Design Brief Topics - Middle School Science

MIDDLE SCHOOL SCIENCE SOL TOPICS FOR DESIGN BRIEFS

Grade 6

6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include

b) the role of the sun in the formation of most energy sources on Earth;

d) renewable energy sources (link with 6.9 a and c)

e) energy transformations.

(a number of Mathematics SOL’s can be linked as well: measurement, graphing, equations)

Items b, d, and e, linked with 6.9 a and c, provide a great opportunity for design briefs that focus on designing, building, and evaluating devices that make use of alternative energy sources (wind, water, solar).  The general format for the DB would have students challenged to design and build devices that make the most efficient use of wind turbines, water wheels, or solar cell arrays.  The challenges may have students determining the best size, shape, and/or configuration for wind turbine blades or water wheel paddles.  Solar power challenges may focus on the size of an array, its configuration or wiring (series vs. parallel).  The output/efficiency of the system can be determined by lighting a set of LED’s or measurement using a multimeter. 

Closely related to these challenges are challenges that involve using the energy source to perform a task: power a vehicle, lift a weight, charge a capacitor, or cook a meal. 

Materials for these tasks could include:

-        Hobby motors

-        Solar cells

-        Wire, soldering kits

-        LED’s

-        Circuit components

-        3D printers and 3D design software

-        Recyclable building materials (plastic bottles, cardboard)

-        Tape, foil, string, glue

Example Design Briefs:

-        Beth Yorio’s Greenhouse

-        Melanie Sculczewski’s Solar Oven

-        Friends of the Rappahannock’s Water wheel

-        George Meadows’ Wind turbines

Grade 7

The emphasis for seventh grade Design Briefs would be the design and construction of models and simulations.  These models would demonstrate a student’s understanding of an object (plant or animal cell) or a process (photosynthesis) or cycle.  The use of electronics and coding (the Hummingbird Kits) would allow the models or simulations to incorporate movement and interactivity.  These activities lend themselves particularly well to assessments. 

Modeling an Object

LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts include

a) cell structure and organelles;

b) similarities and differences between plant and animal cells;

Modeling a Process

d) cell division.

Modeling a Process

LS.5 The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. Key concepts include

a) energy transfer between sunlight and chlorophyll;

b) transformation of water and carbon dioxide into sugar and oxygen

Materials for these tasks would include:

-        3D printer and 3D design software

-        Hummingbird Kit

-        Wire, soldering kit, circuit components

-        Recyclable building materials (plastic bottles, cardboard)

-        Tape, foil, string, glue

Example Design Briefs:

-        George Meadows’ Cell Model

-        George Meadows’ Cell Division

Grade 8

Physical Science offers a number of good opportunities for Design Briefs – almost every SOL could make use of this strategy.  An obvious application would be for 10 and 11 (these would also allow for links with several Mathematics SOL’s)

PS.10 The student will investigate and understand the scientific principles of work, force, and motion. Key concepts include

a) speed, velocity, and acceleration;

b) Newton’s laws of motion;

c) work, force, mechanical advantage, efficiency, and power; and

d) technological applications of work, force, and motion.

PS.11 The student will investigate and understand basic principles of electricity and magnetism. Key concepts include

a) static electricity, current electricity, and circuits;

b) relationship between a magnetic field and an electric current;

c) electromagnets, motors, and generators and their uses; and

d) conductors, semiconductors, and insulators.

A good option would be applying the concepts in PS.11 to design and build a device that would demonstrate the concepts of PS.10.  Design Briefs for these SOL’s could simply be extensions (with more complex challenges and criteria) of the challenges for 6^th grade Science dealing with alternative energy sources. 

Materials for these tasks could include:

-        Hobby motors

-        Hummingbird kits

-        Discover Electronics kits

-        Solar cells

-        Wire, soldering kits

-        LED’s

-        Circuit components

-        3D printers and 3D design software

-        Recyclable building materials (plastic bottles, cardboard)

-        Tape, foil, string, glue

Example Design Briefs:

-        Friends of the Rappahannock’s Water wheel (modified for Physical Science)

-        George Meadows’ Wind turbines (modified for Physical Science)