1 Physical Oceanography and Meteorology, Navy Search and Rescue Operation Science Topic: Meteorology and Physical Oceanography
Grades: 9th – 12th
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What are the physical conditions of the ocean that affect marine navigation? What are the meteorological conditions of the ocean that affect marine navigation, in particular wind? How are the physical forces of the ocean and meteorology measured and used? Lesson Overview: In this lesson students will be introduced to the fundamentals of physical oceanography (waves, tides, currents, etc.) and meteorology (winds) and how they affect ocean navigation and the everyday operations of the US Navy, in particular search and rescue operations (SAR). Students will be asked to use Google Earth, a paper chart, and navigation board to find latitude and longitude, plot a course, and measure nautical distance. They will also calculate navigation travel speed for a vessel while accounting for nautical drift, locate the region to search for a parachuted officer, and present a risk assessment in a SAR scenario of a navy pilot lost at sea. A companion interactive whiteboard presentation that incorporates video and glossary terms used throughout this lesson is provided to use in classroom instruction (see Teachers Guide for directions). Learning Objectives: Students will be able to describe the branches of physical oceanography and meteorology, and then use mathematics and technology to calculate wave height over distance, plot a course and adjust bearings for drift, calculate the drift of a pilot along an ocean current, and conduct a risk analysis of a mock search and rescue (SAR) scenario. Analysis •
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Analyze the role of physical oceanography and meteorology in ocean navigation. Using information from a SAR scenario analyze the information needed for a successful rescue and explain how that information will be obtained. Application •
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Learn the tools used to measure tides, waves, and meteorological conditions on the ocean and how to apply them. Role-­‐paly in a search and rescue scenario. Comprehension © Copyright 2013 Discovery Education, Inc. All rights reserved. Discovery Education Inc. is a subsidiary of Discovery Communications, LLC
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Explain some of the tools used by physical oceanographers and meteorologists to assist in ocean navigation, and where these resources may be found. Develop a process for decision making while navigating on the ocean. Explain how weather, and particularly wind, affects marine navigation. Knowledge •
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Demonstrate knowledge of the tools of physical oceanographers and meteorologists use. Break down, step by step, the information needed for marine navigation in a SAR scenario. Identify how these tools may be useful to the average citizen when interacting with a marine environment. National Science and STEM Education Standards Science as Inquiry Students will actively participate in a scientific investigation of the properties of physical oceanography and meteorology by using cognitive and manipulative skills relating to the scientific explanations of naval navigation. •
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Identify questions and concepts that guide scientific Investigations-­‐ Students will demonstrate the proper procedures and conceptual understanding of physical oceanography and meteorology as applied to search and rescue (SAR). Use technology and mathematics to improve investigations and communications-­‐Students will use a variety of technologies from Google Earth and GPS to navigational maps, maneuvering boards, calculators, and rulers for their scientific investigation. They will also use computers for display of their data as well as mathematical equations to calculate physical oceanographic and meteorological forces in a SAR scenario. Formulate and revise scientific explanations and models using logic and evidence-­‐ The final activity of this lesson is the formulation of a risk assessment analysis for a naval SAR using logic and discussion of results from the scenario. Communicate and defend a scientific argument-­‐ In their evaluation of the risk assessment model for the SAR students will effectively communicate their results by summarizing their data, showing diagrams and charts, and explaining their analysis. They will then respond to critical questions from their classmates and instructor. Understandings about scientific inquiry-­‐ Students will understand how new and changing technologies affect the investigation, accuracy, and explanation of physical oceanography and meteorology, from satellite data to deployed buoy systems. Physical Science Through this lesson students will be able to relate the properties of motion and force to the macroscopic world. This relationship will be demonstrated using symbolic mathematical equations and formulas. •
