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Graphical user interface, text

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The sole responsibility for the content of this document lies

with the authors. It does not necessarily reflect the opinion of the European Union.

3D HOLOGRAM PROJECTOR

General information

Title of the activity

3D Hologram Projector

Subject

Math, Engineering, Technology

Keywords

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

Teacher learning outcomes:

  • Demonstrate the link between coordinate geometry and construction of the 3d hologram projector
  • Identify students’ mathematical and comprehension difficulties and group students according to their common needs in order to offer specialised and focused attention
  • Assess students’ problem solving and application skills
Student learning outcomes:

  • Develop a 3D hologram projector
  • Connect coordinate geometry with the creation of a 3d hologram projector
  • Demonstrate their ability to learn independently
  • Learn by trial & error
  • Illustrate perseverance when completing a task

Transversal skills

Critical thinking skills, Application Skills, Ability to learn independently

Number of participants and target age group

  • 1-entire class
  • 8 yr olds- adults
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:

  • Trapezium on cartesian plane paper sheet ( 1 per student)
  • Plastic see-through cover sheet ( 1 per 3 students)
  • 1 pair of scissors per student
  • See-through duct tape ( 1 per table)
  • Smartphones
  • Internet access
  • Pencil
  • Rubber
  • Whiteboard thin marker
  • Ruler
  • Blank sheet of paper( 1 per student)
Technical backline:

  • Indoor activity
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.

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)

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)

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
  • Visuals
  • Exercises
  • Practice
  • Demonstrations
  • Presentations
  • Projects
  • Problem solving
  • Critical Incidents
  • Discussion
  • Questioning
  • Test
  • Problem solving
  • Plan development
  • Constructing
  • Design/ development

Product generation

This activity is a combination of lower and higher order thinking strategies.
Epidemiological suitability
Is the activity suitable for execution in stricter epidemiological restrictions?
☒ 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.

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.

Intro to Discrete Data and Graphs - Expii

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:
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:
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.

A picture containing food

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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:
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

Turn your Smartphone into a 3D Hologram | 4K - YouTube

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 :

  • What enables the projector to create a hologram looking image.
  • Ratios and scaling if the teacher gives them the ratio of android smartphone : iphone smartphone : tablet.

The continuation of this is at the teacher’s discretion.

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.
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