Rescue Rover

This lesson focuses on the tools and equipment used during technical rescue operations. Teams of students construct a device out of everyday materials to rescue a puppy from a well.

Design and build a rescue device
Test and refine their designs
Communicate their design process and results

Age Levels: 8-18

Lesson Plan Presentation

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Build Materials (For each team)

Optional Materials (Trading/Table of Possibilities)

3 meters of string
Construction paper
Plastic bags
Paperclips
Brass fasteners
Rubber bands
Binder clips
Clothespins
Paper cups
Paper plates
Popsicle sticks
Plastic spoons

Testing Materials

Wastebasket or container at least 1 meter tall (for the well)
Small stuffed animal puppy
Stopwatch
Weights to add to puppy (coins, washers, small toys etc.)
Scale

Testing Materials & Process

Materials

Wastebasket or container at least 1 meter tall (for the well)
Small stuffed puppy
Stopwatch
Weight to add to the puppy (coins, washers, small toys, etc.)
Scale

Process

Use a wastebasket or other container that is at least 1 meter tall. Place the puppy at the bottom of the container (weight can be added to the puppy for a better challenge). Allow students to use their device to rescue the puppy as you are timing them.

Engineering Design Challenge

Design Challenge

You are a team of engineers working together to design and build a device that can safely rescue a puppy from a well from a height of one meter. There is limited oxygen in the well so it is critical that you rescue the puppy within three minutes.

Criteria

Rescue the puppy from a height of one meter
Complete rescue within 3 minutes

Constraints

Use only the materials provided
Teams may trade unlimited materials

Activity Instructions & Procedures

Break class into teams of 2-4.
Hand out the Design a Rescue Device worksheet, as well as some sheets of paper for sketching designs.
Discuss the topics in the Background Concepts Section. Ask students if they have ever seen a person or animal being rescued from a dangerous situation on the news or on TV. Invite students to share what types of situations prompted these rescues and what type of equipment was involved. Discuss that engineers must design equipment to stand up to the various challenges involved in rescue operations.
Review the Engineering Design Process, Design Challenge, Criteria, Constraints and Materials.
Instruct students to start brainstorming and sketching their designs.
Provide each team with their materials.
Explain that students must design and build a device that can safely rescue a puppy from a well from a height of one meter. There is limited oxygen in the well so it is critical that they rescue the puppy within three minutes.
Announce the amount of time they have to design and build (1 hour recommended).
Use a timer or an on-line stopwatch (count down feature) to ensure you keep on time. (www.online-stopwatch.com/full-screen-stopwatch). Give students regular “time checks” so they stay on task. If they are struggling, ask questions that will lead them to a solution quicker.
Students meet and develop a plan for their rescue device. They agree on materials they will need, write/draw their plan, and present their plan to the class. Teams may trade unlimited materials with other teams to develop their ideal parts list.
Teams build their designs.
Test the rescue devices by removing the puppy from the well (wastebasket) within 3 minutes. Weight can be added to the puppy for a better challenge.
Teams should document the amount of time it took for them to rescue the puppy.
As a class, discuss the student reflection questions.
For more content on the topic, see the “Digging Deeper” section.

Student Reflection (engineering notebook)

Did you succeed in creating a device that could rescue a puppy from a well in under three minutes? If so, how long did it take? If not, why did it fail?
Did you decide to revise your original design or request additional materials while in the construction phase? Why?
Did you negotiate any material trades with other teams? How did that process work for you?
If you could have had access to materials that were different than those provided, what would your team have requested? Why?
Do you think that engineers have to adapt their original plans during the construction of systems or products? Why might they?
If you had to do it all over again, how would your planned design change? Why?
What designs or methods did you see other teams try that you thought worked well?
Do you think you would have been able to complete this project easier if you were working alone? Explain…
What adjustments would you have to make to your design if you were required to rescue two puppies at the same time? Try it!
Do you think this challenge would have been any different if you were rescuing a person? If so how?

Modification for Older Students

For older students, the height and weight specifications can be increased. A taller container may be used for the well and a heavier puppy or even 2 puppies need to be rescued. If studying simple machines, students can receive a time bonus (e.g. extra 30 seconds) for each simple machine they incorporate into their design.

Time Modification

The lesson can be done in as little as 1 class period for older students. However, to help students from feeling rushed and to ensure student success (especially for younger students), split the lesson into two periods giving students more time to brainstorm, test ideas and finalize their design. Conduct the testing and debrief in the next class period.

Engineering Design Process

Background Concepts

Technical Rescue

Technical Rescue Equipment

Technical rescue operations are used by professionals in extreme emergency situations. Natural disasters, structural collapses or serious accidents sometimes cause victims to become trapped in confined or complex spaces. These types of emergencies require rescue professionals to above and beyond normal means to reach and attend to victims. In these instances, specialized tools and skills are needed to save lives. Engineers must design rescue equipment to meet the demands of these very difficult rescue operations.

