WEBVTT Kind: captions Language: en 00:00:00.000 --> 00:00:06.400 [Mark Losavio] Right. Good afternoon.  Thank you for joining us everybody,   00:00:06.400 --> 00:00:12.640 and welcome to this Submerged NC webinar series.  Today's webinar is Engineering in the Classroom   00:00:12.640 --> 00:00:18.880 with Underwater ROVs with Shannon Ricles. I  am Mark Lasavio and the media and outreach   00:00:18.880 --> 00:00:22.320 coordinator for the Monitor National Marine  Sanctuary, and I will be your host today.   00:00:23.520 --> 00:00:28.560 This webinar is brought to you by the NOAA Monitor  National Marine Sanctuary in collaboration with   00:00:28.560 --> 00:00:35.360 the North Carolina Office of State Archaeology.  Partnering since 1975, NOAA and the State of   00:00:35.360 --> 00:00:40.080 North Carolina worked to research, honor,  and protect the hallmarks of North Carolina's   00:00:40.080 --> 00:00:44.960 underwater cultural heritage - shipwrecks.  These shipwrecks hold information about the   00:00:44.960 --> 00:00:50.960 ever-changing technological, cultural and physical  landscapes. They serve as a uniquely accessible   00:00:50.960 --> 00:00:57.040 underwater museum and a memorial to generations  of mariners who lived, died, worked, and fought   00:00:57.040 --> 00:01:02.720 off our shores. This is one of the many webinars  we will be hosting in the coming months for this   00:01:02.720 --> 00:01:08.000 Submerged NC webinar series in collaboration with  the North Carolina Office of State Archaeology.   00:01:09.440 --> 00:01:15.520 Monitor is one of just now 15 national marine  sanctuaries and two marine national monuments   00:01:15.520 --> 00:01:21.280 in the National Marine Sanctuary System. This  system encompasses more than 600,000 square miles   00:01:21.280 --> 00:01:25.920 of marine and Great Lakes waters from Washington  State to the Florida Keys and from Lake Huron   00:01:25.920 --> 00:01:31.680 to American Samoa. During the presentation,  all attendees will be in listen only mode.   00:01:31.680 --> 00:01:35.920 You are welcome to type questions for the  presenter into the question box at the bottom   00:01:35.920 --> 00:01:40.720 of the control panel on the right hand side of  your screen. This is the same area you can let   00:01:40.720 --> 00:01:45.520 us know about any technical issues you may be  having that we can help with. I'll be monitoring   00:01:45.520 --> 00:01:51.760 the incoming questions, so any technical issues  that you have, put them in the chat and I'll try   00:01:51.760 --> 00:01:57.120 to help and respond to them as soon as I can. We  will be recording this session in case something   00:01:57.120 --> 00:02:02.640 goes wrong and you miss it. And we will share  the recording with everybody who registered via   00:02:02.640 --> 00:02:08.480 the webinar archive page. A URL for this webpage  will be provided at the end of the presentation.   00:02:09.760 --> 00:02:15.040 So without further ado, today we welcome our  presenter Shannon Ricles, the education and   00:02:15.040 --> 00:02:20.720 outreach coordinator for the Monitor national  marine sanctuary. as we learn more about ROVs.   00:02:21.600 --> 00:02:27.600 So I'll go ahead and change presenter to you  and take it away. [Shannon Ricles] All right. 00:02:27.600 --> 00:02:35.840 [Shannon Ricles] Let me make sure  you're seeing the correct screen. 00:02:38.960 --> 00:02:40.800 Okay, are you seeing the PowerPoint now? 00:02:40.800 --> 00:02:48.400 [Mark Losavio] Not yet. There we go, there we go.  [Shannon Ricles] Okay, all right. Thank you, thank   00:02:48.400 --> 00:02:53.520 you Mark. Well, hi everyone. Thank you so much for  joining us today. I'm really excited to be here   00:02:53.520 --> 00:03:02.080 and so glad that you were able to make it. So  just to start out, my PowerPoint is not wanting   00:03:02.080 --> 00:03:07.200 to move. So there we are. So I just wanted to  go over, that in this webinar, we're going to   00:03:07.200 --> 00:03:11.440 explore how to bring engineering into your  classroom using remotely operated vehicles   00:03:11.440 --> 00:03:16.560 or more commonly called ROVs. First, I'm going  to briefly tell you about our sanctuary and the   00:03:16.560 --> 00:03:22.240 shipwreck we protect, the USS Monitor. I'll tell  you how it was discovered using sonar technology   00:03:22.240 --> 00:03:28.640 and how NOAA maritime archaeologists used ROVs  to survey and document World War II shipwrecks   00:03:28.640 --> 00:03:34.560 off the North Carolina coast. And how they have  also helped us to discover new shipwrecks. We   00:03:34.560 --> 00:03:40.560 will explore engineering and discuss how to...I'm  sorry... introduce the engineering design process   00:03:40.560 --> 00:03:45.040 in your classroom. And we'll show you various  ways that your students can build a simple ROV.   00:03:45.600 --> 00:03:50.480 We will also explore how you can access  free curriculum and resources to help you   00:03:50.480 --> 00:03:53.680 bring engineering into your  classroom. So let's get started. 00:03:56.400 --> 00:04:00.960 So first, let's start with John Ericsson. He  was a Swedish American, who was one of the 19th   00:04:00.960 --> 00:04:08.080 century's most creative engineers and inventors.  Ericsson joined the Swedish army at the age of 17,   00:04:08.080 --> 00:04:12.080 and his engineering talents were quickly  recognized, and he moved up the rank.   00:04:12.080 --> 00:04:16.640 He moved to England and pursued a variety of  engineering projects, including hot air engines, 00:04:19.120 --> 00:04:23.680 locomotives, and steam-powered engines. He also  significantly improved the screw propeller,   00:04:23.680 --> 00:04:30.240 which helped him gain a reputation as a talented  engineer. But Ericsson was most famous for   00:04:30.240 --> 00:04:35.440 the engineering design of the USS Monitor, our  nation's first turreted ironclad warship. Now   00:04:35.440 --> 00:04:39.520 the Monitor was built during the Civil War in  response to the Confederate's ironclad ship the   00:04:39.520 --> 00:04:45.440 CSS Virginia. An amazing fact about the Monitor  is that it was built in just less than a hundred   00:04:45.440 --> 00:04:52.160 days. And on March 9th, 1862, the Monitor and  the Virginia met in the Battle of Hampton Roads.   00:04:52.160 --> 00:04:56.000 It was the first time iron met iron, and  although they battled for about four hours,   00:04:56.000 --> 00:05:01.760 neither side won the day. But what did win that  day was naval technology. Iron was here to stay.   00:05:02.800 --> 00:05:07.440 Unfortunately, just 11 months after its launch,  the Monitor sank off the coast of Cape Hatteras   00:05:07.440 --> 00:05:11.680 in a storm while it was being towed to Beaufort,  North Carolina. 16 men went down with the ship   00:05:11.680 --> 00:05:19.120 on New Year's Eve of 1862. Now the Monitor's  location remained unknown until 1973 when John G. Newton, 00:05:19.120 --> 00:05:24.240 from the Duke University Marine Lab  proposed testing the application of geological   00:05:24.240 --> 00:05:29.200 survey equipment, sonar, for underwater  archaeological survey and assessment.   00:05:29.760 --> 00:05:34.640 He wanted to search for the Monitor's location,  and on the last day of the expedition,   00:05:34.640 --> 00:05:42.640 the side scan sonar recorded a long amorphous  echo. The site was confirmed in April 1974,   00:05:42.640 --> 00:05:48.160 as the Monitor. Now in an effort to protect  this important piece of our national history   00:05:48.160 --> 00:05:54.960 the Monitor became our nation's first national  marine sanctuary on January 30th 1975. Today,   00:05:54.960 --> 00:06:00.880 the ship lies in about 230 feet of water just 16  miles off of Cape Hatteras, North Carolina. And   00:06:00.880 --> 00:06:05.840 as you can see in this map, the ship is surrounded  by hundreds, if not thousands of other shipwrecks.   00:06:07.360 --> 00:06:11.760 Now in the 1990s, NOAA decided to recover  some of the more iconic pieces of the   00:06:11.760 --> 00:06:16.960 Monitor. And of course, the turret was  the most iconic, and it came up in 2002.   00:06:17.920 --> 00:06:22.880 Today, The Mariners' Museum and Park in Newport  News, Virginia, is our official visitor center.   00:06:22.880 --> 00:06:27.440 There you can learn about the Monitor's history  and see many of the recovered artifacts.   00:06:28.800 --> 00:06:32.720 In the Batten Conservation Lab, you can  look through the windows to see the turret,   00:06:32.720 --> 00:06:36.640 the Dahlgren guns, steam engine, and  condenser, as they undergo conservation. 00:06:38.720 --> 00:06:42.960 So as you saw in the previous map, there are  hundreds of shipwrecks surrounding the Monitor off   00:06:42.960 --> 00:06:48.640 the North Carolina coast. 90 of those are World  War II shipwrecks that sank during the Battle of   00:06:48.640 --> 00:06:55.280 the Atlantic. And with most of those, they sank  in the first seven months of 1942. Now the area   00:06:55.280 --> 00:07:01.200 represents a battlefield where over 1,600 men  lost their lives defending freedom. Today,   00:07:01.200 --> 00:07:06.160 these shipwrecks are historically significant, not  only for the people of North Carolina, but to the   00:07:06.160 --> 00:07:12.320 entire nation, as they are vital to understanding  of World War II and our nation's maritime history.   