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Motions and physical forces-­‐Students will understand that motion occurs when forces are applied particularly relating to physical oceanography and meteorology with waves, tides, and winds. Interactions of energy and matter-­‐In their analysis students will realize that waves on water have energy and can transfer energy and they are created by the energy of meteorological forces from solar forces, wind, and geological forces. Science and Technology Students will develop an understanding about current science and technologies used in naval navigation, relating to physical oceanography and meteorology. They will also conduct a mission risk analysis of the data provided for the SAR scenario. •
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Identify a problem or design opportunity-­‐Students will identify a SAR problem and suggest technology that could be used as a solution. Propose designs and choose between alternative solutions-­‐Students will be able to demonstrate planning of a naval SAR using technology and techniques appropriate to physical oceanography and meteorology. 2 3 •
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Implement proposed solution-­‐Computer software, calculations, and naval charts will be used to understand how to implement a proposed SAR. Evaluate the solution and its consequences-­‐ Through use of technology and calculations students will offer a testable solution to the SAR scenario and its criteria. Communicate the problem, process, and solution-­‐ Students will orally share their findings of the SAR scenario and risk analysis in charts and tables. Science in Personal and Social Perspectives Through this lesson students will develop an understanding of how the science and technology of physical oceanography and meteorology can be used to solve local, national, and global naval challenges. •
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Personal and community health-­‐Students will recognize that oceanographic and meteorological technology can be used to reduce and modify naval navigational challenges. Natural and human-­‐induced hazards-­‐In this activity, students will understand that natural and human induced naval hazards produce the need for continual technological assessment. Science and technology in local, national, and global challenges-­‐In this lesson students will also learn that oceanographic and meteorological information can inform how humans respond naval navigation challenges, but that these technologies do not dictate what should happen on local, national, or a global scale. Time Frame: This lesson is designed to be completed as either two 1.5-­‐hour classes or three 1-­‐hour classes. Vocabulary: •
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Compression wave-­‐also called longitudinal wave, is a mechanical wave in which the particle displacement of the medium through which it is traveling is parallel to the direction of where the wave started. Currents-­‐ continuous movement of oceans water whose flow is acted upon by forces such as wind, waves, astrological bodies, shorelines, depth, geologic features, temperature, and the Coriolis Effect. Drift-­‐ the flow or speed of the current of an ocean or river. Fetch-­‐the length of water over which a wind has blown, often called fetch length. GPS (global positioning system)-­‐ a satellite based system that provides information on or above the Earth’s surface. Knot (kt)-­‐a nautical measure of speed, 1 knot = 1.15155 miles per hour. Meteorology-­‐ the scientific study of the atmosphere, including a wide array of research branches from climatology and hydrology to atmospheric physics and chemistry. Nautical mile (M, NM, or nm)-­‐a unit of nautical length that is approximately one minute of arc of latitude measured along the global meridian or one minute of arc of longitude at the equator, 1nm = 1,852 meters. Physical oceanography-­‐the study of the physical conditions and processes within the world’s oceans and their boundaries, including the physical properties and motions of ocean waters. This involves the relationship between the oceans, weather, waves, climate, temperature, winds, tides, salinity, geological formations and more. Satellite-­‐an artificial object that has been placed into Earth’s orbit by humans. Traverse wave-­‐a mechanical wave, moving through a medium such as air or water, which causes particle displacement perpendicular to the direction of where the wave started. © Copyright 2013 Discovery Education, Inc. All rights reserved. Discovery Education Inc. is a subsidiary of Discovery Communications, LLC
