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SES Flood Rescue Boat
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SES Flood Rescue Boat
Construction
Process
What is an SES Flood Rescue Boat?
Introduction
NSW State Emergency Service (SES) food rescue boats and operators assist during floods with the evacuation of residents and rescue of people and animals from floodwaters. Flood rescue operators are highly trained and use a range of techniques including flood boats and rope work (NSW State Emergency Services, 2022).
How SES Flood Rescue Boats are used:
- Rescue motrists trapped in flooded vehicles
- Rescue residents isolated by floodwaters
- Assists residents evacuate their properties
- Resupply residents with fresh food and consumable goods
- Assist NSW Ambulance with medica transportation of patients across floodwaters
Educational Context
Educational Context
Stage 3: Year 5 and 6
Content Focus: Physical World
Stage 3 of the Physical World strand focuses on the difference between contact and non-contact
forces and how energy is transformed from one form to another. Students are provided with an
opportunity to investigate how electrical energy can control movement in products and systems.
Stage 3 of this strand develops students’ abilities to design, test and evaluate a product or system
that demonstrates energy transformation, further developing an understanding of the interrelationship
between force and energy (NSW Education Standards Authority, 2017).
Science and Technology Outcomes
ST3-1WS-S
Plans and conducts scientific investgations to answer testable questions, and collects and summarises data to communicate conclusions.
- Investigates the transformation of electrica energy to light, sound and movement.
- IInvestigates how electrical energy can be transformed and transferred in series and parallel circuits, and generated from batteries, motor, light bulb and buzzer.
ST3-2DP-T
Plans and uses materials, tools and equipment to develop solutions for a need or opportunity.
- Design, construct, test and evaluate a system involving energy transformation using electrical energy, e.g. a working model of an SES Rescue Boat
- Use constructed artefact or system to investigate how electrical energy can control light, movement and sound
ST3-8PW-ST
Explains how energy is transformed from one form to another.
- Students can identify different types of energy transformation, e.g. electrical energy of movement, light and sound and how energy is transferred from the battery to the components of the circuit.
- Students can explain the difference between a series and parallel circuit and the energy transformation involved.
The learning experience and SES Flood Rescue Boat relates to Stage 3 - Year 5 and 6. It relates to the Physical World content strand in the NSW K-6 Syllabus (NESA, 2017) as students investigate how energy is transformed from one form to another. This artefact demonstrates to Year 6 students the electrical energy conversion of light, movement and sound.
Outcomes
Cross-curriculum Priorities
Cross-curriculum Priorities
Susainability
Science and Technology provides students with the opportunity to develop an awareness of the importance of sustainable practices. The cross-curriculum focuses on the protection of the environment and all living things (NESA, 2017). Science and Technology encorages students to make sustainable choices that are environmentally friendly, which can be done by practicing the three R's - reduce, resuse, recycle. Practicing the three R's enables students to implement more sustainable patterns of living.
Sustainable Design Practices
The design of this electrical SES boat made solely from recyced materials including a foam box for the entire structure of the artefact, provides students with opportunities to develop an awareness of sustainable practices, careful and responsible management of natural resources to ensure that they are available for future generations (NESA, 2017).
Sustainable Design Practices
- Students are taught to plan for the sustainable use of resources and identify the benefits and potential risks of solutions.
- Students consider availability and sustainability of resources when defining design needs and opportunities.
- Students investigate how electrical energy can control movement in products and systems and learn how engineered products, services and environments can be designed and produced sustainably.
Links to other Key Learning Areas (KLA)
Key Learning Areas
Visual Arts - Creative Arts
VAS3.2 - Makes artworks for different audiences assembling materials in a variety of different ways (NESA, 2006).
- Creative thinking, making and appreciating art forms.
- Inolves drawing, designing, cutting and painting.
Geography - Factors that Shape Places
GE3-2 - Explans interactions and connections between people, place and environments
- Investigate how the natural environment infuences peope and places, e.g., discussion of how floods influence the distribution of where people live (NESA, 2020).
- Explores the way individuals can practice sustainability in the environment.
Mathematics - Length
MA3-9MG - Selects and uses the appropriate unit and devices to measure lengths (NESA, 2018).
