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Lockheed Martin: Future Submarine Program
In 2019 Masters of Teaching students from the University of South Australia, meet with
representatives from Lockheed Martin Australia and developed a STEM Unit of Work. The
intent of this unit of work is to enable students to investigate elements of submarine design,
prototype and test their designs using Computer Aided Design (CAD) and 3D Print
components.
We would like to thank Lockheed Martin Australia for their time and input into this unit of
work.
Learn to design a submarine!
In this STEM unit of submarine, the students are incorporating the scientific concepts learned
in the following lessons and design a 3-D model of submarine.
Sequence of lessons: Teaching hours: 24 (2x2 hours lesson per week for 6 weeks)
Week 1: Submarine shape investigation
The context of this lesson is a practical investigation to discover a suitable shape that can
submerge and rise at a speed safe enough for the scientists inside the submarine.
• Test different shapes to compare how they fall through the water
• Explain the effects of shape on the speed while descending
• Explain how differences in gravitational and resistive forces affect descent of an object.
Week 2: Submarine Buoyancy investigation
• Role of buoyant forces acting on an object (submarine) submerged in water
• How submarines are controlled in floating and submerged conditions
• Role of various forces and Archimedes’ Principle (using mathematical equations) in
submarine operation
• Model a neutrally buoyant submarine. Real submarines use Ballast tanks to adjust their
weight to help them rise and dive. Mathematical determination of how much weight
needs to be added to make submarines neutrally buoyant.
Week 3: Submarine Pressure
• Effect of external pressure on submarines
• Maintenance of suitable pressure inside submarine to maintain its speed and depth in
the deep sea
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• Model a fair test to investigate the effects of increasing depth
• Calculate the amount of pressure at different depths using a heavy metal ball.
Week 4: Submarine Material investigation
• Explain why submarines are made of alloy and make a justified choice of materials that
are best suited to construct submarines based on physical and chemical properties of
metals tested for various parameters above.
o Best non-corrosive metal out of few samples (Iron, Copper, Bronze, Titanium)
o Best metal for malleability required to build submarines (Iron, Aluminium,
Copper, Lithium)
o Appropriate non-magnetic metal for submarine construction (Lead, Zinc,
Copper, Aluminium, Tin).
Week 5: Submarine Power Investigation
• Type of powers used for submarine propelling
• Generation/Maintenance of power under water
• Power in normal and emergency conditions.
Week 6: Submarine life support investigation.
• Describe the possible dangers of deep ocean navigation and the safety requirements
of submarine sailors
• Maintenance of air quality inside submarine
• Equipment’s used to maintain fresh water supply.
Details / resources we need from the industry:
• Basic submarine engineering design
• Some information about basic material they use for the submarine
• Equipments used to maintain the air quality and fresh water supply (we are
looking for some technical terms so that students get awareness about real
submarine operation).
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Learning Area: STEM
Unit/Topic: Future Submarines Project
Strand STEM Science and Engineering
Key Idea: Introduce submarine investigation for shape, material, pressure, power and safety requirements.
Outcomes:
o Students learn about the main factors that affects the designing of submarine in real
situation
o Students will explore the basic features of designing software ‘Fusion 360’ to
design a model in coming weeks.
ACARA connections
Science Inquiry Skills:
• Values and needs of contemporary society can influence the focus of
scientific research (ACSHE230 - Scootle )
Length of the lesson: double lesson: 45 minutes- Submarine introduction, 45 minutes- Fusion 360 software- instructions about designing a submarine model.
Assessment: Diagnostic Assessment- Prior knowledge (PK) test about the important factors needed for the functioning of a submarine and their basic understanding of Submarine.
Differentiation- Teacher will give 1/1 support to students with NEP support to help comprehend the task. Teacher will allocate students into heterogenous groups to assure in ach group there are mixed abilities.
Materials/Preparation Required: Materials required Projector for playing the videos and sticky notes for gathering student’s PK about submarines.
Procedural Steps
Teacher Activity Student activity Time
Focus area
4
Role of
submarines
Teacher will introduce the topic of
submarine giving some background
information and follow Socratic
approach to lead the lesson.
Students will sit on
their respective seats,
listen and participate
through answering the
open-ended
questions.
5 mins
Teacher will show the slide about
Lockheed Martin Company and discuss
the responsibility of the Australian big
company to construct 12 submarines
under Future Submarine Program to
make Australian defence even
stronger.
https://www.lockheedmartin.com/en-
au/products/future-submarine-
program.html
Students will listen to
the Teacher watching
the descriptive slide
about Lockheed
Martin Company
10 mins
2.16 mins
After the discuss, teacher will
distribute sticky notes to each student
and ask them to write down the
important factors they think are
required for Submarine construction.
Later on, teacher will ask the students
to stick all the response on the white
board. As a whole class they will
categorise all ideas into broad
categories such as:
• Shape
• Material
• Life Support
• Power
• Buoyancy
o Pressure
o Buoyant forces
Teacher will explain the aim of the
STEM unit and a bit about the
Students will write
their responses on
sticky notes and stick
it on the white board.
.
25 mins
5
investigation they are going to do in
the following weeks.
Designing
Program Fusion
360
Teacher will form the groups of 4-5
students as per students' choice and
they have work in the same group
throughout the project.
Teacher will distribute the basic
design of the submarine (provided by
Lockheed Martin) and explain a little
bit about how the software Fusion
360 works.
Students will work on
their computers. They
will work
collaboratively and
explore the basic and
advance features of
Fusion 360 software
for the rest of the
lesson.
45 mins
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Learning Area: STEM
Unit/Topic: Future Submarines Project
Strand Physics
Key Idea: To investigate a suitable shape of the submarine that can submerge and rise at a speed safe enough for the scientists inside it.
Outcomes:
• Test different shapes to compare how they fall through the water
• Explain the effects of shape on the speed while descending
• Explain how differences in gravitational and resistive forces affect descent of an object
ACARA connections Science Understanding:
• Energy conservation in a system can be explained by describing energy transfers and
transformations
Science Inquiry Skills:
• Use Knowledge of scientific concepts to draw conclusions that are consistent with
evidence.