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Tides-­‐ the rise and fall of ocean levels caused by the gravitational effects of the sun and moon as well as the rotation of the earth. Velocity-­‐the change in the travel rate and position of an object. Wave crest-­‐where the wave peaks at its height. Wave length-­‐ the horizontal distance between the crests or troughs of two consecutive waves. Wave period -­‐the measure of the size of a wave over time. Wave trough-­‐ the lowest part of a wave between two crests. Wind speed-­‐ the velocity of atmosphere at a specific rate. This is affected by many variables, including pressure, waves, jet streams, and weather conditions. Videos and images used in associated PowerPoint lesson plan: •
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At Sea: #1 https://www.dropbox.com/s/6czdp0e24fxughe/At-­‐Sea-­‐Ep-­‐1-­‐2-­‐11.14.2012.12.47.48.wmv Weather with Sarah Allen: 77ce8766-­‐e434-­‐4338-­‐812d-­‐ef3552d503c0 Background for the Teacher: Nearly 70% of the Earth’s surface is covered in water, and 90% of the world’s trade is conducted by sea (UN International Maritime Organization, 2012). The US Navy guards the navigable waterways of the world’s seas and oceans. To navigate these waters the Navy requires an extensive crew of scientists, oceanographers, cartographers, geologists, meteorologists, chemists and more. This means incorporating knowledge of a wide variety of science, technology, engineering, and mathematical fields. Among these are physical oceanography and meteorology. Physical oceanography is the study of the physical properties, conditions, and processes of the ocean. This includes the motion of ocean waters, the chemical properties of water, ocean water circulation, and how the ocean and atmosphere affect each other. Meteorology is the study of the atmosphere, including weather observations, climatology, atmospheric chemistry and physics, and hydrology. An understanding of both of these fields, and the tools used to study them, are the foundations of successful naval navigation, whether in the US Navy, on an aircraft carrier, or on a personal sailing ship. In this lesson plan students will be introduced to some of the basic principles of physical oceanography and meteorology including the tools used to measure them. This includes how forces from the two interact. All of these concepts will be applied through a model search and rescue (SAR) scenario. In the scenario student’s act as new officers and midshipmen from the Annapolis Naval Academy tasked with a SAR mission for a missing airplane and pilot. They will use the data provided to calculate their findings, and as a class orally present their SAR data and a risk assessment for the mission. Classroom Activities: Session 1 Activity Materials •
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PowerPoint capabilities with computer and smart board Internet access and access to Google Earth Calculators (at least one per student group) Rulers (one per student group) Sverdrup-­‐Munk-­‐Bretschneider nomogram handout (one per student group) Maneuvering board sheet (one per group of students). These may be purchased from West Marine online for $8 for a pack of 50). Maneuvering board printed on clear overhead transparency (one per student group, may be copied from those purchased through West Marine). 4 5 •
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Nautical map of search and rescue area printed from Google Earth (provided by Discovery curriculum in handout) (one per student) Slinky toy (one per group) Student SAR scenario data sheet (one per student) Washable marker (one per student) Pencil (one per student) Summary Students will begin to understand the concepts of physical oceanography and meteorology and some of the tools used to study them. They will then be presented with a series of slides outlining a mock naval search and rescue scenario (SAR). After a brief presentation they will discuss possible oceanographic and meteorological impacts on the SAR and how they might be measured, calculated, and addressed. Engage Slides 1-­‐6 •
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Ask students about their understanding of how much of the world is covered by water, and why oceans and water are important to humans (list on board). Explain the historical significance of oceans and how 90% of the world’s trade is by sea. Discuss the study of oceanography and have students list topics that fall into oceanographic study. See if students can then come up with the four main branches of oceanography; Physical Oceanography (dealing with the motion of the oceans, waves, tides, and currents), Chemical Oceanography (dealing with the chemistry of the water and the hydrologic cycle), Geologic Oceanography (dealing with the characteristics and shape of the sea floor) and Biological Oceanography (dealing with marine life and ecology). Introduce the idea of physical oceanography and how it is important to the ocean navigation. Some of these ideas may