Odyssey s Ocean Classroom Curriculum

Odyssey s Ocean Classroom Curriculum Grades 6-12

Odyssey s Ocean Classroom Using the most advanced science and technology, including sophisticated robotics designed exclusively for deepsea shipwreck exploration and marine archaeological recovery, Odyssey Marine Exploration has accomplished some of the most extraordinary deep-sea expeditions, uncovering historic sites spanning centuries of maritime trade, exploration and world history and fascinating treasures once believed lost forever. Yet, equally important as an educational resource is the wealth of information that each shipwreck project offers. Odyssey s Ocean Classroom is a series of lesson plans that have at their core the underlying principles of scientific discovery, history, archaeology, geography and exploration. Each individual lesson plan is designed to be integrated with the others in the series to create a thematic, interdisciplinary unit of study. The curriculum was developed for students to explore the fascinating world of deep-ocean shipwrecks. At the start, they are introduced to Odyssey Marine Exploration, a pioneer in the field of deep-ocean shipwreck exploration and marine archaeology. Students will discover how Odyssey conducts extensive deep-ocean search and recovery operations around the globe using advanced robotics and state-of-the-art technology. In particular, they will learn the compelling story of the SS Republic, a Civil War-era steamship with a colorful history that includes heroic service during the Battle of Mobile Bay. The ship later sank in a fierce hurricane off the coast of Georgia, 1,700 feet deep considered lost forever, yet miraculously discovered by Odyssey 138 years later. The archaeological excavation would yield a fortune in gold and silver coins and nearly 17,000 artifacts. Odyssey s Ocean Classroom emphasizes a project-based learning approach whereby students participate in hands-on activities to enhance their understanding of the principles and procedures fundamental to marine exploration and marine archaeology. Many of the activities promote the concept of teamwork. Using a variety of technology, students will produce works that can be shared beyond the classroom. Suggested rubrics are provided to help the educator assess student performance. The curriculum is designed to meet national educational standards and to offer students the opportunity to investigate scientific, historical and marine-related themes to expand their learning experience into the new and exciting realm of deep-ocean shipwreck discovery. 1 Introduction

ODYSSEY S OCEAN CLASSROOM TABLE OF CONTENTS LESSON PLAN #1 WHAT FLOATS THE BOAT? (BUOYANCY) FOCUS QUESTIONS Why do ships float? What is buoyancy? OBJECTIVES Students will be able to: Determine that objects with more surface area will be more buoyant than objects with the same mass, but with a compact or smaller surface area Determine that objects immersed in water weigh less due to the principle of buoyancy LESSON PLAN #2 WATCH THE WATER RISE (WATER DISPLACEMENT) FOCUS QUESTION How do large ships float? OBJECTIVES Students will be able to: Determine that when the mass of water displaced is equal to or greater than the mass of an object on the water, the object will float LESSON PLAN #3 SHIP SHAPE (SHIP DESIGN) FOCUS QUESTIONS How does the design of a ship affect its seaworthiness? Which ship shape will carry the most cargo and be the most seaworthy? OBJECTIVES Students will be able to: Use principles of buoyancy and displacement to design, build, and test simple boats to determine which will hold the most cargo Create a boat that will carry cargo Compare various boat shapes to determine the shape that provides the best cargo-carrying capacity LESSON PLAN #4 EYE OF THE STORM (HURRICANES) FOCUS QUESTIONS What are some of the factors that can cause hurricanes? What are the effects of extreme storms such as the hurricane that sank the SS Republic in 1865? How do hurricanes affect the height of the waves? Table of Contents

OBJECTIVES Students will be able to: Determine that wind speed increases the height of ocean waves Determine that higher waves occur in shallower water Understand how hurricanes are formed LESSON PLAN #5 TRACKING THE TREASURE (MAP SKILLS) FOCUS QUESTIONS What information did Odyssey Marine Exploration use to develop a search area for the SS Republic? How was knowledge about the ship s route, as well as the track of the October 1865 hurricane that sank the ship, used to help create the search area for locating the shipwreck? OBJECTIVES Students will be able to: Plot the coordinates and path of the 1865 Hurricane #7 that sank the SS Republic Retrace the general route of the SS Republic on its last voyage Compare the hurricane path with the SS Republic route and propose a search area for locating the SS Republic shipwreck. LESSON PLAN #6 PING! (SIDE-SCAN SONAR) FOCUS QUESTION How can side-scan sonar be used to locate objects underwater? OBJECTIVES Students will be able to: Describe side-scan sonar Compare and contrast side-scan sonar with other methods used to search for underwater objects Make inferences about the topography of an unknown and unseen landscape based on systematic discontinuous measurements of surface relief LESSON PLAN #7 PICTURE THIS (PHOTOMOSAIC) FOCUS QUESTIONS What is a photomosaic? What is the purpose of a photomosaic? OBJECTIVES Students will be able to: Understand how a photomosaic is used to obtain detailed information about an object by piecing together a simulation of the SS Republic Understand how a photomosaic offers marine archaeologists information about a shipwreck site that would otherwise not be available to them Table of Contents

LESSON PLAN #8 CSI: OCEAN FLOOR (MARINE ARCHAEOLOGY) FOCUS QUESTIONS How can marine archaeologists use archaeological data to draw inferences about shipwrecks? What can be learned by studying the artifacts recovered from shipwreck sites? OBJECTIVES Students will be able to: Use a grid system to document the location of artifacts placed and then recovered from a model shipwreck site Use data about the location and type of artifacts recovered from a model shipwreck site to draw inferences about the sunken ship and the people that were aboard Identify and explain the types of evidence that can help marine archaeologists understand the historical context of artifacts recovered from shipwrecks LESSON PLAN #9 TIME TRAVEL (The Life and Times of the SS Republic ) FOCUS QUESTIONS What was life like in 1865? What was it like traveling aboard the SS Republic on its final voyage? What are some of the important events that occurred in the mid-19th century? OBJECTIVES Students will be able to: Research primary and secondary source materials to reconstruct life in America in the middle of the 19th century Research primary and secondary source materials to reconstruct a timeline of the SS Republic Research primary and secondary source materials to reconstruct the events that occurred on the SS Republic during its final voyage Create a timeline that depicts the events that occurred in the era of SS Republic Table of Contents

What Floats The Boat Buoyancy Lesson Plan #1

FOCUS QUESTION Why do ships float? What is buoyancy? VOCABULARY Buoyancy Floatation Sinking OBJECTIVES Students will be able to: Determine that objects with more surface area will be more buoyant than objects with the same mass, but with a compact or smaller surface area Determine that objects immersed in water weigh less due to the principle of buoyancy BACKGROUND How does a boat or ship float carrying hundreds of pounds worth of cargo while that same cargo would sink to the bottom of the ocean if dumped overboard? The SS Republic * was loaded with passengers, a large shipment of cargo including gold and silver coins and several tons of coal, and yet it floated out of the New York harbor into the Atlantic Ocean bound for New Orleans on October 18, 1865. The ship and her cargo would not have floated without the SS Republic cradling her load and dispersing the weight across the surface of the water. When you are in a pool and you stretch out your body, you will float. But if you wrap your arms around your legs and curl up into a ball, you will sink. It all has to do with how much water is pushing against you and a little scientific principle called buoyancy or floatation. When you stretch out flat more water pushes against you since your body is laid out flatter and has more surface area. When you curl up into a ball, your body is more compact and less water is pushing against you (you have less surface area). MATERIALS Modeling clay (Activity #1, same amount for each group) Bucket or similar container (Activity #1 & #2, one for each group) Water (Activity #1 & #2) Soda can with tab (Activity #2, one for each group) 50 centimeters of string (Activity #2, one for each group) Rubber band (Activity #2, one for each group) PREPARATION Review background information with students and tell them that they are going to perform an experiment that will help them discover why a boat floats. Divide students into groups of four. Provide one container of water for each group. What Floats the Boat Buoyancy

