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

TOPIC-TITLE Deep Sea Technology - Remotely Operated Vehicle (ROV) AUTHOR Laurel R. Gast Junko Toll GRADE SUITABILITY Middle School SCOPE Earth Science Life Science Physics

Sequence This is an introductory lesson in deep sea exploration and research. After the students learn about remotely operated vehicles (ROVs), they will participate in an inter-disciplinary project that revolves around deep sea exploration. < < go top

Background Summary In the study of deep sea life and substrata, specialized equipment and instruments are needed. The Alvin research submersible allows a scientist to view deep oceanic environments. However, scientists cannot leave the submarine to gather substrata samples or organisms. To accomplish this task, a manipulator arm is attached to the submersible. This kind of arm is useful in any environment not conducive to human exploration. < < go top Objectives Students will be able to do the following: Define ROV and submersible. Describe the type of work accomplished by ROVs. Assemble a model of a manipulator arm. Demonstrate an understanding of the way ROVs manipulate objects and take samples. < < go top Materials JASON IV Project Core Curriculum, 2.2 Activity four Overhead projector Overhead transparencies Scissors Rulers Hole punch Poster board Paper fasteners Video on ROV or submersible Small objects of varying size and weight such as candy, cereal, marbles, or blocks < < go top Activity Ask students to discuss and develop hypotheses regarding what a submersible or ROV might look like. Place transparencies of submersibles and ROVs on the overhead and have students compare and contrast the actual image with the one imagined. Provide definitions of ROVs and submersible to the class. Have the students take journal notes. Then have students answer the question: "Why would scientists use an ROV instead of a submersible?" Discuss the pros and cons of each. Show actual footage taken by an ROV. Why would an ROV be necessary for some research efforts when compared to the use of submersible for these same research efforts? Have students work in groups to make an ROV manipulator arm as described in the JASON IV Core Curriculum, 2.2 Activity four (pages 94-95). Have students grasp items such as candy, cereal, marbles, and blocks with the manipulator arm constructed by each group. Discuss difficulties and successes. After each student has had an opportunity to use the manipulator arm, have the students reflect on this process in their journals. Possible prompts: "How is the manipulator arm similar to your own hand and arm? Why are manipulator tools valuable?" < < go top Possible Extension Students could build a manipulator arm of their own design. < < go top Teacher Evaluation Define ROV and submersible. Compare and contrast the two. What creatures would you find with the ROV you might not with the submersible? How has this technology impacted marine exploration? You might ask students to chart their results; however, observation and practice are sufficient. What was the best technique used to maneuver the arm? < < go top