include: o How waves and wave height affect travel. o The nature of wind and how it drives waves, which affect navigation from travel speeds to drift. o The physical relationship of how the ocean currents circulate and the Coriolis effect of fluid flows around the northern and southern hemisphere and how ships travel. o Ocean and atmosphere interface and how winds, solar radiation or heat, and moisture affect the physical properties of the ocean, which in turn affect navigation. Ask students how meteorology, or the study of weather, would affect physical oceanography (such as waves, tides, wave height, etc.). Introduce students to some of the technological tools used to study physical oceanography and meteorology. NOAA Weather Center, National Data Buoy Center, OSCAR for ocean motion and surface current data from NOAA and satellite systems, and satellite information like Google Earth. The PowerPoint slides provided have direct links to these websites. Show students the first Navy video to capture their imagination about the use of technology, oceanography, and meteorology. Explore Slides 7-­‐8 •
Explore the use of Google Earth by opening up the link on the PowerPoint and finding the school’s location, and then find the nearest ocean and shoreline. If you do not already have this program installed you will need to install it prior to the class period. It is available for free online. © Copyright 2013 Discovery Education, Inc. All rights reserved. Discovery Education Inc. is a subsidiary of Discovery Communications, LLC
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Turn on the longitude and latitude grid (under view), the scale bar, and buoy markers which can be found in the “Weather” layer option under Ocean Observations. Click on one of the buoy markers and find its name and the meteorological and oceanic conditions it is currently measuring. Introduce students to what wind gust speed and wind speed mean, how they are measured (m/s v. kts). If time allows you may wish to cover the other measurements but they are not covered in this lesson. Using the ruler tool to draw a random line from the buoy that was chosen to the nearest shoreline. Change the measurement to nautical miles and discuss the difference between a nautical mile and US or UK mile and how it is obtained. A nautical mile is a unit of nautical length that is approximately one minute of arc of latitude measured along the global meridian or one minute of arc of longitude at the equator; 1nm = 1,852 meters. Click on the other weather options such as clouds and radar to show students other ways to view current meteorological conditions. Pose a question, “How could a program such as this be used by the US Navy, those with recreational ships, and the shipping industry? What other information might be useful to go along with this technology?” Help students understand that this technology is based on a long maritime history using manual techniques for measurement, ranging from paper nautical charts to navigating by the stars. Explain Slides 9-­‐12 •
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Explain to students that today’s lesson will include using physical oceanography (both technology and the mathematical equations that support technology), and meteorological data, to simulate a US Naval search and rescue operation (SAR). Brainstorm with students what information they would need to know to conduct an open ocean SAR. Have students explain to you what information they would need, the technology they might use, and how. Pass out student data sheets, maps, and maneuvering boards. Working as a class, and in smaller teams, students will take on the role of a US Naval Carrier command fleet THE SCENARIO: Explain that this is a training exercise, hosted by the US Naval Academy in Annapolis, which is sending a new crew of officers and midshipmen (students) to conduct a SAR operation exercise with an Aircraft Carrier and Littoral Combat Ship (LCS). They are to rescue an aircraft pilot that was last seen on radar flying 250 nautical miles off the coast of the Chesapeake Bay. An emergency locator transmitter (ELT) was activated by the plane and the cockpit was shown as ejected. Students must use the data provided, along with Google Earth, and mathematical calculations, to formulate and understand the SAR (an explanatory slide will accompany each section). Drift time of the pilot is assumed to be from the start time of the exercise to when the fastest ship, the LCS, can reach the datum. For simplification it will be assumed that the pilot went straight down at the datum, and that the Atlantic Gulf current is running due North at the datum. • After laying out the scenario ask students to explain a wave, and tell them that this must be understood before midshipmen and officers can go out to sea. Students will explore this concept using Slinkys to look at transverse v. longitudinal waves