Grade 12 · Week 12 · U3
Essential question: Why can two machines do the same work at different rates?
Five detailed lessons, two offline scientific laboratories, seven-round games, teacher notes, complete energy ledgers and a three-constraint engineering challenge. Your original student evidence notebook remains below.
Two devices transfer the same energy in different times.
Build an initial model and explanation for: Why can two machines do the same work at different rates?
Record observations, questions, an initial model, and one claim that could be tested. Use these concepts where relevant: power; efficiency; useful output; dissipation.
Study and explain the week's core ideas: power; efficiency; useful output; dissipation
Open text on power/efficiency.
Revise Monday's model. Add two evidence-backed annotations and explain one limitation or uncertainty.
P=E/t and percent efficiency.
Show units, setup, calculation or graph reasoning, then write what the quantitative evidence can and cannot establish about: Why can two machines do the same work at different rates?
Human-scale stair-power calculation if safe, or dataset.
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 can two machines do the same work at different rates?
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.