PROCEDURE Activity #1 1. Take a piece of clay and roll it into a ball. Place it on the water. Observe what happens. 2. Take the same piece of clay and roll into a cylinder shape. Place it on the water. Observe what happens. 3. Take that same piece of clay and fashion it into a flat-bottomed boat shape. Place it on the water. Observe what happens. 4. Record results and conclude findings. QUESTION: Why did the first 2 shapes sink and the boat (ship) shape float? Answer: If the total area of the object that makes contact with the water is large enough, the object floats. The object must make room for its own volume by pushing aside, or displacing, an equivalent (or equal) volume of liquid. The object is exerting a downward force on the water and the water is therefore exerting an upward force on the object. Of course the floating object s weight comes into play also. The solid body floats when it has displaced just enough water to equal its own original weight. This principle is called buoyancy. PROCEDURE Activity #2 1. Fill a soda can with water. 2. Tie one end of the string securely through the tab of the can so that it can be lifted and will not drop. 3. Place the can into a bucket of water. Each group member should then lift the soda can by the string to the surface of the water and note the effort needed. Use only two fingers to lift. 4. Lift the same water filled can the same distance off the floor. Use only two fingers to lift. Note the effort needed. 5. Now attach the rubber band to the loose end of the string and repeat the lifting process in the bucket of water and the same distance from the floor. This time slip a pencil through the rubber band and measure the length that the rubber band stretches in each case. 6. Record the measurements and calculate the difference. 7. Conclude by determining which requires more effort and why. SOURCES OF INFORMATION Civil War Gold DVD: One-hour National Geographic documentary featuring the captivating story of Odyssey Marine Exploration s discovery of the SS Republic SS Republic Website (for further information about the SS Republic) http://shipwreck.net/ssrepublic.php Worksheet and Answer Key: WHAT FLOATS THE BOAT? (BUOYANCY) THE NATIONAL SCIENCE EDUCATION STANDARDS Science as Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Physical Science Properties of objects and materials Earth and Space Science Properties of earth materials LESSON PLAN SOURCES This lesson plan was adapted from: Activity Guide TITANIC SCIENCE WNET Educational Initiatives http://www.thirteen.org/edonline/nttidb/lessons/jx/buoyjx.html What Floats the Boat Buoyancy

ANSWER KEY for WORKSHEET: WHAT FLOATS THE BOAT? (BUOYANCY) Activity #1 Observation 1: Ball of clay sinks Observation 2: Cylinder shaped clay sinks Observation 3: Boat shaped clay floats QUESTION: Why did the first 2 shapes sink and the boat shape float? The answer should reflect an understanding that: If the total area of the object that makes contact with the water is large enough, the object floats. The object must make room for its own volume by pushing aside, or displacing, an equivalent (or equal) volume of liquid. The object is exerting a downward force on the water and the water is therefore exerting an upward force on the object. Of course the floating object s weight comes into play also. The solid body floats when it has displaced just enough water to equal its own original weight. This principle is called buoyancy. Activity #2 Did it take more effort to lift the can of water in the bucket of water or from the floor? It took more effort to lift the can from the floor. Length of rubberband when can is lifted from bucket of water= Length of rubberband when can is lifted from the floor= Subtract larger number from smaller number to calculate the difference= QUESTION: Why was there a difference in the effort needed to lift the can? The answer should reflect an understanding that: Liquids exert an upward force on an immersed or floating object. The upward force is called buoyancy. What Floats the Boat Buoyancy

WORKSHEET: WHAT FLOATS THE BOAT? (BUOYANCY) PROCEDURE Activity #1 1. Take a piece of clay and roll it into a ball. Place it on the water. Observe what happens. 2. Take the same piece of clay and roll into a cylinder shape. Place it on the water. Observe what happens. 3. Take that same piece of clay and fashion it into a flat-bottomed boat shape. Place it on the water. Observe what happens. 4. Record results and conclude findings. Observation 1: Observation 2: Observation 3: QUESTION: Why did the first 2 shapes sink and the boat shape float? PROCEDURE Activity #2 1. Fill a soda can with water. 2. Tie one end of the string securely through the tab of the can so that it can be lifted and will not drop. 3. Place the can into a bucket of water. Each group member should then lift the can by the string to the surface of the water and note the effort needed. Use only two fingers to lift. 4. Lift the same water filled can the same distance off the floor. Use only two fingers to lift. Note the effort needed. 5. Now attach the rubberband to the loose end of the string and repeat the lifting process in the bucket of water and the same distance from the floor. This time slip a pencil through the rubberband and measure the length that the rubberband stretches in each case. 6. Record the measurements and calculate the difference. 7. Conclude by determining which requires more effort and why. Did it take more effort to lift the can of water in the bucket of water or from the floor? Length of rubberband when can is lifted from bucket of water= Length of rubberband when can is lifted from floor= Subtract larger number from smaller number to calculate the difference= QUESTION: Why was there a difference in the effort needed to lift the can? What Floats the Boat Buoyancy

Watch The Water Rise Water Displacement Lesson Plan #2

FOCUS QUESTION How do large ships float? VOCABULARY Displacement OBJECTIVES Students will be able to: Determine that when the mass of water displaced is equal to or greater than the mass of an object on the water, the object will float BACKGROUND The SS Republic *, weighing 1,149 tons, was loaded with cargo, passengers and a fortune in gold and silver coins when she departed from New York s Hudson River in October 1865. As the Republic steamed south into a fierce hurricane there were several factors that contributed to her ultimate demise. Her paddlewheels and engine stalled, her pumps failed and the ship was leaking badly. She was taking on water faster than the crew could bail her out. With this additional water, the weight of the ship increased rapidly and was greater than the mass of water she had originally displaced. Soon the vessel was no longer able to stay afloat. When an object is placed in water, the level of the water rises. This occurs because the object displaces or pushes aside a volume of water. When a ship is in water, it also displaces a volume of water. If the weight of the ship is less than the water displaced, then the water s buoyant force is able to keep the ship afloat. When a ship is placed in water it sinks into the water until the weight of the water it displaces is equal to the ship s own weight. As a ship is loaded with cargo, it sinks deeper, displacing more water. Buoyancy is the loss in weight an object seems to undergo when placed in a liquid, as compared to its weight in air. Archimedes Principle states that an object fully or partly immersed in a liquid is buoyed upward by a force equal to the weight of the liquid displaced by that object. From this principle we can conclude that a floating object displaces an amount of liquid equal to its own weight. MATERIALS 5 quart clear ice cream bucket or another similar container (one for each group) Wooden block: 2 x 4 x 4 (one for each group) Balance scale (one for each group) or triple beam balance scale Masking tape Water Apple, ball, blocks of wood composed of different types of wood (oak, maple, etc.), or other items that will float PREPARATION Review background information with students and tell them that they are going to perform an experiment that will help them understand how boats float as a result of displacement of water. Divide students into groups of four. Provide one container of water and materials for each group. Watch the Water Rise Displacement

PROCEDURE 1. Fill bucket with water halfway and mark the level of water with masking tape. 2. Place the wooden block in the water. Observe how the water rises above the halfway mark. This is the water that is displaced by the block of wood. 3. Do NOT remove the block of wood but remove water from the bucket until the water line returns to the halfway point again. Place the removed water on one side of the balance scale. 4. Now remove the block from the water bucket and place it on the scale opposite the displaced water. (The water and block should balance.) If a triple beam balance scale is used, simply weigh both the displaced water and the block of wood. (They should have an equal weight.) 5. Record results on worksheet. 6. Place several other items that float in the water and repeat the same procedures. Writing prompt: Explain why the steamship SS Republic was no longer able to stay afloat. Apply the principles of displacement and how Archimedes Principle was no longer applicable once the ship began taking on water. SOURCES OF INFORMATION Civil War Gold DVD: One-hour National Geographic documentary featuring the captivating story of Odyssey Marine Exploration s discovery of the SS Republic Odyssey Marine Exploration Website. History of the SS Republic; http://shipwreck.net/ssrepublic.php WORKSHEET and ANSWER KEY: WATCH THE WATER RISE (WATER DISPLACEMENT) THE NATIONAL SCIENCE EDUCATION STANDARDS Science as Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Physical Science Properties of objects and materials Earth and Space Science Properties of earth materials LESSON PLAN SOURCES This lesson plan was adapted from: http://www.teachnet.com/lesson/science/physics/waterdisplacement.html ANSWER KEY for WORKSHEET: Watch the Water Rise Displacement