and how water waves are compression waves affected by wind speed and distance of wind travel (fetch). o Slinky Exercise: § Longitudinal wave demonstration (sound waves)-­‐Have students work in pairs or groups. Explain that waves travel in different ways. Sound waves vibrate parallel to each other as they travel, in the same direction. Have them demonstrate this by having one student hold the Slinky on the floor, and the other carefully pull the Slinky straight up and then let go straight down. The metal rings of the Slinky represent the sound waves. When the Slinky is released the energy of the student, and the wave, creates a visual representation of a longitudinal wave with each segment hitting the next and travelling in a parallel direction. Allow each student to take turns making the wave. § Transverse wave demonstration (water waves)-­‐Explain that water waves travel differently than sound waves because of the medium of water and how the molecules push 6 7 •
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each other. Friction, usually from wind, moves over the water’s surface and makes the water begin to move. Have one student hold the Slinky on the floor and have the other student move the other end of the Slinky in one smooth motion back and forth (left to right) in a perpendicular wave. § The speed of the wind, the distance that it blows (fetch), and the duration of the wind determine how big waves will be. § KEY TERMS to illustrate: • Wave crest is the highest point, or peak of a wave between two crests. • Wave trough -­‐ is the lowest point of a wave between two crests. • Wavelength is the horizontal distance between the crests or troughs of two consecutive waves. • Wave period the time it takes for one complete wave cycle to pass a point (the time lapse between two consecutive wave crests or troughs). Have students explain what they know about how longitude and latitude were once calculated, for ocean navigation, before the use of satellites and technology (stars, sun, moon, astrolabe, charts). Modern satellites calculate precise geographic measurements by triangulation. In Google Earth locate the longitude and latitude of the start point of the naval exercise and the datum (last recorded ELT signal of the pilot) and then draw a connector line. Have students use a ruler to measure the length of the line (in or cm) and calculate its true length in nautical miles (nm): 1 nm = 1,852 m or 6,076 ft. Have students calculate the nautical distance between start and datum and the distance between two weather buoys located en-­‐route, again you may have them measure in or cm and then give the true nm measurement. The instructor will use Google Earth and students will use paper charts and fill in their student data sheets. Optionally students may be challenged to convert meters into nautical miles (nm). Using a Sverdrup-­‐Munk-­‐Bretschneider nomogram, along with wind speed and fetch data (provided,) students will calculate wave height along the rescue route. Students will use the clear overhead transparency maneuvering board overlain on their paper maps to follow along with the instructor on Google Earth to calculate the compass bearing of the rescue ships. Have students draw this on the overhead transparency and then on the maneuvering board handout. Use a 5:1 scale so that their line will end on the 8 ring, (this will be explained in more depth in the next lesson. For now have them simply draw the line at the proper compass bearing to the 8 ring). Elaborate •
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Have students practice what they learned about the nomogram and ask them about the following: o If a wind speed were 40 kt, blowing over a nautical fetch of 50 miles, how high would the waves be? o Have them compare this SAR scenario to super storm Sandy. As Sandy roared up the coast, it churned over 1,000 nautical miles in diameter. Its fetch was over 700 nm and maximum wind speed was around 90 kt. What were the wave heights? Ask the students to elaborate upon how they think meteorological wind conditions will affect the SAR. Have students hypothesize what they think will happen based on wind and wave conditions. © Copyright 2013 Discovery Education, Inc. All rights reserved. Discovery Education Inc. is a subsidiary of Discovery Communications, LLC
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Discuss with students the lesson and include in their summary information about what they learned regarding physical oceanography and meteorology and how it pertains to the SAR scenario they are working on. Extensions: Instructors may wish to extend this activity by having students practice using Google Earth at computer stations, having them practice predicting wind speeds, and changing the meteorological conditions of the scenario, including wind speed and fetch. A series of lesson plans is available for teachers through NASA and the Ocean Motion website: http://oceanmotion.org/html/teachers/overview.htm these outline some basic oceanography and meteorology. There are a wide range of support activities including using OSCAR data and exploring ocean currents. Beaufort Scales are useful for visualizations of wind speed. There are a variety of free online resources. Session 2 Activity Materials •