00:07:13.600 --> 00:07:16.960 Therefore, I used the Battle of the  Atlantic to kind of set the stage for the   00:07:17.680 --> 00:07:22.160 ROV curriculum. In the curriculum, students  are briefly introduced to the Battle of the   00:07:22.160 --> 00:07:27.440 Atlantic. They explore maritime archaeology,  and they learn how maritime archaeologists use   00:07:27.440 --> 00:07:33.520 technology, including ROVs in the search  for an elusive German U-boat, the U-576   00:07:33.520 --> 00:07:40.000 and the merchant ship Bluefields, which  U-576 sank during a battle in July of 1942.   00:07:41.920 --> 00:07:47.840 Now as you can see, and from this map, North  Carolina was truly where the war came home   00:07:47.840 --> 00:07:53.120 to America. These are all the World War II  shipwrecks. Of the known locations of of the World   00:07:53.120 --> 00:07:57.840 War II shipwrecks. Now of the 90 ships that sank  during the Battle of the Atlantic off the North   00:07:57.840 --> 00:08:03.840 Carolina coast, 78 were merchant ships, 8 were  Allied vessels, and there were 4 German U-boats.   00:08:03.840 --> 00:08:08.880 Now we knew where three of those U-boats were, but  the U-576 was the one that we did not know where   00:08:08.880 --> 00:08:14.560 it rested. So this map shows the known, shows the location of all those known   00:08:14.560 --> 00:08:19.360 World War II shipwrecks. But there are many more  shipwrecks whose locations are still a secret.   00:08:21.040 --> 00:08:24.480 So why was North Carolina such a  hot spot for German U-boats to patrol?   00:08:24.480 --> 00:08:28.720 There were several reasons. On this map,  you will see that the cold Labrador Current   00:08:28.720 --> 00:08:33.280 runs south along the North Carolina coast,  and the warm Gulf Stream runs north.   00:08:33.280 --> 00:08:38.000 And they meet right off of Cape Hatteras. Ships  like to travel in currents as it is more fuel   00:08:38.560 --> 00:08:42.480 efficient and faster. So whether a ship  was coming from the north or the south,   00:08:42.480 --> 00:08:47.440 it would pass right by Cape Hatteras. And these  shipping lanes were well known by the Germans.   00:08:47.440 --> 00:08:52.560 So this information that I'm sharing now also  helps archaeologists, as well as students,   00:08:52.560 --> 00:08:57.200 to narrow the search area when they're looking for  a shipwreck. They know that it probably was in one   00:08:57.200 --> 00:09:00.640 of those shipping lanes. They know that it  was there off the coast of North Carolina.   00:09:01.840 --> 00:09:05.920 Now another factor is the Continental Shelf.  Here in this map, you can see that the area   00:09:05.920 --> 00:09:10.480 just off of North Carolina is where the shelf  becomes the narrowest along the East Coast. This   00:09:10.480 --> 00:09:15.520 gave U-boats the advantage of going deep to hide.  And then when they heard ship traffic, they would   00:09:15.520 --> 00:09:20.320 start toward the surface looking for their target,  fire their torpedoes if they found a target,   00:09:20.320 --> 00:09:27.280 and then go hide again. So since 2008, Monitor  National Marine Sanctuary and our partners have   00:09:27.280 --> 00:09:32.320 worked to document and survey this significant  and historical collection of shipwrecks.   00:09:32.320 --> 00:09:39.040 And through the years, maritime archaeologists  have also found a few of the new ones. In the   00:09:39.040 --> 00:09:44.400 curriculum, students are introduced to ROVs,  AUVs, which are autonomous underwater vehicles,   00:09:44.400 --> 00:09:49.840 towfish, and submersibles. And they learn how  they are used in the marine industry and by NOAA. 00:09:51.920 --> 00:09:54.080 They also learn about sonar technology. 00:09:56.560 --> 00:10:01.440 And they will learn about a real-world scenario  where maritime archaeologists conducted surveys.   00:10:01.440 --> 00:10:08.640 And from the data that they collected in 2009,  a target of interest was located. Archaeologists   00:10:08.640 --> 00:10:14.240 thought that this might be the site of the U.S.  Navy yard patrol boat YP-389. So to confirm it,   00:10:14.240 --> 00:10:20.480 they used an ROV equipped with cameras, and they  put it down on the site. And they were able to   00:10:20.480 --> 00:10:27.600 confirm that it was indeed the YP-389 from  the photomosaic that was created from all of that   00:10:27.600 --> 00:10:32.720 data that was collected. Now after doing a lot  of research and conferring with the U.S. Navy,   00:10:32.720 --> 00:10:39.760 they did 100% confirm that it was the YP-389.  The bent looking structures at the stern of the   00:10:39.760 --> 00:10:46.000 ship helped to identify the vessel. And here's  an image of the YP-389 as a fishing trawler, the   00:10:46.000 --> 00:10:51.680 Cohasset, prior to its conversion as a yard patrol  boat. And you can see the same structures there.   00:10:51.680 --> 00:10:55.040 So one of the activities in the guide  is to learn the parts of a ship.   00:10:56.800 --> 00:11:02.000 Now as the maritime archaeologists continue  to search for the U-576, they did additional   00:11:02.000 --> 00:11:06.160 surveys both wide and narrow and this diagram  on the left shows the angle look sonar or   00:11:06.800 --> 00:11:12.480 ALS, which was used to survey about 138  square miles off the North Carolina coast.   00:11:12.480 --> 00:11:16.720 However, the images were of lower  resolution. And from the survey data,   00:11:16.720 --> 00:11:22.480 archaeologists noted several anomalies and came  up with a list of 47 total priority targets   00:11:22.480 --> 00:11:29.520 with the hope that one of them is the U-576  and/or the Bluefields. To take a closer look,   00:11:29.520 --> 00:11:33.200 they go to each of the target using  an autonomous underwater vehicle   00:11:33.200 --> 00:11:39.680 to get higher resolution images. These images help  them to determine if the anomaly is a rock, a ledge,   00:11:39.680 --> 00:11:46.400 or a shipwreck. And by surveying shipwrecks with  photogrammetry, 3D images are also made of the   00:11:46.400 --> 00:11:51.840 of the shipwrecks. We have one of the USS Monitor,  along with several of the World War II shipwrecks.   00:11:51.840 --> 00:11:57.040 You can go to our Sketchfab page and view  them. Just click on a shipwreck to download it,   00:11:57.040 --> 00:12:04.960 and then you can manipulate it and see it from  all sides. Pretty cool. Finally in 2014, after six   00:12:04.960 --> 00:12:11.120 years of searching, these sonar images identified  the final resting place of both the U-576 and the   00:12:11.120 --> 00:12:17.120 Bluefields. The two ships lie in about 700 feet  of water and just 240 yards apart from each other. 00:12:19.920 --> 00:12:23.840 And here you can see them  in a little better detail. 00:12:26.160 --> 00:12:31.520 In 2016, a two-person submersible went  down to take the first look at the U-576. 00:12:34.160 --> 00:12:37.840 And this is the Bluefields. 00:12:40.080 --> 00:12:44.240 So now that we have looked at a real-world  problem to set the stage for the curriculum,   00:12:44.240 --> 00:12:50.400 let's take a look at how you might implement it  into your classroom. First, I want to let you know   00:12:50.400 --> 00:12:56.080 that you'll find all of our curricula, activities,  and resources on our website. If you want to dive   00:12:56.080 --> 00:13:00.240 a little deeper into STEM, both the maritime  archaeology and the Battle of the Atlantic   00:13:00.240 --> 00:13:07.120 guides are recommended, as they both go much more  in depth. Also, on our website you will find the   00:13:07.120 --> 00:13:12.240 first version of our ROV curriculum. I used it  as a foundation for the one I'm sharing with you   00:13:12.240 --> 00:13:19.120 today. Also, if you did not check yet, I uploaded  the draft guide of this curriculum as a PDF to the   00:13:19.120 --> 00:13:24.480 handout section of the webinar. I hope to have  the guide through editing and on the web by the   00:13:24.480 --> 00:13:30.080 middle of next month, but you're welcome to  use the draft until then, as long as you remember   00:13:30.080 --> 00:13:34.800 it is a draft. I'm sure you're going to find  mistakes in it, because we haven't edited yet.   00:13:35.680 --> 00:13:40.720 And also, we have the guide "Shipwreck of the  Deep" available upon request. This guide was   00:13:40.720 --> 00:13:45.200 developed in collaboration with Newport News  Public Schools as a semester-long course for   00:13:45.200 --> 00:13:50.400 middle school students. Just email me, and I'm  happy to send you a copy of that PDF as well.   00:13:52.160 --> 00:13:57.120 So let's get started. So "Shipwreck of the  Deep - Envisioning Engineering" is a guide   00:13:57.120 --> 00:14:02.240 using the real-world problem of searching for  the German U-boat, U-576 to set the stage for   00:14:02.240 --> 00:14:07.600 learning about engineering and ROVs. It's  broken into six sections: Exploring NOAA,   00:14:07.600 --> 00:14:13.200 Engineering ROVs, and building a ROV.  