WATCH THE WATER RISE (WATER DISPLACEMENT) Problem: How much water is displaced when an object is placed in water? Hypothesis: (Possible hypothesis) If different objects are floated in a bucket of water then the water displaced will be equal to the mass of the item. Independent Variable: Different items floated in water Dependent Variable: Mass of the water displaced Constants: Bucket, amount of water in the bucket, scale, environmental conditions Materials: Bucket, water, masking tape, scale, block of wood, orange, ball, clayboat Directions: 1. Fill the bucket halfway with water and mark the level of water with masking tape. 2. Place the wooden block in the water. Observe how the water rises above the halfway mark. This is the water that is displaced by the block of wood. 3. Do NOT remove the block of wood but remove the water from the bucket until the water line is returned to the halfway point again. Place the water removed from the bucket on one side of the balance scale. 4. Now remove the block from the water bucket and place it on the scale opposite the displaced water. If a triple beam balance scale is used, simply weigh both the displaced water and the item placed in the water. 5. Record results. Place several other items that float in the water and repeat the same procedures. Data Table for WATER DISPLACEMENT Items placed in water = or Displaced Water Wooden block = Displaced Water Apple = Displaced Water Ball = Displaced Water Clay boat = Displaced Water Conclusion: It appears that floating objects displace an amount of liquid equal to their own weight and this is exactly what occurs when a boat is placed in water. WORKSHEET: WATCH THE WATER RISE (WATER DISPLACEMENT) Watch the Water Rise Displacement

Problem: How much water is displaced when an object is placed in water? Hypothesis: Independent Variable: Dependent Variable: Constants: Materials: Directions: 1. Fill bucket halfway with water and mark the level of water with masking tape. 2. Place the wooden block in the water. Observe how the water rises above the halfway mark. This is the water that is displaced by the block of wood. 3. Do NOT remove the block of wood but remove the water from the bucket until the water line is returned to the halfway point again. Place the water removed from the bucket on one side of the balance scale. 4. Now remove the block from the water bucket and place it on the scale opposite the displaced water. If a triple beam balance scale is used, simply weigh both the displaced water and the item placed in the water. 5. Record results. 6. Place several other items that float in the water and repeat the same procedures. Data Table for WATER DISPLACEMENT Items placed in water = or Displaced Water? Wooden block Conclusion: Watch the Water Rise Displacement

Ship Shape Ship Design Lesson Plan #3

FOCUS QUESTIONS How does the design of a ship affect its seaworthiness? Which ship shape will carry the most cargo and be the most seaworthy? VOCABULARY Buoyancy Displacement OBJECTIVES Students will be able to: Use principles of buoyancy and displacement to design, build, and test simple boats to determine which will hold the most cargo Create a boat that will carry cargo Compare various boat shapes to determine the shape that provides the best cargo-carrying capacity BACKGROUND What is buoyancy? What is displacement? Use your knowledge to create a boat shape that will hold the heaviest weight of cargo. The SS Republic * was a sidewheel steamship, built long and narrow with two paddle wheels located mid-ship, one on each side. Designed for shallower coastal and bay waters, sidewheel steamships had a shallow draft to allow passage up and down the many shallow rivers and estuaries of the American coast. Although built for coastal trade the Republic did, however, make a successful transatlantic crossing. Throughout her career, the Republic crossed the Atlantic, steamed between the United States and South America, participated in the Civil War, and was on her fifth round-trip voyage from New York to New Orleans in October of 1865 when she sank in a hurricane. SS Republic Dimensions: 210 feet Long; 34 feet wide; 17 feet deep Tonnage1149. MATERIALS Aluminum foil 4 x 6 (or clay, providing same amount for each student) Marbles, pennies, or other weights Dishpans Water Graph paper PREPARATION Remind students of what they learned in previous lessons about buoyancy and water displacement. Inform students that they are going to design a simple ship and will determine which ship design will hold the most cargo. Divide students into groups of four. Each team will be able to design four ships. The best design from each group will compete against each other. PROCEDURE Activity #1 1. Fill dishpans with water. 2. Students in each group will design and create 4 different boat shapes that will float and carry cargo. 3. Students will place each boat on the water. 4. Determine which shape will carry the most cargo by adding the cargo one at a time until the boat sinks. 5. Record and graph the number of marbles that each boat is able to carry without sinking. Ship Shape Ship Design

PROCEDURE Activity #2 1. Select the boat from each team that supported the most cargo before sinking and compare their shapes. 2. Place on the water each of the best-shaped boats selected from each team. 3. Again determine which shape will carry the most cargo by adding cargo one at a time until the boat sinks. 4. Record and graph the number of marbles or other items that each boat is able to carry without sinking. 5. Conclude. SOURCES OF INFORMATION Civil War Gold DVD: One-hour National Geographic documentary featuring the captivating story of Odyssey Marine Exploration s discovery of the SS Republic Odyssey website: www.shipwreck.net and http://shipwreck.net/ssrepublic.php WORKSHEET and ANSWER KEY: SHIP SHAPE (SHIP DESIGN) THE NATIONAL SCIENCE EDUCATION STANDARDS Science as Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Physical Science Properties of objects and materials Earth and Space Science Properties of earth materials Science and Technology Abilities of technological design Understanding about Science and technology LESSON PLAN SOURCES This lesson plan was adapted from: Activity Guide TITANIC SCIENCE Ship Shape Ship Design

ANSWER KEY for WORKSHEET: SHIP SHAPE (SHIP DESIGN) Activity #1 Problem: Which boat shape will carry the most cargo? Hypothesis: (Possible Hypothesis) If there are 4 different ship designs loaded with cargo, then the ship shape that has the most area touching the water will float the most cargo. Independent Variable: The 4 different ship shapes Dependent Variable: The number of cargo loaded before each ship sinks Constants: Amount aluminum foil for each model ship, type of cargo, water, dishpan, environmental conditions Materials 4 sheets of aluminum foil 4 x 6, dishpan, water, cargo Conclusion: Activity #2 Problem: Which boat shape will carry the most cargo? Hypothesis: (Possible Hypothesis) If there are 4 different ship designs loaded with cargo, then the ship shape that has the most area touching the water will float the most cargo. Independent variable: The different ships Dependent variable: The number of cargo loaded before each ship sinks Constants: Amount of aluminum foil for each model ship, type of cargo, water, dishpan, environmental conditions Compare the shape of the SS Republic to the winning cargo carrying ship s shape. Describe the seaworthiness of the SS Republic. Ship Shape Ship Design

WORKSHEET: SHIP SHAPE (SHIP DESIGN) Activity #1 Problem: Which boat shape will carry the most cargo? Hypothesis: Independent Variable: Dependent Variable: Constants: Materials: Directions: Activity #1 1. Fill dishpans with water. 2. Students will design and create 4 different boat shapes that will float and carry cargo. 3. Place each boat on the water. 4. Determine which shape will carry the most cargo by adding the cargo one at a time until the boat sinks. 5. Record and graph the number of marbles that each boat is able to carry without sinking. Conclusion: Ship Shape Ship Design

WORKSHEET: SHIP SHAPE (SHIP DESIGN) Activity #2 Problem: Which boat shape will carry the most cargo? Hypothesis: Independent Variable: Dependent Variable: Constants: PROCEDURE: Activity #2 1. Select the boat from each team that supported the most cargo before sinking and compare their shapes. 2. Place on the water each of the best shaped boats selected from each team. 3. Again determine which shape will carry the most cargo by adding cargo one at a time until the boat sinks. Compare the shape of the SS Republic to the winning cargo carrying ship s shape. Describe the seaworthiness of the SS Republic. Ship Shape Ship Design

Eye of the Storm Hurricanes Lesson Plan #4

FOCUS QUESTIONS What are some of the factors that can cause hurricanes? What are the effects of extreme storms such as the hurricane that sank the SS Republic in 1865? How do hurricanes affect the height of the ocean s waves? VOCABULARY Hurricane Low pressure Evaporation Eye of the hurricane Water vapor Wind shear Eyewall Condenses Wind OBJECTIVES Students will be able to: Determine that wind speed increases the height of ocean waves Determine that higher waves occur in shallower water Understand how hurricanes are formed BACKGROUND On October 18, 1865, the SS Republic * steamed out of New York bound for New Orleans. The fierce winds of a category 2 hurricane caused the ship to stall in the Atlantic Ocean and take on water. She sank beneath the waves on October 25, 1865, carrying a cargo of goods and a reported fortune in treasure. After a 12-year search, Odyssey Marine Exploration found the shipwreck in the summer of 2003 nearly 1,700 feet below the surface of the Atlantic, about 100 miles off the Georgia coast. Hurricanes are intense low pressure areas that form over warm ocean waters in the summer and early fall. Their source of energy is water vapor that is evaporated from the ocean surface. Water vapor is the fuel for the hurricanes because it releases the latent heat of condensation when it condenses to form clouds and rain, warming the surrounding air. (This heat energy was absorbed by the water vapor when it was evaporated from the warm ocean surface, cooling the ocean in the process). Usually, the heat released in this way in tropical thunderstorms is carried away by wind shear, which blows the top off the thunderstorms. But when there is little wind shear this heat can build up, causing low pressure to form. The low pressure causes wind to begin to spiral inward toward the center of the low pressure system. These winds help to evaporate even more water vapor from the ocean, spiraling inward toward the center, feeding more showers and thunderstorms, and warming the upper atmosphere still more. The showers and thunderstorms where all of this energy is released are usually organized into bands as well as into an eyewall encircling the center of the storm. The eyewall is where the strongest winds occur which encircle the warmest air in the eye of the hurricane. This warmth in the eye is produced by sinking air, which sinks in response to rising air in the thunderstorms. The winds diminish rapidly moving from the eyewall to the inside of the relatively cloud-free eye, where calm winds can exist. Hurricanes are characterized by the wind speeds they carry on a scale of 1 (74 95 mph) to 5 (>155 mph). MATERIALS Flat baking pan (round or oblong) Water Hair dryer with high and low speeds Plastic metric ruler Graph paper Eye of the Storm Hurricanes

