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3D HOLOGRAM PROJECTOR
| General information | ||||||
Title of the activity |
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| 3D Hologram Projector | ||||||
Subject |
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| Math, Engineering, Technology | ||||||
Keywords |
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| Interactive, Versatile, Cinematic | ||||||
| Connected to/ nested with | ||||||
| Could be linked to “People on the move” if the people are considered as geometrical points and students had to learn the concept of a geometrical point. This would mean that “People on the move” would precede this activity. A second link could be made with the “Projectile motion” activity that can use coordinate geometry to graph an object’s projectile motion ( i.e. distance- time graph – distance-speed-time triangle formula to link it to Physics later on). Therefore the sequence of activities would be : 1) “People on the move” 2) Projectile motion 3) 3D hologram projector. | ||||||
Learning outcomes |
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Teacher learning outcomes:
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Student learning outcomes:
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Transversal skills |
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| Critical thinking skills, Application Skills, Ability to learn independently | ||||||
Number of participants and target age group |
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| Duration | ||||||
| 40-90 minutes | ||||||
| Short activity description | ||||||
| The students will through their knowledge on coordinate geometry be able to construct a 3d hologram projector. | ||||||
| Preparation | ||||||
| Materials | ||||||
List of materials:
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Technical backline:
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| Additional preparation instruction:
Preparation time depends on your students’ ages and whether you want this to be a fast activity or you want them to develop the skills necessary to prepare the materials themselves. Therefore the preparation time could range from zero to 60 min. We suggest that you allow your students(10 and older) to prepare the materials themselves as the skills used when doing so are part of the learning process. |
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| Announcement | ||||||
| Announcement for teacher trainings:
Have you ever wondered what it would be like to be a superhero working with Black Panther and Iron Man in the Marvel Universe? ( both Black Panther and Iron Man used hologram technology in the Marvel universe so the lesson can be taught via role play where the students get to be tech superheroes that set up the hologram system) |
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| Announcement for students:
Have you ever wondered what it would be like to be a superhero working with Black Panther and Iron Man in the Marvel Universe? ( both Black Panther and Iron Man used hologram technology in the Marvel universe so the lesson can be taught via role play where the students get to be tech superheroes that set up the hologram system) |
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| Hook | ||||||
| Can one make a 3d hologram projector using coordinate geometry? | ||||||
| Activity type/strategy | ||||||
| Lower order thinking | Higher order thinking | |||||
| Knowing / remembering | Comprehending / understanding | Applying | Analyzing | Synthesizing / evaluating | Creating | |
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Product generation |
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| This activity is a combination of lower and higher order thinking strategies. | ||||||
| Epidemiological suitability | |||
| Is the activity suitable for execution in stricter epidemiological restrictions? | |||
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☒ Yes ☐ No ☐ Partly
If changes should be made, please state them here: As long as safe distances are kept the activity can take place as originally described. |
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| Is the activity suitable for execution in an online setting? | |||
| ☒ Yes ☐ No ☐ Partly | |||
| Can the activity be sequenced? I. e. divided into smaller parts which could function as standalone parts which could maybe even be integrated into other activities. | |||
| ☐ Yes ☐ No ☒ Partly | |||
| Step 1 | |||
| Step type/strategy: | Knowing / remembering & Comprehending / understanding & Applying | Step duration
(minutes): |
5′-15′ |
| Step title:
(if applicable) |
Revising/Introducing points(coordinates) on a plane | ||
| Keywords: | Flipped classroom, blended learning. | ||
| Subaims:
What teaching aims are you fulfilling with this part of the sequence? |
Critical thinking, problem solving, Application skills, ability to learn independently | ||
| Connected to: | “People on the Move”, “Projectile motion” | ||
| Step by step description: | |||
| Online environment adaptation: Introduction/Revision of coordinate geometry and specifically the ability to find (x,y) coordinates on a plane can be done via a flipped classroom approach where the students are given a video (either created by the teacher themselves or available online). Students should have access to such a video prior to coming to class where the theory is offered in a way that allows for self-paced, learner-owned experience that allows students to watch the video as many times as necessary in order to start feeling more comfortable and confident prior to coming to class in order to show their understanding of the concept. At that point leveraging the „People on the Move“ and „Projectile motion“ activities, where the „people“ of that activity can stand somewhere in class while being inside a real-life sized coordinate plane representing „geometrical points“. The students will have to work together to find the (x,y) coordinates of the points and thus focusing on the application of the knowledge presented in theory at home. Students themselves can choose to be points on the plane and ask their friends to find their coordinates. This simulation should allow the teacher to evaluate individual students’ mastery level of this concept and providing them with tailored intervention if necessary. If the face-to-face part cannot be done in class, then the „people on the move“ can be represented using an online graph like https://www.desmos.com/calculator/q8mwzeylbk where the teacher and students can share their screen when demonstrating a point. They can then progress to finding the points on a graph showing the projectile motion of an object.
