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Activityapply

ENGINEERING INSPIRATIONSFROMNATURE

Whatisanengineer,andhowdosomeengineerslearnfromanimals?

OVERVIEWStudentsinvestigatehownaturecaninspireengineers.Studentsfollowanengineeringprocesstodesignanunderwatervehiclethatcanwithstandbothheatandcold.

Program

DIRECTIONS1.ActivatepriorknowledgebyreintroducingJamesCameron’sDEEPSEACHALLENGEexpeditiontotheMarianaTrench.

ReviewtheDEEPSEACHALLENGEwebsitetorefreshstudents’memoriesabouttheexpedition.Havestudentsbrainstormwhattheyrememberfrompreviousactivitiesaboutconditionsinthetrenchandaboutthekindsofadaptationsanimalshavedevelopedtosurviveinthoseareas.Askstudentstorephrasesomeofthoseadaptationsasproblem-solutionpairs.Forexample:nolight(problem)-bioluminescence(solution).

Forthecompleteactivitywithmediaresources,visit:http://www.nationalgeographic.org/activity/engineering-inspirations-nature/

Yourwebbrowser(Safari7)isoutofdate.Formoresecurity,comfortandthebestexperienceonthissite: Updateyourbrowser Ignore

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2.ProjecttheprovidedhandoutJamesCameron’sQuoteabouttheDEEPSEACHALLENGEExpeditionandreaditwithstudents.

DiscussthequotefromJamesCameron.Ask:WhatwashismotivationfordesigningtheDEEPSEACHALLENGERsubmersible?Whywasdesigninganewsubmersiblenecessary?ExplainthatCameronandhisteamhadtoengineerasubmersiblethatwasspecificallyadaptedtoexplorethedeepocean.BrainstormchallengesthatCameronandhisteamhadtoaddressinordertoexploreinthehadalpelagiczone.Elicitresponsesthatincludethattheyhadtobeabletowithstand8tonspersquareinchofpressure,beabletooperateinnear-freezingtemperatures,havetimetoexplorethebottom,andprovidesomesortoflightingforvisibility.HavestudentsreadanddiscusstheDEEPSEACHALLENGE:TheSubwebsitetoidentifysomeofthesolutionsCameronandhisteamofengineerscameupwithforthesechallenges.Asstudentsdiscussandshareideas,createalistontheboardofproblemsandsolutionsrelatedtotheexpedition.

3.Askstudentstodescribewhatanengineerisandwhatanengineerdoes.

Acceptmultipleanswersfromstudentsandwritethemontheboard.EncouragestudentstothinkaboutwhattheyhavereadaboutJamesCameronandtheteamofengineersthatdesignedtheDEEPSEACHALLENGER.Thenreviewwhatyouwroteontheboardandguidestudentstocomeupwithaworkingdefinitionofanengineer.Explainthatengineersfollowageneralproceduretosolveanengineeringproblemordesignasolution.DistributetheEngineeringProcesshandoutandreviewthestepsintheprocesswithstudents.Whenreviewingstep1,definetheterms“constraints”and“considerations,”andgiveexamplesofeach.Constraintsareabsoluterequirementsorlimitationsinadesignordecision-makingprocess.Ifachoiceorsolutiondoesn’tmeettheconstraints,thenitmustbeeliminated.Forexample,ifyouareshoppingfornew

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bookshelvesforyourlivingroom,therewillbeasizeconstraint.Thebookshelvesmustbesmallenoughtofitintheavailablespaceinyourlivingroom.Anybookshelvesthataretoobigmustbeeliminatedasachoice,eveniftheyareotherwiseperfect.Considerationsaredesired,butnotnecessary,elementsinadesign,solution,ordecision.Considerationscanbeusedtorankchoicesandsolutions.Forexample,ifyourlivingroomhasalotofdarkwood,thetoneofthewoodforyourbookshelveswouldbeaconsideration;youmightprefertohavedarkwoodsothatitwillmatchtheotherwoodintheroom.However,youwouldn’tnecessarilyeliminateashelfjustbecauseithaslighterwood.

4.Introducetheideaofbiomimicrythroughexamplesandaguessinggame.

