Grade 12 · Week 35 · U9
Essential question: Can a quantitative model improve a real designed system?
A real problem requires mechanics, energy, waves, circuits, fluids, or sensing plus constraints.
Build an initial model and explanation for: Can a quantitative model improve a real designed system?
Record observations, questions, an initial model, and one claim that could be tested. Use these concepts where relevant: model; prototype; test; uncertainty; optimization; communication.
Study and explain the week's core ideas: model; prototype; test; uncertainty; optimization; communication
Student-selected trusted sources.
Revise Monday's model. Add two evidence-backed annotations and explain one limitation or uncertainty.
At least one predictive equation/model and uncertainty analysis.
Show units, setup, calculation or graph reasoning, then write what the quantitative evidence can and cannot establish about: Can a quantitative model improve a real designed system?
Student-designed prototype/simulation with teacher-approved safe materials.
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: Can a quantitative model improve a real designed system?
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.