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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 - Challenge Me

NameDate

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

  1. A barrier may slow a car at most 15 g (1 g = 9.8 m/s²). From 25 m/s, what is the shortest steady crush length, to 0.01 m, Ari?

  2. A barrier may slow a car at most 20 g (1 g = 9.8 m/s²). From 30 m/s, what is the shortest steady crush length, to 0.01 m, Bo?

  3. A barrier may slow a car at most 10 g (1 g = 9.8 m/s²). From 22 m/s, what is the shortest steady crush length, to 0.01 m, Esme?

  4. A 2,400 kg SUV hits the 2.5 m barrier at 25 m/s. Using the model's pattern, what changes, Jun?

    • Deceleration doubles to 25.6 g, and the force doubles to 300 kN
    • Deceleration stays near 12.8 g, but the force doubles to 300 kN
    • Deceleration stays near 12.8 g, but the force halves to 75 kN
    • Deceleration and force both stay at 12.8 g and 150 kN
  5. Read this first

    Use this

    Motor model and bench test, 100 W output (example data). Columns: source, input power (W). model, 80% efficient, 125; bench run 1, 138; bench run 2, 141; bench run 3, 140.

  6. The model says 125 W in for 100 W out. Three bench runs read 138, 141 and 140 W. What do they show, Luz?

    • The real efficiency is about 60%, since it is 60 W below 200 W
    • The real efficiency is about 140%, since the input is bigger
    • The real efficiency is about 71%, below the model's 80%
    • The model is right, and the meter must be reading high
  7. Materials for a bracket (example data) (example data)

    materialstrength (MPa)density (g/cm³)cost ($/kg)
    steel4007.81
    aluminum2502.73
  8. Milo says an aluminum bracket costs 3 times a steel one, since aluminum is $3 per kg. For equal strength, agree or disagree?

    • Disagree: it needs half the mass, so it costs 1.5 times as much
    • Disagree: it needs 0.55 of the mass, so it costs about 1.7 times
    • Disagree: aluminum is lighter, so it costs less than steel does
    • Agree: the price per kg is 3 times, so the bracket costs 3 times as much
  9. Old motor: 83.5 to 84.5. New motor: 85.0 to 86.5. Noah says the new motor is more efficient than the old one. Do the six runs each support the claim?

    • No: six runs are too few to compare two motors with confidence
    • Yes: the new motor's top run, 86.5%, is above the old one's mean
    • No: the 1.8 point gap is too small to matter for a motor
    • Yes: the ranges do not overlap, and the gap beats both spreads
  10. Motor B (92%) costs $150 more than motor A (85%). Both give 2 kW for 3,000 h a year at 12¢ per kWh. About when does B repay its extra cost, Ren?

    • About 4.6 years
    • About 2.3 years
    • About 1.2 years
    • About 3 years
  11. A drone's hover power scales as mass^1.5. Carbon arms cut its mass from 1,000 g to 960 g for $30 more. By how much does flight time rise, Tala?

    • About 6%, since power falls to about 94% of before
    • About 2%, since a $30 part cannot change flight by much
    • About 4%, since mass falls by 4% and flight time follows it
    • About 13%, since power scales as the cube of the mass
  12. 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)

  13. Which line best records the barrier decision in a design report, Zee?

    • B meets 3.0 m and 15 g for a 1,200 kg car; heavier ones are untested
    • B is safest because its 2.5 m crush zone is long and its cost is lowest
    • C is recommended, since its deceleration is lowest at 8 g, whatever the space
    • B meets the 15 g limit, so it is safe for any vehicle
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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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