Extreme Deep Teacher's Guide.pdf - Evergreen Exhibitions

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Oh! The Pressure OBJECTIVES Students will discover that... ■ water pressure increases with depth. BACK CKGROUND INFORMA RMATION The farther down into the sea you go, the more pressure there is. The equipment that visits the deep sea must be strong enough to withstand crushing pressure. S U B J E C T S physical science, oceanography, mathematics G R A D E S 4 - 7 C O N C E P T S deep sea environment D U R A T I O N one 45-minute class session At sea level, the atmosphere constantly presses against you. The force with which it does so is about 14 pounds per square inch, also known as one atmosphere of pressure. When you jump into a swimming pool or the ocean, water presses against you. Because water is denser than air, it pushes against you with a greater force than air does. The strength of that force depends on how deep you go and therefore how much water is pressing upon you. For every 33 feet (10 meters) of water depth, the pressure increases by 1 atmosphere. So at the water’s surface the water pressure is the same as the air pressure: 1 atmosphere. Thirty-three feet down, the pressure doubles to two atmospheres. At 330 feet it’s 11 atmospheres. Imagine the pressure two miles below the sea! Because water isn’t compressible (crushable), pressure isn’t a problem for water-filled objects. Because air is compressible, pressure crushes air-filled vehicles-unless they’re reinforced. 24
This simple activity will demonstrate to your students that water pressure increases with depth. Afterward, they will design a craft that can take them to the deep sea while withstanding crushing pressure. ACTIVITY 1 Materials ■ 2 milk cartons (1/2 gallon and 1 pint) for each team ■ 1 rectangular baking pan for each team ■ nail or other tool for punching holes in the container for each team ■ ruler for each team ■ duct tape ■ water Questions to Begin ■ Has anyone ever dove to the bottom of a swimming pool and felt water pressure on their ears? ■ What do you suppose causes that pressure? Procedure 1. Have each team cut the top off each of the two milk cartons. Use a pencil or nail to punch three holes in the side of each carton. The holes should line up vertically and be equally spaced with the top hole at least 1.5 inches from the top of the carton. The lowest hole in both cartons should be the same distance up from the bottom. 2. Cover the holes with duct tape. 3. Place the small carton at one end of a rectangular pan with the taped holes facing the opposite end. 4. Lay a ruler along one edge of the pan with the one-inch edge lined up with the holed edge of the milk carton. 5. Fill the carton with water. 6. Remove the tape and observe the water streaming from each hole. Measure the horizontal distance the water squirts from each hole. 7. Record the results on a chart of distances. Label the columns “one-pint carton” and “half-gallon carton.” Label the rows “top hole length,” “middle hole length” and “bottom hole length.” 8. Dump the water from the pan and milk carton and repeat the activity with the half-gallon carton. Measure and record the distance the water spurts out from each hole. Questions to Close ■ Which stream of water shot out the farthest in each container — the top, middle or bottom hole? Why? ■ Which stream of water shot out the farthest-the stream from the bottom hole in the pint carton or the stream from the bottom hole in the half-gallon carton? 25
Page 1 and 2: Introduction W hen you visit Extrem
Page 3 and 4: Explorer Report OBJECTIVES Students
Page 5 and 6: GRADES 4 - 12 Questions to Begin
Page 7 and 8: Procedure 1. Brainstorm a list of p
Page 9 and 10: Procedure 1. Ahead of time, photoco
Page 11 and 12: Draw your animal here, showing as m
Page 13 and 14: e sure their prediction is testable
Page 15 and 16: Hundred-Inch Hike Observation Sheet
Page 17 and 18: Questions to Begin ■ Have you eve
Page 19 and 20: Seeing in the Sea OBJECTIVES Studen
Page 21 and 22: Sounding Seafloors OBJECTIVES Stude
Page 23: Procedure 1. Have students pair up.
Page 27 and 28: Build a Deep-Sea Vent OBJECTIVES St
Page 29 and 30: each as a producer, consumer or dec
Page 31 and 32: ACTIVITY 1 Materials ■ none Quest
Page 33 and 34: Questions to Close ■ What happene
Page 35 and 36: Seafloor Spreading Centers OBJECTIV
Page 37 and 38: Explorer Interview OBJECTIVES Stude
Page 39 and 40: Deep-Sea Scavenger Hunt OBJECTIVES
Page 41 and 42: Scavenger List OBJECTIVE Find an ev
Page 43 and 44: Extreme Deep Wordplay CROSSW OSSWOR
Page 46 and 47: Extreme Deep Wordplay CROSSW OSSWOR
Page 48 and 49: Answer Sheets SCAVEN VENGER ER LIST
Page 50 and 51: Answer Sheets Deep Sea Discoveries
Page 52 and 53: Glossary abyss abyssal plain biolum
Page 54 and 55: Resources Stevens, Betsy, and Amy P
Page 56: Bibliograpy of CCE Publications Mic

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