ExplainthatanimaladaptationsliketheonesstudentsexploredintheAdaptingUnderPressureactivitycansometimesbeasourceofinspirationforengineerswhoaretryingtosolveaparticulardesignchallenge.OpentheprovidedHumpbackBreachingwebpageandreadaloudtostudentsthelastbulletpoint,whichexplainshowthewhaleisaninspirationforcutting-edgetechnology.Discusswhatbiomimicryisandwhylookingatexamplesfromnaturemightbehelpfultoengineers.Dividestudentsintosmallgroups.DisplaythreeexamplesofbiomimicryfromtheprovidedWebEcoist:BrilliantBio-Designwebpage,andhavestudentsworkwiththeirgroupstoidentifytheinspirationfromnaturebehindthesedesigns.

5.Focusstudents’attentionononeoftheengineeringchallengesfacedbyJamesCameronandhisteam.

Providestudentswiththefollowingfocusquestions:

Whatheat-relatedproblemdidJamesCameronfaceinearlydives?What

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causedtheproblem?WhateffectdidtheheathaveonCameron?Whatsolutionsdidheandhisteamcomeupwithtoaddresstheproblem?

Showthe"105Degrees"videoandhavestudentsusethefocusquestionstotakenotesastheyviewthevideo.ThenhavestudentsreadthedescriptionofthedangersfromextremetemperaturesfacedduringtheDEEPSEACHALLENGEdivefromtheprovidedDEEPSEACHALLENGEExpeditionRisksandDangerswebsite.Discussthefocusquestionsandthereadingasaclass.

6.Havestudentsmakeobservationsabouttheeffectsofextremeheatandcoldonamarshmallow.

Placealargemarshmallowinboilingornear-boilingwaterforabout30secondstooneminute.Spoonthemarshmallowoutofthewaterandshowittostudents.Askstudentstomakeobservationsaboutwhathappenedtothemarshmallow.Studentsshouldobservethatthemarshmallowmeltedorgotsmaller.Placeanothermarshmallowinicewaterfor30secondstooneminuteandthenpassitaroundtostudents.Havestudentsmakeobservationsaboutwhathappenedtothemarshmallow.Theymightobservethatitshrankslightly,andtheyshoulddefinitelyobservethatitbecameverycoldtothetouch.Explainthatstudentswillbeusingmarshmallowsasstand-insforexplorersinanengineeringchallengeoftheirown.

7.Havestudentsredefinetheproblemstatement.

Challengestudentstoworkinsmallgroupstocomeupwithdesignsinspiredbynaturethatwillprotecttheirexplorers(representedbythemarshmallow)fromextremeheat(boilingornear-boilingwater)andextremecold(icewater).ReadaloudtostudentstheproblemdescriptionsectionoftheProblemScenario:

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EngineeringInspirationshandout.ExplainthatstudentswillusetheEngineeringProcesshandouttheyweregivenearliertoguidethemthroughtheprocessastheyplan,design,andtestsolutionstotheproblempresentedinthescenario.Workinginsmallgroups,havestudentsdefinetheproblemintheirownwordsperstep1oftheEngineeringProcesshandout.Invitegroupstosharetheirproblemdefinitionswiththeclass,andthengoovertheproblemdefinitionprovidedontheProblemScenario:EngineeringInspirationshandout.Brieflyreviewtheconceptsofconstraintsandconsiderations.Haveeachgrouplistconstraintsandconsiderationsfortheproblemscenario.Havegroupssharetheirideaswiththeclass,andthenprovidethefinallistofconstraintsfortheproblemaslistedontheProblemScenario:EngineeringInspirationshandout.

8.Havestudentsconductresearchthatwillhelpthemsolvetheproblem.

Explainthatstudentsshouldutilizebiomimicryandlookforinspirationfromnaturetohelpthemsolvetheproblem.Haveeachgroupbrainstormquestionstheyhave,informationtheyneed,andkeywordsandtopicstouseintheirresearchtosolvetheproblem,andhavethemlisttheseperstep2oftheEngineeringProcesshandout.HavestudentsusetheprovidedNationalGeographicAnimalPhotogallerytolookforinspiration.Alsoallowtimeforthemtoconductresearchaboutanyotherinformationtheyidentifiedasimportanttotheirsolutions.Havestudentssummarizetheresultsoftheirresearchanddescribetheirinspirationsfromnatureperstep2oftheEngineeringProcesshandout.