Length of the lesson: double lesson (90 mins). 60 minutes on Shape investigations and last 30 minutes on Fusion 360 software (learning and designing).
Assessment: Diagnostic assessment: Students have prior understanding of Energy and its different forms, including movement (kinetic energy), heat and potential energy. Also, the understanding of energy transformations and transfers that causes change within systems. Formative Assessment: Discussion questions given in the worksheet to assess student’s learning at the end of the lesson. Summative assessment: 3D model using Fusion 360.
Differentiation- Teacher will give 1/1 support to students on NEP to comprehend the questions and use visual clues for students on ASD.
Resources/Preparation Required: This lesson will involve following resources per group:
• Modelling clay
• A large measuring cylinder (Suggest at least 250ml)
• Access to water
• Tray
• Stopwatch
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• Sieve or strainer
• Access to a digital balance
Procedural Steps
Key Content/Ideas Teacher Activity Student Activity Time Focus area
Test different shapes to compare how they fall through the water.
Teacher will distribute instruction sheet for the experiment to the students.
Students will sit on their respective seats and collect worksheet.
5mins
Teacher will explain the experiment (instruction sheet), highlighting the various aspect of science.
Students will listen.
5 mins
Teacher will move around in the class to check the student work and if they are on task and recording the observations.
Students follow the investigation brief (worksheet) to try to find a ‘submarine’ shape that falls through a cylinder of water in a given time.
20 mins
Wind up the task and analyse the observation: What is the shape that moved fastest and slowest? Can you name few variables that you kept the same? How does it affect the test?
Students will respond to the Questions and will analyse the data.
10 mins
Forces and surface area
Using the slides, Teacher will introduce the role of forces in descent and the effects of surface area on descent.
Students demonstrate their learning by follow-up questions on their investigation worksheets.
15-20 mins
Learn features of Fusion 360 and design a submarine
Teacher will explain various basic feature of Fusion 360
Students will explore the software and start to build basic structure of the submarine.
30 mins
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Worksheet - Submarine Shape Investigation
Name: Date:
Aim: Find a shape that takes exactly seconds to fall through a cylinder filled with water.
Step 1 Planning your investigation
These are the shapes we are going to investigate (draw them in the boxes below):
Why have you chosen to investigate these particular shapes? Where did you get your inspiration?
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What are the variables we need to keep constant for every test?
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Step 2 Making predictions Prediction (what I think will happen):
This shape will be the closest This shape will be the fastest This shape will be the slowest
to the target time
Explain your reasoning for your predictions. Use scientific ideas.
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Answer the following questions in your book.
1. How does shape affect time taken to descend?
2. Why do you think this is? Use scientific ideas if you can.
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Learning Area: STEM
Unit/Topic: Future Submarines Project
Strand Chemistry
Key Idea: Select the best material for submarines based on chemical and physical properties of different metals.
Outcomes:
• Explain why submarines are made of alloy and make a justified choice of materials
that are best suited to construct submarines based on physical and chemical properties
of metals tested for various parameters above.
o Best non-corrosive metal out of few samples (Iron, Bronze, Titanium, Cobalt) ACARA connections Science Understanding:
• The atomic structure and properties of elements are used to organize them in the periodic
table.
Science Inquiry Skills:
• Use Knowledge of scientific concepts to draw conclusions that are consistent with
evidence.
Length of the lesson: double lesson: 45 minutes- Submarine material investigation, 45 minutes- Fusion 360.
Assessment: Diagnostic Assessment- Year 10 students have learned about periodic table and basic classification of elements into metals, non-metals and metalloids. This unit can be planned after the unit of periodic table where students have learned about metals and alloys, physical and chemical properties of metals, change in properties when two or more metals are mixed together (alloys). Formative assessment- Discussion questions given in the worksheet to assess student’s learning at the end of the lesson. Summative assessment: 3D model using Fusion 360. _____________________________________________________________________________ Differentiation- Teacher will give 1/1 support to students on NEP to comprehend the questions and use visual clues for students on ASD.
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Materials/Preparation Required: Materials required Test tubes, metal strips, NaCl, MgSO4, CaCl2, Bromine, Boron and tap water This lesson will involve simple lab experiment of dipping different metals in test tubes containing tap water and salt water to compare the corrosive nature (Rusting) of different metals: Iron, Bronze, Titanium and Cobalt.
Procedural Steps
Key
Content/Ideas
Teacher Activity Student activity Time
Focus area
Reactions of
water with
different
metals
Teacher will distribute
instruction sheet for the
experiment to the students.
Students will sit on their
respective seats and collect
worksheet.
5 mins
Teacher will explain the
experiment (instruction
sheet), going through each
step in the experiment and
give lab safety instructions
for WHS.
Students will listen to the
experiment outline and
safety instructions.
10 mins
Teacher will move around in
the class to check the student
work and if they are on task
and doing their experiment
as per his/her instructions.
Teacher will supervise
students while they conduct
the experiments and ask
open ended questions to
build the lesson:
• What does corrosion
do to the metal? Does
it make it weak?
Students will set -up the
experiment:
To test different metals for
simple rust experiment by
dipping different metals
(Iron, Bronze, Titanium,
Cobalt) in tap water and salt
water (simulation of sea
water with different salts:
NaCl, MgSO4, CaCl2,
Bromine, Boron etc.).
Students will observe this
experiment over the period
of two weeks and make
observation for corrosive
nature of different metals in
15 mins
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• Is there any difference
between tap water and
salt water?
• What could be the
factors causing
rusting?
hydrated conditions and
answer the questions
provided on the worksheet.
Worksheet
Task
Teacher will supervise
students to check if they are
on task.
Students will work on the
worksheet questions and do
some research to find
answers for the questions
thinking analytically linking
the chemical properties
with the suitability of the
material for submarine
construction.
30 mins
Fusion 360 to
design a
submarine
Teacher will supervise
students to use Fusion 360
Students will explore the
software and continue
building the structure of the
submarine.