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PowerPoint capabilities with computer and smart board Internet access Access to Google Earth Calculators (at least one per student group) Rulers (one per student group) Sverdrup-­‐Munk-­‐Bretschneider nomogram handout (one per student group) Maneuvering board sheet (one per group of students). These may be purchased from West Marine online for $8 for a pack of 50). Maneuvering board printed on clear overhead transparency (one per student group, may be copied from those purchased through West Marine). Nautical map of search and rescue area printed from Google Earth (provided by Discovery curriculum in handout) (one per student) Student SAR scenario data sheet (one per student) Washable marker (one per student) Pencil (one per student) Summary In session two students will continue analysis of the data provided for the search and rescue scenario, they will discuss their SAR results with the entire class and create a risk assessment based on this data. Engage Slides 13-­‐17 •
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Refresh the students as to what was covered in the last class regarding the SAR scenario, wave movement, wind, fetch, and wave heights. Explain that wave height over 1/3 of the total bow height of the vessel causes ships to slow their travel speed, and that travel speed of ships is technically classified for security purposes, but in this scenario we are using a best guess. Students will continue their analysis by calculating the top speed of the vessels that are traveling to the datum (using a chart provided) based on wave height, which they earlier calculated using the nomogram chart. They will use this information to insert into a mathematical equation to calculate how long it will take the vessels to reach each buoy and then the sum total of time. Time= Nautical Distance Traveled (DT) / Total Speed (kts) (S) 8 9 •
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Note: to assist in unit analysis, a knot is a nautical mile (nm) per hour. Engage students by asking them how wind and current drift will affect their direct route to the datum. Ask them how they would account for this (by correcting their compass bearing to be above the datum so that they are blown/drifted into the correct position). Have students overlay their clear maneuvering board onto their map, so that true North is again at the top of their paper. On Google Earth be sure the North arrow on the compass is facing directly towards the top of the screen. Ask students to again tell you what the degree bearing is that they are traveling to the datum. Give students time to look at their maneuvering board, and map with overlain maneuvering board, and ask them why the line they drew in the last class was to the 8 ring. See if they can reconcile the idea that their fastest ship (the LCS) is traveling at 40 knots They are using a 5:1 scale (see side scale bar) so for this representation 50 divided by 5 is 8. See if they can explain how they determined the fastest ship (The LCS) is traveling at 40 kt. Because of the limited time of this mission, instruct students that they will assume that the ejected pilot landed precisely at the datum (he would have drifted with the wind, but for this exercise we’ll assume he went straight down). Ask them to explain what they would need to know for the vessel to intercept the pilot in the water. The answer would be that they would need to know how long the pilot has been in the water, what direction the current was carrying him, and at what speed. Wind also plays a role, but for now students will focus on water currents. Instruct students that the Gulf Stream current runs approximately N and NE in this region. For this exercise you will use due north. You will provide them with the information that in this region, off the Atlantic Shelf, the current flows at approximately 5 kt. Have them calculate how far (nm) the pilot drifted from the original datum. Students will also need to know how long the pilot will have been drifting in the water. They should assume that he has been drifting since the start of this exercise, and use the total time it takes the fastest ship, the LCS, to reach the datum. This was approximately 5.15 hours. The pilot will have drifted approximately 26.5 nm. DD = CS x TD DD= Distance Drifted CS = Current Speed at present location (5 kts) TD= Amount of time pilot has been drifting (5.30 hrs) •