PREPARATION Review background information with students and tell them that they are going to perform a science investigation to discover the effects of wind speed and water depth on the height of waves in a hurricane. Note that there are two factors being tested: wind speed and water depth. Divide class into groups of four and provide each group with materials. NOTE: This activity could also be done using a high and low speed directional fan across a 9 x 12 baking pan rather than with individual hair dryers. It could also be done as a demonstration by the teacher. PROCEDURE 1. Fill the pan with 5 millimeters (.5 cm) of water. Hold the hair dryer just above the surface of the water pointed downward. CAUTION: Do NOT allow hair dryer or cord to touch water. 2. A designated group member should control the hair dryer s direction and air or wind speed. Set the hair dryer on the LOW blower speed creating a mild wind. CAUTION: Do NOT allow hair dryer or cord to touch water. 3. Another student should observe the water height where a submerged metric ruler is being held vertically in the water. 4. Record the wave height data, measuring to the nearest millimeter as noted on the upright metric ruler. Watch the procedure for one minute to get an accurate reading. 5. Repeat procedures #2 through #4 with the hair dryer air speed set on HIGH (creating a high wind ) and record measurements to assess the effect of a high wind speed on the height of waves. 6. Add water to the dish until it reaches a depth of 25 millimeters (2.5 cm). 7. Repeat the procedures #2 through #5 to compare wave height in deeper water. 8. Record data and graph water (wave) height results. Use a double bar graph to demonstrate the difference in wave height that occurred in the shallow and deep water. SOURCES OF INFORMATION Odyssey Marine Exploration Website. History of the SS Republic http://shipwreck.net/ssrepublic.php Information regarding the 1865 hurricane: http://weather.unisys.com/hurricane/atlantic/1865/index.html Newton s Laws of Motion: http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html Wind information: http://www.weatherquestions.com/what_causes_wind.htm WORKSHEET and ANSWER KEY: EYE OF THE STORM (HURRICANES) ADDITIONAL ACTIVITY Repeat the above procedures using a paper or aluminum foil boat with a shape that would be similar to the SS Republic. Fill the boat to cargo capacity. THE NATIONAL SCIENCE EDUCATION STANDARDS Science as Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Physical Science Properties of objects and materials Earth and Space Science Properties of earth materials THE NATIONAL SOCIAL STUDIES EDUCATION STANDARDS Time, Continuity and Change Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others. ANSWER KEY for WORKSHEET: Eye of the Storm Hurricanes

EYE OF THE STORM (HURRICANES) Problem #1: What is the effect of wind speed on ocean waves? Hypothesis #1: (Possible Hypothesis) If a high wind is directed over water then it will create higher waves than a mild wind. Independent Variable #1: Wind force/speed, low and high Dependent Variable #1: Wave height Constants #1: Baking pan, water, depth of water, metric ruler, temperature Materials: Baking pan, hair dryer, water, metric ruler Follow procedures. Record data. Data Table for Effect of Wind Speed and Water Depth on Wave Height Water Depth Wind Force Wave height 5 mm Low 5 mm High 25 mm Low 25 mm High Conclusion #1: Possible conclusion should reflect an understanding that- Increased wind speed/force will result in larger waves. Newton s second Law of Motion: The relationship between an object s mass m, its acceleration a, and the applied force F is F = ma. Acceleration and force are vectors; in this law the direction of the force vector is the same as the direction of the acceleration vector. http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html Problem #2: What is the effect of water depth on ocean waves? Hypothesis #2: (Possible Hypothesis) If the depth of the water is shallow then the wind directed on it will produce smaller waves. (NOT TRUE) Independent variable #2: Depth of water Dependent variable #2: Wave height Constants #2: Baking pan, water, hair dryer, air speed, metric rule, temperature Materials: Baking pan, hair dryer, water, metric ruler Record data. Using a double bar graph record the results from the data table (the graph should note differences in wave height in shallow and deeper waters). Conclusion #2: Possible conclusion should reflect an understanding that - Increased water depth has a direct affect on the height of waves. The deeper the water the more force that is required to move the water, resulting in smaller waves. How did the combined factors of wind speed and water depth affect the sinking of the SS Republic? Eye of the Storm Hurricanes

WORKSHEET: EYE OF THE STORM (HURRICANES) PROCEDURE 1. Fill the pan with 5 millimeters of water. Hold hair dryer just above the surface of the water pointed downward. CAUTION: Do NOT allow hair dryer or cord to touch water. 2. A designated group member should control the hair dryer s direction and air or wind speed. Set the hair dryer on the LOW blower speed creating a mild wind. CAUTION: Do NOT allow hair dryer or cord to touch water. 3. Another student should observe the water height where a submerged metric ruler is being held vertically in the water. 4. Record the wave height data, measuring to the nearest millimeter as noted on the upright metric ruler. Watch the procedure for one minute to get an accurate reading. 5. Repeat procedures #2 - #4 with the hair dryer air speed set on HIGH (creating a high wind ), and record measurements to assess the effect of a high wind speed on the height of waves. 6. Add water to the dish until it reaches a depth of 25 millimeters (2.5 cm). 7. Repeat the procedures #2 - #5 to compare wave height in deeper water. 8. Record data and graph water (wave) height results. Use a double bar graph to demonstrate the difference in height between shallow water and deep water. Problem #1: What is the effect of wind speed on ocean waves? Hypothesis #1: Independent Variable #1: Dependent Variable #1: Constants #1: Materials: Data Table for Effect of Wind Speed and Water Depth on Wave Height Water Depth Wind Force Wave height 5 mm Low 5 mm High 25 mm Low 25 mm High Conclusion #1: Eye of the Storm Hurricanes

Problem #2: What is the effect of water depth on ocean waves? Hypothesis #2: Independent Variable #2: Dependent Variable #2: Constants #2: Graph data using a double bar graph to note differences in wave height in shallow and deeper waters. Conclusion #2: How did the combined factors of wind speed and water depth affect the sinking of the SS Republic? Eye of the Storm Hurricanes

Tracking the Treasure Map Skills Lesson Plan #5

FOCUS QUESTIONS What information did Odyssey Marine Exploration use to develop a search area for the SS Republic *? How was knowledge about the ship s route as well as the track of the October 1865 hurricane that sank the ship used to help create the search area for locating the shipwreck? VOCABULARY Longitude Latitude Ocean currents Route Hurricane tracking map OBJECTIVES Students will be able to: Create a tracking map of the 1865 Hurricane #7 that sank the SS Republic Retrace the general route of the SS Republic on its last voyage Compare the hurricane track with the SS Republic route and propose a search area for locating the SS Republic shipwreck BACKGROUND A hurricane is a powerful, rotating storm that forms over warm oceans near the equator in the Atlantic Ocean, the Caribbean Sea, or the eastern Pacific Ocean. It is characterized by strong, counterclockwise winds (at least 74 miles per hour), low air pressure, a huge amount of rain, and thunder and lightning. Hurricane #7 that formed in October of 1865 originated in the Caribbean Sea. In October 1865, the SS Republic was headed south from New York to New Orleans as Hurricane #7 of that year was moving north. The ship 1st encountered the hurricane off the Georgia coast and after a two-day battle with the storm, finally sank 1,700 feet below the surface of the Atlantic Ocean. After developing a search site and using side-scan sonar, the SS Republic was finally discovered by Odyssey Marine Exploration in 2003, nearly 140 years after the ship went down. The search area for the SS Republic was established with the help of computer models that combined information from newspapers and survivors reports, ships logs and other information about currents and the storm. This information laid out potential locations for the ship s sinking, reflecting different combinations of surface current speed, effect of winds upon the ship s movement after the engine failed, and effects of wind and current upon the movement of the ship s boats and raft after they cast off. AUDIO/VISUAL MATERIALS Marker board and markers or overhead projector and transparencies for group discussions MATERIALS Student Worksheets: (Enclosed) Routes of the SS Republic Coordinates for 1865 Hurricane #7 Hurricane tracking map (for students to plot the coordinates) Information about The Last Voyage The Republic s sinking Chronology Map of ocean currents of North Atlantic Teacher s Key: Hurricane Path Chart of 1865 (shows all of the 1865 Hurricanes) http://www.aoml.noaa.gov/hrd/hurdat/track_maps/1865.jpg Tracking the Treasure Map Skills