9.Havestudentsproposesolutions.

Havestudentsreviewtheproblem,includingtheconstraintsandconsiderationstheyidentified.Studentsshouldthenproposesolutionsbasedoninspirationfromnatureanddescribetheirsolutionsperstep3oftheEngineeringProcess

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handout.Encouragestudentstobespecificandthoroughintheirproposals.

10.Havestudentsdevelopdesigns.

Havestudentsdrawdetaileddesignsfortheirproposedsolutionsasdescribedbystep4oftheEngineeringProcesshandout.Havethemlabeltheirdesigns,includepossiblematerials,andmakeanyothernotesnecessaryforclarity.Askstudentstodescribehowtheythinktheirdesignswillworktosolvetheproblem.

11.Havestudentsbuildprototypes.

Providestudentswithmaterialssuchassmallsodabottles,medicinebottles,smalllengthsofPVCpipe,avarietyofinsulatingmaterials(foampipeinsulation,bubblewrap,packingpeanuts,etc.),waterproofducttape,conductivematerials(suchasaluminumfoil),rags,sponges,andotheravailablematerials.Havestudentsbuildprototypesoftheirdesignsusingtheseavailablematerials.Remindstudentsofthesizeconstraintsfortheprototypes.Havestudentslistthematerialstheyuse,includingamounts,perstep5oftheEngineeringProcesshandout.Havethemincludestep-by-stepinstructionsforhowtobuildtheprototypes.Pointoutthattheseinstructionsmustbespecificandthoroughenoughthatsomeoneelsecouldusethemtoreplicatetheprototypes.

12.Havestudentstesttheprototypes.

Describethebasictestingproceduretostudents.Tellthemthateachgroupwillfirstimmersetheirprototypeinhotwaterandthenopentheprototypeandcheckthestatusofthemarshmallow.Theywillthenusethesameprototypetorepeattheprocessincoldwater.Tellthemthatatestusingasuccessfulprototypewillshownoeffectonthemarshmallow.However,iftheir

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marshmallowisalteredafterthefirsttesttheycanuseanewmarshmallowforthesecondtest.Havestudentsspecifyhowtheywanttoconductthetestsperstep6oftheEngineeringProcesshandout.Ask:Howwillyouopentheprototypeafteritisremovedfromthewater?Howquicklywillyouneedtoopentheprototypeafteritisremovedfromthewater?Havestudentslistthedatatheyneedtocollectinordertoevaluatetheirsolutionsanddescribehowtheywillusethedatatoimprovetheirdesigns.Havestudentscreatetablestorecordthedataforeachtest.Havestudentsconductthefirsttestinhotwaterandrecordtheirdata.Becauseprototypeswillneedtobeopenedinordertochecktheeffectsofthetestonthemarshmallow,studentswillneedtorepairtheprototypesorusetheinformationtheyrecordedtobuildidenticalprototypesforuseinthenexttest.Havethemtesttheprototypesincoldwaterandrecordtheirdata.Havestudentsusethedatatheygatheredtoevaluatethesuccessoftheirdesigns.Havethemdeterminewhat,ifany,changesneedtobemadetotheirdesignstosolvetheproblem.Givestudentstimetore-maketheirprototypeandmakeanyadjustmentsneeded.Thenhavethemtestagain.Providestudentsatleastthreeopportunitiestoadjustandre-testtheirprototypes.Makesuretheyrecorddetaileddataforeachtest,includinganyadjustmentsmadetotheirdesigns.Havestudentswritesummariesoftheirtestresultsandtheadjustmentstheymadebasedonthoseresults.

13.Havestudentsevaluatetheirfinaldesignsandtheengineeringprocess.

