I, Robot, Can Do That! (Adapted from the 2005 Lost City Expedition)

Thunder Bay Sinkholes 2008

I, Robot, Can Do That! (adapted from the 2005 Lost City Expedition)

Fo c u s Se a t i n g Ar r a n g e m e n t Underwater robotic vehicles for scientific explora- Seven groups of students tion Ma x i m u m Nu m b e r o f St u d e n t s Gr a d e Le v e l 35 7-8 (Physical Science/Life Science) Ke y Wo r d s Fo c u s Qu e s t i o n ABE How can underwater robots be used to assist sci- ROPOS entific explorations? Remotely Operated Vehicle Hercules Le a r n i n g Ob j e c t i v e s Tiburon Students will be able to describe and contrast at RCV-150 least three types of underwater robots used for Robot scientific explorations. Ba c kg r o u n d In f o r m a t i o n Students will be able to discuss the advantages In June, 2001, the Ocean Explorer Thunder Bay and disadvantages of using underwater robots in ECHO Expedition was searching for shipwrecks scientific explorations. in the deep waters of the Thunder Bay National Marine Sanctuary and Underwater Preserve in Given a specific exploration task, students will Lake Huron. But the explorers discovered more be able to identify robotic vehicles best suited to than shipwrecks: dozens of underwater sinkholes carry out this task. in the limestone bedrock, some of which were several hundred meters across and 20 meters Ma t e r i a l s deep. The following year, an expedition to sur-  Copies of the “Underwater Robot Capability vey the sinkholes found that some of them were Survey,” one for each student group releasing fluids that produced a visible cloudy layer above the lake bottom, and the lake floor Au d i o v i s u a l Ma t e r i a l s near some of the sinkholes was covered by con-  (Optional) Computers with internet access spicuous green, purple, white, and brown mats.

Te a c h i n g Ti m e Preliminary studies of the mats have found that One 45-minute class period, plus time for student where water is shallow (≤ 1.0 m) the mats are research composed of green algae. In deeper (about 18 m) waters, mats are formed by filamentous purple 1 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) Focus: Underwater robotic vehicles for scientific exploration oceanexplorer.noaa.gov

cyanobacteria. Mats near the deepest (93 m) glaciers, as well as in porous bedrocks (limestone sinkholes are white or brown, but their composi- and sandstone) that were formed much earlier tion is presently unknown. The appearance of in geologic time. Five major aquifers are recog- mats near the deepest sinkholes is very similar to nized in this region: one near the land or lake mats observed in the vicinity of cold seeps and floor surface (the surficial aquifer) and the others hydrothermal vents in the deep ocean, which are in deeper bedrock named for the geologic time often formed by chemosynthetic bacteria. These periods when they were formed (the Cambrian- bacteria are able to obtain energy from inorganic Ordovician, Silurian-Devonian, Mississippian, and chemicals, and are a food source for a variety Pennsylvanian aquifers). The bedrock that forms of other organisms that inhabit cold seep and the Silurian-Devonian aquifer is primarily lime- vent communities. Biological communities whose stone and mineral formations from evaporating primary energy source comes from chemosyn- seawater. Both fresh and saline water are found thesis are distinctly different from more familiar in the Silurian-Devonian aquifer. biological communities in shallow water and on land where photosynthetic organisms convert the Sinkholes are common features where limestone energy of sunlight to food that can be used by is abundant, because limestone rocks are soluble other species. Hydrothermal vent and cold seep in acid. Atmospheric carbon dioxide often dis- communities are home to many species of organ- solves in rainwater to form a weak acid (carbonic isms that have not been found anywhere else on acid). Rainwater flowing over land surfaces may Earth, and the existence of chemosynthetic com- also pick up organic acids produced by decay- munities in the deep ocean is one of the major ing leaves and other once-living material. The scientific discoveries of the last 100 years. resulting weak acid can slowly dissolve limestone rocks to form caves, springs, and sinkholes. Scientists hypothesize that the source of the Sinkholes on land are known recharge areas for fluids venting from the Lake Huron sinkholes is the Silurian-Devonian aquifer (areas where water the Silurian-Devonian aquifer beneath the lake’s flows into the aquifer). But very little is known sediments. Aquifers are rocks and sediments that about the chemistry, geology, and biology of contain large amounts of water. Between 350 submerged sinkholes that may serve as vents for and 430 million years ago, during the Paleozoic groundwater in the aquifer. Water samples col- era, shallow seas covered what is now the border lected near these sinkholes is very different from between Canada and the United States between the surrounding lake, with much higher concen- Minnesota and New York. Over thousands of trations of sulfate, phosphorus, and particulate years, sand, minerals, and sediments accumu- organic matter, as well as ten times more bacteria lated on the seafloor, and were gradually com- compared to nearby lake water. These observa- pressed to form sandstone, limestone and shale. tions suggest that submerged sinkholes may be About 1.8 million years ago, the Great Ice Age biogeochemical “hot spots” inhabited by unusual of the Pleistocene epoch began and continued and possibly unknown life forms. At the same until about 10,000 years ago. During this time, time, water flow through submerged sinkholes four major periods of glaciation occurred, sepa- depends upon recharge from land. This means that rated by three interglacial periods. As the final sinkhole ecosystems are likely to be very sensitive glacial period came to a close, retreating glaciers to changes in rainfall patterns that may accom- along the U.S.-Canadian border revealed five pany climate change, as well as human alterations huge lakes that we now know as the Laurentian of these landscapes surrounding recharge areas. Great Lakes. In the Great Lakes region, aquifers These factors make understanding sensitive sink- are found in deposits of sand and gravel left by hole ecosystems an urgent necessity.

