| Submersibles and Exploration | ||
|---|---|---|
| Rotation 1 Submersible Scavenger Hunt | Rotation 2 A Sinking Feeling |
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| Learning Objectives/Lesson Goals | Students will : Students will discover and explore deep sea creatures that have been discovered with the use of submersibles in this outdoor scavenger hunt. | Students will: Students will understand the engineering design process and will explore the difference between positive, negative, and neutral buoyancy. |
| WHERE | Outside | Classroom |
| WHO | 7/8th grade students | Teacher and aides. |
| MATERIALS | Large cardboard boxes that have already been turned into submersibles Clipboards Pencils Scavenger Hunt Worksheet Deep Sea Scenes on Black Table Cloths Tape/Clips for hanging scenes | Large Clear Containers to fill with water (test tank) 3 different types of tape Play-Doh Airtight Containers (ketchup packets, plastic containers) Aluminum Foil Washers Clothes Pins Paper Clips Rubber Bands String Planning and Reflection Worksheets |
| ACTIVITIES | Activity leaders discuss the objective of the activity: Students will pair up and walk around the designated area, inside of their “submersible” (cardboard box) and search for deep sea creatures that are listed on their Scavenger Hunt Worksheet. Once they locate a creature, they check the box on their worksheet and continue searching until they have found every creature on their worksheet. Activity leaders then demonstrate how to properly use the submersible during the activity, and what the expectations are while searching for creatures. Students are then given their submersible and set off to find the creatures on their list. | Ask Pre-Lab Questions: Why do we explore the ocean? (Possible answers: make new discoveries and gain a better understanding of ecosystems and biological/chemical/geological processes, coming across new and cultural resources, salvage & shipwrecks) What technology and tools do we use? (Possible answers: submersibles (ROV, HOV, AUV), research ships, drop cameras) What are some limitations in exploring the ocean? (Possible answers: depth, funding, weather, access to technology, permits) Review what ROVs are and what it is used for: ROVs stands for Remotely Operated Vehicles and are used for deep sea exploration Share STEM challenge with students: Your challenge is to build a neutrally buoyant model vehicle which will hover in the water column using only the supplies provided to you. Read Introduction: To successfully complete this challenge, you will explore the principles of buoyancy- what makes something sink or makes it float? An object that floats in water is said to be Positively Buoyant, an object that sinks is Negatively Buoyant, and an object that is fully submerged without sinking completely is Neutrally Buoyant. Greek scientist Archimedes discovered that the buoyant force on an object in liquid is equal to the weight of the liquid displaced. When the weight of an object is less than the weight of the fluid displaced, it will float. When the weight of an object is greater than the weight of the fluid displaced, it will sink. When these values are equal, neutral buoyancy is achieved. These principles are utilized by engineers when designing a variety of oceanographic tools and vessels such as Remote Operated Vehicles (ROVs), ships, and submarines. Review Important Vocabulary Anchor Chart: Buoyancy, Positive Buoyant, Negative Buoyant, Neutrally Buoyant Review the materials that students will use to build their model vehicle: The large containers of water are to test the buoyancy of the model vehicle Other materials include: play-doh, airtight containers, paper clips, washers, aluminum foil, string, tape, rubber bands Inform students there is no “right way” to build their vehicle model, the task is to create a vehicle that is neutrally buoyant or “flinking” and that can be done in many ways! Review Design Procedure: Step 1: Look over materials and Sketch out your vehicle’s design with your partner Step 2: Collect materials as directed by your instructor Step 3: Discuss the design with your partner and being construction Step 4: Test your build’s buoyancy in the test tank and record results Step 5:Discuss the test results Step 6: Refine your design by sketching improvements Step 6: Rebuild your design Step 7: Retest the improved design’s buoyancy and record your results Monitor students and ask probing questions |
| NGSS | LS4.D Biodiversity and humans | PS2.A Forces and motion PS2.B Types of interactions |
| RESOURCES | Nautiluslive.org (lesson was modified from this website) | |