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
‐ Geometry:
demonstrating
applications
of
similar
triangles,
trig
functions,
ratios
‐ Physics:
basic
optics
lessons
on
properties
of
light
and
image
formation
‐ Chemistry
(version
with
film
paper):
optical
excitation
of
molecules
‐ Biology:
operation
of
human
physiological
systems
(w
added
lens
as
a
model
of
the
eye),
demonstration
of
variation
within
species
(viewing
range
to
face
size
ratios)
2.
This
activity
can
be
linked
to
the
UTeachEngineering
high
school
curriculum
module
tied
to
the
historical
development
of
imagers
and
culminating
in
the
development
of
an
aerial
camera.
3.
Depending
on
the
audience,
you
might
want
to
have
sample
models
available
for
the
students
to
view
as
scaffolding.
4.
Students
can
either
design
their
own
performance
requirements
or
you
can
determine
them,
depending
on
the
time
available.
For
an
indoor
environment,
the
target
‘object’
can
be
an
image
projected
on
an
overhead
screen.
Should
be
0.5‐1m
in
height
when
projected.
Viewing
distance
can
be
set
at
a
convenient
number
of
meters
away.

Viewing
of
more
distant
objects
(scenes)
can
be
done
through
a
window
or
outside
the
classroom
(looking
outward
from
a
shaded
area
onto
a
lit
area.)
5.
Students
can
make
a
reflection
(shoe
box)
camera
or
a
transmission
(oatmeal
canister)
camera.
In
the
reflection
model,
the
pinhole
and
the
viewing
aperture
are
on
the
same
side
of
the
camera
box.
The
viewer
is
facing
directly
away
from
the
target
object
looking
into
the
camera
box
through
the
viewing
aperture.
It
is
important
that
the
pinhole
be
far
enough
away
from
the
viewing
aperture
not
to
be
blocked
by
the
viewer’s
head,
but
close
enough
to
the
viewing
aperture
that
the
image
on
the
opposite
(inner)
wall
of
the
camera
box
is
within
the
viewer’s
field
of
view.
In
the
transmission
camera,
the
opaque
(velum/wax
paper/clear
plastic
like
oat
meal
canister
lid))
viewing
screen
is
between
the
eye
and
the
pinhole,
which
is
pointed
directly
at
the
target
object.
6.
It
will
be
necessary
to
block
light
from
entering
the
camera
other
than
through
the
pinhole.
It
will
be
helpful
to
have
a
white
surface
inside
the
box
where
the
image
will
form.
7.
This
activity
can
be
reworked
as
a
5E
lesson
asking
students
how
their
eyes
work
or
what
an
image
will
look
like
through
a
pinhole,
guiding
students
to
build
the
system
and
explore,
and
then
build
a
physical
model
to
share
with
classmates
showing
how
the
image
is
formed.
8.
Accommodations
for
students
with
visual
impairment
might
include
building
(or
having
your
students
build)
a
physical
model
using
string
or
dowels
to
represent
rays
of
light.
9.
Additional
reflections
might
include
comparing
the
design
of
a
physical
object
with
the
design
of
a
process,
or
the
design
of
a
lesson.
10.
Alternate
version:
On
the
preview
day
have
students
think/pair/share
on
differences
between
science
and
engineering,
and
debate
the
value
of
design
in
learning
science
and
mathematics.
As
homework,
students
read
Barnett
(2005)
and
respond
to
focus
questions.
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