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Preface xxv

TABLE 3: A syllabus for students of computer graphics who want to know the elements
of vision that are relevant to their topic.
Week Chapter Sections Key topics
1 1, 2 1.1, 2.1, 2.2.4 pinhole cameras, pixel shading models,
photometric stereo
2 3 3.1–3.5 human color perception, color physics, color spaces,
image color model
3 4 all linear filters
4 5 all building local features
5 6 6.3, 6.4 texture synthesis, image denoising
6 7 7.1, 7.2 binocular geometry, stereopsis
7 7 7.4, 7.5 advanced stereo methods
8 8 8.1 structure from motion with perspective cameras
9 10 10.1–10.4 Hough transform, fitting lines, robustness, RANSAC,
10 9 9.1–9.3 segmentation ideas, applications,
segmentation by clustering pixels
11 11 11.1-11.3 simple tracking strategies, tracking by matching,
Kalman filters, data association
12 12 all registration
13 14 all range data
14 19 all image-based modeling and rendering
15 13 all surfaces and outlines

understanding these topics needs a working knowledge of cameras and filters. Track-
ing is becoming useful in the graphics world, where it is particularly important for
motion capture. We assume that students will have a wide range of backgrounds,
and have some exposure to probability.
Table 4 shows a syllabus for students who are primarily interested in the
applications of computer vision. We cover material of most immediate practical
interest. We assume that students will have a wide range of backgrounds, and can
be assigned background reading.
Table 5 is a suggested syllabus for students of cognitive science or artificial
intelligence who want a basic outline of the important notions of computer vision.
This syllabus is less aggressively paced, and assumes less mathematical experience.
Our experience of teaching computer vision is that no single idea presents any
particular conceptual difficulties, though some are harder than others. Difficulties
are caused by the tremendous number of new ideas required by the subject. Each
subproblem seems to require its own way of thinking, and new tools to cope with it.
This makes learning the subject rather daunting. Table 6 shows a sample syllabus
for students who are really not bothered by these difficulties. They would need
to have quite a strong interest in applied mathematics, electrical engineering or
physics, and be very good at picking things up as they go along. This syllabus sets
a furious pace, and assumes that students can cope with a lot of new material.
NOTATION

We use the following notation throughout the book: Points, lines, and planes are
denoted by Roman or Greek letters in italic font (e.g., P, Δ, or Π). Vectors are