w.r.t. orientation of distal object
Wednesday, 4 June 14
53. • Proximal Geometry - Geometry of Perspective
• represented in a hypothetical projection
plane erected b/w the viewer
and the distal stimulus
Wednesday, 4 June 14
54. • Proximal Geometry - Geometry of Perspective
• represented in a hypothetical projection
plane erected b/w the viewer
and the distal stimulus
• In above figure, the projection is on frontoparallel plane or picture
plane - a plane that is perpendicular to line of sight of the viewer
Wednesday, 4 June 14
55. • Proximal Geometry - Geometry of Perspective
• represented in a hypothetical projection
plane erected b/w the viewer
and the distal stimulus
• In above figure, the projection is on frontoparallel plane or picture
plane - a plane that is perpendicular to line of sight of the viewer
• the upright pattern in proximal stimulus is described by 2D
geometry of perspective
Wednesday, 4 June 14
56. • Proximal Geometry - Geometry of Perspective
• represented in a hypothetical projection
plane erected b/w the viewer
and the distal stimulus
• In above figure, the projection is on frontoparallel plane or picture
plane - a plane that is perpendicular to line of sight of the viewer
• the upright pattern in proximal stimulus is described by 2D
geometry of perspective
• In this pattern, the size of a distal object is represented according
Wednesday, 4 June 14
58. “The Problem ofVisual Space Perception”
• To relate - the experienced qualities - of - visual space to specific
aspects of simulation - and - to processes occurring in the visual
space system
Wednesday, 4 June 14
59. “The Problem ofVisual Space Perception”
• To relate - the experienced qualities - of - visual space to specific
aspects of simulation - and - to processes occurring in the visual
space system
• To simplify these tasks of identifying these components - visual
space perception is divided into two different ways
Wednesday, 4 June 14
60. “The Problem ofVisual Space Perception”
• To relate - the experienced qualities - of - visual space to specific
aspects of simulation - and - to processes occurring in the visual
space system
• To simplify these tasks of identifying these components - visual
space perception is divided into two different ways
• Binocular and Monocular Perception
Wednesday, 4 June 14
61. “The Problem ofVisual Space Perception”
• To relate - the experienced qualities - of - visual space to specific
aspects of simulation - and - to processes occurring in the visual
space system
• To simplify these tasks of identifying these components - visual
space perception is divided into two different ways
• Binocular and Monocular Perception
• Static and Kinetic Analysis
Wednesday, 4 June 14
64. Visual Directions
• Visual directions experienced when viewing a
scene with two eyes
Wednesday, 4 June 14
65. Visual Directions
• Visual directions experienced when viewing a
scene with two eyes
• Eyes are in different positions in space
Wednesday, 4 June 14
66. Visual Directions
• Visual directions experienced when viewing a
scene with two eyes
• Eyes are in different positions in space
• When looking at a single point, the two eyes
must be oriented in slightly different directions
Wednesday, 4 June 14
69. Monocular Localization of Directions
• MonocularVisual Field
• The portion of the world that is visible to a single
stationary eye defines the monocular visual field
Wednesday, 4 June 14
70. Monocular Localization of Directions
• MonocularVisual Field
• The portion of the world that is visible to a single
stationary eye defines the monocular visual field
• Perimetry
Wednesday, 4 June 14
71. Monocular Localization of Directions
• MonocularVisual Field
• The portion of the world that is visible to a single
stationary eye defines the monocular visual field
• Perimetry
• Field of monocular vision
Wednesday, 4 June 14
72. Monocular Localization of Directions
• MonocularVisual Field
• The portion of the world that is visible to a single
stationary eye defines the monocular visual field
• Perimetry
• Field of monocular vision
• Blind spot
Wednesday, 4 June 14
79. • Objective Directions:Visual Lines
• Visual Line - locus of distal points that stimulate a given point on
the retina of a single eye
Wednesday, 4 June 14
80. • Objective Directions:Visual Lines
• Visual Line - locus of distal points that stimulate a given point on
the retina of a single eye
• PrincipalVisual Line (PVL) - locus of distal points that stimulate the
center of foveola of a single eye
Wednesday, 4 June 14
81. • Objective Directions:Visual Lines
• Visual Line - locus of distal points that stimulate a given point on
the retina of a single eye
• PrincipalVisual Line (PVL) - locus of distal points that stimulate the
center of foveola of a single eye
• Line passing through the center of the foveola, the nodal point of
the eye and the fixated point is Visual Axis
Wednesday, 4 June 14
82. • Relationship between distal points and their representation in the
proximal stimulus for a single eye
Wednesday, 4 June 14
85. • Subjective Directions: Visual directions
• Perceived visual directions are the subjective directions of points
in space (up, down, left, right)
Wednesday, 4 June 14
86. • Subjective Directions: Visual directions
• Perceived visual directions are the subjective directions of points
in space (up, down, left, right)
• When eye is directed at a given point, the image of the point falls
on the center of the fovea
Wednesday, 4 June 14
87. • Subjective Directions: Visual directions
• Perceived visual directions are the subjective directions of points
in space (up, down, left, right)
• When eye is directed at a given point, the image of the point falls
on the center of the fovea
• The subjective direction associated with this fixation is called
PrincipalVisual Direction (pvd).
Wednesday, 4 June 14
88. • Proximal - perceptual relations described by visual directions.
• Perceived directions are described relative to the principal visual direction (pvd)
• Point A appears to be ߺ to the left and øº above pvd
Wednesday, 4 June 14
91. • Vergence Movements
• Conjunctive eye movements that maintain a constant
convergence angle
Wednesday, 4 June 14
92. • Vergence Movements
• Conjunctive eye movements that maintain a constant
convergence angle
• Vergence Movements are disjunctive eye movements in which
the convergence angle changes i.e. the eye muscle move the
eyes equally inward or outward.
Wednesday, 4 June 14
93. • tan y/2 = A / 2D
• ~ y = A/D for small y in radians
Wednesday, 4 June 14