2 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) Focus: Underwater robotic vehicles for scientific exploration

Exploration of the deepest sinkhole ecosystems 3. Tell students that their assignment is to investi- (93 m depth) would be very difficult without gate underwater robots that can be used to per- underwater robots called ROVs (which stands for form various tasks that support scientific explo- “Remotely Operated Vehicle”). These are unoc- ration of the deep ocean. Assign one of the fol- cupied robots linked by a group of cables to an lowing robots to each student group, and pro- operator who is usually aboard a surface ship. vide each group with a copy of “Underwater Most ROVs are equipped with one or more video Robot Capability Survey:” cameras and lights, and may also carry other Autonomous Benthic Explorer (ABE) equipment such as a manipulator or cutting arm, Hercules water samplers, and measuring instruments to M-ROVER expand the vehicle’s capabilities. The Thunder Remotely Operated Platform for Ocean Bay Sinkholes 2008 Expedition will use an ROV Science (ROPOS) called M-ROVER to carry sampling instruments, General Purpose Remotely Operated video and still cameras, an articulated arm for Vehicles (ROVs) sampling and other tasks, and sonar imaging RCV-150 equipment. M-ROVER is capable of speeds up to Tiburon 3-knots on the surface and 3/4 knot underwater, and is rated for a maximum depth of 450 meters. You may want to direct students to the Ocean For more information about M-ROVER, visit http:// Explorer Web pages on underwater robotic www.engin.umich.edu/dept/name/facilities/oel/mrover.html. In vehicles (see above). If students do not have this lesson, students will investigate how under- access to the internet, provide copies of the rel- water robots can be used in underwater explora- evant materials to each group. tions. 4. Have each student group present a brief oral Le a r n i n g Pr o c e d u r e report of the capabilities of their assigned 1. To prepare for this lesson: robot. The following points should be included: • Review introductory essays for the Thunder Bay Sinkholes 2008 Expedition at http://ocean- Autonomous Benthic Explorer (ABE) explorer.noaa.gov/explorations/08thunderbay/welcome.html. • Capable of operating to depths up to 5,000 • Review the Ocean Explorer Web pages on meters underwater robotic vehicles, indexed at http:// • Autonomous vehicle; no tether to support ship oceanexplorer.noaa.gov/technology/subs/subs.html; and • Tools: video cameras, conductivity and tem- • Review information about M-ROVER at http:// perature sensors, depth recorder, magnetom- www.engin.umich.edu/dept/name/facilities/oel/mrover.html eter, sonar, wax core sampler, navigation system If students do not have access to the internet, • Developed to monitor underwater areas over make copies of relevant materials on underwa- a long period of time ter robotic vehicles from the Web sites refer- • Follows instructions programmed prior to enced above. launch; data are not available until robot is recovered 2. Briefly introduce the Thunder Bay Sinkholes • Operates independently during missions, but Expedition, highlighting the discovery of flu- requires technicians and engineers for main- ids emerging from sinkholes on the lake floor, tenance, as well as data managers to retrieve and how an underwater robot will be used to information stored in computer memory explore sinkholes in deep water.

