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Seafloor Mapping | Educator SEAFLOOR MAPPING | EDUCATOR Links to Next S T E M Generations Science Supplement Video | Standards | https://www.youtube.com/watch?v=rEPXuXf0_Ws https://vimeo.com/153100152 (password: exploration) MS-PS4-2: Develop and use a model to Pacing | 2 - 3 class periods (45 minutes each) describe that waves Background Needed | Basic understanding of sound, waves, earth history, earth are reflected, processes, sonar absorbed, or Assessment | Scientific & Technical Reporting rubric provided transmitted through Materials/Resources | various materials. ‣ Simulated seafloor boxes ‣ Low Resolution Grid (http://nautl.us/2eg1p5V) and High Resolution Grid MS-ESS2-3: Analyze and interpret data on (http://nautl.us/2dKZ7IN) ‣ the distribution of Wooden dowels fossils and rocks, ‣ Student data sheets continental shapes, ‣ Colored pencils and seafloor ‣ Calculators structures to provide ‣ Computers with Microsoft Excel (optional) evidence of the past plate motions. Overview MS-ESS3-1: Construct This module is designed to introduce students to multibeam sonar mapping. a scientific Students will use simulated sonar beams to produce depth data on a seafloor. explanation based on They will then take this data and produce a bathymetric map. Students will be evidence for how the asked to infer seafloor features based on two resolutions (low and high) of sonar uneven distributions imagery. Bathymetric maps can be produced by hand or students can easily use of Earth's mineral, Excel to produce 3D bathymetric images. energy, and groundwater resources are the Objectives & Learning Outcomes ‣ result of past and Students will be able to explain the importance of seafloor mapping to current geoscience understand the earth and ocean as well as understand how little of the global processes. ocean has been mapped (<10%). ‣ Students will understand how sound moves through water. MS-ETS1-4: Develop ‣ Students will be able to calculate the depth based on time of sound return. a model to generate ‣ Students will be able to produce bathymetric maps based on depth data. data for iterative testing and modification of a Guiding Questions proposed object, ‣ Why is it important to map the seafloor? tool, or process such ‣ How much of the global ocean has been explored? that an optimal ‣ How does sound travel through water? design can be ‣ How is sound used to locate objects? achieved. ‣ How do scientists benefit from detailed (high resolution) maps of the seafloor? OCEAN EXPLORATION TRUST !1 STEM LEARNING MODULES SEAFLOOR MAPPING | EDUCATOR Links to Common Core Activity/Tasks Standards | Students will: CCSS.ELA- ‣ collect simulated sonar soundings for an unknown seafloor model. LITERACY.RST.6-8.3: ‣ calculate the depth of their sonar soundings based on the speed of sound Follow precisely a through water. multistep procedure ‣ infer what the seafloor features are based on the depth profiles created. when carrying out ‣ compare and analyze the differences between their produced maps and the experiments, taking simulated seafloor. measurements, or performing technical tasks. Educator: Lesson Procedure/Directions CCSS.ELA- 1. Introduction LITERACY.RST.6-8.7: ‣ Introduce students to the use of multibeam sonar mapping using Integrate quantitative or resources available on www.nautiluslive.org (Our Technology & Video: technical information Mapping Technology) expressed in words in a ‣ Introduce the ideas of sonar, seafloor mapping, and ocean exploration. text with a version of that ‣ Direct students to begin mapping their seafloors according to the information expressed directions provided on the student worksheets. visually (e.g., in a 2. Mapping Exercise Round 1 flowchart, diagram, ‣ Students will use the “low resolution” grid to map their seafloors and model, graph, or table). see what features they can infer exist. Extensions & ‣ Students will then calculate ocean depths based on their sonar time Adaptations data and produce a low resolution bathymetric map of the seafloor. Introductory | 3. Mapping Exercise Round 2 Students can be given all ‣ Students will use the “high resolution” grid to map their seafloors and of the equations and see what features they can infer exist. provided with methods ‣ Students will then calculate ocean depths based on their sonar time for calculating water data and produce a high resolution bathymetric map of the seafloor. depth using the 4. Discussion equations of the speed ‣ Ask students to share out their results comparing the low vs high of sound in water and various salinities of water. resolution maps they have produced. Can students predict what type of seafloor structures they mapped? Ask students how their maps relate to multibeam sonar technology. Use color coded dowels ‣ After this discussion and the final