30 mins
Worksheet- Submarine Materials Investigation
Materials required:
Test tubes
NaCl
MgSO4
CaCl2
Bromine
Boron
Metal sheets
Pliers
Magnet
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1. Which metal is most suitable in terms of non-corrosivity? Justify your answer by
describing relevant chemical properties that makes it non-corrosive.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Best malleable metal out of the following types:
Type of metal Malleability feature (1-5 scale)
Iron
Aluminium
Copper
Tin
3. Describe the type of malleability required for submarine construction. Explain the
reason to choose the most suitable metal. Justify your answer relating it with its
physical properties.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Type of metal Salt water Tap water
Iron
Bronze
Titanium
Cobalt
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Magnetic nature of the following metals:
Type of metal Magnetic nature (Magnetic/non-magnetic)
Lead
Zinc
Copper
Tin
Iron
5. Describe how magnetic nature is relevant to submarine construction.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
17
Learning Area: STEM
Unit/Topic: Future Submarines Project
Strand Chemistry
Key Idea: Select the best material for submarines based on chemical and physical properties of different metals. Outcomes:
• Explain why submarines are made of alloy and make a justified choice of materials that
are best suited to construct submarines based on physical and chemical properties of metals
tested for various parameters above.
o Best metal for ductility required to build submarines (Iron, Aluminium, Copper and
Tin)
o Appropriate non-magnetic metal for submarine construction (Lead, Zinc, Copper,
Aluminium and Tin). ACARA connections Science Understanding:
• The atomic structure and properties of elements are used to organize them in the periodic
table.
Science Inquiry Skills:
• Use Knowledge of scientific concepts to draw conclusions that are consistent with
evidence.
Length of the lesson: double lesson: 45 minutes- Submarine material investigation, 45 minutes- Fusion 360.
Assessment: Diagnostic assessment- Year 10 students have learned about Periodic Table and basic classification of elements into metals, non-metals and metalloids. This lesson can be planned after the unit of Periodic table where students have learned about metals and alloys, physical and chemical properties of metals, change in properties when two or more metals are mixed together (alloys). Formative assessment- Discussion questions given in the worksheet to assess student’s learning at the end of the lesson. Summative assessment: 3D model using Fusion 360.
Differentiation- Teacher will give 1/1 support to students on NEP to comprehend the questions and use visual clues for students on ASD.
18
Materials/Preparation Required: Materials required Metal strips, magnet and pliers. This lesson will involve simple lab experiments analysing different physical properties (ductility and magnetic nature test). Worksheet from previous lesson.
Procedural Steps
Key Content/Ideas Teacher Activity Student activity Time
Focus area
Ductility test
Teacher will distribute
instruction sheet for
the experiment to the
students.
Students will sit on their
respective seats and collect
worksheet.
5 mins
Teacher will explain the
experiment (instruction
sheet), going through
each step in the
experiment and give
lab safety instructions
for WHS.
Students will listen to the
experiment outline and
safety instructions.
5 mins
Teacher will supervise
students to ascertain
their safety and will
guide them to be on
track by asking open
ended questions to
build the lesson:
• What does
ductility tell
about the
physical
properties (size
of atoms)?
• Why ductility is
an important
feature for
submarine
construction?
Teacher will teach
about the composition
of alloy Naval Steel -
Students will use thin strips
(sheets) of different metals
(Iron, Aluminium, Copper
and Tin) and will test their
ductility by using pliers to
check if it can be folded.
10 mins
19
Magnetic nature
test
HY80 / NQ1 that is used
for Submarine
construction using
descriptive PowerPoint
slides.
Students will develop an
understanding to identify an
appropriate metal that is
suitable for submarine
construction.
Teacher will supervise
students to ascertain
their safety and will
guide them to be on
track by asking open
ended questions to
build the lesson.
• How magnetic
nature is
relevant to
submarine
construction?
• What is the
danger of using
magnetic metals
in submarine
construction?
• How degaussing
is done to the
material used for
submarine
construction to
remove its
Students will test the
magnetic nature of different
metals (Lead, Zinc, Copper,
Aluminium and Tin) by using
a magnet and find the best
candidate for submarine
construction.
20 mins
20
magnetic
power?
Worksheet Task Teacher will supervise
students to check if
they are on task.
Students will work on the
worksheet questions and do
some research to find
answers for the questions
thinking analytically linking
the physical properties with
the suitability of the
material for submarine
construction.
20 mins
Fusion 360 to
design a submarine
Teacher will supervise
students to use Fusion
360
Students will explore the
software and continue
building the structure of the
submarine.
30 mins
21
Learning Area: STEM
Unit/Topic: Future Submarines Project
Strand Physics
Key Idea: Archimedes principle and density-buoyancy relationship
Outcomes:
• To observe if the water level rises/falls or remain same when rock is submerged in water
based on the understanding of mass, density and volume.
• To scientifically explain why the water level rises/falls/remain same when rock sinks to
the bottom of the container based on the understanding of Archimedes’ Principle.
ACARA connections
Science Inquiry Skills:
• Use Knowledge of scientific concepts to draw conclusions that are consistent with
evidence.
Length of the lesson: double lesson (90 mins)
Assessment: Diagnostic assessment: Students should know basics of Archimedes principle and understanding of the terms mass, density and volume learnt in previous classes. Formative assessment- Discussion questions given in the worksheet to assess student’s learning at the end of the lesson. Differentiation- Teacher will give 1/1 support to students on NEP to comprehend the questions and use visual clues for students on ASD.
Resources/Preparation Required: This lesson will involve following resources per group:
• Clear bucket filled with water
• Toy boat (storage containers of various shapes and sizes)
• Rock (or an equivalent object of varying size and weight; a good option is a metal weight
used in kinetics or other physics activities)
• Sticky notes and a pen to mark water levels
• Poster sized sheets
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Procedural Steps Key Content/Ideas Teacher Activity Student Activity Time
Focus area
Archimedes’ principle Teacher will explain briefly using PowerPoint slides, about Archimedes’ principle that will help students to understand how the buoyant force is related to the weight of water displaced by an object when submerged in water. The explanation will be supported by a short video lesson to engage the learners. https://www.youtube.com/watch?v=16HDJNoXQII&t=35s
Students will listen to the teacher’s explanation and will engage in the video lesson.
10 min
To demonstrate the understanding of Archimedes principle in relation to the relationship between density, mass and volume.
Teacher will distribute experiment’s instruction sheet to the students.