Rescue from Above

In certain emergencies, rescue operations must be conducted from above. These situations might involve rescuing a person or animal from a cave, mountain, mine or rooftop. After devastating hurricane Katrina hit the US in 2005, many people needed to be rescued from their rooftops via helicopter due to extreme flooding. A rope rescue involves the use of nylon ropes, anchors and a system of pulleys to rescue victims from a height. Rope rescues use mechanical advantage to lift victims to safety. Rescuers must be skilled in rappelling and securely tying various types of knots when conducting a rope rescue. A mine rescue can be particularly challenging due to fires, explosions, floods, hazardous gases, or cave-ins, necessitating additional rescue equipment and techniques.

Rescue in Moving Water

When a victim is rescued from moving water, such as rivers or flood control channels, this is also known as “swiftwater rescue”. These rescues typically occur during flood situations or boating or whitewater rafting accidents. Rope rescue equipment and techniques are often used in these situations. However, due to the fact that moving water is involved, stronger equipment and greater precision is needed when rescuing a moving target. Professionals conducting swiftwater rescue need to have an understanding of the physics of water moving within a channel to know how to identify where danger and safety lie. They must also understand the motion of objects such as debris, cars, and people in moving water. There are many challenges involved in swiftwater rescue including obstacles, bends, entrapments and hypothermia. Victims may be rescued by being pulled to safety with ropes or objects, using flotation devices, through direct contact or by helicopter.

Rescue from a Confined Space

Sometimes a person or animal must be rescued from a confined space such as a sewer, silo or underground vault. In these situations, time is of the essence because oxygen may be limited in these small spaces. Ventilation equipment must be used to ensure that victims and rescue professionals get enough oxygen and are not exposed to toxic gases. Video and sound equipment is often used to see and hear the victim trapped in the confined space. A piece of equipment known as a wristlet is often used to free trapped victims from confined spaces. The wristlet gets looped and pulled around the victim’s wrist or ankle and then used to pull the victim from the space.

Ski Rescue

Rescues often need to be conducted in snowy conditions. These types of rescue techniques are employed during skiing or snowboarding accidents or during avalanches. Professionals who are trained to assist and rescue people in these situations are known as the Ski Patrol. The Ski patrol often uses equipment such as helicopters, rope rescue gear, toboggans and snowmobiles during rescue operations.

If a victim has been buried by snow in the case of an avalanche, beacons or probes may be used. A beacon is a piece of equipment which uses radio signals to communicate with another beacon worn by the victim. The closer one gets to the victim, the louder the beacon beeps. A new type of beacon known as a digital avalanche rescue dog has also recently been developed, which is programmed to work using cell phones. Once the general vicinity of the victim is known, a long stick-like instrument known as a probe can then be pushed into the snow find his or her precise location. Suffocation is a serious risk for victims buried in an avalanche. To help prolong survival time, Denver psychiatrist and avid skier Dr. Thomas Crowley invented a sling-like device called the Avalung. The Avalung provides oxygen to a victim buried in an avalanche by drawing in fresh air from the snowpack, and diverts away carbon dioxide. The Avalung can buy rescuers additional time when attempting to locate and reach a trapped victim.

Vehicle Rescue

When car accidents occur, victims sometimes become trapped in their vehicles. In some cases, a vehicle becomes so damaged that the doors can’t be opened, or a victim gets pinned in a seat or is unable to exit the vehicle due to an injury. Hydraulic rescue equipment, including cutters, spreaders and rams (also known as the Jaws of Life) must often be utilized in these situations. Cutters are used to cut through metal components of the automobile, such as the frame. Spreaders are used to pull apart pieces of the automobile that may have been crunched together during an accident. Rams are used to push parts of the automobile such as the dashboard, away from a victim. These tools save precious time when trying to reach a trapped victim.

Rescue from a Collapsed Structure

When a building or mine collapses, victims may be trapped beneath mountains of debris. In this scenario, rescue professionals must use various techniques to either lift or steady the debris. This is a dangerous operation because there is the risk that the debris can further injure the victim. Sometimes rescue professionals can dig out victims manually. In other cases levers or inflatable devices can be used to lift debris up off of a victim. Cranes, bulldozers, saws, chains, cables, and ropes may be used to remove larger types of debris. Debris can also be stabilized by creating a wooden structure, known as a crib, which is placed beneath the debris. After a magnitude 7.0 earthquake occurred in Haiti in January 2010, rescue professionals and residents used many of these techniques to rescue and recover thousands of victims trapped beneath debris from collapsed structures.

