search.noResults

search.searching

dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
Table of Contents Underwater Exploration


2. When your teacher tells you to begin, each member of your team should measure the depth in their assigned holes in the first row using a Sounding Rod. Leave the rods in place until you have recorded your measurements on Student Sheet 3. It will probably be easiest if one team member does the recording while the other members call out the depth measurements.


3. When you have finished measuring the depths in the first row, use the same procedure to measure depths of the remaining holes, recording the data from your measurements one row at a time on Student Sheet 3.


4. When you have measured all of the depths, and entered all the values, plot the results for each row on a bar graph as directed by your teacher. Show students an example of the graph that resulted from plotting one row of depth data. It will probably be quickest if each team member is responsible for plotting specific rows of data on Student Sheet 5.


5. You should have 10 Student Sheet #5s, (one for each row.) When your graphs are completed, cut them out. Be sure to leave the border at the bottom of each graph! Fold as shown, and tape each graph onto the top of the box so that the folded edge of each graph lies on its corresponding row on the box top. Stand the graphs up so that they are perpendicular to the top of the box (additional tape may be needed to keep the graphs upright). Now you should have a three-dimensional model of the mystery landscape inside the box.


Part III: Build an ROV Outdoor Classroom - 60-120 minutes


1. Once explorers on boards NOAA’s Okeanos Explorer discover anomalies using multibeam sonar mapping systems, or water sampling bottles they will deploy ROV Little Hercules to take a closer look at new species and much more. Show students images of several ROVs. (http://oceanexplorer.noaa.gov/-technology/subs/rov/rov.html)


2. Explain to students that they will build their own ROV using Student Sheet 5 Coat Hanger ROV or ROV in a bag kit from MATE.


3. ROV in a bag kits are available from MATE. They are ideal for practicing design. Feel free to add washers as weights for buoyancy.


4. Have materials available outside for kids to design and test their ROV’s.


5. Marine Advanced Technology Education Contact Erica Moulton for ROV in a Bag kits at MATE. (www.marinetech.org)


120


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141