However, all of our guides are written so   00:14:13.200 --> 00:14:17.360 that each activity can stand alone allowing  you to pick and choose the activities that   00:14:17.360 --> 00:14:21.920 best fit the needs of your class. You can  also combine them in many multiple ways.   00:14:23.840 --> 00:14:29.360 Now the first section takes a look at NOAA  and its six line offices. In another activity,   00:14:29.360 --> 00:14:34.400 students will also explore Monitor National Marine  Sanctuary and NOAA'S Maritime Heritage Program.   00:14:36.080 --> 00:14:40.080 In the maritime archaeology section,  students learn how maritime archaeology   00:14:40.080 --> 00:14:44.800 is a fairly new disciplined study  as they explore maritime archaeology   00:14:44.800 --> 00:14:47.840 careers and develop a timeline  to learn about its history. 00:14:50.160 --> 00:14:56.880 Next, students are introduced to ROVs,  AUVs, and towfish and how they are used   00:14:56.880 --> 00:15:01.360 by NOAA. They use the real-world scenario  that I showed earlier, learning about the   00:15:01.360 --> 00:15:07.360 U.S. Navy yard patrol boat YP-389 and  how its location was discovered in 2009. 00:15:09.840 --> 00:15:14.160 Students also dive a little deeper into  the hunt for the U-576. As they learn   00:15:14.160 --> 00:15:18.880 about sonar technology, they learn how  important research is to narrowing the   00:15:18.880 --> 00:15:23.600 search area and the various tools  used in searching for shipwrecks.   00:15:24.960 --> 00:15:28.720 There is also an activity for students to  learn the basic parts of the ship and some   00:15:28.720 --> 00:15:34.240 nautical terminology. As was in the case for  the YP-389, if you are searching for shipwrecks,   00:15:34.240 --> 00:15:39.680 it's kind of helpful to know the parts. They  help you to identify them. Now as students   00:15:39.680 --> 00:15:44.880 explore and learn how sonar technology works, they  actually simulate mapping an unknown ocean floor. 00:15:47.120 --> 00:15:51.680 They also learn about the different methods  used in mapping the ocean floor from lead line   00:15:51.680 --> 00:15:54.000 approach to single beam to multi-beam. 00:15:56.480 --> 00:16:00.080 And here you see an image showing a  NOAA ship using a multi-beam sonar   00:16:00.080 --> 00:16:03.760 to create a bathymetric map of  the ocean floor. And on the right,   00:16:03.760 --> 00:16:08.080 the ship is also towing a ROV with a side  scan sonar to create an acoustic map. 00:16:10.400 --> 00:16:16.480 And in this diagram, it shows a research vessel  conducting multi-beam and side scan sonar,   00:16:16.480 --> 00:16:22.400 as well as towing a surface-towed seismic  sonar and receiver. Now, if you want to go   00:16:22.400 --> 00:16:28.080 in more depth with sonar, I also in the guide,  I give you links to the NOAA's Office of Ocean   00:16:28.080 --> 00:16:32.080 Exploration, where you will find a ton  of lesson plans and other resources,   00:16:32.080 --> 00:16:37.120 including videos and images that will  help to explain sonar in great detail.   00:16:38.800 --> 00:16:42.880 Now once students learn about maritime  heritage, ROVs, and sonar imaging, they are   00:16:42.880 --> 00:16:48.000 ready to explore engineering. In this section,  they will learn what an engineer is and does.   00:16:49.520 --> 00:16:53.840 They will also learn about the engineering design  process as they compare and contrast it to the   00:16:53.840 --> 00:16:58.880 scientific method. They will come to understand  that although the two processes are different,   00:16:58.880 --> 00:17:01.920 they are similar, and that they  are both an iterative process.   00:17:03.520 --> 00:17:08.240 To get the students thinking like an engineer,  they can start out by designing a simple aluminum   00:17:08.240 --> 00:17:14.560 foil boat to hold a maximum payload. After  their first initial design, build, and test,   00:17:14.560 --> 00:17:19.520 they learn about density, buoyancy, and  Archimedes' Principle. Then they get two more   00:17:19.520 --> 00:17:23.920 opportunities to redesign their boat.  The final design is their entry into the   00:17:23.920 --> 00:17:28.560 competition to see who can engineer a design  and build a boat to hold the most payload.   00:17:29.280 --> 00:17:33.200 Throughout the guide, there are teaching  suggestions that offer a variety of activities   00:17:34.880 --> 00:17:37.600 that cover basic science  principles that students need.   00:17:38.160 --> 00:17:42.560 These can either be done by the teacher or they  can be left for the students to do as experiments. 00:17:45.280 --> 00:17:48.240 Now in this video, this is  showing a simple way...I   00:17:50.240 --> 00:17:54.720 didn't do it, hold on, okay, let me see  if I can click over here, there we go,   00:17:56.640 --> 00:18:04.960 it may take a minute, well if it doesn't play I  can explain it. So this is a simple demonstration   00:18:04.960 --> 00:18:10.960 of density you take both, take various sodas, both  regular and diet, and have students predict which   00:18:10.960 --> 00:18:16.480 ones will sink and which ones will float. Now you  can have them predict on each can or you can have   00:18:16.480 --> 00:18:21.200 them predict across the board. Usually, I like to  have them predict on each can, because eventually   00:18:21.200 --> 00:18:28.880 they'll start understanding that the diet ones  float and the regular, sugar ones sink. So just   00:18:28.880 --> 00:18:33.520 so that you can explain it to them, why this  happens, there's about 16 teaspoons of sugar   00:18:34.240 --> 00:18:40.640 in each regular soda where that adds a lot  more density and mass to the to the can. But   00:18:40.640 --> 00:18:45.920 with artificial sweetener, it only takes a little  small amount, so therefore, the diet sodas will   00:18:45.920 --> 00:18:50.480 float. You can also use the same demonstration  to demonstrate Archimedes' Principle. Just   00:18:50.480 --> 00:18:58.080 simply mark the water line before adding  the sodas. Now to dive deeper into ROVs,   00:18:58.080 --> 00:19:03.520 students explore their history. They learn how  NOAA uses them today to explore the deep ocean.   00:19:05.440 --> 00:19:09.440 They will also learn about their construction  and how they might be equipped for research and   00:19:09.440 --> 00:19:16.880 exploration. Next, students will discover how ROVs  are so, or I'm sorry, why ROVs are so important   00:19:16.880 --> 00:19:22.400 to ocean exploration. They will learn about the  limitations of divers when diving in deep water.   00:19:22.400 --> 00:19:27.040 They will do that through a variety of  experiments for the properties of air.   00:19:28.880 --> 00:19:35.920 So this will help students understand that  the need for ROVs is immense because so much   00:19:35.920 --> 00:19:40.480 of the ocean is unexplored, and so much of  the ocean is a lot deeper than divers can go.   00:19:41.120 --> 00:19:44.240 So I've got a couple of videos in  here we'll see if they all play. 00:19:47.520 --> 00:19:52.080 So this first one is to demonstrate that air  takes up space, one of the properties that   00:19:52.080 --> 00:19:55.920 that students need to know. You  can connect any two bottles. 00:19:58.080 --> 00:20:01.840 You can connect any two bottles together  of any size with a tornado tube.   00:20:02.640 --> 00:20:06.320 Fill one bottle with water, and  then carefully flip it over.   00:20:06.320 --> 00:20:11.520 The water remains at the top. Why? Because  the bottom bottle is filled with air   00:20:11.520 --> 00:20:17.200 and there is no room for the water to go. If  you begin to shake the bottle, the air which   00:20:17.200 --> 00:20:22.400 is lighter than water will displace and rise  exchanging places with the same amount of water. 00:20:27.120 --> 00:20:32.400 And to demonstrate that air has mass, you can  use a digital scale or triple beam balance to   00:20:32.400 --> 00:20:37.360 find the mass of a balloon. Next, you fill  the balloon with air and find its mass.   00:20:37.360 --> 00:20:42.960 There will be a slight increase in mass, showing  that air has mass. You will explain that air   00:20:42.960 --> 00:20:50.000 presses down 14.7 pounds per square inch on our  bodies. I usually have students relate this to   00:20:50.000 --> 00:20:54.640 a 5-pound bag of sugar, and then tell them that  that's three of those bags that they're walking   00:20:54.640 --> 00:20:58.880 around having it press down on every square  inch of their body. But why don't we feel it?   00:20:58.880 --> 00:21:04.960 Because our bodies press out the exact  same amount. Now I use two demonstrations   00:21:04.960 --> 00:21:09.680 to show that air exerts pressure. And I do this  simply because students love them and so do I.   00:21:09.680 --> 00:21:15.840 The first is the egg in the bottle. You show the  students what you have to work with, a bottle,   00:21:16.400 --> 00:21:21.200 and this is a milk bottle. You can still buy them  at most grocery stores if you go to any of the   00:21:22.400 --> 00:21:27.360 whole food type stores. But it does need to be a  milk bottle because the opening needs to be large   00:21:27.360 --> 00:21:32.240 enough. So you show them the bottle. You also  show them that you have a wooden stir stick,   00:21:32.240 --> 00:21:37.440 a lighter, and a peeled, hard-boiled egg. Now just  as a note here, the smoother the egg when it's   00:21:37.440 --> 00:21:42.640 peeled, the better. If you have a lot of holes  in your egg it's going to do what my egg did   00:21:42.640 --> 00:21:49.280 in this example. Then ask them how you're going to  get the egg in the bottle. Now if they've seen it   00:21:49.280 --> 00:21:55.200 I always tell them that they can't answer.  