Students will collect the task sheets sitting at their respective seats.
5min
Teacher will test the PK through knowledge questions given in the task sheet. Then teacher will explicitly explain the challenge question on the instruction sheet and highlight important aspects student’s need to investigate,
Students will answer the knowledge questions given in the task sheet and understand the expectations for the Challenge question.
10 min
Teacher will demonstrate with the help of one volunteer student asking others to observe: Set the bucket on a table so the entire class can see it. Place the model boat in the water so it floats. Volunteer student will place the rock in the boat and write "rock in the boat" on a sticky note and stick the sticky note on the outside of the clear bucket so the top of the sticky note is aligned with the water level.
Students to observe the demonstration and make prediction to what will happen in accordance with one of the three predictions given by the teacher. Students to move to their respective groups and create posters to explain their hypothesis.
30 min
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Now, teacher will ask students to position themselves among three types of predictions:
• Who thinks the water line
will rise when the rock is
taken out of the boat and
placed in the water?
• Who thinks the water line
will fall when the rock is
taken out of the boat and
placed in the water?
• Who thinks the water line
will stay the same when the
rock is taken out of the boat
and placed in the water?
On the basis of value positioning the class will be divided into three groups and depending on the class size divide the class into three groups (Based on 3 predictions) or further sub groups and ask them to collect a poster sheet to give scientific explanation for their chosen hypothesis supported by diagrams (observing the demonstration), equations and terminology learned in the previous lessons. Each group will present their poster to class.
Each group to present their poster to the class.
Teacher will now choose a new volunteer student and ask the volunteer to remove the rock from the boat and place it in the water. Volunteer student will write "rock in water" on a sticky note and place the sticky note on the outside of the clear bucket so the top of the sticky note is aligned with the new water level.
Students will observe the change in the water level and record the results: does is rises/falls or remains the same?
5 min
Post Activity Assessment
Based on an observation, teacher will ask students to answer the discussion questions given in the task sheet to demonstrate their understanding about the
Students will write answers the questions given in the task sheet.
15-20 min
24
Archimedes’ principle and relationship between mass, volume and density.
Teacher to collect the task sheets and next day review the answers in a class discussion or clarify misconceptions, if any.
Students to hand over the task sheet to teacher
5 min
Rock and Boat Worksheet
Note: You have a large rock on a boat that is floating in a pond. You throw the rock
overboard and it sinks to the bottom of the pond.
Challenge question
Does the water level in the pond rise, drop or remain the same?
Prior knowledge
Define the following:
Volume
Mass
Density
Buoyancy
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Pressure
Weight
Determine the relationship between:
Density, mass and volume
Mass and weight
Materials required
• clear bucket filled with water
• model boat
• large rock
• sticky notes and pen, to mark the water level
• large poster-sized paper
Procedure:
1. Fill the clear bucket with water.
2. Place the boat in the water so it floats.
3. Place the rock on the boat ensuring that the boat is still floating.
4. Mark the water level with a sticky note labelled “rock in the boat.”
5. Take the rock off of the boat and place it in the water.
6. Mark the water level with a sticky note labelled “rock in water.”
Prediction:
26
Post Activity Questions
1. How does Archimedes’ principle apply to the rock and boat?
2. What variables need to be defined to solve this problem?
An equation for the volume of water displaced by the rock in the boat can be derived as
follows:
Using Archimedes’ principle
3. Derive an equation for the volume of the water displaced when the rock is fully
submerged. (Teacher to guide students through derivation)
4. Compare the volume of water displaced by the rock in the boat to the volume of water
displaced when the rock is fully submerged and explain mathematically and
physically whether the water level rises, drops or remains same when the rock is
thrown overboard.
Think and give one example of how Archimedes’ Principle or concept of Buoyancy is used in
real world science, engineering or technology.
27
Learning Area: STEM
Unit/Topic: Future Submarines Project
Strand Physics
Key Idea: Buoyancy and neutral buoyancy in terms of submarines
Lesson Outcomes:
• To understand the role of neutral buoyancy in terms of submarine operation.
• To practically determine the weight added to the floating object to make it neutrally
buoyant using mathematics of density and buoyancy.
ACARA connections Science Inquiry Skills:
• Use Knowledge of scientific concepts to draw conclusions that are consistent with
evidence.
Length of the lesson: double lesson (90 min)
Assessment: Diagnostic assessment: Students have learned about forces (gravity, up thrust), concept of buoyancy and knowledge of density, mass and volume in previous classes. Formative assessment: Discussion questions given in the worksheet to assess student’s learning at the end of the lesson.
Differentiation- Teacher will give 1/1 support to students on NEP to comprehend the questions and use visual clues for students on ASD.
Resources/Preparation Required: This lesson will involve following resources per group:
• Modelling clay (suggested)/small masses/small coins
• Ping pong ball
• Tape if using coins or slotted masses
• Deep container
• Access to digital balance
Procedural Steps Key Content/Ideas Teacher Activity Student Activity Time
Focus area Introduction Teacher will use PowerPoint
notes, to introduce the opening question – How do you think
Students will respond to the teacher’s question and understand the
5-7 min
28
submarines hold position above a particular site on the sea floor? Acknowledging students’ ideas teacher explains this can be done by achieving neutral buoyancy. Teacher will explicitly describe the expectation using PowerPoint slides from the lesson : To create a model of submarine that is neutrally buoyant
concept of neutral buoyancy.
360VR Panorama Briefing the concepts
Teacher will guide students , , to explore 360VR Expedition using the interactive white board – which is a audiovisual simulation of an altered, augmented environment that allows the user to look around in all directions Diving in a submarine http://edu.google.com/expeditions/ (depending upon the availability of resources at school site)
Students to explore the 360VR Expedition- Diving in a submarine.
10 min
Teacher will use explicit PowerPoint notes to explain the method of investigation through following scaffolding questions: What happens when object is submerged in water? If Object is too light, it floats Object is too heavy (excess mass added), it sinks Object is right weight (Appropriate mass added), it is neutrally buoyant. Teacher further talks about buoyancy: Object floats- lighter than the weight of water it displaces Object sinks- heavier than the weight of water it displaces
Students to listen to teacher to have a basic understanding of background they need to perform the experiment.