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Have students draw a line on their paper maneuvering board to represent the 5 kt current due north (a vector at 000 degrees with length to the 1 ring for 5 kts on a 5:1 scale). Have them draw a similar line using their compass overlay on the Google Earth map due north for 26 nm from the original pilot datum. Next have students draw a line from the start point, to the intercept point of where the pilot drifted 26 nm North. Make a dot and label it “Intercept Point.” Have them give you a compass bearing (this should roughly be 106O). They should do this on both maneuvering boards. You should also do this on Google Earth. Ask students why they can’t just travel a straight line to intercept the pilot. This is because the ship is being pushed, on the beam, by the current, so it has to navigate such that its course allows it to literally “drift” into the general location of where the pilot has drifted. © Copyright 2013 Discovery Education, Inc. All rights reserved. Discovery Education Inc. is a subsidiary of Discovery Communications, LLC
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Explore with students how to pull all of the information together to chart a rescue course. Pose the question: “What course and speed would you tell your helmsman to steer?” Ask them how they would figure this out. Would they overshoot north or south? Why? How many nm should they plan on trying to shift their course? How would they calculate this? They know their intercept course is 106O but they need to account for nautical drift pushing their ship off course. For the purposes of this exercise you will have the students only calculate drift from the last weather buoy to the intercept point and only for the LCS. This process is the same for the entire exercise but due to limited time they will focus only on the final leg of the mission. (NOTE: The degree of difference for correction of course between the carrier and the LCS is minimal in terms of corrected course. If you have time you can have students calculate for both ships, but they are within 1-­‐degree difference). On the paper maneuvering board, have students draw the vector for the intercept course, 106o, and maximum speed out to the 8 ring for 40 kts on a 5:1 scale. Next, on the paper maneuvering board, have students draw a line of 5 kts in length (1 on the 5:1 scale) due south from the tip of the intended course/speed vector. This should land roughly outside the ring, around 8.1 or 41.5 kts at 112.5 o. Have students draw the new course on their transparency overlay, and draw this on the Google map. Be sure to reinforce the idea that this is a greatly simplified exercise. Ask they what factors they think are missing from this exercise and discuss as a class. Explain Slides 19 •
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At the completion of the exercise the students, acting as the crew of midshipmen and naval officers, will summarize what they learned from their exercise. Have students develop a risk assessment of this SAR scenario. Have them discuss the physical meteorological factors to consider, along with meteorological factors, and discuss the risks to the captain, crew, pilots, vessels, and SAR team. Allow each team to present their thoughts to the Admiral of the fleet (the instructor) with their suggestions for safety. Make sure that students consider topics discussed and even some other topics that might be considered such as; weather conditions, wave height relative to speed, drift due to wind of the parachuting pilot and airplane, visibility, safety of lowering a man from a helicopter, recovery of the airplane, night time v. daytime ops., tiredness of the crew, supplies, etc. Evaluate Slides 20 •
Students will self-­‐evaluate for: • Their understanding of how physical oceanography and meteorology affect successful naval navigation and SAR. • Their use of technology and mathematics to solve a navigational problem. • Their understanding of how technology advances naval navigation, and the importance of knowing the traditional mathematics and equations behind the technology. Questions to ask would be: •
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Name and explain some of physical attributes of oceanography and meteorology that affect successful ocean navigation. How do these affect navigating ships? 10 11 •