So basically, the fire burns up the oxygen   00:21:55.920 --> 00:22:00.720 in the bottle, and since the egg is sealing the  bottle and no more air can get in, it creates a   00:22:00.720 --> 00:22:07.120 semi-vacuum. And air pressure, 14.7 pounds per  square inch, pushes the egg into the bottle.   00:22:07.680 --> 00:22:12.240 Now when asked to explain, most will say that the  egg was sucked into the bottle. But be sure to   00:22:12.240 --> 00:22:18.640 help them understand that the egg was pushed into  the bottle by air pressure. The other one that I   00:22:18.640 --> 00:22:24.080 really love to do is called the 'Can Crusher.'  You can put a can with a small amount of water   00:22:24.720 --> 00:22:30.560 onto a hot plate and heat it until the steam is  coming out. Use tongs, I use beaker tongs because   00:22:30.560 --> 00:22:36.720 they have the rubber around to hold to grip it  really well and they're wide. And then you're   00:22:36.720 --> 00:22:41.520 going to flip the can over into a shallow pan of  water. Now you're going to ask the students what   00:22:41.520 --> 00:22:49.120 happened. And just basically, it's the water was  heated, which in turn heated the air, as the air   00:22:49.120 --> 00:22:55.680 heated, it rose and the cool air took its place.  However, once you flip the can into the water, it   00:22:55.680 --> 00:23:01.680 sealed the can and no more air could come in and  exchange with the hot air. So hot air has fewer   00:23:01.680 --> 00:23:07.520 molecules, and when the heated air was quickly  cooled by the water, those air molecules condensed   00:23:07.520 --> 00:23:12.800 and fell to the bottom, leaving a semi-vacuum  in the can. And so air pressure crushed the can. 00:23:15.040 --> 00:23:18.880 And here's a real live example. I  always like to show students. So this   00:23:18.880 --> 00:23:23.040 is what happens if you don't know  your science. In this particular case,   00:23:23.040 --> 00:23:27.120 workers had cleaned the tank car with a  hot steam. They sealed all the openings   00:23:27.120 --> 00:23:32.240 and left for the night. And as night temperatures  dropped, it cooled the air inside the tank car.   00:23:32.240 --> 00:23:36.560 And when they returned the next morning, just  like the can, air pressure had crushed it. 00:23:38.800 --> 00:23:45.760 So this helps students to understand that  divers can't go as deep as we think they   00:23:45.760 --> 00:23:49.840 can or would hope they could. At the surface of  the earth, you have one atmosphere of pressure,   00:23:50.400 --> 00:23:57.280 which is 14.7 psi. And when you dive into the  ocean, pressure increases by one atmosphere   00:23:57.280 --> 00:24:03.520 for every 33 feet. So if a diver goes about 100  feet, they have four atmospheres of pressure   00:24:03.520 --> 00:24:08.160 pressing down on them. That's a lot  of pressure pressing on a diver's   00:24:08.160 --> 00:24:13.840 lungs. And so this is why they do need air.  All divers need air to breathe underwater,   00:24:13.840 --> 00:24:18.400 but they also need the air to keep their  lungs expanded. However they are humans,   00:24:18.400 --> 00:24:24.160 and they have limits to how deep they can dive.  The deepest dive on record is 1,082 feet. I   00:24:24.160 --> 00:24:31.200 couldn't believe that. That was phenomenal. And  it was set by a man named Ahmed Gabr in 2014.   00:24:31.200 --> 00:24:37.840 That's a lot of pressure, about 485 pounds per  square inch. Now our technical divers, after   00:24:37.840 --> 00:24:44.320 years of experience and training, can dive safely  to about 350 feet. But our ocean is much deeper   00:24:44.320 --> 00:24:51.040 than that. So how do we explore it? Not with  divers. It's by using ROVs and sonar technology. 00:24:54.080 --> 00:25:02.080 Now this is an activity to show what happens to  the air in a diver's lungs. Give it a minute,   00:25:02.080 --> 00:25:08.800 it's not playing. Okay, now it's playing. You  can create these. They're called, I call them   00:25:08.800 --> 00:25:13.920 'Cartesian Divers.' You can use any bottle with  a cap and an eyedropper. Now you can fill the   00:25:13.920 --> 00:25:18.400 eyedropper with colored water to make it a little  easier for students to see what is happening.   00:25:19.120 --> 00:25:23.120 The eyedropper has a small space  at the top that is filled with air.   00:25:23.120 --> 00:25:27.840 This is why it's buoyant. And when you squeeze the  bottle, the air in the dropper gets compressed,   00:25:28.400 --> 00:25:33.200 which allows more water to flow into  the dropper. And the dropper then sinks.   00:25:33.200 --> 00:25:41.840 When you release the bottle, the air expands and  pushes the water back out and the dropper rises. 00:25:42.720 --> 00:25:47.920 So now that they know why ROVs are needed,  you want to get them excited and engaged in an   00:25:47.920 --> 00:25:53.280 engineering activity. To get them excited about  building that ROV, you can use this real simple   00:25:53.280 --> 00:26:00.800 activity. It's called "Help We Can Use a Hand."  They have a problem. They must retrieve tools that   00:26:00.800 --> 00:26:06.640 are lying deep on the ocean floor. And they have  an ROV, but the ROV doesn't have any way to pick   00:26:06.640 --> 00:26:12.080 up those tools. So they must engineer an arm. And  they must do it quickly, as the storm is coming.   00:26:12.080 --> 00:26:16.720 This helps you to manage the time, about  15 minutes is what I give them. Now when I   00:26:16.720 --> 00:26:21.680 do this with students, I have a big box with lots  of stuff. I use skewers, clothespins, pens, tape,   00:26:21.680 --> 00:26:26.400 clay, pipe cleaners, whatever you have in your  junk drawer is pretty much what you can use.   00:26:27.040 --> 00:26:32.720 The tools they have to retrieve are a mixture of  nuts, bolts, nails, anything you have around in   00:26:32.720 --> 00:26:38.800 your toolbox would probably work. I use a small  plastic tub, as you can see there in the picture.   00:26:38.800 --> 00:26:44.160 just one of those that you get lunch meat out of.  But I have to remind the students all the time   00:26:44.160 --> 00:26:49.520 that the tub represents the ocean, and the ocean  does not have sides, because the students will all   00:26:49.520 --> 00:26:56.080 want to slide their tools up the side of the ocean,  inside of the the tub, instead of actually picking   00:26:56.080 --> 00:27:01.200 them up. I also set a time limit, as I said, I  usually limit this activity to about 15 minutes. 00:27:03.360 --> 00:27:09.200 And when you're ready to start your students  to design and engineer a ROV, you have many   00:27:09.200 --> 00:27:14.320 options. I'm just here to tell you about a few  of them, but there are lots of options out there.   00:27:14.320 --> 00:27:19.360 So one is to purchase a Sea Perch kit. This is a  program that the U.S. Navy began to help excite   00:27:19.360 --> 00:27:26.320 students in engineering and STEM. A basic kit runs  about $143, I checked that this week. However,   00:27:26.320 --> 00:27:30.320 you build it once so it's kind of like a 'one  and done'. You can use the ROV multiple times,   00:27:30.320 --> 00:27:37.360 but you're not going to keep rebuilding it. The  program also offers Sea Perch competitions held   00:27:37.360 --> 00:27:41.920 annually that test the skills learned  in a series of obstacles and real-world   00:27:41.920 --> 00:27:47.920 inspired tasks. And another option is MATE,. A  lot of our sanctuaries across our system do the   00:27:47.920 --> 00:27:53.520 MATE program. It's a great way to help inspire  and challenge students to learn and creatively   00:27:53.520 --> 00:27:58.320 apply STEM to solve real-world problems, and to  strengthen their critical thinking. And also,   00:27:58.320 --> 00:28:02.160 collaboration and entrepreneurship  and innovation. There are regional   00:28:02.160 --> 00:28:06.480 competitions and the regional winners are  then invited to the international competition. 00:28:08.560 --> 00:28:16.320 But for our office, we decided to use ROV kits.  Now on our kits, we have this PDF. I'm sorry, on our website,   00:28:16.320 --> 00:28:21.520 we have this pdf called "ROV in a Bucket." It  was actually created by a man named Doug Levin,   00:28:21.520 --> 00:28:24.160 who was a NOAA employee at the time he created it. 00:28:26.640 --> 00:28:31.840 And it walks you through the process of how to  build a kit, using PVC, small electric motors,   00:28:31.840 --> 00:28:37.360 stereo wire, and a battery. However, we ourselves  have made many modifications to the kit,   00:28:37.360 --> 00:28:41.760 as well as Mr. Levin has. And I'm happy  to share those with you if you would like.   00:28:42.320 --> 00:28:47.200 Just be sure to write down my email at the end  of this presentation, and if you want me to send   00:28:47.200 --> 00:28:53.360 those to you, I'll be happy to do that. If you  use these kits, I suggest about six kits per   00:28:53.360 --> 00:28:58.800 a class of about 24 to 25 students, as I recommend  that they work in groups of three or four.   00:29:00.800 --> 00:29:07.200 So, but before you have your students to begin  the engineering and designing a ROV, you're going   00:29:07.200 --> 00:29:12.960 to need to go over Newton's Laws of Motion and  how they apply to designing a ROV. The first law   00:29:12.960 --> 00:29:17.120 says that an object at rest will remain at rest  and an object in motion will remain in motion   00:29:17.120 --> 00:29:23.680 in a straight line with the same speed, unless  the object is acted upon by an outside force and   00:29:23.680 --> 00:29:28.320 an object with greater mass has more inertia  and it takes more force to change its motion. 