Sequence | Background | Objectives | Materials | Activity | Extensions | Evaluations

TOPIC-TITLE Deep Sea Technology - JASON Simulation AUTHOR Michael DiSpezio Roger Torda (JASON IV-Deep Sea Technology Authors) GRADE SUITABILITY Middle and High School SCOPE Oceanography

Sequence Ask: How will JASON be controlled? (JASON's operator will direct its movements from the shipboard control panel by maneuvering a joystick for accelerating, tilting, and turning). What will the operator have JASON do when they find the hydrothermal vents and tubeworms? What will the other scientists do? If they find something they want to see again, how will they know where to look or know where to tell someone else to look? (Students will learn the answers from this activity.) < < go top

Background Summary Cameras mounted on JASON allow students, scientists, and other observers at downlink sites to experience live exploration almost firsthand. A simulation of the JASON imaging system will promote student understanding of telepresence. < < go top Objectives Students will be able to do the following: Construct a floor grid for tracking movements and discoveries. Take part in a simulation of exploring the ocean floor with JASON, playing the roles of the control crew and various parts of the JASON Project technology. Relate the concept of telepresence to the interaction of the ROV and the operator and to their own downlink site experience. < < go top Materials Movable partition Copies of Master 2.1b, Vent Field Grid, redrawn if necessary to fit space available, one for every student except JASON operators Masking tape Meter sticks Index cards for floor grid location codes Video camera with display monitor and long connecting cable Walkie-talkie Traffic cones, funnels, or other items to simulate hydrothermal vents Cardboard cylinders and other items to represent tubeworms and other vent organisms. < < go top Activity (teacher preparation) Partition classroom into two areas. One area will be the vent field (VF) that JASON explores; the other will be the command center (CC). Mark the floor of the exploration space with masking tape to form a grid of squares. Squares 0.5 meter x 0.5 meter are ideal. Use a 4-square x 6-square area as in the pattern on Master 2.1b, or redraw the pattern to fit the space available. In either case, be sure the paper grid matches the floor grid. Label columns A, B, C, and D across, and 1, 2, 3, 4, 5, and 6 down. Each grid square now has a location code-A1, A2, and so on. The pattern is a map of the vent field. Mark one index card with each location code and place a card in the lower right-hand corner of each square so it can be observed by the camera. Prepare the vent field. Furniture and objects should remain in the room, but rearranging the room so the explorers will encounter new objects or usual objects in unexpected places will heighten suspense and create more focused observation. Place cones or funnels and items representing organisms in one of the grids in such a way that the command center operators and observers will recognize them as a target of the exploration. Set up the monitor in the command center. Be sure that students in this area cannot see into the vent field. Designate students to play the following roles: Site coordinator (CC): directs the command center Assistant site coordinator (CC): Marks areas on the paper grid as they are explored Command operator (CC): views the display screen and issues directions to JASON over the walkie-talkie JASON (VF): is controlled by operators and manipulators JASON's "Ears" operator (VF): holds the other walkie-talkie so the JASON operator can respond to direction JASON manipulator 1 (VF): moves JASON as directed by "Ears" JASON manipulator 2 (VF): walks behind JASON and uses his/her arms and hands as the command center directs (This student should have a bag or box in one hand to store objects collected.) JASON camera operator (VF): operates the video camera in close-up mode Command center crew (All remaining students-CC): mark locations of all objects on their vent field grids and trace JASON's movements. Instruct JASON manipulator 1 to begin anywhere on the vent field grid and turn on the camera. Command center turns on the display. Using the walkie-talkie, the command operator directs JASON around the room. The assistant site coordinator traces JASON's movement on the paper grid and the command center team speculates on what they see and decides where JASON should go next. If the command team members want JASON to pick up something for closer observation or to bring it back, they must direct JASON's ears, and he or she must direct the manipulators: move right, move left, move up, open fingers, close fingers, put in box, and so on. The simulation continues until the vents are found or only 10 minutes remain in the class period. Reinforce the concept of telepresence. Observe the command center group and watch for a point at which the students get so involved in the task in the command area that they appear to feel more "present" in the vent field than at the command center. The control (changing JASON's direction) and feedback (watching the picture change as JASON is moved) begin to convey a sense of "being there," as the operator concentrates on taking part in the scene. Stimulate discussion of that sensation. It is what Dr. Ballard calls telepresence and what he hopes students will experience during their visit to the downlink site. < < go top Possible Extension N/A < < go top Teacher Evaluation Discuss the simulation with the class. Ask: How was it similar to working with the real JASON? How was it different? What kinds of improvements would have made it easier? (For instance, an ROV with greater "intelligence." One that could respond directly to voice commands. One with sonar that could combine a picture transmitted back to command center with an image of the terrain so CC could make quick decisions about whether to continue or abandon the site.) Tell students the grid they used is similar to the one the JASON scientists use. What purpose does the grid serve? (Because the command center can view only a small area, it would be difficult to relate to the larger scene without a grid for reference. Imagine doing a 5,000 piece jigsaw puzzle without the picture on the box! The expedition is very costly, and the scientists can't afford to waste time going over the same ground more than once unnecessarily.) < < go top