3 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) Focus: Underwater robotic vehicles for scientific exploration oceanexplorer.noaa.gov

Hercules • Little Hercules replaces Hercules for some mis- • Capable of operating to depths of 4,000 sions; Little Hercules has no arms or tools, only meters gathers video images • Pilots operate Hercules via a long fiber-optic cable M-ROVER • Designed primarily to study and recover arti- • Capable of operating to depths of 450 facts from ancient shipwrecks meters • Tools: High-Definition (HD) video camera; • Tethered; a single Engineer/Operator accom- pair of still cameras to accurately measure panies the vehicle on every mission the depth and area of the research site and • Tools: video and still cameras; three-function to create “mosaics”; sensors for measuring articulated arm with elbow, wrist, and jaw pressure, water temperature, oxygen concen- movements for sampling and other tasks; tration, and salinity sonar imaging equipment; and up to 100 lb • Hydraulic thrusters—propellers in fixed ducts of additional equipment —control the ROV’s movements • Propelled by four horizontal thrusters and two • Yellow flotation package makes Hercules vertical thrusters slightly buoyant in seawater • Capable of speeds up to 3-knots on the sur- • Components that are not in pressure housings face and 3/4 knot underwater are immersed in mineral oil, which does not • Can hover motionless in light to moderate compress significantly under pressure currents • Operates in tandem with tow sled “Argus” • Autopilot provides automatic depth control, • 30 meter (100 foot) tether connects Hercules automatic altitude control, and magnetic to Argus course and vehicle orientation • Argus carries an HD video camera similar to • Can be operated from many different plat- the one on Hercules, as well as large lights forms, including research vessels, docks and that illuminate the area around Hercules. piers, and from shore; principal platform is • Generally operates 24 hours a day while at the University of Michigan’s Research Vessel sea, different teams called “watches” take Laurentian turns operating the vehicle • Six watch-standers on each watch: Remotely Operated Platform for Ocean Watch Leader makes sure that the scientif- Science (ROPOS) ic goals of the dive are being addressed; • Capable of operating to depths up to 5,000 Pilot operates Hercules, controlling its meters thrusters, manipulator arms, and other • 5,500 m of electrical-optical cable tether functions; Engineer controls the winch • Tools: two digital video cameras; two manipu- that moves Argus up and down, as well lator arms that can be fitted with different as Argus’ thrusters and other functions, sampling tools (stainless steel jaws, manipu- and assists the Pilot; Navigator monitors lator feedback sensors, rope cutters, snap the work being done and the relative hooks, core tubes); variable-speed suction positions of the vehicles and ship and sampler and rotating sampling tray; sonar; communicates with the ship’s crew to telemetry system coordinate ship movements; Video and • Can also be outfitted with up to eight custom- Data watch-standers record and docu- designed tools such as a hot-fluid sampler, ment all the data that the vehicles send chemical scanner, tubeworm stainer, rock- up from the deep coring drill, rock-cutting chainsaw, laser-illumi-

4 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) Focus: Underwater robotic vehicles for scientific exploration