00:29:32.960 --> 00:29:36.720 So here is one way to demonstrate  Newton's First Law of Motion. 00:29:39.520 --> 00:29:46.080 Not running, yep, okay. Simply place an index  card on top of a cup and then put a penny in   00:29:46.080 --> 00:29:51.920 the center of the card and cup. Use your index  finger to quickly flick the card and watch how   00:29:51.920 --> 00:29:56.640 the penny drops straight into the cup. To apply  this principle, students need to understand that   00:29:56.640 --> 00:30:00.880 their ROV is not going to move unless they have  a force, which is provided by the three motors. 00:30:03.760 --> 00:30:09.280 And that brings us to Newton's Second Law of  Motion, which pertains to the behavior of objects,   00:30:09.280 --> 00:30:14.400 for which all existing forces are not balanced.  The second law states that the acceleration of   00:30:14.400 --> 00:30:20.240 an object is dependent upon two variables, the net  force acting upon the object and the mass of the   00:30:20.240 --> 00:30:26.240 object. To apply this law to the ROV, students  must realize that the ROV's motors are small   00:30:26.240 --> 00:30:31.600 and limited in the amount of force that they can  produce. Therefore, designing a six foot by six   00:30:31.600 --> 00:30:37.920 foot ROV is out of the question, as it would have  more mass than the force could move. And last,   00:30:37.920 --> 00:30:43.440 is Newton's Third Law of Motion, which basically  states that for every action there is an equal   00:30:43.440 --> 00:30:48.960 and opposite reaction. And this law is applied to  where they place their motors. They must make sure   00:30:48.960 --> 00:30:54.640 that their ROV moves forward, backwards, and up  and down. Now a lot of the motors do go forward   00:30:54.640 --> 00:30:58.800 and backwards. They can reverse the propeller  so they can go both ways. But still it's just a   00:30:58.800 --> 00:31:03.600 good reminder that they need to place their motors  so that they can place them up, place them down,   00:31:03.600 --> 00:31:09.120 just so that they will know that they're going  to have to determine which way they're going. 00:31:11.760 --> 00:31:18.960 And this law is pretty simple to demonstrate  with a 'Newton's Cradle'. These are relatively   00:31:18.960 --> 00:31:22.720 inexpensive. And they do make large,  wooden versions of them that are much   00:31:22.720 --> 00:31:28.320 sturdier for students, if you want to to use  them with students or as a group. So you know,   00:31:28.320 --> 00:31:34.480 if you've done this before, if you pull out one  of the balls and let it go, it's going to hit   00:31:34.480 --> 00:31:39.280 the other balls, and make one ball go out on the  other side. And if you do two balls, you're going   00:31:39.280 --> 00:31:44.240 to get two balls on the other side. And if you do  three balls, you're going to get three balls, etc.   00:31:45.200 --> 00:31:48.880 So it's pretty simple to demonstrate  Newton's Third Law of Motion. 00:31:52.560 --> 00:31:58.160 All right, so once the students understand  Newton's Laws of Motion and know how to apply   00:31:58.160 --> 00:32:03.280 them, you introduce them to the parameters for  building an ROV. Now one of the most important   00:32:03.280 --> 00:32:08.720 parameters is that the ROV must be neutrally  buoyant, which means, it must float below the   00:32:08.720 --> 00:32:13.440 surface of the water and at least three inches  from the bottom. I put in the guide how important   00:32:13.440 --> 00:32:17.920 this three inches from the bottom is. It's because  if they don't make it, if they don't have it float   00:32:17.920 --> 00:32:23.040 off the bottom, the propellers are going to  constantly be hitting the floor of your pool   00:32:23.040 --> 00:32:26.960 or wherever you're in, and the propellers  are going to come off. And it's a timely   00:32:26.960 --> 00:32:32.480 fix, so make sure that they get it neutrally  buoyant before they start experimenting with   00:32:33.600 --> 00:32:40.960 driving it. Now other than that parameter, any  parameters can be whatever you want. The rest   00:32:40.960 --> 00:32:45.040 of them to be. Can be whatever you want. You can  design an obstacle course for the ROV to maneuver   00:32:45.040 --> 00:32:49.440 or you can use this simple, suggested  competition called "Working Under Pressure."   00:32:50.160 --> 00:32:57.120 As they begin, I also show them the various PVC  pipes and the connectors and give them their kit   00:32:57.120 --> 00:33:01.520 box with the three motors and the controllers. I  don't let them get the PVC pipes and connectors   00:33:01.520 --> 00:33:05.920 because they have to design it first. So with  this simple competition, they're just going to   00:33:05.920 --> 00:33:11.280 work as a team to build and design an ROV that's  going to be able to pick up crabs, which are PVC,   00:33:11.840 --> 00:33:17.040 pieces of PVC with little pipe cleaners on  them. And they're going to have to move them   00:33:18.720 --> 00:33:24.320 across the pool. And so therefore, they're going  to have to also build an arm to go on their ROV. 00:33:26.720 --> 00:33:31.040 So now it's time to start designing. I  require that all teams complete a design,   00:33:31.040 --> 00:33:35.920 drawn and labeled, and they also have to  show their design to me or another adult,   00:33:35.920 --> 00:33:39.600 if you have somebody assisting you. And  when they explain their design, you may   00:33:39.600 --> 00:33:44.480 note some very obvious flaws in the design.  And if you do, don't tell them this is wrong,   00:33:44.480 --> 00:33:52.000 just ask them lots of guiding questions  to get them to rethink their design. 00:33:52.000 --> 00:33:53.600 Once their design has been approved,   00:33:53.600 --> 00:33:58.240 then they can gather the PVC pipes they  need and the connectors and begin to build. 00:34:00.640 --> 00:34:06.000 One lesson I learned the very first time I did  this for students is do not show them an ROV   00:34:06.000 --> 00:34:11.040 already built from the kit, because they will  all make the exact same one. Now students are   00:34:11.040 --> 00:34:15.760 very creative when given the opportunity,  and you will see some very unique designs. 00:34:19.360 --> 00:34:25.120 Once the ROV is built, then it is time to test  it, redesign, it if necessary. Now there are   00:34:25.120 --> 00:34:30.320 several options for pool time. This was at  a local YMCA that let the students use the   00:34:30.320 --> 00:34:37.040 pool for about two hours. We have also used  our local aquatic center. Another option is   00:34:37.040 --> 00:34:41.600 to ask your local hotel or motel, if you  have one near, if you can use their pool.   00:34:41.600 --> 00:34:46.160 At NSTA, the conference hotel actually allowed  me to use their pool for my teacher workshop.   00:34:46.800 --> 00:34:51.840 And this is a picture from a workshop I did in the  Outer Banks. So I always say it can't hurt to ask. 00:34:54.320 --> 00:34:59.920 And if it's for education, most places are  pretty understanding. But another option is   00:34:59.920 --> 00:35:06.160 to buy an above ground pool. It needs to be about  10 feet in diameter and at least 30 inches deep.   00:35:06.160 --> 00:35:12.400 The pool costs around $300 to $400, but you  can reuse it year after year. Also be sure to   00:35:12.400 --> 00:35:17.120 consider where you will place that pool. If you're  going to leave it out overnight with water in it,   00:35:17.120 --> 00:35:20.640 then you will need to make sure that it can  be locked up securely for safety reasons.   00:35:21.200 --> 00:35:25.680 Also make sure that it's in an area where there's  a water source, because you have to fill it.   00:35:25.680 --> 00:35:31.120 And where it can be easily drained, preferably  somewhere that needs to be watered. When I was   00:35:31.120 --> 00:35:37.520 going into schools, I would also ask the local  teachers to contact their fire departments.   00:35:37.520 --> 00:35:41.680 If they have the time, fire departments will  come out with their truck and fill it for you,   00:35:42.400 --> 00:35:46.320 but a lot of times, they don't have the time.  But it's just an option, so check it out   00:35:46.320 --> 00:35:51.120 and see if they will. Another option is to  ask the fire department if they have a pool   00:35:51.120 --> 00:35:56.080 you can borrow. Some of them have pools for  training purposes or for extra water. And I   00:35:56.080 --> 00:36:00.720 had them bring out and fill one, one night when  we were doing a STEM night up in Clark County. 