SeaMATE ROV Kit Comparison
Key Attributes |
Angelfish |
Pufferfish |
Triggerfish |
Barracuda |
Price |
$190 | $250 | $725 | $1200 |
Skill level |
Beginner | Beginner / Intermediate | Intermediate | Intermediate / Advanced |
Competition class |
SCOUT | SCOUT / NAVIGATOR | NAVIGATOR / RANGER | RANGER / PIONEER |
Soldering wires |
Optional | YES | YES | YES |
Soldering components to the circuit board |
NO | YES | YES | YES |
Drilling required |
NO | NO | NO | NO |
Camera power filter included |
NO | YES | YES | YES |
Power attachment for camera |
NO | YES | YES | YES |
Programmable |
NO | NO | NO | YES |
Camera included |
NO | NO | NO | NO |
Meter included |
NO | YES (amp/volt) |
YES (amp/volt/watt) |
YES (amp/volt/watt) |
Motor simulation capability |
NO | NO | YES | YES |
Number of motors |
3 | 3 | 4 | 4 |
Tether length |
7.6M/ 25 ft. |
7.6M/ 25 ft. |
12M/ 40 ft. |
12M/ 40 ft. |
Type of control |
Toggle switches | Rocker switches | Joysticks - analog | Joysticks - digital |
Hours to assemble |
6-12 | 8-16 | 30-40 | 40+ |
LEARNING OBJECTIVES:
Knowledge and Skills acquired while building an ROV and competing in a MATE ROV Competition. Learning models are progressive - with students mastering the skills and knowledge from the previous levels.
General Engineering/Project Management | |
Applicable to all levels, but responses/activities will be increasingly complex for each progressive level. |
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1. Describe and implement the engineering design process (spiral). |
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Technology & Society | |
A student finishing the SCOUT / NAVIGATOR / RANGER level should be able to: | |
SCOUT | |
1. Describe what a robot is. |
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NAVIGATOR | |
4. Identify motivating factors and key historic events in the evolution of underwater vehicles. |
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RANGER | |
6. Describe some of the major challenges confronted by developers of early underwater vehicles and describe how they were overcome. |
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Electrical Knowledge | |
A student finishing the SCOUT / NAVIGATOR / RANGER level should be able to: | |
SCOUT | |
1. Define current, voltage, resistance and explain their relationship to Ohm’s Law. |
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NAVIGATOR | |
9. Calculate series circuit values using Ohm’s Law. |
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RANGER | |
15. Calculate series, parallel and combination circuit values using Ohm’s Law. |
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Mechanical Knowledge | |
A student finishing the SCOUT / NAVIGATOR / RANGER level should be able to: | |
SCOUT | |
1. Use plumbing fittings to build a simple ROV frame. |
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NAVIGATOR | |
4. Use a Computer Aided Design program to build a simple ROV frame. |
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RANGER | |
9. Use a Computer Aided Design program to build a complex ROV frame with materials other than plumbing fittings. |
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Ocean Engineering / Physical Science Knowledge | |
A student finishing the SCOUT / NAVIGATOR / RANGER level should be able to: | |
SCOUT | |
1. Describe ways that the physical properties of water differ from those of air. Explain how each of those differences presents challenges and/or opportunities for those designing or using underwater vehicles. |
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NAVIGATOR | |
5. List and describe the physical forces affecting underwater vehicle motion. |
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RANGER | |
9. Explain the basic components of a standard hydraulic system and how these systems can be used to transfer force, motion, and power from a prime mover to an actuator. |
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Computer Science | |
A student finishing the NAVIGATOR / RANGER level should be able to: | |
NAVIGATOR | |
1. Use a spreadsheet program to graph sensor data. |
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RANGER | |
3. Explain what a microcontroller is and what role it can play in the control systems used for ROVs and AUVs. |
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Math is involved in many of the steps in building and controlling an ROV. Ohm’s law, for instance, is central to designing the electrical systems for ROVs, even at the most basic of levels. Measuring and cutting, calculating buoyancy requirements, Bollard testing, calibrating senses, and programing the microcontroller all involve a bit of applied mathematics. We will be working with math teachers and math specialists to better highlight and develop assessment tools that reinforce mathematical concepts.