maps have been produced, instruct for younger students to create their maps with. students to open their simulated seafloor boxes. Ask students to Students can create 3D compare their results with the real seafloors. This is a great discussion interpretations of their point about the need for additional layers of deep-sea exploration maps with modeling clay. beyond seafloor mapping (e.g., exploration with submersibles and visual imaging systems). OCEAN EXPLORATION TRUST !2 STEM LEARNING MODULES SEAFLOOR MAPPING | EDUCATOR Extensions & Pre-Lab Questions | Adaptations 1. Who owns the ocean? ✓ Possible answers: Out to 200 nautical miles, individual countries own the Advanced | waters off of their coastlines for resource extraction (minerals or fishing), Students can be tasked environmental policies, and navigation policies. This zone is called the to find the equation for exclusive economic zone or EEZ. Beyond the 200 mile barrier - also known sound speed velocity as international waters - they are not owned by any country. This area is and also told to governed by international maritime law which must be built by international determine a specific consensus and committee. sound speed given specific parameters or 2. Where do the maps of our oceans come from? Why is it important to have good average salinity of a maps of the oceans? particular body of ✓ Possible answers: Maps of the ocean can come from many technologies- water. geospatial satellites take hundreds of thousands of measurements of the sea surface averaging out wave heights and making maps of the microgravity 3D Mapping Using anomalies that match seafloor terrain. The gravitational attraction of water to Excel | the mass of an underwater mountain actually causes additional water to be If students have access drawn to the feature resulting in a slightly higher ocean height over that spot. to computers and This microgravity map of the seafloor from a satellite is the type of large- Microsoft Excel, they scale, low-definition ocean imagery featured on Google Earth or Google can follow the Maps. Hull mounted multi beam systems collect far higher resolution maps, instructions on how to but the pace of data collection is far slower as a ship must transit over each produce a bathymetric feature to map it. Understanding ocean features determines regional and map and visualization global ocean mixing and can define many of the biological environments of individual ‘sonar know. Highly detailed maps are important for underwater navigation as well pings’. Students can including military use for submarines. Scientists also need precise navigation also use Excel to data if they plan to return to specific sites over time. produce a bathymetric 3. How much of Earth’s oceans have been mapped? map that they then ✓ Possible answers: Only about 10% of the ocean has been mapped in high- print out and use as a resolution using hull-mounted (ship-mounted) multibeam sonar. All of the template for cutting out ocean’s surface has been mapped by satellites. foam layers to build their own 3D models of 4. Why are the oceans important to life on earth? their seafloor. This ✓ Possible answers: The oceans dictate the global climate and provide at least activity can be done half of the oxygen in the atmosphere from phytoplankton productivity. The prior to opening the oceans are also the source of food for over 600 million people. simulated seafloor 5. How does sound travel through water? How is sound used to locate objects? boxes to allow students ✓ Possible answers: Sound travels in waves and transmits well through dense to make comparisons saltwater. In fact, sound travels farther in water than in air. Sound waves are for accuracy. Refer to used to locate objects in water by timing the echoes of sound waves as they this link for example. return from striking a target. Thus, sound is best used to locate hard objects (rocky seafloor, metal shipwrecks) because they give strong echo returns. OCEAN EXPLORATION TRUST !3 STEM LEARNING MODULES SEAFLOOR MAPPING | EDUCATOR Extensions & Student: Lesson Procedure/Directions Adaptations 1. Read worksheet introduction and follow directions to begin mapping Cardstock 3D Map | See your seafloor using the low-resolution template. PDF Shoebox Sonar for 2. Calculate ocean depths by converting sonar ping time into ocean instructions on turning depth in meters using the equation provided. the data into a 3D Map 3. After completing Round 1 of mapping, discuss with your group what made out of yardstick or type of features you think exist on your seafloor. foam. 4. Map your seafloor again using the high-resolution template. 3D Seafloor | If students 5. Calculate ocean depths again by converting sonar ping time into have access to a 3D ocean depth in meters using the same
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