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Does wind speed or fetch affect wave height the most? Why? When navigating a course why can’t a ship steer in a straight line to reach its destination? What technologies are available for successful and safe naval navigation? Why is it important to know the mathematics and equations behind technology? To extend this lesson, educators may wish to re-­‐teach key concepts regarding the use of technology, such as Google Earth, NOAA buoys, weather and tide information by applying this lesson to Oceanography and the field of Marine Biology with the study of cetaceans. This might include finding pods of whales, calculating how to navigate to the pods, identifying their migration routes along currents, and correlating sea temperatures to their migration and movement to calving grounds. References Science Expeditionary Force, Student Worksheet. Slinky Waves. 2006. http://www.scienceforce.org/ Nese, Jon, and Lee, MG. et al. A World of Weather, Fundamentals of Meteorology, Kendall/hunt, Dubuque, IA. 1996. 514 p. NOAA Ocean Service Education worksheet, Motion in the Ocean at http://oceanservice.noaa.gov/education/lessons/ocean_motion_wksht.html Science Expeditionary Force, Student Worksheet. Slinky Waves. 2006. http://www.scienceforce.org/ Thurman, H. Essentials of Oceanography, 4th ed. Macmillan, New York, NY. 393p. US Department of Transportation, United States Coastguard. Auxiliary Specialty Course, Search and Rescue (AUXSAR), Student Study Guide. Washington, DC. COMDTPUBP16794.35B International Maritime Organization, United Nations. IMO’s Contribution to sustainable maritime development brochure. 2012. © Copyright 2013 Discovery Education, Inc. All rights reserved. Discovery Education Inc. is a subsidiary of Discovery Communications, LLC
11 12 13 Discovery Education Curriculum Module Name: _____________________________ Physical Oceanography and Meteorology, Navy Search and Rescue Operation Lesson Plan Student Data Sheet Start Exercise: 36°59'46.23"N, 75°59'37.22"W
Datum: 35°36'11.29"N, 72° 2'39.43"W
Name of weather station and buoy along route: Weather Station to Buoy Buoy to Datum Total Distance: Wind Recorded at 10 kts Time of Exercise Fetch (nm) 30 nm 20 kts 25 kts 55 nm 150 nm Wave Height (ft) Carrier Travel Time (Max: _____kts) LCS Travel Time (Max: ____ kts) Current Speed Total Travel Time to Datum: 2 kts 2 kts 5 kts Total Travel Time to Datum: Assumed Due N Assumed Due N Distance (nm) Start Location to Weather Station Current Direction Assumed Due N Compass bearing of original line from start to rescue datum: Calculate for travel time using: Nautical Distance Traveled (DT) / Total Speed (kts) (S) = Time Calculate for the drift of the pilot using: DD = CS x TD DD= Distance Drifted CS = Current Speed at present location (5 kts) TD= Amount of time pilot has been drifting (5.20 hrs) © Copyright 2013 Discovery Education, Inc. All rights reserved. Discovery Education Inc. is a subsidiary of Discovery Communications, LLC
13 How many nm did the pilot drift? How far (nm) is the theoretical intercept course? What is the compass bearing of a straight line of navigation to the intercept point where the pilot drifted? Using the nautical drift of 5 kts what compass bearing should your ship steer to actually reach the drifting pilot? 14 15 TEACHER’S ANSWER KEY Physical Oceanography and Meteorology, Navy Search and Rescue Operation Lesson Plan Student Data Sheet Start Exercise: 36°59'46.23"N, 75°59'37.22"W
Datum: 35°36'11.29"N, 72° 2'39.43"W
Name of weather station and buoy along route: Chesapeake Light, VA and Virginia Beach Buoy 64 nm E. of VA Beach VA. Weather Station to Buoy 47 nm Buoy to Datum 148 nm Wind Recorded at 10 kts Time of Exercise Fetch (nm) 30 nm 20 kts 25 kts Total Distance: 210 nm 55 nm 150 nm Wave Height (ft) 5.5-­‐6 ft 9 ft Carrier Travel 28 min Time (Max: 32 kts) LCS Travel Time 23 min (Max: 40 kts) Current Speed 2 kts 88 min 277 min 71 min 222 min 2 kts 5 kts Total Travel Time to Datum: 393 min Total Travel Time to Datum: 316 min Current Direction Assumed Due N Assumed Due N Assumed Due N Distance (nm) Start Location to Weather Station 15 nm >1 ft Compass bearing of original line from start to rescue datum: 112o degrees Calculate for travel time using: Nautical Distance Traveled (DT) / Total Speed (kts) (S) = Time Calculate for the drift of the pilot using: DD = CS x TD DD= Distance Drifted CS = Current Speed at present location (5 kts) © Copyright 2013 Discovery Education, Inc. All rights reserved. Discovery Education Inc. is a subsidiary of Discovery Communications, LLC
15 TD= Amount of time pilot has been drifting (5.30 hrs) How many nm did the pilot drift? 5 kts x 5.30 hrs = 26.5 nm How far (nm) is the theoretical intercept course? 200 nm What is the compass bearing of a straight line of navigation to the intercept point where the pilot drifted? 105.1o Using the nautical drift of 5 kts what compass bearing should your ship steer to actually reach the drifting pilot? 112o 16 17 Sverdrup-­‐Munk-­‐Bretschneider Nomogram Wave height depends on how far a wave travels (fetch) and the speed of the wind pushing it (kts). You can roughly calculate wave height using a nomogram like the one below. NOAA Motion in the Ocean worksheet, Ocean Currents and Waves. http://oceanservice.noaa.gov/education/lessons/ocean_motion.html © Copyright 2013 Discovery Education, Inc. All rights reserved. Discovery Education Inc. is a subsidiary of Discovery Communications, LLC
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