nated, range gated camera, and downward- depth sensor, sonar, manipulator with a six looking digital scanning sonar inch cutoff wheel • Wide variety of observation tools provides • Controlled by a single pilot from a control scientists with exceptional flexibility so they console located in the tracking room of the can quickly respond to new and unexpected support ship discoveries • Small size compared to a submersible allows • A “typical” dive requires at least four people ROV to have high maneuverability; can get (and sometimes more): the “Hot Seat” scien- close to the bottom and allow the cameras to tist, pilot, manipulator operator, and data/ peer under ledges and into nooks and cran- event logger nies • Much easier to launch and recover than a General Purpose Remotely Operated human-occupied submersible so it can be Vehicles (ROVs) used at night while the sub is being serviced • Depth capability varies • Primary data collected is in the form of video • Operated by one or more persons aboard a • Has been used to conduct surveys of bottom- surface vessel fish in Hawai’i • Linked to the ship by a group of cables • In the event of a submersible emergency that carry electrical signals back and forth with one of the Pisces submersibles in water between the operator and the vehicle depths less than 3000 ft, the first action after • Tools: most are equipped with at least a notifying rescue assets would be to deploy video camera and lights the RCV-150 to evaluate the nature of the • Additional equipment may include a still emergency and if entangled, try to free the camera, a manipulator or cutting arm, water sub with the radial cutter samplers, and instruments that measure water clarity, light penetration, and temperature. Tiburon (ROV) • Also used for educational programs at aquar- • Capable of operating to depths 4,000 meters ia and to link to scientific expeditions live via • Controlled from a special control room on the internet board its tender vessel, the R/V Western • Range in size from that of a bread box to a Flyer. small truck • Tether contains electrical wires and fiber-optic • Often kept aboard vessels doing submers- strands ible operations for safety, and so the ROV • Electrical thrusters and manipulators, rather can take the place of the submersible when it than hydraulic systems, allow vehicle to move cannot be used because of weather or main- quietly through the water, causing less distur- tenance problems bance to animals being observed • Can also be used to investigate questionable • Variable buoyancy system allows the vehicle dive sites before a sub is deployed to reduce to float motionless in the water without the risk to the subs and their pilots constant use of the thrusters • Lower half of the vehicle is a modular RCV-150 toolsled, which can be exchanged with other • Capable of operating to depths of 914 m toolsleds to carry out specific missions: ben- • Tethered to support ship via a double thic (or bottom) toolsled has an extra manipu- armored electro-optical umbilical lator arm and extensive sample-carrying • Tools: color video camera, 1500 watts of space for geological and biological samples; lighting, micro conductivity/temperature/ “midwater” toolsled used to explore the biol-

5 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) Focus: Underwater robotic vehicles for scientific exploration oceanexplorer.noaa.gov

ogy of open ocean creatures; rock coring video records of fish species in a variety toolsled has been used to take oriented rock of habitats, particularly under coral ledges cores from the seafloor. near the bottom.

5. Tell students that you are going to describe a [RCV-150 and some General Purpose ROVs series of missions for which an underwater could do this work. RCV-150 has been robot is needed. After they hear each mission used specifically for fish surveys, and its description, each group should decide whether small size allows it to work close to the their robot is capable of the mission, and then bottom and record images under ledges.] discuss which of the candidate robots is best suited for the job. (d) We are developing an educational program for our city aquarium, and want to Read each of the following mission descrip- show some of the capabilities of underwater tions: robots. What kind of robot would be most (a) We are planning an expedition to study an practical for this purpose? unexplored area of the Arctic Ocean with a maximum depth of 3,000 meters. We are [A small General Purpose Remotely particularly interested in geological forma- Operated Vehicle would be most cost tions, and want to collect rock cores and effective.] samples of biological organisms that may be living on these formations. (e) Our expedition is studying the linkages between pelagic (mid-water) and benthic [ROPOS and Tiburon can be fitted with a (bottom) communities associated with a rock-coring drill and biological sampling hydrothermal vent in the Gulf of Mexico equipment.] (depth is approximately 2,500 meters). We want to collect biological samples from both (b) As part of the ongoing study of deepsea areas, as well as geological samples (includ- ecosystems, we want to survey the Atlantis ing rock cores) from the benthic areas. Massif (an underwater mountain near the Mid-Atlantic Ridge, depth 630 m) for hydro- [ROPOS and Tiburon are capable of collect- thermal vent communities. This will require a ing the benthic and rock core samples. robot that can travel back and forth across Tiburon also has a dedicated toolsled the mountain, maintaining a distance of specifically for studying midwater organ- about 5 meters from the bottom, with con- isms.] tinuous depth recordings and video images taken every 10 meters. (f) We are exploring the wreck of a Spanish galleon that lies in a deep canyon 3,000 [Several robots have the capability to do this meters below the surface. We need a com- work, but ABE is best suited for this type plete, detailed photographic survey of the of survey since it can operate indepen- area around the ship, and also want to be dently while humans do other work.] able to recover artifacts that may be discovered. (c) We are studying fish communities around [Hercules was designed specifically for the deep water coral reefs off the coast of study of ancient shipwrecks and recovery Florida (depth 500 – 700 m). We need of artifacts, and is capable of high-defini-