10 min
29
Investigation Task:
Neutrally buoyant- weight equal to the weight of water it displaces. Further, buoyancy is related to forces: For a submerged object, it is neutrally buoyant when force of gravity equals upthrust force. Therefore, I N of water needs to be displaced by 1N object Teacher revisits Archimedes’ principle discussed in previous lesson and explains the principle of neutral buoyancy behind floating objects. Floating object can be made neutrally buoyant by increasing its weight until its weight equals to the weight of water displaced, which further increases the overall density. Teacher to pair up the students for the investigation task and distribute the investigation task sheet and in those pairs collect the material they require which is already set up for them.
Students to arrange themselves in pairs and collect the material required for the experiment.
5 min
Teacher to go around the room to check if students are on task.
Students will perform the experiment following the procedure described in the task sheet.
20 min
Post Experiment Task sheet
Teacher will instruct students to follow mathematical steps on task sheet 2 to find the weight to be added to ping pong ball making it neutrally buoyant and check if their calculations matched the results obtained. If not, students can perform the experiment again with the calculated weight to check if neutral buoyancy is achieved.
Students will work individually on the task sheet 2 and do the mathematical calculations.
15 min
30
Explore and find Teacherwill instruct students to
explore how weight is adjusted in real submarines (Ballast tanks) and give a diagram handout to fill in.
Students to use internet resources to explore how Ballast tanks work and fill in a diagrammatic handout to demonstrate their understanding.
20 min
Buoyancy Investigation: Task sheet 1
Task:
Using modelling clay, slotted masses, coins or other masses, make a ping pong ball neutrally
buoyant.
Resources:
Modelling clay (suggested), small masses, small coins
• Ping pong ball
• Tape if using coins or slotted masses
• Ice cream tub or another similar deep container
• Access to a digital balance
Procedure:
1. Fill the ice cream tub with water, deep enough to be able to comfortably submerge a
ping pong ball.
2. Drop the ball into the water. It should float.
31
3. Add some weight using the clay to the ball (or by taping coins or weights to the ball). Test
to see if it continues to float.
4. If the ball sinks, remove some weight and try again. If the ball floats, add more weight.
5. The aim is to make the ball neutrally buoyant. This will be achieved when the ball is
maintaining a constant depth without sinking to the bottom.
6. Remove the ball once it is neutrally buoyant.
7. Take the weight of the added material on the balance. This will be used for calculations
later in the lesson.
Result:
The weight of the material added to the ping pong ball is:
Buoyancy Investigation: Task Sheet 2
How much weight do you need to add to the ping pong ball?
Step 1: What is the radius of your ball? (Teacher to determine the radius of the ball with the
help of vernier caliper)
Step 2: Use the formula given to calculate the volume of your ball.
Volume of Sphere = 4/3 πr3
32
Step 3: According to Archimedes’ principle, this volume is equal to the volume of the water
displaced. Assuming this is correct, calculate the mass of the water (in kilograms) displaced
from the formula below:
Density = mass / volume
The density of water is 1000 kg/m3
Step 4: Calculate the weight of this water (in Newtons) using the formula below.
Weight = mass x gravitational field strength
Step 5: Using a formula from above, calculate the weight (N) of your ping pong ball.
Measure the mass of your ping pong ball using a scale.
Step 6: Calculate the difference in weight between the water and the ping pong ball. This
will be the weight you need to add to the ball to make it neutrally buoyant.
33
Step 7: Using a formula from above, calculate the mass of modelling clay that is equal to this
weight. Measure out this mass and add it to your ping pong ball.
Step 8: Did your calculated added mass achieve neutral buoyancy? If not, try to explain why
the calculated mass is not exactly the amount needed.
Explore and Explain
In the Ballast Tank diagram below explain what is happening at each stage to allow a
submarine to rise and dive. Use the keywords: Rise, dive, submerged, density, weight, equal,
displace, buoyant and pressure to support your explanation.
34
UNIT: Future Submarine project
Learning Area:
STEM
Lesson Topic:
Pressure at a depth
Strand
Science (Physics)
Aim:
To Investigate how hydrostatic pressure changes with depth
Outcomes: Students will be able to:
• Understand the relationship of pressure with depth.
• Explain different types of pressure acting on a submarine.
• Calculate pressure at different submarine depth. Acara Connections:
Science Understanding
• The motion of objects can be described and predicted using the laws of physics. Science Inquiry Skills
• Formulate questions or hypotheses that can be investigated scientifically.
• Use knowledge of scientific concepts to draw conclusions that are consistent with
evidence.
Length of the lesson: 90mins
Diagnostic assessment: Students would have prior knowledge of
• Forms of energy (e.g. potential gravitational energy) and the effect they cause.
• How forces interact to cause change in the motion of an object.
• Different fluids have different density.
• Atmospheric pressure
Formative assessment: Discussion questions given in the worksheet to assess student’s learning at the end of the
lesson.
Differentiation: Teacher will give 1/1 support to students on NEP to comprehend the questions and use visual
clues for students on ASD.
Materials/Preparation Required:
Each group of students will require
• Scissors.
• Empty plastic bottle (1.5 – 2.0 L) • Water
• Masking tape/Duct tape • Measuring ruler
• Scissors • Internet connected computer system
35
Procedural Steps
Key Content/Ideas Teacher Activity Student Activity Time
Inquiry task:
Pressure at depth
Teacher introduces students to the
concept of hydrostatic pressure.
Student listens 3mins
Teachers distributes the worksheet
and takes students through every
aspect.
Students follow through
and ask clarification
questions where necessary
10mins
Teacher conducts a prior knowledge
test. (Shown in the worksheet)
Students responds to the
prior knowledge test
8mins
Teacher allows time for students’
experiment planning.
Teacher moves around ensuring all
groups are on task.
Students work on the
investigation planning
20mins
Teacher discusses the safety
precaution in students planning and
makes addition if and where
necessary
Students discusses the
safety precaution they
have come up with
5mins
Teacher leads the students in a brain
break task:
5-4-3-2-1 moves – students do five
different moves in descending order
of number of times.
Students engage in a brain
break task
3 mins
Teachers supervises as student take
materials/equipment and work on
their experiment.
