Can You Design a Submersible?
A scientific experiment is not a one-time event. A hypothesis is
repeatedly tested and modified until one hypothesis is
confirmed. Something very important to do along the way is to
document (write down/describe) what you do and why you do
it. Who knows? Your best hypothesis might have been the 2nd
one you tried out of 100!
In this activity, you will document your progress in designing
and testing a submersible that can go down, move forward and
return to the surface again. You will include your hypothesis,
sketches, notes, data/observations, and conclusions. If you
make changes to your 1st plan, you will also note those in your
2nd, modified design and in your new hypothesis.
Can You Design a Submersible?
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Can You Design a Submersible?
Suggested Grade Span
6–8
Task
A scientific experiment is not a one-time event. A hypothesis is repeatedly tested and modified
until one hypothesis is confirmed. Something very important to do along the way is to document
(write down/describe) what you do and why you do it. Who knows? Your best hypothesis might
have been the 2nd one you tried out of 100!
In this activity, you will document your progress in designing and testing a submersible that can
go down, move forward and return to the surface again. You will include your hypothesis,
sketches, notes, data/observations, and conclusions. If you make changes to your 1st plan, you
will also note those in your 2nd, modified design and in your new hypothesis.
Big Ideas and Unifying Concepts
Cause and effect
Design
Models
Physical Science Concepts
Motion and forces
Properties of matter
Design Technology Concepts
Design constraints and advantages
Invention
Mathematics Concepts
Data collection, organization and analysis
Diagrams
Time Required for the Task
This inquiry takes two to four class sessions (including initial teacher demonstration and final
class presentations).
Can You Design a Submersible?
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Context
This inquiry is part of a unit of study in earth science for our classes. It builds on prior
understanding of earth’s history and earth’s systems. Students have completed a map activity
that introduced related vocabulary and concepts. Next, they completed an investigation with
lasagna noodles (Experiment: Plate Tectonics Theory) that guided the students in using the
scientific method to formulate a theory about geologic history. During the lab, students tested
theories using a model and their observations. To move to this part of the unit of study, I
demonstrated the classic crushing a can experiment to introduce students to, and discuss the
concept of pressure at the bottom of the ocean. We applied what students had already learned
about the scientific method as the structure for taking notes on the demonstration. I have
included a sample of one student’s notes using that format. It explains the demonstration I used
along with the student’s observations, hypothesis, and conclusions.
Next, we talked about how environmental conditions would effect scientific exploration at the
bottom of the ocean and began to hypothesize solutions related to how to get there. Students
developed a preliminary plan for building their submersibles. (I have also included one sample
of a student’s plan.) Preliminary plans allowed me to pre-assess understanding, discuss the
design of the submersible models to be built, and help to refine students thinking. This set the
stage for the inquiry activity.
What the Task Accomplishes
This activity, part of our Getting to the Bottom of the Ocean, unit allows students the opportunity
to build upon prior knowledge and conceptual understanding using the scientific method.
Students apply their observation, analysis, and design skills and work as scientists/engineers to
theorize through simulation and the use of models. The activity also lays the groundwork for
further study of such science concepts as density, pressure and buoyancy.
How the Student Will Investigate
At the beginning of the unit, students are given booklets with all of the activity and data
collection worksheets for the week. Students use the materials provided to build models and
investigate submersibles. Some of the work can be done at home if more time is needed.
Students can work individually or in teams to investigate how the model works and to describe
how it relates to concepts being studied. Students make presentations, compare their findings
to the findings of others in the class and revise their theories as appropriate. The ability to
articulate basic knowledge and apply it to the real world helps the teacher to identify the
conceptual understanding of students and plan for further instruction.
Can You Design a Submersible?
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Interdisciplinary Links and Extensions
Science
This activity can easily extend to other density, pressure and/or buoyancy investigations using
Archimedes’ Principle. (Archimedes’ Principle: The buoyant force equals the weight of the
displaced liquid.)
Some simple investigations include the following:
• Experiment with different shapes and sizes of clay and foil (balls and boats) to increase the
amount of water displaced and therefore increase the buoyant force
• Make unfloatable objects float by modifying them
• Use liquids other than water and/or compare results with salt and fresh water
• Design a life preserver to support a specified amount of weight
• Investigate how objects of the same size but of different weight react when placed in water
• Explore how hot-air balloons use the same principles of pressure and density
Social Studies/Geography
Research submersibles and the ocean areas where they are being used today. Research and
teach classmates how submarines work to descend and ascend. Create a timeline of ocean
research events.
Mathematics
Build a scale model or cut-away scale drawing of a real submersible.
Teaching Tips and Guiding Questions
I encourage students to work in small groups to build and explore models, using the activity
sheets as a guide. Many students may also want to work on their own after a team brainstorm.
This is a time to discuss how models can show certain aspects of a concept to help us to
understand it, but may not be exactly like a real-world submersible.
Some questions to guide the inquiry might include:
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Did you observe any movements up or down that surprised you?
Have you seen any pictures of submersibles that resemble your model?
How does this new information connect with what you’ve already studied or observed?
Did anything float for a while and then sink? Why do you think it finally sank?
Did anything sink then float back to the top without your help? Do you think size, weight or
shape is the reason?