6 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) Focus: Underwater robotic vehicles for scientific exploration

tion photographic surveys.] underwater volcano, two miles below the surface of the ocean. We need samples (g) A Pisces submersible has become tangled taken every hour for a month. in the rigging of a sunken freighter in 1,100 feet of water. We need a robot to survey the [ABE is the only robot in the group capable situation and cut the rigging to free the sub. of autonomous operations and long-term monitoring.] [All of the robots could respond to this emergency – if they were in the immedi- (k) We are studying the organisms associated ate area, and had the necessary cutting with a deepwater habitat (1,000 – 2,000 attachments available. RCV-150 is specifi- meters depth), and want a complete photo- cally designed to support Pisces opera- graphic record of the study area (approxi- tions, and would most likely be carried as mately 10,000 square meters. We also need part of emergency response equipment to collect samples of unknown organisms for on support vessels.] identification.

(h) We are exploring a series of underwater [ROPOS, Hercules, Tiburon, and some caves, approximately 300 meters deep. General Purpose ROVs could do this The entrances to some of these caves is work. This is an opportunity to discuss only about 300 cm square. We need video the advantages and disadvantages of the images of the interior of these caves to plan different systems. You may want to ask further explorations. what additional details about the mission would help in making the best choice.] [General Purpose Remotely Operated Vehicles can be as small as a bread 6. Briefly discuss the disadvantages of underwater box, and could provide the video images robots compared to submersibles. The major needed for this work.] drawback is that the human presence is lost, and this makes visual surveys and evaluations (i) Our research team is studying an unexplored more difficult. Tethered robots also are con- chain of underwater volcanoes. We want to strained to some extent by their cabled connec- sample geological formations as well as bio- tion to the support ship. logical communities, but won’t know exactly what types of samples will be needed until Th e Br i d g e Co n n e c t i o n we can see the area. Depths in our study www.vims.edu/bridge/ - In the “Site Navigation” menu area will be between 1,500 and 4,500 on the left, click “Ocean Science Topics,” then meters. “Human Activities,” then “Technology” for links to resources about submersibles, ROVs, and other [ROPOS can be fitted with a wide variety technologies used in underwater exploration. of observation tools that could give these scientists the flexibility they need to Th e “Me” Co n n e c t i o n respond to new and unexpected discover- Have students write a brief essay describing how ies.] robots are (or may be) of personal benefit.

(j) Our scientific team needs to monitor the Co n n e c t i o n s t o Ot h e r Su b j e c t s water temperature around a newly-erupting English/Language Arts, Life Science, Mathematics

7 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) Focus: Underwater robotic vehicles for scientific exploration oceanexplorer.noaa.gov

Hydrothermal Vents (Earth Science) As s e s s m e n t In this activity, students will learn how hydrother- Reports and discussions in Steps 4 and 5 provide mal vents are formed and where they are located opportunities for assessment. on the ocean floor, learn how scientists use CTDs to locate hydrothermal vents, and learn how to Ex t e n s i o n s determine the pH of a water sample and how this 1. Visit http://oceanexplorer.noaa.gov/ variable can be used to detect hydrothermal vent explorations/08thunderbay/welcome.html to keep up activity. to date with the latest Thunder Bay Sinkholes Expedition discoveries, and to find out what Who Promised You a Rose Garden? researchers are learning about these ecosys- http://oceanexplorer.noaa.gov/explorations/02galapagos/back- tems. ground/education/media/gal_gr7_8_l3.pdf 2. Build your own underwater robot. See books (10 pages, 904k) (from the 2002 Galapagos Rift by Harry Bohm under “Other Resources.” Expedition)