Vocabulary

Criteria: Conditions that the design must satisfy like its overall size, etc.
Engineers: Inventors and problem-solvers of the world. Twenty-five major specialties are recognized in engineering (see infographic).
Engineering Design Process: Process engineers use to solve problems.
Engineering Habits of Mind (EHM): Six unique ways that engineers think.
Iteration: Test & redesign is one iteration. Repeat (multiple iterations).
Prototype: A working model of the solution to be tested.
Rescue: To save someone from a dangerous or distressing situation.
Technical Rescue: Operations used by professionals in extreme emergency situations

Dig Deeper

Internet Connections

Hurricane Katrina Rescue (http://videos.howstuffworks.com/discovery/35043- coast-guard-rescue-hurricane-katrina-video.htm)
ITEA Standards for Technological Literacy: Content for the Study of Technology (www.iteaconnect.org/TAA)
National Science Education Standards (www.nsta.org/publications/nses.aspx)

Recommended Reading

Engineering Practical Rope Rescue Systems by Mike Brown (ISBN: 978- 0766801974)

Writing Activity

Write a newspaper article detailing the daring rescue of the puppy from the well.

Curriculum Alignment

Alignment to Curriculum Frameworks

Note: Lesson plans in this series are aligned to one or more of the following sets of standards:

U.S. Science Education Standards (http://www.nap.edu/catalog.php?record_id=4962)
U.S. Next Generation Science Standards (http://www.nextgenscience.org/)
International Technology Education Association’s Standards for Technological Literacy (http://www.iteea.org/TAA/PDFs/xstnd.pdf)
U.S. National Council of Teachers of Mathematics’ Principles and Standards for School Mathematics (http://www.nctm.org/standards/content.aspx?id=16909)
U.S. Common Core State Standards for Mathematics (http://www.corestandards.org/Math)
Computer Science Teachers Association K-12 Computer Science Standards (http://csta.acm.org/Curriculum/sub/K12Standards.html)

National Science Education Standards Grades K-4 (ages 4 – 9)

CONTENT STANDARD A: Science as Inquiry

As a result of the activities, all students should develop

Abilities necessary to do scientific inquiry

CONTENT STANDARD B: Physical Science

As a result of the activities, all students should develop an understanding of

Properties of objects and materials

CONTENT STANDARD E: Science and Technology

As a result of the activities, all students should develop

Abilities of technological design
Understanding about science and technology

CONTENT STANDARD F: Science in Personal and Social Perspectives

As a result of the activities, all students should develop an understanding of

Science and technology in local challenges

National Science Education Standards Grades 5-8 (ages 10 – 14)

CONTENT STANDARD A: Science as Inquiry

As a result of the activities, all students should develop

Abilities necessary to do scientific inquiry

CONTENT STANDARD B: Physical Science

As a result of the activities, all students should develop an understanding of

Motions and forces

CONTENT STANDARD E: Science and Technology

As a result of the activities, all students should develop

Abilities of technological design
Understanding about science and technology

CONTENT STANDARD F: Science in Personal and Social Perspectives

As a result of the activities, all students should develop an understanding of

Science and technology in society

National Science Education Standards Grades 9-12 (ages 14-18)

CONTENT STANDARD A: Science as Inquiry

As a result of the activities, all students should develop

Abilities necessary to do scientific inquiry

CONTENT STANDARD B: Physical Science

As a result of the activities, all students should develop understanding of

National Science Education Standards Grades 9-12 (ages 14-18)

CONTENT STANDARD E: Science and Technology

As a result of the activities, all students should develop

Abilities of technological design
Understanding about science and technology

CONTENT STANDARD F: Science in Personal and Social Perspectives

As a result of the activities should develop an understanding of

Science and technology in local, national, and global challenges

Next Generation Science Standards Grades 3-5 (Ages 8-11)

Engineering Design

Students who demonstrate understanding can:

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.

Next Generation Science Standards Grades 6-8 (Ages 11-14)

Engineering Design

Students who demonstrate understanding can:

MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Next Generation Science Standards Grades 9-12 (Ages 14-18)

Engineering Design

Students who demonstrate understanding can:

HS-ETS1-2.Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Standards for Technological Literacy – All Ages

Design

Standard 8: Students will develop an understanding of the attributes of design.
Standard 9: Students will develop an understanding of engineering design.
Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

Student Worksheet

Design a Rescue Device

You are a team of engineers who have been given the challenge to design a device that will be able to rescue a puppy from a well from a height of one meter. There is limited oxygen in the sewer so it is critical that you rescue the puppy within three minutes.

Planning Stage

Meet as a team and discuss the problem you need to solve. Then develop and agree on a design for your rescue device. You’ll need to determine what materials you want to use.

Draw your design in the box below, and be sure to indicate the description and number of parts you plan to use. Present your design to the class.

Design: Materials Needed:

You may choose to revise your teams’ plan after you receive feedback from class.

Construction Phase

Build your rescue device. During construction you may decide you need additional materials or that your design needs to change. This is ok – just make a new sketch and revise your materials list.

Testing Phase

Each team will test their rescue device. Be sure to watch the tests of the other teams and observe how their different designs worked.

Evaluation Phase

Evaluate your teams’ results, complete the evaluation worksheet, and present your findings to the class.

Use this worksheet to evaluate your team’s results in the “Rescue Rover” lesson:

Did you succeed in creating a device that could rescue a puppy from a well in under three minutes? If so, how long did it take? If not, why did it fail?