Lesson overview

This lesson starts off by establishing the story of the whole unit. The students will be using the information learned in the unit to design a submarine for exploring the ocean depths.

The context of the lesson is a practical investigation to discover a suitable shape that can dive and rise at a speed safe enough for the scientists inside the submarine. Students develop their understanding of forces, surface area, and fair testing.

Learning outcomes

• Test different shapes to compare how they fall through the water (foundation)
• Explain how the shape affects the speed of descent (developing)
• Design and carry out a fair test (competent)
• Explain how differences in gravitational and resistive forces affect descent of an object (expert)
• Explain why surface area affects the speed of descent (advanced)

Lesson steps

1. Brief (15 mins)
   Students view 360VR panoramas of a submarine dive and answer questions, before being introduced to the purpose of the overall module (designing a submarine) and aim for this lesson (choosing a suitable shape). Students set themselves targets based on the intended learning outcomes for the lesson.
2. Investigation (25 mins)
   Students follow the investigation brief to try to find a ‘submarine’ shape that falls through a cylinder of water in a given time. Students are encouraged to adapt their results, and make changes as they go, while considering how they keep their testing fair.
3. Forces and surface area (10 mins)
   Using the slides, students are introduced to the role of forces in descent and the effects of surface area on descent. Students demonstrate their learning by follow-up questions on their investigation worksheets.
4. Summary conversation (5 mins)
   Students demonstrate their learning by drafting a short conversation between themselves and a new team member, to explain the purpose of the lesson.
5. Self-reflection (5 mins)
   Students follow the investigation brief to try to find a ‘submarine’ shape that falls through a cylinder of water in a given time. Students are encouraged to adapt their results, and make changes as they go, while considering how they keep their testing fair.

England

Key Stage 3 Physics

• Energy: energy changes and transfers, changes in systems
• Forces: as pushes or pulls
• Forces: using force arrows in diagrams, adding forces in one dimension, balanced and unbalanced forces
• Forces: gravity
• Forces: resistance to motion of water
• Forces and motion: cause objects to stop or start moving, or to change their speed or direction
• Pressure in fluids: upthrust effects, floating and sinking

Key Stage 3 Working scientifically

• Scientific attitudes
• Experimental skills and investigations
• Analysis and evaluation
• Measurement

USA

NGSS Grades 5-8

• Motion and Stability: Forces and Interactions
  5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
  MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
• Engineering Design
  3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
  MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
• Science and Engineering Practices
  Asking questions
  Developing and using models
  Planning and carrying out investigations
  Analyzing and interpreting data
  Constructing explanations
  Engaging in argument from evidence
  Obtaining, evaluating and communicating information