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| Step 2 | |||
| Step type/strategy: | Comprehending/Understanding , Applying & Analysing | Step duration
(minutes): |
5′-20′ |
| Step title:
(if applicable) |
Trapezium projector blueprints | ||
| Subaims:
What teaching aims are you fulfilling with this part of the sequence? |
Critical thinking, problem solving, Application skills, ability to learn independently | ||
| Step by step description: | |||
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The students are provided with a numbered/labelled coordinate plane graph sheet with the four corner points of the trapezium being unconnected. The students have to find the coordinates of all 4 points, connect those points and find the trapezium dimensions( base 1 length, base 2 length, height) using the number line initially and then a ruler to confirm. This would be an opportunity for the teacher to either introduce the trapezium’s qualities through lecturing(in person/online) or have them discover them by offering them different cut-outs of trapeziums which they can compare, discuss and find the common patterns. Doing so will depend on how much teaching time is available. Finally for this step they would return to the dimensions of the specific trapezium. They would the dimensions to create a blueprint trapezium on a blank piece of paper which would be their projector “blueprints”
Online environment adaptation: Should face-to-face execution not be feasible and students are at home due to the pandemic or other reasons, the teacher can send them a pdf version of the coordinate plane sheet (with the trapeziums 4 points) for them to print and follow the activity’s exercises as described above. The students can send their individual responses to the teacher online to assess.
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| Step 3 | |||
| Step type/strategy: | Discussion ,Questioning Test ,Problem solving, Constructing | Step duration
(minutes): |
10′-20′ |
| Step title:
(if applicable) |
3D hologram projector construction | ||
| Keywords: | Creating | ||
| Subaims:
What teaching aims are you fulfilling with this part of the sequence? |
Critical thinking, problem solving, Application skills, ability to learn independently | ||
| Step by step description: | |||
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At this step, the students who are now in possession of the „blueprints“ would cut out that trapezium shape and then use it to trace over the plastic see-through material four separate times in order to create the four sides of the projector. Once they cut out all four trapezium pieces, they can use see-through tapes to join the 4 trapeziums in order to constuct the projector
Online environment adaptation: Students can once again do this online and can show it to their camera when the teacher or peers want to see their progress or understanding of how to construct it.
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| Step 4 | |||
| Step type/strategy: | Synthesizing/Evaluating | Step duration
(minutes): |
5′-15′ |
| Step title:
(if applicable) |
3D hologram projection | ||
| Keywords: | Simulation, Product generation, Execution, Realisation | ||
| Subaims:
What teaching aims are you fulfilling with this part of the sequence? |
Critical thinking, problem solving, Application skills, ability to learn independently | ||
| Step by step description: | |||
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Students can take their creation and place its base on the x-spot/center shown on the hologram videos provided below ( of course teachers can search for more options but these are some of them)
https://www.youtube.com/watch?v=vTufphdowOw https://www.youtube.com/watch?v=epebcEp4NiM https://www.youtube.com/watch?v=B1GlcMFUNVM https://www.youtube.com/watch?v=5oUZcJLexz0 https://www.youtube.com/watch?v=e5W0GLGd1hc Online environment adaptation: This can also be done online with the teacher’s online supervision
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| Step 5 | |||
| Step type/strategy: | Synthesizing | Step duration
(minutes): |
5′-20′ |
| Step title:
(if applicable) |
3D hologram projector scalability & adaptation | ||
| Keywords: | Further research | ||
| Subaims:
What teaching aims are you fulfilling with this part of the sequence? |
Critical thinking, problem solving, Application skills, ability to learn independently | ||
| Step by step description: | |||
At this point a natural projection of the previous step would be to do further research on the following :
The continuation of this is at the teacher’s discretion. |
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| Evaluation/assesment |
| Please write an assesment or evaluation method that could be used for your activity. |
| Evaluation Techniques:Oral Examination ,Written Examination , Delphi Method, Observation of Behaviour and application of knowledge ,Video Recording of Presentations. |