PREPARATION Share background information with students. Review Longitude: the angular distance north or south from the equator to a particular location. Review Latitude: the angular distance east or west from the north-south line that passes through Greenwich, England, the Prime Meridian, to a particular location. Review: the plotting of coordinates on the overhead. Review: information about the Republic s last voyage (provided). Review: the Republic s sinking chronology (provided). Tell students that their job will be to determine a search site for the SS Republic. Accuracy is a must! After all students have established a search site, share the search site developed by Odyssey Marine Exploration in locating the SS Republic. PROCEDURE (Students may work in pairs or individually.) 1. Review all worksheets. 2. Retrace the route of the SS Republic on its last voyage in green using the route map provided. 3. Review the information about the last voyage and the date at which the ship sank (information enclosed). 4. Plot the course of the 1865 Hurricane #7 in red on the hurricane tracking map using the given coordinates. 5. Consider the influence of the ocean currents (see enclosed chart). 6. Mark your search area with a purple square or X (X marks the spot). 7. Once you have submitted your search area, compare your search area to the one established by Odyssey Marine Exploration. SOURCES OF INFORMATION WORKSHEET for TRACKING THE TREASURE (Atlantic Basin hurricane tracking chart attached) SS Republic shipwreck search site (enclosed) Map of the Republic s Routes (enclosed) Information about the the Republic s last voyage (enclossed) The Last Voyage http://shipwreck.net/ssrepublichistoricaloverview.php William Nichols Journal http://shipwreck.net/colwilliamnichols.php The Republic s Sinking Chronology (enclosed) Chart of the Ocean Currents of the North Atlantic (enclosed) CLASS DISCUSSION QUESTIONS: As a final closing to the lesson plan led by the teacher. How is it possible that there are discrepancies in the search area developed by Odyssey and the search area arrived at by your team? What part did the Gulf Stream current play in helping the Odyssey team develop the final search area the SS Republic? Can you think of reasons why the final resting place (exact coordinates) of the SS Republic are not disclosed to the public? Tracking the Treasure Map Skills

THE WRITING CONNECTION PROMPT: IF doppler radar and the advanced methods of hurricane tracking had been available in 1865, the outcome of the SS Republic would have been much different. Explain the effect that technology has on ship and airplane route plans today. ADDITIONAL RESOURCES 1865 Hurricane Tracking Maps http://weather.unisys.com/hurricane/atlantic/1865/index.html Hurricane Tracking Map http://home.accuweather.com/hurricane/tracking.asp?partner=accuweather Gulf Stream Map http://www.ocean-pro.com/htmfiles/gulfstream2.htm History and Information About the Gulf Stream http://www.keyshistory.org/gulfstream.html http://www.broward.org/library/bienes/lii14006.htm What Causes the Gulf Stream? http://www.usatoday.com/weather/wonderquest/gstream111500.htm Doppler Radar- http://www.usatoday.com/weather/wdoppler.htm THE NATIONAL SCIENCE EDUCATION STANDARDS Content Standard D: Earth and Space Science Structure of the Earth system Earth s history Content Standard F: Science in Personal & Social Perspectives Natural hazards THE NATIONAL SOCIAL STUDIES STANDARDS Time, Continuity, and Change Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others. People, Places, and Environments Interpret, use and distinguish various representations of the earth, such as maps, globes, and graphs. Use appropriate resources, data sources, and geographic tools such as atlases, databases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information. Locate and distinguish among varying land forms and geographic features, such as mountains, plateaus, islands, and oceans. PROCEDURE 1. Review all support materials. 2. Retrace the route of the SS Republic on its last voyage in green using the route map provided. 3. Plot the course of the 1865 Hurricane #7 in red on the hurricane tracking map using the given coordinates. 4. Refer to the information that details the Republic s Last Voyage. 5. Refer to the Republics Sinking Chronology. 6. Consider the influence of the ocean currents. 7. Mark your search area with a purple square or X (X marks the spot). 8. Once you have submitted your search area, compare your search area to the one established by Odyssey Marine Exploration. Tracking the Treasure Map Skills

ROUTES FOR THE SS REPUBLIC Mark the October 1865 route from New York to New Orleans in green. Tracking the Treasure Map Skills

DATE: 18-25 OCTOBER 1865 COORDINATES FOR HURRICANE #7 ADV LAT LON TIME WIND PR STAT 1 9.50 80.40 10/18/00Z 40 TROPICAL STORM 2 9.70 80.40 10/18/06Z 40 TROPICAL STORM 3 10.00 80.50 10/18/12Z 40 TROPICAL STORM 4 10.20 80.60 10/18/18Z 40 TROPICAL STORM 5 10.50 80.60 10/19/00Z 40 TROPICAL STORM 6 10.70 80.80 10/19/06Z 40 TROPICAL STORM 7 11.00 81.00 10/19/12Z 50 TROPICAL STORM 8 11.30 81.10 10/19/18Z 50 TROPICAL STORM 9 11.80 81.30 10/20/00Z 50 TROPICAL STORM 10 12.30 81.40 10/20/06Z 50 TROPICAL STORM 11 12.90 81.60 10/20/12Z 60 TROPICAL STORM 12 13.70 81.80 10/20/18Z 60 TROPICAL STORM 13 14.30 82.00 10/21/00Z 60 TROPICAL STORM 14 15.20 82.30 10/21/06Z 60 TROPICAL STORM 15 15.90 82.40 10/21/12Z 70 HURRICANE-1 16 16.90 82.60 10/21/18Z 70 HURRICANE-1 17 17.90 82.80 10/22/00Z 80 HURRICANE-1 18 18.90 83.00 10/22/06Z 80 HURRICANE-1 19 20.00 83.00 10/22/12Z 90 HURRICANE-2 20 21.20 82.90 10/22/18Z 90 HURRICANE-2 21 22.60 82.60 10/23/00Z 80 HURRICANE-1 22 23.80 82.10 10/23/06Z 90 HURRICANE-2 23 25.00 81.40 10/23/12Z 90 HURRICANE-2 24 26.50 80.20 10/23/18Z 80 HURRICANE-1 25 28.20 78.80 10/24/00Z 80 HURRICANE-1 26 29.90 77.20 10/24/06Z 80 HURRICANE-1 27 31.40 75.30 10/24/12Z 80 HURRICANE-1 28 32.50 73.10 10/24/18Z 80 HURRICANE-1 29 33.50 70.60 10/25/00Z 70 HURRICANE-1 30 34.70 68.30 10/25/06Z 70 HURRICANE-1 31 36.00 66.00 10/25/12Z 70 HURRICANE-1 32 37.30 63.50 10/25/18Z 70 HURRICANE-1 KEY FOR THE ABOVE: ADV = Advisory (each advisory is numbered) LAT = Latitude LON = Longitude TIME = Date of the coordinates WIND = Wind Speed PR STAT = Present Status (i.e. Tropical Storm, Hurricane, etc.) Tracking the Treasure Map Skills

