Lesson overview

Submarines have to operate in difficult environments. First, they need to operate under pressure. Second, they have to cope with the corrosive nature of seawater. Different parts of the submarine will need different materials. There is no point building a submarine for scientific operation out of solid metal. In this lesson, students will start by reflecting on historical submarine designs and some were not very successful. They will then debate materials choices for building a submarine. A practical investigation looks at how to protect the submarine from rusting.

Lesson outcomes

• Describe why several different materials are needed to build a submarine (foundation)
• Carry out a fair investigation into the effects of salt and water on rusting (developing)
• Explain why different conditions cause different amounts of rusting (competent)
• Make justified choices for the materials used to build a submarine (expert)
• Explain oxidation reactions with balanced equations (advanced)

Lesson steps

1. Brief (10 mins)
   Students are introduced to the concept of submarine design and choice of materials through a look at an early, unsuccessful submarine design. Students set themselves targets based on the learning criteria of the lesson.
2. Investigation (20 mins)
   Students follow the investigation brief to design and carry out an investigation into rusting and the effects of different environments on an iron nail.
3. Choice of materials (25 mins)
   Using the materials cards, students make justified choices for the materials to build their submarine. By answering questions, students explain their choice of materials, and attempt to explain the science of rusting.
4. Self-reflection (5 mins)
   Students decide if they have met their targets set at the beginning of the lesson, and reflect on the lesson’s importance in the context of the Scheme of Work to design a submarine.

England

Key Stage 3 Chemistry

• Chemical reactions: oxidation reactions, displacement reactions, catalysts
• Materials

Key Stage 3 Working scientifically

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

USA

NGSS Grades 5-8

• Matter and Its Interactions
  5-PS1-3. Make observations and measurements to identify materials based
  on their properties.
  MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
• 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