Haveeachgrouppresentasummaryoftheirdesignandtesting.Discusstheengineeringprocessthestudentsfollowedandanalyzewhysomedesignsworkedandothersdidnot.Ask:Whatkindsofmaterialswereusedinthesuccessfuldesigns?Whatfunctionsdidthosematerialsserve?Tellstudentsthattheywillwriteareflectionoftheprocesstheyusedtosolvetheproblempresentedtothem.DistributetheReflectionRubrictoeachstudentandreviewthecriteriayouwillusetoassesstheirwrittenreflections.TellstudentstorefertotheEngineeringProcesshandoutandanyothernotestheytooktowritetheir

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reflections.Explainthatthereflectionshouldincludeasummaryoftheproblemtheyhadtosolve,anexplanationofhowtheirdesignwasinspiredbynature,andanevaluationofhowwelltheirdesignworked,includingwhattheywouldchangetomakeitworkbetter.Theyshouldthencomparewhattheydidinthisactivitytowhatanengineerdoes.

ModificationAdjustthesizeconstraintforstudents’capsuleprototypesbasedonthesizesofthepotstheywillusefortesting.

ModificationInsteadoforinadditiontolookingthroughaphotogalleryforinspiration,takestudentsoutsidetolookforinspirationdirectlyfromnature.

TipInstep10,ifpossible,allowstudentstoseethematerialsyouhavegatheredforuseincreatingtheirdesigns.

TipInstep12,themainchangetothemarshmallowifitisnotwellprotectedfromcoldisthatthemarshmallowitselfgetscold.Besurestudentstouchtheirmarshmallowasquicklyaspossibleafterremovingtheirprototypefromthewaterandrecordwhetherornotthemarshmallowiscoldtothetouch.

TipInstep12,usesafetyprecautionswhenplacingtheprototypesintheboilingwater,removingthemfromthewater,andopeningthemafterremoval.Lettheprototypescooldownbeforecuttingthemopen,anduseheat-protectivegloves

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andtongsforaddedsafety.Dependingonthestudents,theteachermightwanttoconductthisstep.

TipInstep4,becarefulnottogiveawaytheanimalinspirationbeforestudentshavehadachancetoguess.Thepagedisplaysimagesandtextmakingtheseconnections,sobesuretoavoidtheseimagesandtextwhendisplayingtheimagestostudents.Ifyouusethevideooftheroboticarm,startthevideoat1:25toavoidgivingawaytheinspiration.

ModificationPlacesmall,liquidcrystalthermometersinsidetheprototypesandreadthetemperaturebeforetheprototypesaresubmergedandaftertheyareopenedtoseehowmuchthetemperaturechanges.

TipSomedatastudentsmightincludeintheirdatatablesincludetemperatureofthewater(hot/cold),conditionofthemarshmallowbeforebeingputinthewater,andconditionofthemarshmallowaftercomingoutofthewater.

ModificationThisactivitycanbeconductedovermultipleclassperiods.Completesteps1–5inoneclassperiodandconductthetestingoverasecondclassperiod.Ifneeded,studentscancompletethefinalevaluationstepduringathirdsessionorashomework.

Tip

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Whenshowingtheroboticarmvideo(startatminute1:25)onWebEcoist,notethatcareshouldbetakennottoshowtheimageabovethevideo,sinceitgivesawaytheanswer.Showtwootherdesignsfromthispage,takingcarenottodisplaythetitles.

InformalAssessmentObservestudentsastheydesign,plan,andconductteststomakesuretheyarefollowingeachstepoftheengineeringprocess.UsetheprovidedReflectionRubrictoassessstudents’finalwrittenreflections.

OBJECTIVES

Subjects&DisciplinesCross-DisciplinaryTechnology

GeographyGeneral

ScienceBiologyEngineeringOceanographyPhysics

LearningObjectivesStudentswill:

designanengineeringsolutiontoaproblem,usingnatureasaninspirationconstructadefinitionofanengineerandidentifyexamplesofbiomimicryidentifytheconstraintsandconsiderationsoftheDEEPSEACHALLENGEexpedition

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TeachingApproachLearning-for-use

TeachingMethodsBrainstormingCooperativelearningDiscussionsHands-onlearning

SkillsSummaryThisactivitytargetsthefollowingskills:

21stCenturyStudentOutcomesLearningandInnovationSkills

CommunicationandCollaborationCreativityandInnovation

CriticalThinkingSkillsAnalyzingApplyingCreatingEvaluating

NationalStandards,Principles,andPracticesNATIONAL GEOGRAPHY STANDARDS

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•Standard15:Howphysicalsystemsaffecthumansystems