Multimedia Le a r n i n g Ob j e c t s Focus: Biological communities associated with http://www.learningdemo.com/noaa/ Lesson 5 for inter- hydrothermal vents along the Galapagos Rift and active multimedia presentations and Learning mapping (Life Science) Activities on Chemosynthesis and Hydrothermal Vent Life. Students will conduct independent research to discover what types of organisms can survive Ot h e r Re l e v a n t Le s s o n Pl a n s f r o m NOAA’s Oc e a n near hydrothermal vents, learn how organisms Ex pl o r a t i o n Pr o g r a m living along hydrothermal vents can survive in the absence of sunlight and photosynthesis, and Come on Down! use mapping skills to learn more about the Rose http://oceanexplorer.noaa.gov/explorations/deepeast01/back- Garden at the Galapagos Rift. ground/education/media/come_down.pdf (6 pages, 176k) (from the 2001 Deep East Monsters of the Deep Expedition) http://oceanexplorer.noaa.gov/explorations/02mexico/back- ground/edu/media/gom_monsters_gr78.pdf Focus: Ocean Exploration (6 pages, 464k) (from the 2002 Gulf of Mexico Expedition) Students will research the development and use of research vessels/vehicles used for deep ocean Focus: Predator-prey relationships between cold- exploration, calculate the density of objects by seep communities and the surrounding deep-sea determining the mass and volume, and construct environment (Life Science) a device that exhibits neutral buoyancy. In this activity, students will be able to describe Yo-Yos, Tow-Yos and pH, Oh My! major features of cold seep communities, and http://oceanexplorer.noaa.gov/explorations/02galapagos/back- list at least five organisms typical of these com- ground/education/media/gal_gr7_8_l2.pdf munities; and will be able to infer probable (8 pages, 476k) (from the 2002 Galapagos Rift trophic relationships among organisms typical of Expedition) cold-seep communities and the surrounding deep- sea environment. Students will also be able to Focus: Galapagos Rift Expedition and Locating describe the process of chemosynthesis in general 8 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) Focus: Underwater robotic vehicles for scientific exploration

terms, contrast chemosynthesis and photosynthe- bay01.html – Web site for the 2001 Ocean sis, and describe at least five deep-sea predator Explorer Expedition to survey “Shipwreck organisms. Alley” in Thunder Bay, Lake Huron

One Tough Worm http://gvsu.edu/wri/envbio/biddanda/sinkhole.htm – 1 minute http://oceanexplorer.noaa.gov/explorations/02mexico/back- ROV video clip of conspicuous white benthic ground/edu/media/gom_toughworm.pdf mats interspersed with the brownish mats (8 pages, 476k) (from the 2002 Gulf of Mexico characterizing the lake floor in the vicinity of Expedition) the sinkhole, and a dark cloudy nepheloid-like plume layer prevailing just over the site of sub- Focus: Physiological adaptations to toxic and marine groundwater seepage hypoxic environments (Life Science) ftp://ftp.glerl.noaa.gov/eos/El_Cajon_Boils_Short.wmv – In this activity, students will be able to explain the Underwater video of El Cajon “boils” process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in ftp://ftp.glerl.noaa.gov/eos/Purple_Mats_40_sec.wmv – the vicinity of cold seeps, and describe three Underwater video of the purple benthic physiological adaptations that enhance an organ- mats from the Middle Island Sinkhole ism’s ability to extract oxygen from its environment. Students will also be able to describe the Biddanda, B. A., D. F. Coleman, T. H. Johengen, problems posed by hydrogen sulfide for aerobic S. A. Ruberg, G. A. Meadows, H. W. organisms, and explain three strategies for deal- VanSumeren, R. R. Rediske, and S. T. ing with these problems. Kendall. 2006. Exploration of a submerged sinkhole ecosystem in Lake Michigan. Ot h e r Re s o u r c e s Ecosystems 9:828-842. Available The Web links below are provided for informa- online at http://www.glerl.noaa.gov/pubs/ tional purposes only. Links outside of Ocean fulltext/2006/20060020.pdf Explorer have been checked at the time of this page’s publication, but the linking sites may Ruberg, S.A., D.F. Coleman, T.H. Johengen, G.A. become outdated or non-operational over time. Meadows, H.W. VanSumeren, G.A. LANG, http://oceanexplorer.noaa.gov/explorations/08thunderbay/welcome. and B.A. Biddanda. 2005. Groundwater html – Follow the Thunder Bay Sinkholes plume mapping in a submerged sink- 2008 Expedition daily as documentaries hole in Lake Huron. Marine Technology and discoveries are posted each day for Society Journal 39(2):65-69. Available your classroom use online at http://www.glerl.noaa.gov/pubs/ fulltext/2005/20050038.pdf http://celebrating200years.noaa.gov/edufun/book/welcome. html#book – A free printable book for home Bohm, H. and V. Jensen. 1998. Build Your Own and school use introduced in 2004 to cel- Programmable Lego Submersible: Project: ebrate the 200th anniversary of NOAA; Sea Angel AUV (Autonomous Underwater nearly 200 pages of lessons focussing on Vehicle). Westcoast Words. 39 pages. the exploration, understanding, and protec- tion of Earth as a whole system Bohm, H. 1997. Build your own underwater robot and other wet projects. Westcoast Words. http://oceanexplorer.noaa.gov/projects/thunderbay01/thunder- 148 pages.

