Scope and Requirements
After our first interview with Stacey, we created an affinity diagram summarizing our findings.
Affinity Diagram of Initial Brainstorm
Taking the project requirements and our own personal interests into account, we started to brainstorm potential project ideas.
Affinity Map Synthesis
NYC Science Scope & Sequence
6th grade Unit 2: Engineering and Energy Transformations
- “Students investigate the transfer and transformation of energy in electricity and magnetism . During this unit, students develop an understanding of electric and magnetic forces within series and parallel circuits . Students will begin by conducting investigations and evaluating experimental designs to deepen their understanding of the relationship between electricity and magnetism . Using qualitative observations, students will be able to develop questions that can be investigated regarding the transfer and flow of energy through matter . By the end of this unit students can then predict changes in natural phenomena related to matter and energy.” (p. 121)
- “MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. ✱ [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]” (p. 124)
7th grade Unit 2: Changing Properties of Matter
- “In this unit students develop models to explain how conservation of matter is characteristic of chemical change . Energy and matter are linked to the previous unit through a study of photosynthesis and cellular respiration, learning how molecules break down or are built up within cells, and how energy is transformed in the process . Students have the opportunity to model and analyze the motion and rearrangement of particles in chemical reactions, making the invisible visible . These concepts are then applied to develop an explanation of how matter is cycled and energy flows within cells.” (p. 145)