Pinhole Camera Design Challenge Instructor Notes. Jill Marshall ...

Jill Marshall &
Gretchen Edelmon
Handout - 1
Design Challenge Instructor Notes
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
5
min:
Introduction
of
the
challenge:
Teachers
often
need
specialized
equipment
and
rarely
have
much
funding
to
acquire
it.
One
thing
that
I
(JM)
have
needed
is
a
pinhole
camera
for
use
in
my
physics
class.
Past
CI
students
have
needed
them
for
geometry
lessons.
[If
possible,
demo
examples]
10
min:
Pair
share:
If
you
were
using
a
pinhole
camera
in
class,
would
it
be
better
to
purchase/build
high
quality
cameras
or
allow
students
to
build
simpler,
less
well
constructed
ones?
Would
you
have
students
build
a
really
nice
set
to
leave
in
the
classroom
(each
student
signing
her
work)
or
should
students
build
their
own
and
take
it
with
them?
How
would
you
decide?
What
‘big
idea’
in
your
content
area
can
be
illustrated
using
a
pinhole
camera?
Jigsaw
homework
assignment
(each
group
divides
the
tasks
and
leaves
class
with
an
agreement):
Research
pinhole
cameras
on
the
Internet
and
post
the
URL
of
one
reference
site
on
the
class
web
site.
Post
a
paragraph
description
of
a
lesson
in
which
you
would
use
a
pinhole
camera
in
your
content
area.
Post
a
paragraph
or
sketch
illustrating
how
a
pinhole
camera
works.
Class
day:
5
min:
Presentation
of
available
materials,
design
constraints,
testing
conditions,
documentation
requirements.
[Note:
If
students
develop
their
own
needs/specification
documentation,
more
time
will
be
required.]
10
min:
Students
review
available
materials
and
create
a
scale
drawing
of
their
proposed
prototype
with
dimensions.
Upon
presentation
of
the
drawing
to
instructors,
a
random
team
member
is
selected
to
explain
the
drawing.
Upon
successful
explanation,
the
team
receives
its
materials.
20
min:
Build
prototype,
test,
revise
(documenting
process),
retest,
revise
as
needed.
(Groups
who
finish
early
can
devise
a
second
model.)
10
min:
Whole
class
camera
test.
A
randomly
selected
member
of
each
team
will
be
selected
to
test
each
camera
on
a
previously
unseen
image.
If
a
different
image
is
available
for
each
team,
the
image
can
be
read/described
aloud.
If
there
is
only
one
image,
the
viewer
sketches
the
image
on
a
card
and
then
cards
are
read/displayed
on
a
document
camera.
5
min:
think/pair/share:
What
steps
were
necessary
to
design
the
camera?
To
design
anything?
5
min
(or
for
homework):
Compare
each
group’s
design
steps
with
those
in
the
UTeachEngineering
design
process.
Describe
possible
improvements
to
camera
design
and
revisions
to
classroom
activity.
Describe
the
difference
between
a
5E
lesson
and
a
design
lesson,
reflecting
on
original
description
of
differences
between
scientists
and
engineers.
Homework
Assignment:
Turn
in
revised
and
annotated
documentation
of
the
process
(one
per
student
or
jigsaw
sections).
Possible
reading
assignment:
Barnett
(2005).
Teacher
Notes:
1.
Suggested
uses
for
the
pinhole
camera
in
high
school
classes:
2