THE LAST VOYAGE OF THE SS REPUBLIC October 18, 1865: October 23, 1865: October 24, 1865: October 25, 1865: October 26, 1865: October 27, 1865: October 29, 1865: November 2, 1865: The SS Republic leaves New York - bound for New Orleans with a reported fortune in gold and silver coins. Off the Georgia coast, a storm blows in, becoming a perfect hurricane by evening. The paddlewheels stall and can t carry the engine past dead center. The SS Republic is left powerless - drifting and at the mercy of the elements. Steam is raised on the donkey boiler to start the pumps. At 9 a.m., the donkey boiler fails and water pours into the hold. The crew begins work on a make shift raft and preparing the lifeboats. At 1:30 p.m. the lifeboats and raft begin launching. At 4:00 p.m., when all but 21 people were in the boats, the SS Republic sank suddenly. Except for a man who drowned while trying to swim through the ship s floating debris, the people who jumped from the ship were able to swim to lifeboats or the raft. Lifeboat #1, under the command of the Republic s captain, is rescued by the brig John W. Lovitt. Lifeboat #2 is rescued in the afternoon by the schooner Willie Dill. Lifeboat #3 is spotted and rescued late on the 27th by the barkentine Horace Beals. Lifeboat #4 rescued after four nights at sea by the schooner Harper. The raft, which departed with 18 people aboard, is spotted off Cape Hatteras by the U.S. Navy steamship, USS Tioga. Only two people remained on the raft to be rescued. REPUBLIC SINKING SEQUENCE Left NYC 3 p.m. Wednesday 10/18; weather forced overnight anchorage at Staten Island; continued south on Thursday 10/19 Sunday 10/22 8 p.m. Cape Hatteras Light (lat 35.15 lon 75.30) bears SW by S 14 miles distant Monday morning 10/23 about 70-80 miles at sea off Savannah (lat 32 lon 80.52) in 18-22 fathoms of water Est. speed against current is 7 kph; est. time of arrival off Savannah 8 a.m. Monday storm blew at rising rate from ENE hurricane force before night Estimated travel is 5-7 kph against current with wind affecting course for 12 hours approx 75 nm During night put head into wind still ENE, but shifting at some time to NE Traveled about 12 hours against wind but with current est. 3-5 kph approx 48 nm Tuesday morning 10/24 6 a.m. engine fails Tuesday morning about 7:30 steam pressure lost, ship rolling in trough and uncontrollable Tuesday between-decks cargo tossed out, all hands bailing, storm at height takes away paddle boxes, part of deck house, all deck cargo Wednesday 10/25 9 a.m. pumps fail, ship rolling heavily; plans made to abandon ship Wednesday 1:30 p.m. launch raft, and boats; passengers and crew abandon ship Wednesday 4 p.m. ship sinks Wednesday night early part of night all boats are tied to raft, but then forced to separate Tracking the Treasure Map Skills

Tracking the Treasure Map Skills

SEARCH SITE FOR THE SS REPUBLIC DEVELOPED BY ODYSSEY MARINE EXPLORATION Tracking the Treasure Map Skills

OCEAN CURRENTS OF THE NORTH ATLANTIC Tracking the Treasure Map Skills

10 Tracking the Treasure Map Skills

Ping! Side-scan Sonar Lesson Plan #6

FOCUS In this lesson, students will learn about side-scan sonar, and use mock sonar set-ups to experience some of the difficulties encountered when trying to locate objects on the seabed or map the ocean floor. FOCUS QUESTION How can side-scan sonar be used to locate objects underwater? VOCABULARY Marine archaeology SS Republic * Shipwreck Sonar Side-scan sonar Topography OBJECTIVES Students will be able to: Describe side-scan sonar Compare and contrast side-scan sonar with other methods used to search for underwater objects Make inferences about the topography of an unknown and invisible landscape based on systematic discontinuous measurements of surface relief BACKGROUND The SS Republic was a sidewheel steamer lost in deep water in October 1865 after battling a hurricane for two days. Transporting 80 passengers and crew, the ship was en-route from New York to New Orleans when it sank 100 miles off the coast of Georgia 1,700 feet below the surface of the Atlantic. In addition to a huge cargo of goods, the Republic was reportedly carrying a fortune in gold and silver coins, all of which went down with the ship. The ship s fascinating history includes service in both the Confederate and Union navies during the Civil War. For over 12 years, Odyssey Marine Exploration searched for the Republic wreck site. Then in July 2003, while surveying a vast area of the Atlantic Ocean using side-scan sonar, Odyssey Marine scientists and technicians aboard the Research Vessel Odyssey obtained a side-scan sonar image of wreckage 1,700 feet deep. The image looked a lot like their target. When they calculated the wreck s size, it matched the known dimensions of the Civil War-era steamship, Republic. MATERIALS Shoeboxes, one for each student group Plaster of Paris 1 2 lbs for each student group (the Plaster of Paris can be substituted with large and small rocks or paper/cardboard shaped into rigid forms) Sharp nail, 3 4 mm diameter Masking tape Ping-pong balls, 2 for each student group Wooden dowel, approximately 3 mm diameter, 30 cm long, one for each student group Colored pencils, four colors for each student group Ruler, one for each student group Graph paper Copies of Sonar Simulation Activity, one copy for each student group AUDIO/VISUAL MATERIALS Marker board and markers or overhead projector and transparencies for group discussions Ping Side-Scan Sonar

SOURCES OF INFORMATION For more information on the SS Republic Story : http://shipwreck.net/ssrepublichistory.php http://shipwreck.net/ssrepublic.php For more information on the technology (side-scan sonar) that was used to search for the SS Republic: http://shipwreck.net/howitsdone.html Side-scan sonar: http://shipwreck.net/search.php Photo or overhead projection of the towfish depicting how it works PROCEDURE Step One Divide students into small groups. Each group will prepare a mystery bathymetry shoebox for another group to explore and graph. Mix plaster of Paris, and pour a 1 2 cm thick layer into the bottom of each shoebox. (Note: Students can substitute Plaster of Paris with layers of large and small rocks or paper/cardboard shaped into rigid forms). Make irregular mounds of plaster in one area to simulate rough topography. Embed one ping-pong ball somewhere in the rough topography, and another ping-pong ball in a smoother area. Allow plaster to harden. Punch 4 rows of holes, 3 4 mm in diameter in the lid of the shoebox with a nail. Space the holes 2 cm apart over the surface of the lid. Temporarily fasten the lids to the boxes with masking tape. (See sample lid below.) Step Two Briefly review the story of the SS Republic and the hurricane of 1865. Tell students that Odyssey Marine Exploration searched for the wreck of the SS Republic for over twelve years, and finally found it using side-scan sonar. Sonar is short for sound navigation ranging, and uses sound waves to locate underwater objects by measuring the time it takes for a transmitted sound wave to be reflected back to its source. The sound wave is transmitted through a transducer, which is analogous to a speaker in a radio. Side-scan sonar uses a transducer housed in a hollow container called a towfish that is towed through the water 10 to 20 feet above the bottom. The transducer emits sound waves to either side of the towfish, and measures the time it takes for the waves to be reflected back to the towfish. These measurements are processed into an image that resembles an aerial photograph, and can be viewed in real-time on a computer monitor aboard the towing vessel. A differentially corrected global positioning system (DGPS) is used to guide the towing vessel along predetermined search paths, as well as to identify points of interest on the side-scan image. This allows searchers to return to any point on the image for further investigation. Side-scan sonar does not depend upon light and can be used under conditions that would make searching by divers dangerous or impossible. Because it typically covers a swath of 60 to 120 feet at about 2 miles per hour, side-scan sonar is a very efficient way to search large areas. For these reasons, it has been used increasingly over the last few years to search for drowning victims. Ping Side-Scan Sonar

Step Three The student assignment is to map an unexplored and invisible landscape created by another group. Distribute one copy of the Sonar Simulation Activity to each student group (included). When students have completed their bathymetry graphs have each group show their graphs to the entire class and report their conclusions about the mystery landscape. After each group has reported their conclusions have them open their box and compare the actual topography with their predictions. Step Four When all groups have made their presentations, ask students how their investigations could be improved. Students should realize that this activity does not simulate side-scan sonar, or even conventional sonar; it is more like the centuries-old method used by mariners who lowered a lead weight attached to a measured line until the weight touched the bottom (or some object resting on the bottom). A conventional sonar system would provide a continuous record of depth directly beneath a ship. This would improve resolution along the search path, but there would still be gaps between the paths that are much greater than the area actually imaged. Side-scan sonar would fill in these gaps and provide an almost continuous picture of the search area. Students should also realize that rough topography on the ocean floor can obscure objects being searched for so better resolution is especially important when there are boulders, reefs, or other irregular objects in a search area. PING! (SIDE-SCAN SONAR) SONAR SIMULATION ACTIVITY 1. Assign a different color to each of the four rows of holes on your shoebox. 2. Set up the group graph. The x-axis of your graph paper should correspond to the numbers of the holes in each row (the first hole should correspond to number 1 on the x-axis, the second hole to number 2, etc.). The y-axis of your graph should correspond to the depth measurements below sea level (box lid). Numbers should begin with 0, 1 cm, 2 cm, 3 cm from the top of the y-axis down. (0 = sea level and the measurements taken are below sea level, thus 1 cm = 1 cm below sea level, 2 cm = 2 cm below sea level.) 3. Each group member selects one row to measure. Insert the wooden dowel into each hole in the row and measure the de from the surface (lid) by marking it with your finger, pulling the dowel out, and measuring the distance with your ruler to the nearest milliliter. Another group member should record the findings and a third should graph the results in the color chosen for that row. The fourth person can double check the measurements. 4. Continue doing Step 2 until the depth through all holes in the first row has been measured. Connect the dots creating a line graph on your graph with the appropriate color. 5. Based on this one row of measurements, predict what the topography is like inside your shoebox. Record your predictions. 6. Repeat Step 2 on the next row of holes using a different color pencil. Record data on the same graph used for the first row, using the appropriate color. (Graphing could be done on an overhead acetate sheet so that it would aid in the class presentation). 7. Examine your data for the second row. Are they the same? What does this new information reveal? Record any changes in your predictions. 8. Repeat Steps 5 and 6 for the remaining two rows of holes. 9. Prepare report for class presentation. THE WRITING CONNECTION PROMPT: Imagine that you are asked to locate a boat that has sunk in a nearby body of water. Describe the procedures and equipment you would use to complete this task. Ping Side-Scan Sonar

