All Kinds of STEM: Oil Spill Cleaner-Upper
Overview
Oil spill cleaner-upper | micro:bit Increase scientific knowledge, develop research capacity and transfer marine technology, taking into account the Intergovernmental Oceanographic Commission Criteria and Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries, in particular small island developing states and least-developed countries.
This activity is in two parts, you can do either part – or both. The first part can be completed with no additional hardware or even micro:bits, comprising a challenge to design an efficient algorithm to clean an area of sea. The second part builds on this to create an autonomous vehicle that can mop up oil spills.
Design Challenge Title: Oil spill cleaner-upper
Author(s): Janice Beitzel, Heather Brown, Lori Blantz, Erica Peterson, Andi Fellows
| Background and Question/Challenge: Oil spill cleaner-upper | micro:bit Increase scientific knowledge, develop research capacity and transfer marine technology, taking into account the Intergovernmental Oceanographic Commission Criteria and Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries, in particular small island developing states and least-developed countries.This activity is in two parts, you can do either part – or both. The first part can be completed with no additional hardware or even micro:bits, comprising a challenge to design an efficient algorithm to clean an area of sea. The second part builds on this to create an autonomous vehicle that can mop up oil spills. | |
| SDG Goal: Conserve and sustainably use the oceans, seas and marine resources for sustainable development | Why is this challenge relevant to students? Healthy oceans and seas are essential to our existence. They cover 70% of our planet and we rely on them for food, energy and water, yet we have managed to do tremendous damage to these precious resources. We must protect them by eliminating pollution and overfishing and immediately start to responsibly manage and protect all marine life around the world. |
| Constraints/Criteria: Based on the individual needs and student choice:Some students will work on the code/microbitSome students will create a spill proof matSome students will create a device to pick up the oil from the water | Materials: Microbit:
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| Math, Science, T&E, CS Standards: 3.1.12.A1.Relate changes in the environment to various organisms’ ability to compensate using homeostatic mechanisms 3.3.10.A5. Explain how there is only one ocean. Explain the processes of the hydrologic cycle. Explain the dynamics of oceanic currents and their relationship to global circulation within the marine environment.3.4.10.C1. Apply the components of the technological design process.3.4.10.C2. Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.3.4.10.C2. Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.3A-AP-19 Systematically design and develop programs for broad audiences by incorporating feedback from users.CC.2.2.HS.D.7 Create and graph equations or inequalities to describe numbers or relationships.CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable.CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies. | |
Problem Solving Practice(s)/Process(s): Design Thinking
| Coding Activities/Lessons: The build:· Introduce the concept of the paddle wheel and why we need two servos (to allow steering)· If needed, look at the suggested design for the boat and discuss· Introduce the servo control board and if needed go over how to add the extension to MakeCode· Encourage learners to design the algorithm and the boat before making it, encourage them to consider the materials and their suitability for use on water· Provide the learners with the activity sheet, micro:bits and making resources, learners will need to extend the algorithm as only the first two steps are demonstrated· Troubleshoot the making and programming and intervene where necessary· Remind learners to refer back to the success criteria |
STEM Career Connections:
| Literature Connections:Key words:· Sensors - https://en.wikipedia.org/wiki/Sensor· Node - https://en.wikipedia.org/wiki/Node_(networking)· Gateway - https://en.wikipedia.org/wiki/Default_gatewayBig data - https://en.wikipedia.org/wiki/Big_dataShort Stories/ Books:
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| Attachments/Student Handouts: Oil Spill Cleaner-UpperAlternate/ Additional Assignments:Operation Oil Spill Lab- Create Oil Cleanup Device/TechniqueSpill Proof Mat Lesson PPT for teacher | |
| Additional Resources/Notes: |