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11th grade Define a design problem and weigh trade-offs worksheet

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Define a design problem and weigh trade-offs

Grade 11 Science Worksheet

NameDate

Circle the best answer, or write your answer on the line.

  1. A motor lifts a 120 kg load at 0.5 m/s and is 75% efficient. With g = 9.8 m/s², how much power does it draw, Bo?

  2. A motor lifts a 30 kg load at 1.5 m/s and is 60% efficient. With g = 9.8 m/s², how much power does it draw, Esme?

  3. Read this first

    Crash-barrier designs for a 1,200 kg car at 25 m/s (example data)

    designcrush length (m)cost ($ thousand)
    A1.540
    B2.555
    C480

    Limits: crush length at most 3.0 m and deceleration at most 15 g, where g is 9.8 m/s². Constant deceleration is v² ÷ (2d)

  4. Using the table, which is the cheapest barrier design that meets both limits, Jun?

    • C, since its 78 m/s² is the lowest deceleration of the three
    • B, since its 125 m/s² is under 147 and its 2.5 m fits
    • No design, since no crush length can meet both of the limits together
    • A, the cheapest, since its 1.5 m crush zone fits easily in the space
  5. Motors rated for the same job (example data) (example data)

    motorefficiency (%)mass (kg)cost ($)
    P881.2120
    Q881.5140
    R820.9100
  6. Using the table, which motor can be dropped whatever the weights, Luz?

    • R, since its efficiency is the lowest of the three motors
    • Q, since P matches its efficiency with less mass and lower cost
    • P, since it does not top the table on each column at once
    • No motor, since any motor can win under some choice of the weights
  7. A pump needs 500 W of output. Motor B (80%, 0.5 kg) replaces motor A (90%, 1.0 kg). What does B trade away, Milo?

    • About 7 W more input power, to save 0.5 kg of mass
    • About 50 W more input power, to save 0.5 kg of mass
    • About 69 W more input power, to save 0.5 kg of mass
    • About 10 W more input power, to save 0.5 kg of mass
  8. Crash-barrier designs for a 1,200 kg car at 25 m/s (example data)

    designcrush length (m)cost ($ thousand)
    A1.540
    B2.555
    C480

    Limits: crush length at most 3.0 m and deceleration at most 15 g, where g is 9.8 m/s². Constant deceleration is v² ÷ (2d)

  9. A team says barrier B is safe because it stops a 1,200 kg car in 2.5 m. B's average force is 150 kN. What is the flaw, Noah?

    • It was tested at one mass; at 150 kN a 3,000 kg SUV needs 6.25 m
    • Nothing is missing, since 2.5 m is under the 3.0 m limit for space
    • The speed of 25 m/s was not given, so the test says little
    • It should have used a lighter car, since light cars crush more
  10. A designer doubles a barrier's crush length from 1.5 m to 3.0 m. What changes, Pia?

    • Deceleration stays the same, but cost doubles
    • Deceleration falls to a quarter, with the same road space
    • Deceleration falls by a third, but it needs half the space
    • Deceleration halves, but it needs twice the road space
  11. Stopping distance of a car on two tire compounds, five trials each (m) (example data)

    trialcompound Xcompound Y
    124.123.2
    223.824.9
    324.522.8
    42424.6
    524.323.5

    Mean X is 24.14 m with a spread of 0.7 m. Mean Y is 23.8 m with a spread of 2.1 m.

  12. Ren claims compound Y stops the car in a shorter distance. Does the table support that claim?

    • No: X's trials vary less, so X must be the better compound
    • Yes: five trials are enough to show any difference
    • Yes: Y's mean is shorter and it holds the single shortest stop
    • No: the 0.34 m gap is smaller than Y's 2.1 m spread
  13. First test of a barrier with a 2.0 m crush zone (1,200 kg car at 25 m/s) (example data)

    measureresultlimit
    crush length (m)2at most 3.0
    deceleration (g)15.9at most 15
  14. A 2.0 m crush zone gave 15.9 g, over the 15 g limit. Which single next change should Tala test?

    • Change the zone length and the car's mass together
    • Shorten the zone to save road space and rerun the same test
    • Raise the limit to 16 g so that the first test passes
    • Lengthen the zone to about 2.5 m and rerun the same test
  15. The spec says at least 80%. The mean is 80.8% and the spread is 7 points. The spec says the motor is at least 80% efficient. Does the table clearly support it, Zee?

    • Yes: its top run reached 84%, which is well above the 80% spec
    • Not clearly: two runs fall under 80% and the spread is 7 points
    • No: two runs fell below 80%, so the motor fails the spec outright
    • Yes: the mean of 80.8% is above the 80% that the spec asks for
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11th grade Define a design problem and weigh trade-offs worksheet – printable
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About this worksheet

Define a design problem and weigh trade-offs. Every version has 10 questions, and the answer key prints on the second page.

What your child will learn

  • I can tell criteria (goals to do well on) from constraints (limits a design must meet).
  • I can break a big problem into smaller ones that can be solved and tested, then check they work together.
  • I can score options with a weighted decision table, find yearly energy and savings, and see how weights change a choice.
  • I can read the output of a described computer model and say what it leaves out (HS-ETS1-4).

Standard: HS-ETS1-1, HS-ETS1-2, HS-ETS1-3, HS-ETS1-4

Words to know

criterion: A goal a design should do as well as possible on

constraint: A limit a design must stay within

trade-off: Giving up some of one good thing to get more of another

weight: A number showing how much a criterion matters

computer model: A program that predicts how a design will behave

Common mistakes

Your child bought one bulb for the whole run. A bulb that burns out in the run has to be bought again: bulbs needed = hours ÷ life, rounded up.

Your child counted only the bulbs and left out the electricity. Running cost is part of what a lamp costs.

Your child chose by price alone. A good choice meets every limit first, then does well on all the goals over the whole life of the product.

Questions parents ask

What is the most common mistake with define a design problem and weigh trade-offs?

Your child bought one bulb for the whole run. A bulb that burns out in the run has to be bought again: bulbs needed = hours ÷ life, rounded up.

Are these 11th grade science worksheets free to print?

Yes. All 6 printable versions at each level are free to print, with the answer key, and no account is needed.

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