Reflection: Developing a Conceptual Understanding The Engineering Behind the Deep Sea Challenger - Section 1: Question for the Day: What deep ocean conditions would engineers need to consider when building a submersible that could travel to the aphotic zone?


My students have created deep ocean animals to hang on the ceiling and have made observations of these animals to identify patterns to help them conclude how animals survive in deep ocean conditions.

Now that my students are familiar with the deep ocean constraints and how animals have evolved to make this place their home, they are ready to see how engineers dealt with these same constraints when designing the Deep Sea Challenger.

I am highlighting what engineers do, using the Deep Sea Challenger, to develop students concepts of engineering practices. I hope this lesson introducess the background concepts for engineering practices that the students will utilize in the next couple of lessons. 

Not only will I be able to access this lesson as the students tackle their own engineering problems this year, but when we discuss material and matter, I can remind students about the material used for the DSC and use that idea to explore buoyancy.

  Why this lesson?
  Developing a Conceptual Understanding: Why this lesson?
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The Engineering Behind the Deep Sea Challenger

Unit 3: Unit 3 - Deep Ocean to Rocky Shore Adaptations and Submersible Designs
Lesson 3 of 12

Objective: SWBAT identify the challenges that engineers had to consider when designing the Deep Sea Challenger.

Big Idea: No, it is not a space craft it is a submersible! Traveling to the deep ocean is like traveling to outer space and you need a specific type of craft to get you there.

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