Grade 11 · Week 25 · U6
Essential question: Why do some energetically possible changes occur more readily than others?
Some processes spread matter or energy even when they absorb heat.
Build an initial model and explanation for: Why do some energetically possible changes occur more readily than others?
Record observations, questions, an initial model, and one claim that could be tested. Use these concepts where relevant: entropy; dispersal; microstate concept; spontaneity.
Study and explain the week's core ideas: entropy; dispersal; microstate concept; spontaneity
Open introduction to entropy.
Revise Monday's model. Add two evidence-backed annotations and explain one limitation or uncertainty.
Interpret qualitative entropy and energy tradeoffs.
Show units, setup, calculation or graph reasoning, then write what the quantitative evidence can and cannot establish about: Why do some energetically possible changes occur more readily than others?
Particle-distribution simulation.
Use the course safety charter. If supervision, facilities, materials, or conditions are not appropriate, use the supplied-data/simulation alternative rather than improvising hazardous procedures.
Record variables or design constraints, procedure/model, observations/data, and one revision you would make after reviewing the evidence.
Answer the essential question: Why do some energetically possible changes occur more readily than others?
Submit a claim, at least two specific pieces of evidence, reasoning that connects them, one limitation/counterclaim, and a correction note for any essential concept below 80%.
Select one artifact from this week and explain why it is trustworthy evidence of growth.