Search results for "Plucker"
showing 4 items of 4 documents
Line reconstruction using prior knowledge in single non-central view
2016
International audience; Line projections in non-central systems contain more geometric information than in central systems. The four degrees of freedom of the 3D line are mapped to the line-image and the 3D line can be theoretically recovered from 4 projecting rays (i.e. line-image points) from a single non-central view. In practice, extraction of line-images is consid- erably more difficult and the resulting reconstruction is imprecise and sensitive to noise. In this paper we present a minimal solution to recover the geometry of the 3D line from only three line-image points when the line is parallel to a given plane. A second minimal solution allows to recover the 3D line from two points w…
On double Veronese embeddings in the Grassmannian G(1,N)
2004
We classify all the embeddings of P^n in a Grassmannian of lines G(1,N) such that the composition with Pl\"ucker is given by a linear system of quadrics of P^n.
Models as Research Tools: Plücker, Klein, and Kummer Surfaces
2018
In the late summer of 1869, 20-year-old Felix Klein made his way to Berlin, where he planned to attend the renowned seminar founded by Ernst Eduard Kummer and Karl Weierstrass. Klein had already taken his doctorate in Bonn and he would soon be recognized as a leading expert on line geometry, a new approach to 3-space launched by his mentor in Bonn, Julius Plucker. Just before Plucker died in 1868, he entrusted Klein to complete the classic monograph, Neue Geometrie des Raumes gegrundet auf die Betrachtung der geraden Linie als Raumelement. Overall responsibility for this project fell to Alfred Clebsch in Gottingen, which was how Klein first came to the prestigious Georgia Augusta. There he …
Exploring Creativity Expectation in CS1 Students’ View of Programming
2020
Full paper in Research category: Literature provides creativity definitions that are applicable to educational settings. For example, the definition by Plucker et al. emphasizes the ‘social context’ in which the usefulness and novelty of a creative outcome is evaluated, and notes that this emphasis allows students’ coursework to be deemed creative without extraordinary characteristics. Computing educators tend to assume that incoming CS course populations welcome creativity, and utilize application contexts (e.g., games, media, arts, and robots) in which creativity is a central attribute. Previous research also suggests that beginner CS students may initially possess versatile identities re…