Objectives (5 - 7 minutes)

1. Understand the concept of a pinhole camera and its application in optical physics, based on the study of the trajectories of light rays.

2. Develop calculation skills and interpretation of optical phenomena, through the resolution of practical exercises related to the pinhole camera.

3. Stimulate logical reasoning and observation skills, analyzing changes in light and shadow patterns in a pinhole camera.

Secondary Objectives:

• Promote interdisciplinary connections, relating the concept of a pinhole camera to other areas of knowledge, such as art history and photography.

• Encourage research and independent study, asking students to seek real examples and applications of the pinhole camera phenomenon.

• Foster active student participation through practical experiments and group discussions.

Introduction (10 - 12 minutes)

1. Review of Previous Content:

   • The teacher starts the lesson by reviewing previously studied concepts of geometric optics, such as the principle of straight-line propagation of light, reflection, and refraction.
   • It is also important to review the definition of primary and secondary sources of light, and how light rays behave when interacting with these sources. (3 - 4 minutes)

2. Problem Situations:

   • The teacher presents two problem situations to the students that will be explored during the lesson. The first is the explanation of how a movie projector works, and the second is why a room becomes dark when the only light source (a lamp, for example) is turned off. The teacher asks students to think about possible explanations for these phenomena. (2 - 3 minutes)

3. Contextualization:

   • The teacher explains that the study of geometric optics is fundamental for understanding various everyday phenomena, such as vision, image formation in mirrors and lenses, and even in more advanced technologies, such as fiber optics.
   • In addition, the teacher contextualizes the study of the pinhole camera, explaining that this phenomenon was the basis for the development of photography, one of the most important inventions of humanity. (2 - 3 minutes)

4. Introduction to the Topic:

   • To spark students' interest, the teacher presents two curiosities. The first is the origin of the term 'pinhole camera,' which comes from Latin and means 'dark room,' an allusion to the fact that the first pinhole camera experiment was conducted in a completely darkened room.
   • The second curiosity is the modern application of the pinhole camera: movie projectors, which operate in a way very similar to a pinhole camera.
   • The teacher concludes the topic introduction by explaining that today's lesson will focus on understanding how light behaves inside a pinhole camera and how this knowledge can be applied in various contexts. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Pinhole Camera Experiment (8 - 10 minutes)

   • The teacher begins this stage by bringing a pinhole camera to the classroom. It can be a pinhole camera constructed with a cardboard box, where a small hole is made in one of the faces, allowing light to enter.
   • The teacher asks a student to hold the pinhole camera in front of a light source (such as a lamp, for example), so that the room is dimly lit.
   • Next, the teacher asks the other students to observe what happens inside the pinhole camera. They will notice that the image from the outside is projected inverted and reduced in size on the opposite internal wall to the opening.
   • The teacher takes this opportunity to explain that this inversion occurs because the light rays that enter through the opening propagate in a straight line, forming an inverted image of the outside on the internal wall.
   • To reinforce learning, the teacher may ask students to draw the projected image, noting their observations.

2. Discussion on the Experiment (5 - 7 minutes)

   • After conducting the experiment, the teacher leads a classroom discussion. He can start by asking students what they observed and what their hypotheses were to explain the phenomenon.
   • The teacher then guides the discussion, explaining that the image projected on the internal wall of the pinhole camera is formed due to the principle of straight-line propagation of light.
   • The teacher emphasizes that the pinhole camera is a practical example of the principle of straight-line propagation of light, as the light rays enter through the opening and propagate in a straight line, forming an inverted image of the outside on the internal wall.
   • The teacher also takes advantage of the discussion to introduce the concept of a vanishing point, which is the point where parallel lines converge in the projected image, and which is a fundamental concept in art and photography.

3. Exercise Resolution (7 - 8 minutes)

   • The teacher hands out a worksheet containing problems related to the pinhole camera phenomenon.
   • The exercises may involve simple calculations, such as determining the focal length of a pinhole camera according to the size of the projected image, or they may be more conceptual questions, such as explaining why the image is inverted.
   • The teacher guides students to solve the exercises in pairs or trios, promoting collaboration and discussion among students. The teacher circulates around the room, assisting groups that encounter difficulties.
   • At the end of the stipulated time, the teacher corrects the exercises together with the students, clarifying any doubts that may arise.