NATIONAL SCIENCE EDUCATION STANDARDS

•(5-8)StandardE-1:Abilitiesoftechnologicaldesign

ISTE STANDARDS FOR STUDENTS (ISTE STANDARDS*S)

•Standard1:CreativityandInnovation•Standard2:CommunicationandCollaboration•Standard4:CriticalThinking,ProblemSolving,andDecisionMaking

PREPARATION

WhatYou’llNeedMATERIALS YOU PROVIDE

DucttapeorotherstrongtapeMetersticks2largepots,atleast12-inch-wideby12-inch-longby8-inch-deepPaperAssortedsmallcontainers(suchas12-ouncesodabottles,medicinebottles,orsmalllengthsofPVCpipe)Conductivematerials(suchasaluminumfoil)PencilsInsulatingmaterials(suchasfoampipeinsulation,bubblewrap,packingpeanuts,andStyrofoam)

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RagsStopwatchorclockTongsorforcepsSpongeThermometers

REQUIRED TECHNOLOGY

InternetAccess:RequiredTechSetup:1computerpersmallgroup,Projector,Speakers

PHYSICAL SPACE

Classroom

SETUP

Setupatestingstationthatcanbecloselymonitoredforsafetywhentestinginhotwater.

GROUPING

Large-groupinstruction

RESOURCES PROVIDED: WEBSITES

NationalGeographic:DEEPSEACHALLENGEDEEPSEACHALLENGE:ExpeditionRisksandDangers

RESOURCES PROVIDED: UNDEFINED

105Degrees

RESOURCES PROVIDED: HANDOUTS & WORKSHEETS

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AboutDEEPSEACHALLENGEJamesCameronQuoteEngineeringProcessProblemScenario:EngineeringInspirationsReflectionRubric

RESOURCES PROVIDED: IMAGES

HumpbackBreachingNationalGeographicAnimals:PhotoGallery

RESOURCES PROVIDED: ARTICLES & PROFILES

NationalGeographic:DEEPSEACHALLENGE—TheSubWebEcoist:BrilliantBio-Design

BACKGROUND&VOCABULARY

BackgroundInformationAnengineerisapersonwhoappliesawiderangeofscienceknowledgeandskills,problem-solving,informationtechnologyexpertise,andmechanicalexpertisetodesignandbuildcomplexproducts,machines,systems,orstructures.Engineersareproblem-solvers.Engineeringhasgivenusmanyofthesystemsandproductswerelyondaily.Itemssuchasthecarswedrivetoschool,thecomputersonwhichwedoresearch,andeventhecomplexsystemsthatbringwaterandelectricitytoourhomeswereallengineered.Engineersapplyawiderangeofscienceknowledgeandskills,problem-solving,andinformationtechnologyandmechanicalexpertisetodesignandbuildcomplexproducts,machines,systems,orstructures.Engineeringofteninvolvescomplexdesignsthathavetobebrokendownintosmallerchunksandproblem-solved.Forexample,theDEEPSEACHALLENGERsubmersibleismadeofmanyparts,includingthebodydesign,themechanicsinvolvedinmovingthesubmersible,

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thecommunicationsystems,thecamerasandlightingusedforexploration,thesafetysystems,andmuchmore.JamesCameronandhisteamhadtoaddresseachofthesepartsoftheDEEPSEACHALLENGERtooptimizeitforitsmissiontoexplorethedeepestpartsoftheocean.

PriorKnowledge[]

RecommendedPriorActivitiesAdaptingUnderPressureOceanHabitatsandAnimalAdaptations

Vocabulary

TermPartofSpeech

Definition

biomimicry nounprocessofusingmodels,systems,andelementsofnatureasaguidefordevelopingnewtechnology.

considerationnounamatterweighedortakenintoaccountwhenformulatinganopinionorplan.

constraint noun limitationorobstacle.

engineer nounpersonwhoplansthebuildingofthings,suchasstructures(constructionengineer)orsubstances(chemicalengineer).

ForFurtherExploration

Articles&Profiles

DisneylandEngineering

Websites

NationalGeographic:DEEPSEACHALLENGE

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FUNDER

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