CONNECTIONS TO OTHER SUBJECTS English/Language Arts, Earth Science EVALUATION Experimental notes, graphs, and oral reports prepared in the Sonar Simulation Activity provide opportunities for assessment. NATIONAL SCIENCE EDUCATION STANDARDS Content Standard A: Science As Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Content Standard D: Earth and Space Science Structure of the Earth system Content Standard E: Science and Technology Abilities of technological design Content Standard F: Science in Personal & Social Perspectives Natural hazards ADDITIONAL RESOURCES The Bridge Connection http://www.vims.edu/bridge/archive1200.html/ Bachelder, P. D. and M. P. Smith. 2003. Four Short Blasts. The Gale of 1898 and the Loss of the Steamer Portland. The Provincial Press. Portland, ME. http://oceanexplorer.noaa.gov/ To keep up to date with the latest Portland Expedition discoveries. http://www.gomr.mms.gov/homepg/lagniapp/shipwreck/ US Department of the Interior Minerals Management Service publication, Historic Shipwrecks of the Gulf of Mexico: A Teacher s Resource LESSON PLAN SOURCES: This lesson plan was adapted from: Steamship Portland activity http://oceanexplorer.noaa.gov Shoebox Bathymetry activity on the Ocean World website, http://oceanworld.tamu.edu/educators/props_of_ocean/activities/po_systems.htm Ping Side-Scan Sonar

Picture This Photomosaic Lesson Plan #7

FOCUS QUESTIONS What is a photomosaic? What is the purpose of a photomosaic? VOCABULARY Photomosaic Pre-disturbance Survey Excavation Remotely Operated Vehicle (ROV) OBJECTIVES Students will be able to: Understand how a photomosaic is used to obtain detailed information about an object by piecing together a simulation of the SS Republic Understand how a photomosaic offers marine archaeologists and shipwreck explorers information about a shipwreck site that would otherwise not be available to them BACKGROUND The SS Republic sank off the coast of Georgia in October 1865. It was rediscovered by Odyssey Marine Exploration in 2003 through the use of side-scan sonar. As part of the pre-disturbance survey, the Odyssey team created a detailed photomosaic. Small areas of the shipwreck site were photographed and then the individual images were stitched together to create the photomosaic. The photomosaic was then used in the recovery of artifacts from the SS Republic and in later study and documentation of the ship. For a comprehensive view of the SS Republic photomosaic please click on the following link: http://magma.nationalgeographic.com/ngm/0409/feature7/zoomify/main.html (courtesy of National Geographic Magazine). Excerpt from media released: TAMPA, FL - November 06, 2003 - Odyssey Marine Exploration, Inc. (OTC Bulletin Board: OMEX), a leader in the field of deep-ocean shipwreck exploration, has completed detailed necessary pre-disturbance survey work and has begun the archaeological excavation of the SS Republic shipwreck site. The archaeological pre-disturbance work included a detailed photomosaic of the shipwreck site and debris fields. More than 4,600 digital still photographs were taken during the photomosaic and site survey work over the course of 23 dives. ZEUS, Odyssey s Remotely Operated Vehicle (ROV), can only see a small portion of the shipwreck at any given time. The photomosaic provides a detailed high-resolution image of the entire site. This can be used in later study and documentation of the SS Republic. The photomosaic also serves as a map to the Odyssey team to determine excavation area priorities. The precise location of any artifact on any area of the photomosaic is available in the database compiled by the Odyssey team. When an object of interest is viewed in the photomosaic, the database file provides a precise X and Y coordinate of that artifact so that the ROV can be directed to exactly that spot. To the company s knowledge, this is the first time that a geographically correct color photomosaic of a shipwreck site and debris field of a deep-water shipwreck has ever been produced. The fact that the detailed study was produced on site during operations, rather than after months of post-processing work on shore is also a first. Picture This Photomosaic

MATERIALS One copy per student (or team) of the SS Republic photomosaic cut in pieces (See attached worksheets) Scissors Marker Tape or Glue stick Writing Paper for Writing Connection Activity PREPARATION Review background information with students and tell them that they are going to look at pictures taken by ZEUS, Odyssey s Remotely Operated Vehicle (ROV). Because ZEUS s cameras are only able to see a portion of the shipwreck at one time, the pictures do not give a full view of the ship. Distribute worksheets #1 or #2 and ask the following: QUESTION (prior to beginning the activity): Why is it difficult to tell what you are looking at when you see only one part of the whole? We are going to put all the parts together, similar to what occurs in the process of making a photomosaic. Each piece of the whole has a designated number. The numbers are not in order and do not reveal the final picture. Write the numbers on the back of the corresponding pictures for the KEY answers at the end. PROCEDURE 1. Before cutting, write the designated number on the back of each piece in order to check with the KEY at the end of this activity. 2. Cut out the pieces of the photomosaic from worksheets #1 and #2. 3. Fit the pieces together and then tape or glue them together when the parts seem to make a whole picture. 4. Compare your photomosaic with the original. 5. Check on the backside to see if you matched the ANSWER KEY. 6. Read and respond to worksheet #3. QUESTION (after the activity is completed) What specific parts of the SS Republic are you able to identify now that the photomosaic is complete? Students should be able to point out the side paddle wheels, the bow and the stern of the ship as well as some of the ship s cargo and perhaps even the ship s (walking beam) engine located in the center. How did the photomosaic help marine archaeologists move forward with the recovery of the SS Republic? (Question for Writing Extension Activity enclosed below). MORE BACKGROUND: The photomosaic technique allows scientists to take many close-up pictures that include lots of detail. Creating a photomosaic is a major part of the pre-disturbance survey and is one of the first steps that must be performed prior to beginning the excavation of a shipwreck site. In the summer of 2003, the Odyssey team created this detailed photomosaic composed of over 2000 images. Small areas of the shipwreck site were photographed and then the individual images were fitted together to recreate the entire shipwreck as seen on the ocean floor. The photomosaic technique allows scientists to get one complete image of an object under conditions that make it impossible to see the entire area. The site of the Republic is one such example, lying 1,700 feet below the ocean surface, in a world without light. The only way to get a complete overview of the condition of the Republic was to take a series of photographs, each slightly overlapping, and then fit them together to create one complete image. This complete image allows scientists to identify structural and physical features that would not make sense otherwise. The photomosaic of the SS Republic shows that the bow of the ship struck the ocean bottom first; the ship then settled downward onto the seabed. It also shows the deteriorated vessel timbers and ship parts as well as the contents of the ship (its cargo and other goods) that were spilled out down-current, the result of the currents and other environmental conditions of the Gulf Stream. Picture This Photomosaic

SOURCES OF INFORMATION Odyssey Marine Exploration Website The SS Republic Project Overview http://shipwreck.net/ssrepublic.php National Geographic Link Photomosaic of the SS Republic http://magma.nationalgeographic.com/ngm/0409/feature7/zoomify/main.html Answer Key, Photomosaic of the SS Republic, and WORKSHEETS #1 & #2: PICTURE THIS or (PHOTOMOSAIC) Activity WORKSHEET #3: The Writing Connection for PICTURE THIS or (PHOTOMOSAIC) THE NATIONAL SCIENCE EDUCATION STANDARDS Science and Technology Abilities of technological design Understandings about science and technology LESSON PLAN SOURCES This lesson plan was adapted from: Discovery Channel Activity Guide for TITANIC SCIENCE Answer key for PICTURE THIS OR PHOTOMOSAIC Picture This Photomosaic