9 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) Focus: Underwater robotic vehicles for scientific exploration oceanexplorer.noaa.gov

Na t i o n a l Sc i e n c e Ed u c a t i o n St a n d a r d s from sunlight and photosynthetic organisms. Content Standard A: Science As Inquiry Hydrothermal vents, submarine hot springs, and • Abilities necessary to do scientific inquiry methane cold seeps rely only on chemical energy • Understanding about scientific inquiry and chemosynthetic organisms to support life.

Content Standard E: Science and Technology Essential Principle 7. • Abilities of technological design The ocean is largely unexplored. • Understandings about science and technology Fundamental Concept b. Understanding the ocean is more than a matter of curiosity. Content Standard F: Science in Personal and Social Exploration, inquiry and study are required to bet- Perspectives ter understand ocean systems and processes. • Science and technology in society Fundamental Concept d. New technologies, sensors and tools are expanding our ability to Content Standard G: History and Nature of Science explore the ocean. Ocean scientists are relying • Nature of science more and more on satellites, drifters, buoys, sub- sea observatories and unmanned submersibles. Oc e a n Li t e r a c y Es s e n t i a l Principles a n d Fundamental Concept f. Ocean exploration is Fu n d a m e n t a l Co n c e p t s truly interdisciplinary. It requires close collabora- Essential Principle 2. tion among biologists, chemists, climatologists, The ocean and life in the ocean shape the features of the computer programmers, engineers, geologists, Earth. meteorologists, and physicists, and new ways of Fundamental Concept b. Sea level changes over thinking. time have expanded and contracted continental shelves, created and destroyed inland seas, and Se n d Us Yo u r Fe e d b a c k shaped the surface of land. We value your feedback on this lesson. Please send your comments to: Essential Principle 5. [email protected] The ocean supports a great diversity of life and ecosystems. Fundamental Concept b. Most life in the ocean Fo r Mo r e In f o r m a t i o n exists as microbes. Microbes are the most impor- Paula Keener-Chavis, Director, Education Programs tant primary producers in the ocean. Not only are NOAA Ocean Exploration Program they the most abundant life form in the ocean, Hollings Marine Laboratory they have extremely fast growth rates and life 331 Fort Johnson Road, Charleston SC 29412 cycles. 843.762.8818 Fundamental Concept f. Ocean habitats are 843.762.8737 (fax) defined by environmental factors. Due to interac- [email protected] tions of abiotic factors such as salinity, temperature, oxygen, pH, light, nutrients, pressure, sub- Ac k n o wl e d g e m e n t s strate and circulation, ocean life is not evenly dis- This lesson plan was produced by Mel Goodwin, tributed temporally or spatially, i.e., it is “patchy”. PhD, The Harmony Project, Charleston, SC Some regions of the ocean support more diverse for the National Oceanic and Atmospheric and abundant life than anywhere on Earth, while Administration. If reproducing this lesson, please much of the ocean is considered a desert. cite NOAA as the source, and provide the follow- Fundamental Concept g. There are deep ocean ing URL: http://oceanexplorer.noaa.gov ecosystems that are independent of energy 10 Thunder Bay Sinkholes 2008 - Grades 7-8 (Physical Science/Life Science) oceanexplorer.noaa.gov Focus: Underwater robotic vehicles for scientific exploration

Student Handout

Underwater Robot Capability Survey

Name of Robotic Vehicle

Maximum Operating Depth

Tethered or Autonomous

Minimum Number of Crew Required for Operation

Tools

Special Capabilities or Advantages

Other Details