Was your model able to go down but not come back up?
What will you devise to help you to control and direct the submersible?
Are there materials that seem to work better than others in your model?
Have you revised your hypothesis? Have you documented your scientific reasoning?
Have you modified your design?
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Concepts to be Assessed
(Unifying concepts/big ideas and science concepts to be assessed using the Science
Exemplars Rubric under the criterion: Science Concepts and Related Content)
Scientific Method: Students use the terms descend, ascend, submersible, pressure,
hypothesis, data, observation, theory, and conclusion appropriately, and describe cause-effect
relationships with some justification, using their data and observations (cause and effect).
Students see that how a model works after changes are made to it suggests how the real object
would work if the same thing were done to it; they build and use models to simulate or explain
theories that are difficult to observe firsthand (models).
Physical Science – Properties of Matter: Students observe and compare physical properties of
matter.
Physical Science – Motion and Forces: Students observe that an unbalanced force acting on
an object changes its speed or path of motion or both.
Design Technology – Invention; Constraints and Advantages: Students document the
design process, with modifications, and understand that some materials are better than others,
depending on the task and characteristics of the materials (design; cause and effect).
Mathematics: Students use diagrams and collect, organize and analyze data.
Skills to be Developed
(Science process skills to be assessed using the Science Exemplars Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)
Scientific Method: Observing reactions, predicting/hypothesizing, collecting and recording
data using words and drawings, classifying, manipulating materials, drawing conclusions,
communicating findings, challenging misconceptions, interpreting and analyzing application of
prior knowledge with new information and raising new questions.
Other Science Standards and Concepts Addressed
Scientific Method: Students describe, predict, investigate and explain phenomena.
Scientific Theory: Students look for evidence that explains why things happen and modify
explanations when new observations are made.
Scientific Inquiry: Students use systematic observations, precise measurements and prior
knowledge to clarify ideas and answer questions.
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Physical Science – Properties of Matter: Students observe and describe physical properties of
objects and materials.
Physical Science – Motion and Forces: Students observe that an unbalanced force acting on
an object changes its speed or path of motion or both and that an object that is not being
subjected to a force will continue to move at a constant speed and in a straight line.
The Designed World: Students understand that manufacturing, depending on the task,
requires careful choice of materials (based on their characteristics). Students learn that
choosing a useful model (not too simple/not too complex) to explore concepts encourages
insightful and creative thinking in science, mathematics and engineering.
Suggested Materials
We used large plastic bins and buckets filled with water to test our submersibles. A large sink or
ice chest would also work. Students used materials from home as well as what I supplied for
them. Some of the items we used included:
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String
Foil
Soda bottles
Cans
Wire
Saran Wrap
Clay
Bottle caps
Fabrics
Apples and potatoes (easy to cut and shape as plugs and weights)
Paper clips
Corks
Scissors
Rulers
Magnets
Glue
Tape
Straws
Pipe cleaners
Metal washers
Fishing bobbers
Possible Solutions
Although many students worked in groups, each individual was responsible for writing up the
lab. All documentation of hypotheses, data collected and observations made should be based
on the student-created model. Conclusions should be drawn from data/observations. Evidence
Can You Design a Submersible?
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of applying the scientific method is indicated by stating a hypothesis, collecting data and
recording the reasoning that led to modifications to the original design.
Task-Specific Assessment Notes
Novice
The task is not actually completed, although it appears that it is. Conclusions are drawn, even
though data were not collected. The drawing is clearly labeled, and the explanation provides
evidence of an attempt to use scientific methodology appropriately. However, the explanation
indicates a lack of understanding of scientific concepts and the actual testing of the model. If
the bottle is filled with water (or even half full as the drawing indicates) and descends to the
bottom of the tank, pulling the plug would not cause the water to empty out while the bottle is
submerged. This student is using an intuitive approach to what should happen rather than
actually testing his/her idea.
Apprentice
The inquiry task is completed but not all work is documented - evidence of an attempt to use
scientific methodology appropriately. Conclusions are drawn and the new hypothesis is
conceptually correct. The student’s drawing is not labeled, and observations are vague.
Headings for the scientific method (data, conclusions, etc.) are not utilized for responses, and it
is not clear if the second change was tested.
Practitioner
The task is completed, although the design is unsuccessful. Conclusions are drawn, using the
data collected and summarizing the reasoning used. There is evidence of appropriate use of
scientific methodology and of conceptual understanding. The student’s new hypothesis builds
on observations and findings. The student attempts to use ideas from other students and works
to test them. Given more time, this student would be successful with the design.
Expert
The task is completed and design modifications are noted. The original hypothesis is specific,
with ideas based upon prior knowledge and conceptual understanding. Detailed drawings are
provided. Conclusions are drawn, using the data collected and summarizing reasoning for how
the boat will descend, move about and ascend again. There is evidence of appropriate use of
scientific methodology, and a new, more complex design problem is presented. The student’s
new hypothesis builds on earlier findings and a new investigation, indicating an understanding
of scientific concepts and reasoning.
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Can You Design a Submersible?
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Novice
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Apprentice
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Apprentice
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Practitioner
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Practitioner
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Expert
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Expert
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Expert
Can You Design a Submersible?
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Expert
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