PHOTOMOSAIC OF THE SS REPUBLIC Picture This Photomosaic

Worksheet #1: PICTURE THIS OR (PHOTOMOSAIC) ACTIVITY Picture This Photomosaic

Worksheet #2: PICTURE THIS OR (PHOTOMOSAIC) ACTIVITY Picture This Photomosaic

Worksheet #3: PICTURE THIS OR PHOTOMOSAIC (READ and WRITE) Making the SS Republic Photomosaic Water absorbs light. At the depth of the Republic, some 1,700 feet down, there is no natural light. Because of this, the ROV carries its own lighting system. But even the best lighting system will only allow a visibility of several meters. Water gradually absorbs the color red, leaving any photo taken at too great a distance a monochromatic blue. Because of this, the ROV must be very close to the shipwreck site when shooting the photos to be used for the photomosaic. The camera on the ROV cannot aim straight down, so ZEUS must tilt forward with its thrusters to accurately photograph the ocean floor. When photographing a mosaic, ZEUS flies in straight lines back and forth across the wreck, in a pattern similar to a lawnmower cutting grass, while constantly snapping photos. The camera is controlled remotely by a technician in a vessel 1,700 feet above the ROV. Viewing the camera through a computer, the technician makes sure to shoot a picture often enough to ensure that the photos overlap. The pictures taken are stored in a memory card inside the camera on ZEUS. To retrieve the photos, ZEUS must be brought to the surface and the memory card removed from the camera. Over 4,000 photographs of the Republic were taken for the purpose of building a photomosaic. Only 2,500 of the photos were used in the final mosaic. The 2,500 photos were stitched together for the Republic photomosaic, using only Adobe Photoshop. The photomosaic of the Republic took a technician over 40 days to piece together. The full-size resolution of the Republic photomosaic is 16000 by 12000 pixels. WRITING CONNECTION: Now that you have discovered the photomosaic process, describe it in your own words and explain how the photomosaic allowed marine archaeologists to move forward with the recovery (excavation) of the SS Republic. Picture This Photomosaic

CSI: Ocean Floor Marine Archaeology Lesson Plan #8

FOCUS QUESTIONS How can marine archaeologists use archaeological data to draw inferences about shipwrecks and the past? What can be learned by studying the artifacts recovered from shipwreck sites? VOCABULARY Marine archaeology Shipwreck Artifact OBJECTIVES Students will be able to: Use a grid system to document the location of artifacts placed and then recovered from a model shipwreck site Use data about the location and type of artifacts recovered from a model shipwreck site to draw inferences about the sunken ship and the people that were aboard Identify and explain the types of evidence that can help marine archaeologists understand the historical context of artifacts recovered from shipwrecks BACKGROUND Marine archaeology is a way of studying the past by examining a collection of artifacts that are found at the bottom of rivers, lakes, oceans or other bodies of water. Marine Archaeologists study shipwrecks and the artifacts left behind, including the remaining ship parts and other traces of the vessel. By studying these remains they are able to learn much about our maritime past and to better understand culture, traditions and history in the context of global seafaring. A shipwreck is a concentration of clues left by a past civilization. It is often described as a time capsule, a moment in history that is frozen in time. By studying these clues, we are able to identify and interpret the story of the sunken ship and learn about the people who traveled aboard her. MATERIALS One large box for each group (large shoe box will work) Sand to make a 5 cm to 8 cm layer on bottom of each box Variety of small objects with different shapes (marbles, safety pins, hairpins, popsicle sticks, coins, metal and rubber washers, screws, beads, cheap jewelry, etc.) Clay or paper to recreate the ship parts and its artifacts Plastic knives, spoons, forks, straws, etc. Graph paper String Pencil and paper Magnet (one for each group) PREPARATION Review background information with students and tell them that they are going to create a shipwreck site that will be discovered by marine archaeologists. They will be simulating the recovery operations performed at a deep-water shipwreck site whereby artifacts are recovered using a remotely operated vehicle, ROV (as opposed to a shallow-water site where divers can recover artifacts with their hands). Tell the students that after they have created a wreck site they will then take on the role of marine archaeologists and will locate a different shipwreck site created by a different group of students. It will be their job to collect artifacts, record their position, and use inference skills to recreate the story of the wreck. Divide students into groups of four. Provide one container for each group. CSI: Ocean Floor Marine Archaeology

PROCEDURE (Possible 2-3 day activity) 1. Each group meets to create a story for a shipwreck site. Provide a brief story to accompany the shipwreck site and then using a pencil, graph where each artifact is to be placed (use the graph template provided). Collect and/or make artifacts for the ship wreck site. (Scenarios or specific ship s names could be provided; check out sample websites listed below). 2. Following day: Duplicate the graph/diagram. Glue one copy to the bottom of the box. Mark horizontal and vertical lines up the inside edges of the box. Note cardinal directions on the box and on the graph. 3. Place a layer of sand over the bottom of the box. Carefully place artifacts according to plan. Cover portions of the wreck with sand, but allow the highest remains of the wreck to protrude. (Place original graph and story in a folder for later comparison.) 4. Move to another team s shipwreck site. Begin by using string taped to the edges of the box to set up a grid over the wreck site. Diagram the grid on graph paper. 5. This activity is designed to simulate a remote deep-water shipwreck recovery. One s hands may not go below the top edge of the box (which is supposed to represent the surface of the water). Do not retrieve artifacts with your hands. Carefully uncover the artifacts by blowing sand away with the straw and recover the artifacts using the plastic utensils and/ or the magnet. Note: The magnet needs to be suspended from a string when it is used to recover the artifacts from the ocean floor. 6. Systematically graph the position of each artifact as it is uncovered. 7. Document each recovered artifact. Individual group members should be responsible for specific sections of the grid. As one group member excavates, one student documents the location on the graph, another student carefully documents the artifact location and a description in the data log; another sketches the artifact. 8. Individually or as a group, record inferences about the people who left these artifacts behind. Infer what was learned from the specific artifacts and their position on the ocean floor. Compare inferences to the original proposed story. 9. Discuss differences between the original story and the inferred conclusions. SHIPWRECK SCENARIOS Students could go on line to retrieve background information on specific vessels or use modern day vessels, even a canoe, to develop a scenario and shipwreck site. Pirate ship: http://www.josegaspar.net/ Missing and Lost Ships of the World: http://www.greatdreams.com/ships.htm Site map of Blackbeard s flagship, Queen Anne s Revenge: http://www.ah.dcr.state.nc.us/qar/archaeology/qarsitemap1.pdf Ships of the American Revolution : http://www.cronab.demon.co.uk/br.htm Famous ships that disappeared: http://library.thinkquest.org/c0123746/eng/ship_permuda.html Bermuda Triangle: http://www.bermuda-triangle.org/html/lost_ships.html Ships Lost at Sea: http://www.prnewswire.co.uk/cgi/news/release?id=105808 CSI: Ocean Floor Marine Archaeology

THE NATIONAL SCIENCE EDUCATION STANDARDS Content Standard A: Science As Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Content Standard B: Physical Science Properties and changes of properties in matter Motions and forces Transfer of energy Content Standard D: Earth and Space Science Structure of the Earth system Content Standard E: Science and Technology Abilities of technological design Understandings about science and technology Content Standard F: Science in Personal & Social Perspectives Natural hazards Risks and benefits Science and technology in society Content Standard G: History and Nature of Science Nature of science THE NATIONAL SOCIAL STUDIES EDUCATION STANDARDS Time, Continuity and Change Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others SOURCES OF INFORMATION Odyssey Marine Exploration Website (includes the history of the SS Republic and Odyssey Marine Exploration s search for and recovery of the shipwreck site). http://shipwreck.net/ssrepublichistory.php http://shipwreck.net/ssrepublic.php Photomosaic of the Republic wreck site Sample graph paper for shipwreck site (enclosed below) LESSON PLAN SOURCES This lesson plan was adapted from: Steamship Portland activity http://oceanexplorer.noaa.gov Graph SHIPWRECK SITE CSI: Ocean Floor Marine Archaeology

CSI: Ocean Floor Marine Archaeology

Time Travel The Life and Times of the SS Republic Lesson Plan #9