Students pick their
experiment material and
conduct their experiments
26mins
Pressure at depth
calculation
Teacher concludes with the formula
to calculate pressure at depth:
Pdepth = Patmospheric + Pfluid
Pdepth = Patmospheric + (ρ * g * h).
Teacher takes one example.
Students listen and writes
down
10mins
Pressure inside
the Submarine
Teacher discusses air pressure
inside the submarine
Student listens 5mins
36
Worksheet: Hydrostatic pressure change with depth Investigation Rationale
Pressure is one of the physical properties of submarine environment. Submarine is kept level at a point by maintaining balance between the surrounding hydrostatic pressure which pushes in on submarine hull and the air pressure which pushes out. Hydrostatic pressure changes with depth. In this task, you will work in groups of four to conduct an inquiry into how pressure changes with depth of water.
Equipment/Materials
Empty plastic bottles (1.5 – 2.0 L)
Masking tape / duct tape
Scissors or penknife (use with adult supervision)
Water
Measuring ruler
Internet connected computer system
Methodology
• Bore three holes of equal size vertically of different height point, to represent depth, on the
plastic bottle
• Seal the holes using the masking tape
• Fill the plastic bottle with water
• In one motion unseal the holes
• Measure the distance to which water squirts from the three holes
37
Prior Knowledge Test 1. Atmospheric pressure is the pressure due to what?
2. What is the value of atmospheric pressure at sea level?
3. Air and water are types of fluid, which of them has a higher density?
4. What is the value of gravitational potential energy?
Your response here
38
Worksheet Guidance
Planning Your Investigation:
Step 1: Formulate a hypothesis.
To do this, identify the independent variable (the variable that you are changing) and the
dependent variable (the variable you are measuring).
State your hypothesis. A hypothesis is a prediction of the effect of changing the independent
variable on the dependent variable.
Step 2: Design your experiment layout.
Each group will use a different size of water bottle or tin can, different quantity of water (or
water level), and different hole height.
Draw you experiment layout showing and labeling the water container, and 3 different
height holes and label.
Indicate where the pressure would be highest with letter H and where the pressure would
be lowest with letter L.
Step 3: Consider the safety precaution needed for this experiment.
Step 4: Consider the group expectations and the role of each group member.
Experimental Design:
1. Inquiry topic
2. Hypothesis
3. Experimental variables
Your table of variables here
Your hypothesis here
Your inquiry topic here
39
4. Experimental test layout
5. Risk factors / safety precaution
6. Experiment result
Your experimental layout drawing here
Your risk factors and safety precautions here
40
a. Data collation
b. Data analysis
c. Conclusion: do your results support your hypothesis
Your graph here Your table of data here
Your data analysis here
41
7. Research question:
a. Submarines operate in ocean. At what rate does pressure change with ocean depth?
Use any of the links below to find out.
https://oceanservice.noaa.gov/facts/pressure.html
https://www.pmel.noaa.gov/eoi/nemo1998/education/pressure.html
b. To surface a submarine, water is ejected out of the ballast thank using
atmospheric pressure. What is the proportion of air pressure to hydrostatic
pressure that will make that possible?
42
UNIT:
Future Submarine project
Learning Area:
STEM
Lesson Topic:
Effect of pressure at depth
Strand
Science (Physics)
Aim:
To Investigate effects of change in pressure on a submarine and its implication on submarine design.
Outcomes:
Students will be able to:
• Understand and explain the different types of pressure acting on a submarine.
• Model a fair test to investigate the effect of increasing depth.
• Explain the consequence of differential pressure on submarine.
• Understand the implication of pressure at depth on submarine design.
Acara Connections:
Science Understanding
• The motion of objects can be described and predicted using the laws of physics.
Science Inquiry Skills
• Formulate questions or hypotheses that can be investigated scientifically.
• Use knowledge of scientific concepts to draw conclusions that are consistent with
evidence.
Lesson Duration: 90mins
Diagnostic assessment: Students would have prior knowledge of
• Forms of energy (e.g. potential gravitational energy) and the effect they cause.
• How forces interact to cause change in the motion of an object.
• Types of pressure
Formative assessment: Discussion questions given in the worksheet to assess student’s learning at the
end of the lesson.
Differentiation: Teacher will give 1/1 support to students on NEP to comprehend the questions and use
visual clues for students on ASD.
Resources:
• Video <https://www.youtube.com/watch?v=lyxPKIkUSuo>
Each group of students will require
• Maize grains
• 2.0L or bigger plastic water bottle.
43
• Two similar size polystyrene cup, clear plastic cup, or paper cup
• Clamp, boss and clamp stand
• Measuring cylinder
• Stiff mat
Procedural Steps
Key Content Teacher Activity Student Activity Time
Prior
knowledge test
Teacher tests student on the application of
the pressure at depth formula.
Students attempt the prior
knowledge test.
10
mins
Depth ratings
and pressure
hull of a
submarine
Teacher introduces students to the lesson
of the day using a video.
Students watch and take
notes.
4 mins
Teachers invites student to discuss their
findings.
Teacher highlights:
▪ The pressure hull
▪ The depth
from the video as the focus of the
day’s lesson.
Students discuss their
findings and listen to
teacher’s highlight.
10
mins
Teacher uses PPT slides to discuss
❖ Pressure hull of a
submarine and its
functionalities.
❖ the different submarine
depth ratings:
▪ Design depth
▪ Test depth
▪ Operating depth
▪ Crush depth
Students listens. 16
mins
Brain break Teacher asks 4 “Would you rather”
questions.
Teacher asks two students to explain their
choice
Students show their
choice by moving to one
end of the class or the
other.
2 student explains their
choice
3 mins
Inquiry:
Effect of
pressure at
depth on a
submarine
Teacher distributes the worksheet,
discusses the aim and allows students to
familiarize themselves with the
equipment/materials involved.
Teacher discusses the health and safety
requirement involved.
Students listen and
familiarize themselves
with the equipment and
materials provided
8 mins
Teacher supervises the students as they
carry out their experiments
Students carry out their
experiments
30
mins
44
Teacher invites group representatives to
give oral report of the experiments.
