Educator Resources

360 minutes for classroom activies and 30 to 60 minutes for homework.

This project was inspired by Albrecht Dürer’s viewing device.

This lesson consists of a design challenge that will exercise the student’s problem solving abilities and creativity; the challenge is to create a simple device that will allow the user to see a different perspective of the space around them without moving.  Students will have to use the design process to come up with a solution for the challenge.

Standard 5. Applies basic trouble-shooting and problem-solving techniques
2. Understands that trouble-shooting almost anything may require many-step branching logic

The purpose of this lesson is to expose students to the design process in order to solve problems or challenges.

For this project students can use anything they think suitable to create their model. If possible the teacher should provide found materials such as:

• cardboard tubes (from toilet paper)
• cardboard
• construction paper
• discarded eye glasses
• plastic bottles
• magnifying glasses
• small mirrors

• device: a piece of equipment or a mechanism designed to serve a special purpose or perform a special function <an electronic device>
• perspective: the technique or process of representing on a plane or curved surface the spatial relation of objects as they might appear to the eye; specifically representation in a drawing or painting of parallel lines as converging in order to give the illusion of depth and distance; the interrelation in which a subject or its parts are mentally viewed <places the issues in proper perspective>; also, point of view; the capacity to view things in their true relations or relative importance; a visible scene, especially one giving a distinctive impression of distance; vista; a mental view or prospect <gain a broader perspective on the situation>; the appearance to the eye of objects in respect to their relative distance and positions

Lesson Outline:

a) Define the Problem: Create a device that will allow you to see a different perspective of the space around you.

b) Research the Problem: Examine the subject, break it down, classify it.  (Note: In this case: How can you see something differently than how you usually do? What if you could see what’s behind/above or next to you without moving your head?)

c) Brainstorm – Develop Possible Solutions: Think, fantasize, produce ideas.  Generate options towards a creative solution. Relate, rearrange, reconstruct.

d) Choose the Best Solution: Choose your best option.

e) Implement: Put your ideas into action.  Realize the idea.  Transform imagination and fantasy into tangible forms.

f) Test and Evaluate: Judge the result.  Think about new options and possibilities that have emerged.  Revisit your process.

e) Communicate: Share your ideas with others.

g) Redesign: Based on received feedback, reconfigure your solution. 

Day 1: Set the Challenge

1. Start out with a brief discussion about perspective; compare how students define perspective versus the dictionary definition.

2. Present the challenge: “Come up with a device that will allow you to see the space around you from a different perspective. (For example a device that will allow you to see what’s behind you without moving your head.)”

3. Divide students into groups of three or four.

4.  Have students research the problem.  Students should look at Albrecht Dürer’s viewing device.  Have them find out how it works and what its purpose is.

5. Homework: Develop Possible Solutions – Have students brainstorm individually about possible solutions to the design challenge.  Students are to share/compare/contrast ideas first thing back in their groups on day two.

Day 2: Critique

1. Students will review compare/contrast their possible solutions. Ask each group to vote on the two most interesting possible solutions. Students must explain why they chose those particular designs over the others.  Each group will present their two best possible solutions to the rest of the class, and explain why they chose those designs.

2. Ask the students about how this device would work and how it could be constructed.

3. Fast model: Students will spend the rest of the class on their mock-up model.  This will allow them to see how the design may be realized. The purpose of the “fast model” is to show how the design works.  This

model does not need to work, but rather show how it would work.  This will allow students to see any problems that may arise when working on the final model.  For the mock-up design, students can use paper and cardboard (tape, glue, clips, etc.) to represent the actual parts that will make the final model.  For example, if the design were to use mirrors, students could use paper foil to show where it would go and what it would do.

4. Homework: Students should collect/gather materials that will be needed for the final model.  Students will start working on the final model on the second half of Day 3.

Day 3:

1. Each group will share their “fast model” with the class and demonstrate how it works.  Students will provide feedback and/or suggestions as to anything that could be improved, or other things that should be considered.

2. After reviewing each model, and making any revisions, the groups can start working on their final models.

Day 4:

1. Students will present their final models.  Each group will receive a few minutes to present and demonstrate their model.

2. After each group has presented, the class can vote on the most original/best constructed/etc.

Each project will be assessed using the following criteria:
1) Does the device allow the user to see a different angle/perspective of the space
surrounding them without moving?
2) Is the device well constructed? Are the any unintentionally loose parts?
3) Does the device show creativity?