4. Connection with Theory (3 - 4 minutes)

   • After the exercise resolution, the teacher gives a brief summary of the lesson, highlighting the main points of the theory and how they were applied in the experiment and exercise resolution.
   • The teacher reinforces that the pinhole camera is a practical example of the principle of straight-line propagation of light, and that the image projected on the internal wall is formed due to this principle.
   • The teacher also emphasizes the importance of the vanishing point concept, and how it is used in art and photography to create a sense of depth.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher proposes a group discussion for students to share their solutions and conclusions from the proposed exercises.
   • He may ask each group to briefly present a question they found most challenging and how they overcame this challenge.
   • The teacher should encourage the participation of all students, reinforcing that there are no right or wrong answers, and that the important thing is the learning process.

2. Connection with Theory (2 - 3 minutes)

   • After the presentations, the teacher connects the solutions presented by the students with the theory discussed during the lesson.
   • He highlights how the concepts of straight-line propagation of light, image inversion, and vanishing point were applied to solve the exercises.
   • The teacher can also take this opportunity to reinforce concepts that are still unclear to students, explaining in more detail and using practical examples.

3. Individual Reflection (2 - 3 minutes)

   • The teacher suggests that students reflect individually for a minute on the following questions:
     1. What was the most important concept learned today?
     2. What questions have not been answered yet?
   • After the reflection time, the teacher asks students to share their answers. This exchange of ideas allows the teacher to identify the highlights of the lesson and which concepts still need to be reinforced.

4. Feedback and Closure (1 - 2 minutes)

   • The teacher concludes the lesson by thanking the students for their participation and reinforcing the importance of continuous study and practice for learning Physics.
   • He may also take this opportunity to give feedback to the students, praising their contributions, pointing out strengths and areas for improvement.
   • Finally, the teacher gives a brief overview of what will be studied in the next lesson, so that students can prepare in advance.

5. Teacher's Feedback (1 - 2 minutes)

   • As an additional step, the teacher can record audio feedback for each student, highlighting strengths and areas for improvement. This can be a valuable opportunity for the teacher to reinforce learning and offer personalized guidance to each student.
   • This feedback can be sent to students after the lesson as a supplementary resource for independent study.

This Return is essential to consolidate the concepts learned, clarify doubts, and promote reflection on the importance and application of the studied contents. In addition, group discussion and feedback exchange allow students to develop communication, collaboration, and critical thinking skills, essential for active and meaningful learning.

Conclusion (5 - 7 minutes)

1. Recapitulation of Contents (2 - 3 minutes)

   • The teacher begins the Conclusion of the lesson by reviewing the main concepts and skills covered.
   • He reinforces the concept of the pinhole camera as a practical example of the principle of straight-line propagation of light, and how the light rays that enter through the camera's opening follow straight-line trajectories, forming an inverted image of the outside.
   • The teacher also recalls the importance of the vanishing point concept, and how it is used in art and photography to create a sense of depth.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher highlights how today's lesson brought a connection between the theory of geometric optics and practice, through the experiment with the pinhole camera.
   • He explains that solving the exercises allowed students to apply theoretical concepts in a practical way and observe the applications of these concepts in real situations, such as in the formation of images in movie projectors.

3. Suggestion of Supplementary Materials (1 - 2 minutes)

   • To complement students' learning, the teacher suggests some materials for independent study.
   • He may recommend reading specific chapters of Physics textbooks that address the topic of geometric optics, researching explanatory videos about the pinhole camera and image formation, and conducting simple experiments at home using a cardboard box to build a pinhole camera and observe the phenomenon.
   • The teacher may also provide additional exercise lists for students to practice and consolidate what they learned during the lesson.

4. Importance of the Subject in Everyday Life (1 minute)

   • Finally, the teacher emphasizes the importance of studying geometric optics and the pinhole camera for understanding various everyday phenomena.
   • He explains that the pinhole camera, besides being an interesting and fun experiment, is the basis for image formation in various devices we use daily, such as smartphone cameras, digital cameras, and even our own eyes.
   • The teacher concludes by reinforcing that the study of Physics is not limited to the classroom, and that the knowledge acquired can be applied in various everyday situations, contributing to a deeper understanding of the world around us.