Group representatives
give oral report of their
findings
10
mins
Teacher brings closure to the lesson,
helping students to summarize
relationships between variables studied
and their implication to submarine hull
design
Students listens and take
notes
8 mins
45
Worksheet 3.2: Pressure Effect on Submarine
How does pressure at depth affect the pressure hull of a submarine and what is the implication on a
submarine pressure hull design?
Rationale
Depth is one of the most important and deciding structural design criteria of a submarine. The
pressure hull is the primary structural element of the submarine and is designed to be able to
withstand the external hydrostatic pressure. It is designed for a crush depth, at which complete failure
is expected within a very narrow range. The hydrostatic pressure at this depth is considered as the
design pressure for all the pressure hull calculations.
Students are, therefore, required to model a fair test to investigate the effect of increasing depth on
a submarine.
Resources per group
• Fresh peas
• 2.0L or bigger plastic water bottle.
• Similar size Polystyrene cup, clear plastic cup, or paper cup (2 types of cup per group)
• Clamp, boss and a clamp stand
• Measuring cup
• Stiff mat
46
Prior Knowledge Test
1. A submarine is cruising at 175ft below the surface of a sea. Determine the pressure exerted
on the surface of the submarine.
Assume the barometric pressure is 14.7psia and the specific gravity of seawater is 1.03.
2. A submarine operates at a depth of 85.0m below the surface an ocean. The air in the crew
compartment of the submarine is maintained at 1.00 atmospheric pressure.
a. Calculate the value of the water pressure at this depth.
b. At this depth, calculate the force that would be required to push open a hatch
whose area is 2.00m2.
Worksheet Guidance
47
Planning Your Investigation
Step 1: Formulate a hypothesis.
To do this, identify the independent variables (the variable that you are changing) and the
dependent variables (the variable you are measuring) and controlled variables, if any.
State your hypothesis. A hypothesis is a prediction of the effect of changing the independent
variable on the dependent variable.
Predict which cup will cope with the most pressure or the least pressure
Step 2: Consider how you will make your experiment a fair test.
Step 3: Design your experiment layout.
Each group should choose two types of cups (polystyrene, clear plastic or paper cup).
The cups represent the pressure hull of a submarine and the water in the plastic bottle
represents increased depth.
Setup your clamp, boss and clamp stand as shown below.
48
Setup your plastic bottle, choice of cup and stiff mat as shown below.
Then use the clamp to hold the plastic bottle in place
Methodology
Step 1: Unclamp the plastic bottle and add 100ml of water (using the measuring cup).
Step 2: re-clamp the plastic bottle making sure it rests on the stiff mat.
If the cup did not buckle, repeat step 1.
Step 3: Record your data
49
Experimental Design
How does pressure at depth affect the pressure hull of a submarine and what is the implication on
a submarine pressure hull design?
3. Record your results
a) Data collation (Should also include the type of cup used)
Table of results
50
b) Data analysis
51
Question
1. How did you ensure your experiment is a fair test?
2. Calculate the hydrostatic pressure corresponding to your
a. Operating depth
b. Crush depth
3. Compare your experimental results with another group with at least one different cup. Is
there a difference in the experimental results?
4. What is the implication of the experimental result on the design of the pressure hull?
Your response here
52
Learning Area: STEM
Unit/Topic: Future Submarines Project
Strand Physics and Chemistry
Key Idea: Types of power engine used in Submarine
Outcomes:
o Students learn about different types of submarines in terms of power used
ACARA connections Science Understanding
• Energy conservation in a system can be explained by describing energy transfers and
transformations.
Science Inquiry Skills:
• Values and needs of contemporary society can influence the focus of
scientific research.
Length of the lesson: double lesson: 45 minutes-Power in Submarine, 45 minutes- Fusion 360 software- instructions about designing a submarine model.
Assessment: Diagnostic Assessment- Students learned about types of power in year 8 and about nuclear power in year 9 level. Formative Assessment- Poster to show the difference between Electric-diesel and Nuclear-powered submarines. Summative assessment: 3D model using Fusion 360. Differentiation- Teacher will give 1/1 support to students on NEP to comprehend the questions and use visual clues for students on ASD.
Materials/Preparation Required: Materials required Projector for playing the videos and internet access for student to answer inquiry questions in guided inquiry task.
Procedural Steps
Key
Content/Ideas
Teacher Activity Student
activity
Time
Focus area
53
Power in
Submarine
Teacher will introduce the topic of power by asking
some Socratic questioning like:
• How many types of power engine are there?
• Which one is possible in submarine?
Once students recall the type of powers, teacher will
provide instructions to design a poster on advantages of
using diesel-electric and nuclear power supply for
submarine. Teacher will give the website where
students can go and find the answers as the starting
point of the research, this will help students in critically
think about the advantages of both the power supply.
Website for research:
https://science.howstuffworks.com/transport/engines-
equipment/question286.htm
https://science.howstuffworks.com/nuclear-
submarine3.htm
After students have completed the poster, teacher will
ask following questions to solidify the concept of power:
• Think about the type of power used in
submarines depending upon the length of the
voyage, and emergency situations.
• Choose the best one in terms of energy
efficiency, safety, waste product and
maintenance. Give explanation.
Students
will work on
the poster
and
research for
discussion
questions
and think
critically to
answer the
questions.
45
mins
Teacher will teach about the software Fusion 360. Students
will work
on their
computers
45
mins
54
Designing
Program
Fusion 360
and learn
about the
basic
features of
Fusion 360
software.
55
Sample poster:
56
Learning Area: STEM
Unit/Topic: Future Submarines Project
Strand Chemistry & Biology
Key Idea: To investigate the life support system in submarine Outcomes: • Students learn about the methods used to manage and maintain the levels of O2 and CO2 management inside the submarine.
ACARA connections Science as a Human Endeavour: • People use scientific knowledge to evaluate whether they accept claims, explanations or predictions.
Science Inquiry Skills:
• Use knowledge of scientific concepts to draw conclusions that are consistent with evidence.
Length of the lesson: double lesson: 45 minutes- Submarine life support investigation; 45 minutes- Fusion 360.