- Measuring various pieces of resource to conduct the design process.
Links to the English KLA
Classroom
Implementation
Inspired by the Queensland floods, Jackie French’s picture book is literally and metaphorically a moving story of a natural disaster. In illustrating flood water that ruthlessly rips through the town – leaving a widespread path of destruction – French’s multimodal book demonstrates how strong and devastating the effects of flood water can be to homes and livelihoods. Narrated through the lens of a cattle dog – a character children can relate to – Flood teaches children about strength, resilience and courage, as communities congregate together to provide aid, shelter, comfort and – above all – hope, during a time of adversity. Through extraordinary illustrations that literally drip on the pages, the book is able to captivate its young audience, inviting them to emotionally connect and critically think about survival stories of flooding in Australia.
For the engage component of the 5E framework (Bybee et al, 2006), I am implementing Jackie French's picture book, 'Flood' to introduce students to the topic of floods and the role of SES Flood Rescue Boats.
This relates to the Reading and Viewing content strand in the K-10 English Syllabus (NESA, 2018).
- EN3-3A - Uses an integrated range of skills, strategies and knowledge to read, view, and comprehend multimodal text and picture books.
- Identify the impact of first-person on the reader, e.g. the story is told from the point of view of a cattle dog.
Considerations for classroom implementation
Classroom Environment
Implications and considerations:
- Safety considerations: hot glue gun, heat gun, scissors, electricity
- Parent volunteers
- Recycled materials from home - Reduce, reuse, recycle principle
- Student collaboration
- 5E Framework (Bybee, 2014)
- Inquiry based learning model
Integration of
the 5E
Framework
5E FRAMEWORK
Inquiry-based learning
Inquiry based learning model
Inquiry-based learning is a learning process that engages students by making real world connections through exploration and high-level questioning. It is an approach to learning that encourages students to engage in problem-solving and open-ended experiential learning (Pedaste et al, 2015).
This Inquiry-based science lesson adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas and think creatively via the exploration of electrical transformation using light, sound and movement.
Inquiry questions:
- What types of energy transformations can be observed?
- How can electricity be used in a product or system?
Construction Process
This was the original artefact design. But once I wired the circuits up and put the batteries inside the boat, and put the boat in the water, the boat was too heavy with the amount of batteries needed to run the LED lights. The water was coming inside the boat.
I tried to waterproof it further by adding more paddle pop sticks on the bottom and hot glue to seal the cracks, but the boat was not big enough or strong enough to hold the weight of the batteries. I tried a 9V battery, for some reason it continued to short out the LED lights when all three sources of electricity were running together.
You can see the water coming in.
Construction Photos
Construction Process
Challenges
Challenges:
- Originally the LED lights were turning off when I ran the complete circuit
- 12V buzzer drained the lights
- Wire contact issues
Improvements:
- Switched from LED lights to normal bulbs
- Lower voltage buzzer
- Wire cippers to expose more wire to fold to create better contact
Challenges
Circuits
What is electricity?
Electricity is a type of energy that can build up in one place or flow from one place to another. It is the presence of negatively charged particles known as electrons.
Series circuit:
- All components are connected end-to-end forming a single path for current flow and shared voltage.
- If one component breaks or stops working, the whole series circuit stops working.
Parallel circuit
- Parallel circuits consist of two or more paths for the current to flow through.
- If one component stops working, the rest will remain working.
- The same voltage is applied to each component.
My combined circuit:
When I turned on the swith for the series circuit with just the two light bulbs, the lights appear very bright. However, when I turned on the series circuit switch and then turned on the switch for the parallel circuit with the buzzer and motor on it, the lights become very dimmed since the electrica energy is shared to each component of the circuit, including the motor, buzzer and lights and since the buzzer is 12V, it is draining a lot of the energy.
My circuits
Combined Circuit
Series Circuit
Parallel Circuit
Circuit Diagrams
Working Model
Price List
Budget
References
- Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, Co: BSCS, 5, 88-98.
- Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.
- NSW State Emergency Services (2022). Flood Rescue Operator. NSW Government. https://www.ses.nsw.gov.au/volunteering-details/flood-rescue-operator/