00:36:02.960 --> 00:36:07.600 But no matter what kind of pool you use, once  those students test the ROV, they will most likely   00:36:07.600 --> 00:36:12.320 need to redesign and make changes to their ROV.  Now you can manage this part of the process in   00:36:12.320 --> 00:36:16.400 a variety of ways. You can let everyone finish  building, and then on a separate day, set the   00:36:16.400 --> 00:36:21.920 pool up and allow two to three teams to test  at a time, giving them about 10 to 15 minutes,   00:36:21.920 --> 00:36:28.720 I do limit time or otherwise we could be there all  day, and fix any problems they may have. Another   00:36:28.720 --> 00:36:34.160 option is to set up the pool ahead of time and let  each team go to the pool to test once they finish   00:36:34.160 --> 00:36:38.640 building. And depending upon how you structure  your time, this could be one class period or   00:36:38.640 --> 00:36:45.280 about an hour total for all teams to test and  redesign. Now as you can see this is not a pool   00:36:45.280 --> 00:36:49.920 I recommend using. I found out of after about  three uses the blow up ring got a hole in it. 00:36:52.320 --> 00:36:57.120 And as I said, you will get all types of designs,  some good, some bad, and some that surprise you.   00:36:57.920 --> 00:37:02.800 The coolest one was a group of boys that  designed in high school, that designed a   00:37:02.800 --> 00:37:07.600 ROV that looked like a pyramid. It ran circles  around the other ROVs, picked up all the crabs,   00:37:07.600 --> 00:37:12.160 and won the competition. Unfortunately, I  did not have a camera with me and my cell   00:37:12.160 --> 00:37:16.400 phone was in the car, and I didn't get a  picture of it, but it was an awesome one. 00:37:18.720 --> 00:37:24.400 And have fun with the competition with "Working  Under Pressure." In this activity they need to   00:37:24.400 --> 00:37:28.320 rescue those baby crabs. So their arms must be  able to pick up the crabs. There are two different   00:37:28.320 --> 00:37:34.560 sizes of PVC straight connectors that I use to  make the crabs. A small one and a big one. There   00:37:34.560 --> 00:37:41.920 is also a suggested point, list of points awarded  for different criteria. I always awarded one point   00:37:41.920 --> 00:37:46.880 if they could touch the crab, but it was only  one time given, so they didn't keep going back   00:37:46.880 --> 00:37:50.800 and forth touching the same crab, or trying to go  over and touch another crab. So they got one point   00:37:50.800 --> 00:37:56.000 for being able to move their ROV and touch a crab.  Three points if they could pick up a large crab.   00:37:56.000 --> 00:38:00.240 Four points if they could pick up a small crab.  And an additional three points for every crab   00:38:00.240 --> 00:38:07.040 that they moved from one side to the other.  Now as I said earlier, all of our curricular,   00:38:07.040 --> 00:38:13.520 activities, and other educational resources are  on our website under the "Learn" tab. Now under   00:38:13.520 --> 00:38:18.880 the "Visit" tab you will also find 11 videos and  several oral histories that showcase the unique   00:38:18.880 --> 00:38:24.240 and beautiful maritime heritage of the Outer  Banks. Now as your students explore our story map,   00:38:24.960 --> 00:38:28.720 there's also an activity that correlates  with each video and oral history.   00:38:30.240 --> 00:38:35.520 And you definitely should check out our shipwreck  webpage. Just click on the shipwreck tab and there   00:38:35.520 --> 00:38:40.480 you will find over 50 shipwrecks, each with  their own webpage, telling the ship's history,   00:38:40.480 --> 00:38:44.720 how it sank, and what it is like today.  You will see beautiful underwater images,   00:38:44.720 --> 00:38:53.360 along with sonar and 3D images, as well as videos  and more. And you definitely, and if you are not   00:38:53.360 --> 00:38:58.880 on your on our listserv, I invite you to sign  up. We even have a specific email list serve   00:38:58.880 --> 00:39:03.440 just for teachers. Go to our "News" section of  the website and click on the box for teachers.   00:39:04.960 --> 00:39:09.600 And of course Mark's going to remind you,  but be sure you follow us on social media.   00:39:09.600 --> 00:39:14.080 Mark does a great job with all of our social  media posts. A lot of historical posts,   00:39:14.080 --> 00:39:20.320 a lot of information that it's kind of the unknown  information, that goes up on social media. So   00:39:20.320 --> 00:39:23.840 you don't have to dig through our website to  learn everything. So be sure you follow us. 00:39:25.920 --> 00:39:29.760 And last but not least, that  is my contact information.   00:39:31.120 --> 00:39:35.600 And thank you so much for your time today.  And Mark, I am going to turn it over to you   00:39:36.160 --> 00:39:42.160 for any possible questions. [Mark Losavio] All  right, yes, now is the time to type in your   00:39:42.160 --> 00:39:49.600 questions into the question box. While you guys  are typing in those questions, I have one myself.   00:39:49.600 --> 00:39:56.640 I was wondering if you've ever tested the ROVs in  like a natural setting, like taking it to a river,   00:39:56.640 --> 00:40:01.520 to the beach or something like that? [Shannon  Ricles] Yes, we have. We did actually use them   00:40:01.520 --> 00:40:06.480 on the Albemarle Sound when we were down in  the Outer Banks. We put them down in the sound,   00:40:07.200 --> 00:40:13.520 and that's a great option to do. The only  thing that I sometimes caution people to   00:40:14.320 --> 00:40:19.040 not put them in. When you don't put them in clear  water, they, you can't see what they're doing,   00:40:19.040 --> 00:40:24.080 and they can get tangled. They can get lost.  So I always like to start the competitions in   00:40:24.080 --> 00:40:27.840 clear water so we can see what's happening.  If they lose a propeller, I can find it.   00:40:28.480 --> 00:40:33.200 We can get it out of the pool. But, if once  they're proficient, and you've got some great   00:40:33.200 --> 00:40:40.720 ROVs, then yes, absolutely go do your thing.  And we've also done ROVs when we had a marine   00:40:40.720 --> 00:40:46.000 biologist working for us. She actually put sensors  on the ROV so they could go test water quality   00:40:46.720 --> 00:40:54.080 in the sound. [Mark Losavio] Very cool. All  right. So here's a question, do you have any   00:40:54.080 --> 00:41:00.720 plans for any in-person workshops regarding this?  [Shannon Ricles] That's a great question. Yes,   00:41:00.720 --> 00:41:07.360 we hope to be able to be back in person. We still  have not got the clearance from NOAA to be able   00:41:07.360 --> 00:41:12.880 to do in-person events. We're hoping that maybe  sometimes this fall in September I will be able   00:41:12.880 --> 00:41:18.080 to be back out at festivals and events. And I can  be back in classrooms and doing teacher workshops.   00:41:18.720 --> 00:41:23.920 But yes, I've done lots of teacher workshops  with the ROVs. I've gone into schools and   00:41:23.920 --> 00:41:30.560 helped teachers set up programs, and we hope to be  back going strong real soon. We do limit ourselves   00:41:30.560 --> 00:41:36.400 to pretty much, you know within about a 250 mile  radius just simply because of travel. I can't,   00:41:36.400 --> 00:41:40.928 I would love to go to California or Hawaii, if you  want to pay my way, I'm happy to go. [laughing] 00:41:40.928 --> 00:41:46.880 [Mark Losavio] Same here. [Shannon Ricles]  Mark will come with me. [Mark Losavio]   00:41:46.880 --> 00:41:51.920 What is your progression of education or  I guess, your like plan for teaching the   00:41:51.920 --> 00:41:57.120 students how to pilot the ROVs. [Shannon  Ricles] That comes pretty naturally,   00:41:57.120 --> 00:42:02.800 because most of the kids do video games.  They catch on very quickly. I've never   00:42:02.800 --> 00:42:07.920 had to explain how to do it. I usually show  them the controller, so I will tell them,   00:42:07.920 --> 00:42:12.960 the controller that I used had three switches,  it was a black box, had three switches.   00:42:12.960 --> 00:42:18.560 So I would show them, I would tell them to put the  ROV into the water and then try the first switch   00:42:19.120 --> 00:42:24.000 and see which way their ROV goes. Try the second  switch, see which way it goes, and then the third.   00:42:24.000 --> 00:42:29.840 They can also try the switches out to just see  which motors which, before they even put their ROV   00:42:29.840 --> 00:42:34.800 in the water. And then once they kind of get the  feel of it, it takes about two minutes, and those   00:42:34.800 --> 00:42:41.680 kids have the feel of it, they are driving it all  over the place. The biggest thing with students is   00:42:41.680 --> 00:42:47.040 getting them to make it neutrally buoyant. That  is the biggest problem beyond any other problem.   