Monterey Bay Aquarium Research Institute

EARTH Workshop 2003

EARTH Workshop Home | Schedule
Design Challenge | Inquiry Model | Brainstorming | Immersion Institute

The Tech Museum Design Challenge | Back to top

  • Does temperature/salinity really matter with this activity?
  • Content is probably more than just middle school
  • Design and inquiry (and technology) are all needed in a science classroom to bring the curriculum alive—design hooks the learner and inquiry empowers them
  • Goals: team based, real world problem, lots of potential solutions
  • Investigate—Create/re-create—Reflect
  • RAFT/ resources and workshops - check for new workshops
  • Assessment rubrics—The Tech works with —tech fellows,— which are complete units that include challenges and assessment
  • The Tech Museum is more interactive now—exhibits include challenges when possible

Scientific Inquiry | Back to top

Inquiry—any activity that includes student questions and exploration independent of teacher

Brainstorming | Back to top

Goal—‘Tweaking’ the Design Challenge
  1. Make it more inquiry-oriented
  2. Make it more quantitative
  • Use organisms as focus (floaters/sinkers)—find organisms— habitats through research and create a model
  • Compare design to real world applications (ex. Cartesian diver, submarine, SCUBA)
  • Explore density measurements through various activities—vary conditions, create —salinometer vehicle—
  • Compare buoyancy adaptations of different organisms using different materials (i.e., gas bladder vs. oil-filled)
  • Use uniform, measurable weights, measure mass of vehicle, use formulas to calculate density
  • Record questions as they arise, use to explore further (ex. question wall)
  • Use predictions without testing to explore buoyancy concepts (include predictions regarding differences in water conditions, i.e., Arctic vs. Sea of Cortez)
  • Apply constraints to challenge (ex. time, rules, materials, etc.)
  • Give each group different sets of materials (size, mass, density) to encourage different solutions
  • Incorporate physics and calculate changes using formulas before testing
  • Use pre-planning to explore concepts, form hypotheses and brainstorm possible solutions
  • Use layers of different density liquids to make challenge more difficult (ex., make vehicle hover at pycnocline, sink below, travel through, etc.)
  • Give students a mystery tank (salt instead of fresh) for final testing to introduce new element
  • Spread out inquiry over several lessons, devoting more time to each step
  • Require each student to bring independent thoughts to challenge/use their own brain before beginning challenge to insure participation
  • Use a variety of soda cans to encourage data collection—record guesses first, ask questions regarding why, how, what influences buoyancy
  • Decide how open ended the process should be and be prepared to guide the inquiry process
  • Design a model to explain the concept to younger audience
  • Introduce concept of models (i.e., physical, numerical, conceptual)
  • Connect activity to real data (ex., Monterey Canyon, MARS)

Immersion Institute | Back to top

Deep-sea technology showcased
  • Life-size displays of ships, ROVs, control rooms
  • Mock-up of manned sub and ROV: you walk up onto a ship into a control van; inside, you get the control room audio, computer, countdown
  • There are explanations of what the visitor is seeing (hard copy and audio)
  • Pre-dive checklist
Highlights National Marine Sanctuaries
  • Theater experience, live cameras, ROV, and a live web feed
  • Each visitor has a computer touchscreen; each display has a sanctuary theme; large-screen video in front of room
  • Introductory video that describes the NMS network and shows coastal and underwater video; interpreter takes over at the end to explain program and introduce the ROV Orpheus (in Monterey Bay); sets the stage and gives context
  • Can see sandy shore, rocks, and kelp; camera controls can be panned left/right and up/down
Interactive Game aspect
  • Can play a game while the live video is going on
  • Select a species of interest and answer questions; winner announced at the end of every show!
  • Are these types of experiences really useful? Why? What parts engage learning?
    • How effective are virtual reality-type games at teaching new information?
    • What distribution methods would be effective? Web or CD?
    • Other interactive experiences using data (web)
      • BBC Blue Planet challenge
      • Finding NEMO coral reef conservation

EARTH Workshop Home | Schedule
Design Challenge | Inquiry Model | Brainstorming | Immersion Institute

Last updated: Sep. 24, 2009

Full-hemisphere views of the Earth from GOES (Geostationary Operational Environmental Satellites).
GOES satellites are built by NASA and operated by NOAA.

EARTH logo designed by Jennifer Trask, 2003