New York Standards
NY.1. Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
M1: MATHEMATICAL ANALYSIS: Abstraction and symbolic representation are used to communicate mathematically.
M1.1. Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.
M1.1a. Identify independent and dependent variables
M1.1b. Identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material
M1.1c. Apply mathematical equations to describe relationships among variables in the natural world
M2: MATHEMATICAL ANALYSIS: Deductive and inductive reasoning are used to reach mathematical conclusions.
M2.1. Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.
M2.1b. Quantify patterns and trends
S2: SCIENTIFIC INQUIRY: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
S2.1. Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
S2.1d. Use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring; observing; describing; classifying; sequencing
NY.6. Interconnectedness: Common Themes: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
6.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
6.5.1. Use simple linear equations to represent how a parameter changes with time.
NY.7. Interdisciplinary Problem Solving: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
7.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
7.1.3. Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.
7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
7.2.1. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:
7.2.1c. Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
NY.CC.6-8.RST. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
6-8.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
NY.P4. The Physical Setting: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
P4.4: Energy exists in many forms, and when these forms change energy is conserved.
4.4.2. Observe and describe heating and cooling events.
4.4.5. Describe situations that support the principle of conservation of energy.