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Role of Computer Vision
The role of computer vision is to extract data from an
image.
Supervising Faculty
Niels da Vitoria Lobo, Ph.D.
Faculty Mentor
Ulas Bagci, Ph.D.
Physics Participants
Steven DeSanto, Lake Mary HS
Amber Morgan, Seminole HS
Program Evaluator
Bonnie Swan, Ph.D.
Teaching About Magnetic Resonance Imaging in the AP Physics Classroom
RET (Research Experience for Teachers) - Summer 2016
Steven DeSanto, Lake Mary High School
Current research focuses on image processing with
emphasis on biomedical and clinical imaging applications.
• Medical image segmentation, registration, and object
tracking
• Pattern analysis in MRI, PET, and CT images
• Surgical planning
• Computer aided diagnosis
Background
Magnetic resonance imaging (MRI) is based on the principle of Nuclear Magnetic Resonance (NMR), first discovered in 1938. This has been
developed into a clinical and research tool that has been used on humans since the 1980s. The MRI technique has advantages over other
imaging modes in its lack of ionizing radiation and capability of producing 3d models with good resolution. The technology allows for a
variety of contrast mechanisms, creating a wide range of clinical applications. In addition to traditional MRI imaging, newer modes used
with this device include Diffusion Weighted Imaging (DWI) (1985), Diffusion Tensor Imaging (DTI) (1991), and Functional MRI (fMRI)
(1992). Diagnostic applications of these techniques are still being discovered.
Connections to the High School AP Physics C Curriculum
1st Semester
2nd Semester
• The precession of hydrogen protons that is the basis of NMR is a
topic that connects to conservation of angular momentum.
This is part of the Rotation unit in AP Physics C.
• Magnetic moment is taught in the Magnetism chapter. The
moment of a rotating proton is an advanced topic not
normally included in the AP Physics C curriculum.
Program Goals
The goal of the summer RET was to gain insight into the type and
scope of current research topics at the UCF CRCV in order to
bring this knowledge back to high school STEM students.
Classroom Goals
At the end of the first semester, students will learn:
• Precession and Angular Momentum – why protons
precess around an external magnetic field
• Resonance – why the Larmor frequency applies to NMR
At the end of the second semester, students will learn:
• Why the net magnetic moment of the protons changes
direction in the presence of an external magnetic field
• The origin of the signal received from the precessing
magnetic moment
• How that signal is used to generate an image
• How an image can be viewed in a program such as 3D
Slicer
Physics participants worked independently to study and
investigate the topic of magnetic resonance imaging techniques
in order to better understand the corresponding applications of
computer vision in that field.
As an end product, the participants constructed lesson plans for
both the first and second semester of an AP Physics course in
order to connect high school physics topics to magnetic
resonance imaging and computer vision applications.
• The signal detected from the protons is due to the rotating
net magnetic moment interacting with the receiver by
inducing a voltage according to Faraday’s Law. This is also
part of the Magnetism unit.
• Deflection of the magnetic moment of a proton away from the
direction of Bo is due to an applied torque. Torque is also part
of the Rotation unit.
In addition to the aforementioned physics and computer
vision connections, in the classroom lessons we will discuss:
• How contrast is created due to T1 and T2 relaxation
• How contrast can be created due to diffusion to create
DWI and DTI images
• How DTI images are used in tractography to create 3d
models of brain anatomy.
• Possible clinical applications of DTI tractography in stroke,
TBI, Alzheimer’s Disease, and epilepsy.
• Slice selection using a linear gradient magnetic field to alter the
Larmor frequency of the precessing protons and therefore their
response to RF pulses is an application of resonance, which is
part of the Oscillations unit in AP Physics C.
Timeline
• May – two Saturdays learning the basics of Python programing
• June (weeks 1 and 2) – self-paced study of MRI fundamentals
and the corresponding physics background, including basic
MRI techniques as well as DWI and DTI
• June (weeks 3 and 4) – further study of MRI fundamentals and
relationships to computer vision. Work with 3D Slicer to
become familiar with DTI tractography techniques
• July (weeks 5 and 6) – construction of lesson plans designed
to deliver this information to AP Physics students
• While not specifically part of the AP Physics C curriculum, as
an extension topic the subject of Fourier Transform in
image analysis is relevant, particularly for the students that
have some prior background in computers or electronics.
Anticipated Outcomes:
This program will bring a myriad of benefits to high school STEM
students
• Increased connections between abstract physics concepts and
real-world applications
• Exposure to advanced topics outside of the normal scope of a
high school STEM course
• Broader perspective of possible STEM career paths in the fields
of physics, engineering, medical science, and computer vision
• Increase awareness of computer science as a potential field of
study and computer vision as a specialty within that field