Assessment: Diagnostic assessment: Students have learned about respiration and osmosis in year 8. Prior Knowledge test will be done using worksheet 6.1a Formative assessment: Discussion questions given in the worksheet 6.1b to assess student’s learning at the end of the lesson. Summative assessment: 3D model using Fusion 360.
Differentiation- Teacher will give 1/1 support to students on NEP to comprehend the questions and use visual clues for students on ASD.
Resources/Preparation Required: This lesson will involve following resources per group:
• Worksheet 6.1a.
• Worksheet 6.1b.
57
58
Procedural Steps
Key Content/Ideas
Teacher Activity Student Activity Time
Focus area
Human needs in submarine
Introduce the context of the lesson—How life is supported in underwater vehicles. Teacher will give worksheet 6.1a to the students and ask them to brainstorm ideas to fill the sections and recall how humans fulfill these needs.
Recall the basic needs of human beings and finish Worksheet 6.1a.
5 mins
Biological needs in Submarine
Teacher will use Socratic questioning to recall the process of respiration that involves use of O2 and emission of CO2:
𝐶6𝐻22𝑂6 + 6𝑂2→ 6𝐶𝑂2 + 6𝐻2O
Students will listen to the teacher
10 minutes
Oxygen management using Electrolysis and Oxygen Candles
Teacher will demonstrate Electrolysis to show O2 generation. https://www.youtube.com/watch?v=gZJEDe_HUcw&feature=youtu.be Teacher will provide explanation about the Electrolysis using descriptive PowerPoint slides. Teacher will also describe about oxygen generation methods in submarine: Electrolytic generator and oxygen candles based on the following
principle. electric current
𝐻2O → 𝑂2 + 4𝐻+ + 4𝑒−
Watch the video and get to know the method of oxygen supply and listen to the teacher to understand the Chemistry behind the process of O2 generation Answer the discussion questions in the worksheet 6.1b.
30 mins
59
Carbon Dioxide Management
Show descriptive PowerPoint slides to explain how CO2 reacts with Sodium Hydroxide or Potassium Hydroxide to form NaHCO3. Teacher will explain how CO2 released from respiration is absorbed on CO2 absorbers (Sodium or potassium hydroxide) and CO2 scrubbers that involve the same chemical reaction: https://science.howstuffworks.com/transport/engines-equipment/submarine2.htm
Students will listen to the teacher and understand the procedure of CO2
absorption using Sodium Hydroxide and Potassium Hydroxide and 𝐶𝑂2 scrubbers. Answer the discussion questions in the worksheet 6.1b.
15 mins
Fusion 360
Teacher will supervise students to use Fusion 360. Students will build the 3D model of submarine using Fusion 360
30 mins
60
Worksheet 6.1a
The basic needs of human beings
Difficulties to satisfy the need in submarine
How to fix the problem
My questions about the problem
1. Oxygen
2. Water
3. Food
4. Waste
management:
61
Worksheet 6.1b: Oxygen and Carbon Dioxide management in submarine
Name:
Aim: To understand the procedures used for Oxygen and Carbon Dioxide management in
submarines.
1. Briefly describe the process and method of making oxygen using Electrolysis. Explain the process
using a chemical equation.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Draw a simple picture illustrating the equipment of oxygen supply:
3. Describe the process of CO2 absorption using Sodium and Potassium Hydroxide. How is it
different from CO2 scrubbers?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
62
4. Briefly describe the feasibility and advantages and disadvantages of using these methods of O2 and CO2
management on submarines:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Describe how sea water is cleaned in submarines
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Describe how the waste (human and submarine) is managed in submarine.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
63
Learning Area: STEM
Unit/Topic: Future Submarines Project
Strand Chemistry & Biology
Key Idea: To investigate the life support system of the submarine
Outcomes: • Students learn about the fresh water management in submarine using distillation. • Students will learn about the waste management (solid and waste water).
ACARA connections
Science Inquiry Skills:
• Use knowledge of scientific concepts to draw conclusions that are consistent with
evidence.
Length of the lesson: double lesson (90 mins). Life support investigation 45minutes and 45 minutes on Fusion 360.
Assessment: Diagnostic assessment: Students have learned about water balance in human body in year 9. Formative assessment: Discussion questions given in the worksheet 6.1 b to assess student’s learning at the end of the lesson. Summative assessment: 3D model using Fusion 360.
Differentiation: Teacher will give 1/1 support to students on NEP to comprehend the questions and use visual clues for students on ASD.
Resources/Preparation Required:
• Video 1: How Seawater Desalination Works
https://www.youtube.com/watch?v=mZ7bgkFgqJQ
• Worksheet 6.1b (from previous lesson).
64
Procedural Steps
Key Content/Ideas Teacher Activity Student Activity Time
Focus area Fresh water system
Teacher will ask students to write the components of sea water as they have learned about it in submarine material investigation. Teacher will present the idea of cleaning water by removing the salts
Students will understand the components of sea water and how removal of salts can make sea water clean.
10 mins
Teacher will demonstrate the distillation procedure as shown in the video: https://www.youtube.com/watch?v=elap_3vYtn0 Teacher will use descriptive PowerPoint slides to teach about Reverse Osmosis. Teacher will give explicit instructions to design a poster to describe the procedure of desalination and reverse osmosis of sea water in submarines.
Each group makes a poster to show the process Desalination and Reverse Osmosis and how it can be used for cleaning or desalinating the sea water. Students will answer the questions provided in the worksheet 6.1b.
30 mins
Waste Management in Submarine
Teacher will ask students to brainstorm about listing the type of waste associated with submarine: Human Waste- Toilets, shower. Submarine waste- Heat from Nuclear reactor is used for distillation and 𝐻2 from the electrolytic process of oxygen generation. Teacher will teach how black and grey water coming from toilet and bathroom is managed in the submarine and is ejected out. For managing other solid waste weighted cans are used and ejected out though trash disposal unit.
Students will listen to the teacher and learn about the type of waste and its management in submarine. Students will answer the questions provided in the worksheet 6.1b
20 mins
Fusion 360 to design a submarine
Teacher will supervise students to use Fusion 360
Students will explore the software and continue building the structure of the submarine.
10 mins
65
Figure 1: 3D Printed Submarine Parts