00:42:47.040 --> 00:42:51.680 Once they get it neutrally buoyant, and they can  move it, they have no problem with that. And I do   00:42:51.680 --> 00:42:57.280 have to tell you a little secret that girls,  who play video games, are usually the better   00:42:57.280 --> 00:43:03.280 pilots. They have more patience is what I've  found. Boys get very frustrated, but that's just a   00:43:03.280 --> 00:43:09.120 generalization. I don't mean anything by it, but I  just have found that to be a truth in what I have   00:43:09.120 --> 00:43:14.480 seen. So it does take a little bit of patience, so  for boys or girls, whoever has the most patience,   00:43:14.480 --> 00:43:19.520 is probably going to be the better driver.  [Mark Losavio] All right. How long do you   00:43:19.520 --> 00:43:24.960 give the students to build the ROVs. [Shannon  Ricles] That usually takes about a class period,   00:43:24.960 --> 00:43:32.480 maybe about 50 to 60 minutes. It'll really depend  upon your group. If you've done all of the lead   00:43:32.480 --> 00:43:37.600 up to it, the actual building part shouldn't  take long. They should be able to draw a design   00:43:38.160 --> 00:43:43.840 come up with something in their head, show it to  you, go collect their pieces, and build. All of   00:43:43.840 --> 00:43:49.760 that usually within about a 50-minute time period.  It goes a lot faster than you think it would.   00:43:49.760 --> 00:43:55.200 There are some who take a little longer, but for  the most part, they already know know what they're   00:43:55.200 --> 00:44:00.080 doing. And there's a lot of groups that will want  to build without designing because they just have   00:44:00.080 --> 00:44:04.000 that visual acuity, and they're just able to say  'oh, I'm doing this, this, this, and this', and   00:44:04.000 --> 00:44:09.200 they don't want to do the design. But I still make  them go back and draw a design. And I tried them   00:44:09.200 --> 00:44:14.320 and that's why I started limiting that they could  not go get their ROV pieces until they showed me   00:44:14.320 --> 00:44:20.000 the design. So I kind of guard the buckets of  ROV pieces and wait for them to show me that.   00:44:20.640 --> 00:44:25.200 Because you do have students that are very good at  just being able to visually imagine it, and they   00:44:25.200 --> 00:44:30.720 do it, and that's great, but they also need to  learn how to put it down on paper. 00:44:30.720 --> 00:44:37.600 [Mark Losavio]  Nice. Have we ever collaborated with other  sanctuaries in regards to working on ROVs like   00:44:37.600 --> 00:44:43.520 Grey's Reef or Thunder Bay. [Shannon Ricles]  We have not. Several of the sanctuaries do   00:44:43.520 --> 00:44:48.240 MATE and they do competitions. And we  have talked about collaborating with   00:44:48.240 --> 00:44:52.720 other sanctuaries and that would be something  I would really love to do. I know that now that   00:44:53.600 --> 00:45:03.040 Mallows Bay is a sister sanctuary, we do  plan on doing some things with Mallows Bay. So we   00:45:03.040 --> 00:45:07.680 do have plans for that. And that's up the road in  Maryland, if you don't know where it's located at.   00:45:07.680 --> 00:45:14.080 It's on the Potomac River up there near DC.  So yes, hopefully, we will be able to do more.   00:45:16.080 --> 00:45:22.720 [Mark Losavio] So you mentioned earlier putting  like sensors to take water quality on the ROVS.   00:45:22.720 --> 00:45:27.520 Have you thought of putting a camera on one?  [Shannon Ricles] Yes, you can put a camera   00:45:27.520 --> 00:45:32.720 on them. GoPro cameras are really good, they  work well. You can do that. We didn't do it   00:45:32.720 --> 00:45:38.560 ourselves, but I have worked with another ROV  educator with Nauticus, who has done that.   00:45:39.920 --> 00:45:45.840 We didn't have GoPro cameras, so we just, that's  the only thing, that's reason why we didn't do it.   00:45:46.640 --> 00:45:51.920 [Mark Losavio] Here's one on the design of the  ROVs. It looks like there are holes drilled in   00:45:51.920 --> 00:45:57.600 the PVC to allow them to fill with water and  mitigate the buoyancy. Does the placement of the   00:45:57.600 --> 00:46:04.000 holes in the PVC pipe affect the movement or time  to fill? [Shannon Ricles] No, I haven't found that   00:46:04.000 --> 00:46:10.400 to be true. Every piece, they're about six inch  piece of PVC pipes, and I think we've got two or   00:46:10.400 --> 00:46:15.200 three holes drilled in them. I don't have one in  front of me, but it's just mostly so that they can   00:46:15.200 --> 00:46:20.880 be able to fill. Once you drop that ROV into the  water, it's heavy enough that it's going to begin   00:46:20.880 --> 00:46:25.040 to sink and then you're going to see bubbles  coming up. And so all the pipes are filling.   00:46:26.160 --> 00:46:34.880 In the pictures that you see that I've shared, you  probably see a large PVC tube-like structure. We   00:46:34.880 --> 00:46:41.840 used to use those. We called those buoyancy tubes  or buoyancy sleeves. And we used to use those to   00:46:41.840 --> 00:46:49.440 help balance the buoyancy to get it neutrally  buoyant. But now we use noodles. We just go   00:46:49.440 --> 00:46:56.000 and buy noodles and we cut them down in half, and  then we cut them into pieces. And actually I bring   00:46:56.000 --> 00:47:01.600 a whole noodle cut in half, and I let the kids  cut them apart and determine what size they need. 00:47:04.160 --> 00:47:10.480 For me, noodles were inexpensive enough that that  let them not have to use pre-fabricated pieces,   00:47:10.480 --> 00:47:17.040 but use pieces that they could develop. But I also  always brought that bucket full of cut noodles,   00:47:17.040 --> 00:47:20.880 so they could just pick and choose from  there, if they wanted. We've tried using   00:47:20.880 --> 00:47:27.840 the pipe insulation stuff that you wrap  around your pipes, that brown insulation pipe thing.   00:47:28.640 --> 00:47:32.640 It didn't work well, but noodles work really  well. But I do also recommend that you have   00:47:32.640 --> 00:47:38.160 a little bit of duct tape on hand, because  sometimes those noodles will come right off,   00:47:38.160 --> 00:47:41.120 and so they just need to be taped  on to make it a little more secure. 00:47:44.720 --> 00:47:50.240 [Mark Losavio] Real quick. I think you did mention  this but if you could just remind us what your   00:47:50.240 --> 00:47:56.880 like target age range is for these activities.  [Shannon Ricles] Sure, it's 6th grade to 12th   00:47:56.880 --> 00:48:02.160 grade, but I've done it with with a lot lower.  I've done it with homeschoolers down to 3rd grade,   00:48:02.720 --> 00:48:07.600 that was a little more challenging than I would  like, but it worked. And I have done it with   00:48:07.600 --> 00:48:13.360 a lot of 5th grade classes. It really depends  upon the class, if the teacher has students that   00:48:13.360 --> 00:48:19.840 she thinks or he thinks that will do well and  be able to handle it then, 5th grade is fine.   00:48:20.400 --> 00:48:25.200 I've done it with a lot of adults. I've  done a lot of teacher workshops, so I've   00:48:25.200 --> 00:48:30.480 done a lot of adults who have done this, and they  have just as much fun with it as the kids do.   00:48:30.480 --> 00:48:38.240 But I would say your target age is anywhere  from 6th grade to high school. One of the schools   00:48:38.240 --> 00:48:42.720 that I worked with was out in Virginia Beach, and  they are the the technology center out there. And   00:48:42.720 --> 00:48:49.440 that was a fabulous program that we did with them.  They had three classes, one was the engineering   00:48:49.440 --> 00:48:53.920 class, where they would do the CAD drawing. The  other was I don't know what you would call it, but   00:48:53.920 --> 00:48:59.600 to me it was kind of like a shop class, where they  would cut the pipes and and do all the mechanical   00:48:59.600 --> 00:49:05.280 cutting up and stuff. And then the other class was  like the digital representation. So they would do   00:49:05.280 --> 00:49:12.000 all the cool web stuff. So we would have the class  design, the CAD class would design the ROVs and   00:49:12.000 --> 00:49:16.080 then, this was high school of course, they would  design the ROVs and then they would give their   00:49:16.080 --> 00:49:21.360 specs to the other class, who would cut everything  up and build the motors. And then we would   00:49:22.480 --> 00:49:27.440 let the digital people represent it all. It was  great. And I would work with them, and this would   00:49:27.440 --> 00:49:32.480 probably be over a couple of weeks. But it was  a great program. We did that for many years.   00:49:33.200 --> 00:49:38.560 Very successful. [Mark Losavio] I'll be honest,  I kind of want to build one now. 00:49:38.560 --> 00:49:46.000 [Shannon Ricles]  Well come on. [Mark Losavio] What is the  approximate cost for like I guess building an ROV? 00:49:46.880 --> 00:49:50.480 [Shannon Ricles] For the kits. I forgot to  mention that. Thank you for asking that question.   00:49:51.120 --> 00:49:55.760 When we first started building the kits, they were  probably, to buy all of the supplies was about   00:49:55.760 --> 00:50:02.160 $150. They probably have gone up a little more  now, especially with the price of everything going   00:50:02.160 --> 00:50:08.320 up. But I would say probably anticipate at least  about two hundred dollars for all of the supplies   00:50:08.320 --> 00:50:13.520 to build it, that is if you have the knowledge,  or if you know somebody that has the knowledge,   00:50:13.520 --> 00:50:20.240 on how to wire the motors, that is great. And if  you don't like me, I paid somebody to do that.   00:50:21.120 --> 00:50:25.680 It was actually a teacher's husband who was an  electrical engineer. He tried to do it for me   00:50:25.680 --> 00:50:30.560 for free, but I paid him, and it was well worth  it, because I had no knowledge of how to do it.   00:50:31.440 --> 00:50:36.000 So it just depends if you have somebody  who can do the wiring for you, then that's   00:50:36.960 --> 00:50:41.040 no cost. But if you're like me and you need  to pay somebody, I think I paid him $400   00:50:41.040 --> 00:50:48.640 to do six kits for me. So I say it would probably  run somewhere around $200 to $250 for per kit.   00:50:48.640 --> 00:50:54.240 But these kits are reusable year after year after  year. The only things you really need to replace   00:50:54.240 --> 00:51:00.400 on these kits are the propellers. Sometimes  they fall off, they get broken, the screws   00:51:00.400 --> 00:51:07.840 get stripped. Sometimes the motors quit working,  but you can troubleshoot most of that. And then   00:51:08.400 --> 00:51:12.320 every now and then, the wiring goes bad  because of the way the kids handle it.   00:51:12.320 --> 00:51:17.680 Another big thing that I highly recommend  when you're having kids handle the ROVs,   00:51:17.680 --> 00:51:21.600 that they pick them up and handle them carefully.  They don't pick them up by the wire. They don't   00:51:21.600 --> 00:51:27.120 pick them up by the motor. They pick them up  by the PVC pipe, because pulling them up on the   00:51:27.120 --> 00:51:31.520 tether, you know that every ROV has a tether,  and they'd like to pull them up by that tether.   00:51:31.520 --> 00:51:37.520 And when they do that, they're ruining the wire  and they're going to break those connections.   00:51:37.520 --> 00:51:40.880 So the better they take care of them, the  less problems you're going to have and less   00:51:40.880 --> 00:51:46.560 troubleshooting you'll have down the road. [Mark  Losavio] Right. Okay, so we have time for one more   00:51:46.560 --> 00:51:53.600 question, and I really like this one. Do you,  can you recommend like a follow-up lesson program   00:51:54.640 --> 00:52:00.560 to go after this ROV, like underwater  sensing methods or measuring activities.   00:52:01.440 --> 00:52:05.920 [Shannon Ricles] That's a good question. I never  thought about how to follow this up. I've always   00:52:05.920 --> 00:52:12.720 thought of it as a unit or as a piece of a unit.  That's a really good question. I don't know if   00:52:12.720 --> 00:52:17.360 I can come up with anything off the top of  my head. I will tell you that in our maritime   00:52:17.360 --> 00:52:24.880 archaeology guide, that is totally STEM, it's  taking a look at maritime archaeology and then   00:52:24.880 --> 00:52:31.840 it takes a look at all the tools of the trade. It  also looks at how to search and find a shipwreck.   00:52:33.040 --> 00:52:40.480 So it's got things in there, like how to do  research and and how to plot coordinates. So   00:52:40.480 --> 00:52:45.520 there's lots of different things in there. And  this and so the ROV piece is just one piece of   00:52:45.520 --> 00:52:50.640 that bigger picture. Another thing that I  mentioned is "Shipwreck of the Deep," that   00:52:50.640 --> 00:52:54.960 course that we created for Crittenden  Middle School in Newport News Schools.   00:52:55.920 --> 00:53:02.320 That one is another unit that not the first  half of it is all about finding the shipwreck,   00:53:02.320 --> 00:53:08.160 so the problem is or the scenario is that they're  looking for the U-576, but they found this other   00:53:08.160 --> 00:53:13.680 fictitious shipwreck. And they have to do a lot  of research on the shipwreck to figure out if it's   00:53:13.680 --> 00:53:18.800 historical or not historical. They take ROVs that  go down and they look at it. And then they finally   00:53:18.800 --> 00:53:24.400 did want to also look at the environmental issues  surrounding the shipwreck. So they start looking   00:53:24.400 --> 00:53:30.640 at the water quality. They look at what's living  on it. They start doing research on oysters,   00:53:30.640 --> 00:53:35.600 because they're thinking about making an oyster  reef. So after you do the ROVs, there's all kinds   00:53:35.600 --> 00:53:40.320 of different directions that you can go, just  depends upon what you want to do as a class.   00:53:40.320 --> 00:53:43.920 But I'm going to give that one some more thought.  Maybe I can come up with something a little better   00:53:43.920 --> 00:53:50.320 answer than that. [Mark Losavio] All right, thank  you very much for answering all of our questions.   00:53:50.320 --> 00:53:56.800 We have actually a lot of questions, so for those  of you who did not get your questions answered,   00:53:56.800 --> 00:54:06.080 sit tight. Because I will help you with that  in just a moment. But if you haven't downloaded   00:54:06.640 --> 00:54:13.680 Shannon's bio in the chat box, try to do so now.  And if you can't, most of the information will   00:54:13.680 --> 00:54:19.840 be on our website. In the bio, you'll find  various links to learn more about the free   00:54:19.840 --> 00:54:25.200 educational materials available on our website.  And if I didn't get to your question today,   00:54:25.200 --> 00:54:30.160 because we had a ton of really great questions, or  if you think of any more good ones, you can send   00:54:30.160 --> 00:54:36.000 them directly to Shannon here at this website.  And that's her email listed on the screen here.   00:54:37.520 --> 00:54:43.600 Once we get this video captioned and processed,  a recording of this presentation will be made   00:54:43.600 --> 00:54:48.480 available on the sanctuaries' webinar archive  page found at the URL listed here at the top.   00:54:49.600 --> 00:54:54.480 In addition to this location, the webinar  will also be archived on Monitor National   00:54:54.480 --> 00:55:00.320 Marine Sanctuary's website. When you go, you can  click on the multimedia section in the toolbar   00:55:00.320 --> 00:55:05.120 to access the webinar box. You will also find  future webinars in that same section, and we've   00:55:05.120 --> 00:55:11.040 got a lot of great ones coming up so make sure to  check often. And don't worry, all this information   00:55:11.040 --> 00:55:17.120 will be sent to you in a follow-up email once the  recording has been processed. Speaking of which,   00:55:17.120 --> 00:55:23.840 our next webinar is next Tuesday, July 20th.  Join Lori Sanderlin and Katie Menne at the   00:55:23.840 --> 00:55:29.600 North Carolina Maritime Museum in Southport, as  they tell how their small museum took on the big   00:55:29.600 --> 00:55:35.680 topic of diversity and inclusion. Learn about  how this tiny staff of three took on the huge   00:55:35.680 --> 00:55:42.960 task of adapting programs creating an ASL tour  and making physical alterations to create a more   00:55:42.960 --> 00:55:48.480 welcoming and inclusive experience for individuals  and families with sensory sensitivities or special   00:55:48.480 --> 00:55:56.240 needs. Besides that, we have plenty of other  great webinars coming up in the coming year   00:55:56.240 --> 00:56:00.240 so make sure to check out these and register  for them when they show up in your email box.   00:56:01.520 --> 00:56:08.480 If you did like this webinar, there's more in  the National Marine Sanctuaries System. In fact,   00:56:08.480 --> 00:56:15.280 tonight in about an hour there is a webinar  about the long-term tagging study of the green   00:56:15.280 --> 00:56:20.240 sea turtle, the wealth of information that it  has revealed, and how they plan to research the   00:56:20.240 --> 00:56:24.880 turtle's resilience to climate change in Hawaii.  So if that's something that interests you,   00:56:24.880 --> 00:56:31.760 then I guess sit tight, because that'll be  on soon. And of course, like Shannon said,   00:56:31.760 --> 00:56:37.360 please follow us on social media. We actually,  she mentioned earlier in her presentation,   00:56:37.360 --> 00:56:43.840 that the Bluefields and the U-576 had an  encounter. And that actually happened today   00:56:44.480 --> 00:56:50.800 in 1942. So you can read all about that on  our Facebook page and our Twitter. And lastly,   00:56:50.800 --> 00:56:56.160 as you exit the webinar there is a short survey  for formal and informal educators. If you are   00:56:56.160 --> 00:57:00.160 an educator, NOAA would really appreciate it if  you could just take a minute or two of your time   00:57:00.160 --> 00:57:04.080 and complete this survey. Your answers will  really help us develop future webinars to   00:57:04.080 --> 00:57:09.120 meet your needs. Your participation is voluntary  and your answers will be completely anonymous.   00:57:09.920 --> 00:57:14.800 And once again, we'd like to thank Shannon for  her fantastic presentation and all the hard work   00:57:14.800 --> 00:57:21.600 she does for us and everybody. And thank you for  taking the time to join us today. That concludes   00:57:21.600 --> 00:57:26.960 the presentation, and I will now end the webinar.  [Shannon Ricles] Thank you Mark. Bye everyone.