FORCE LAB · TRANSPORT TEST FLOOR: A fictional delivery cart is failing its movement test. Sometimes it barely moves; sometimes it accelerates too quickly; sometimes changing the surface changes everything. Diagnose the force system, compare controlled runs and decide which revision improves motion without sacrificing grip or control.
ACTIVE OBJECTIVEFORCE LAB · TRANSPORT TEST FLOOR: A fictional delivery cart is failing its movement test. Sometimes it barely moves; sometimes it accelerates too quickly; sometimes changing the surface changes everything. Diagnose the force system, compare controlled runs and decide which revision improves motion without sacrificing grip or control.
WORLDSYSTEMS LAB
SEQUENCE01 / 08
REWARDGAME BREAK
BEFORE YOU START
Get set for this mission.
You can complete the essential lesson on this page. You do not need to print anything.
YOU NEED
Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.
HOW TO DO IT
Read or listen to the Briefing + Learn.
Do the interactive mission.
Use the reading and maths/data evidence.
Make your decision and add the Project HQ step.
Play the weekly game if you want, then complete Check-in.
WORK YOUR WAY
Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.
If a question feels hard, go back to the worked teaching, use the hint/feedback, and try one step at a time.
SCIENCE SAFETY: The science investigations in this Senior mission are designed as virtual/screen-based activities unless the page clearly says otherwise. Do not improvise mains electricity, heating or chemical experiments at home.
PROJECT NOTE: Your project can stay digital. Physical making is optional unless you choose that format.
MISSION BRIEFING
FORCE LAB · TRANSPORT TEST FLOOR: A fictional delivery cart is failing its movement test. Sometimes it barely moves; sometimes it accelerates too quickly; sometimes changing the surface changes everything. Diagnose the force system, compare controlled runs and decide which revision improves motion without sacrificing grip or control.
✓Distinguish balanced from unbalanced forces and connect net force with changes in motion.
✓Calculate a simple net force from forces acting in opposite directions and interpret its direction.
✓Explain friction as a force that can resist motion but can also provide useful grip, braking and control.
✓Distinguish elastic deformation from plastic deformation in a simple engineering context.
✓Run a controlled virtual comparison by changing one variable at a time and revise a design from measured evidence.
◈
INTERACTIVE LEARN MODE
No passive video this week.
This mission is deliberately built around its simulator, investigation, decision room or prototype instead of an external video.
LEARN
FORCES → NET FORCE → MOTION → REVISION
A FORCE is a push or pull. When forces acting on an object are BALANCED, the net force is zero; this means the object does not accelerate, although it may still be moving at constant velocity. When forces are UNBALANCED, the net force is not zero and the object’s motion changes. FRICTION often acts against relative motion, but engineers may need some friction for grip and braking. Materials can also respond to force: ELASTIC deformation is reversible when the force is removed, while PLASTIC deformation leaves a permanent change. Use FORCES → NET FORCE → MOTION → EVIDENCE → REVISION.
A FORCE is a push or pull. When forces acting on an object are BALANCED, the net force is zero; this means the object does not accelerate, although it may still be moving at constant velocity. When forces are UNBALANCED, the net force is not zero and the object’s motion changes. FRICTION often acts against relative motion, but engineers may need some friction for grip and braking. Materials can also respond to force: ELASTIC deformation is reversible when the force is removed, while PLASTIC deformation leaves a permanent change. Use FORCES → NET FORCE → MOTION → EVIDENCE → REVISION.
LEARNING BUILD
Refresh → Teach → Worked example → We do → You try
Build the idea before you enter the specialist lab. The point is to understand the reasoning, not just get through the buttons.
English / communication:Technical explanation, cause/effect chains and fair-test reasoning.
Maths / data:Force differences, rate reasoning, measurement and graph comparison.
Topic knowledge:Push/pull forces, balanced and unbalanced forces, friction, elastic/plastic behaviour and controlled variables.
This week’s first target:Distinguish balanced from unbalanced forces and connect net force with changes in motion.
Quick evidence refresh: which source is a defensible starting point?
Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.
TEACH 1 · CORE MODEL
A FORCE is a push or pull. When forces acting on an object are BALANCED, the net force is zero; this means the object does not accelerate, although it may still be moving at constant velocity. When forces are UNBALANCED, the net force is not zero and the object’s motion changes. FRICTION often acts against relative motion, but engineers may need some friction for grip and braking. Materials can also respond to force: ELASTIC deformation is reversible when the force is removed, while PLASTIC deformation leaves a permanent change. Use FORCES → NET FORCE → MOTION → EVIDENCE → REVISION.
TEACH 2 · WHAT TO NOTICE
Distinguish balanced from unbalanced forces and connect net force with changes in motion.Calculate a simple net force from forces acting in opposite directions and interpret its direction.
TEACH 3 · CONNECT + TRANSFER
Explain friction as a force that can resist motion but can also provide useful grip, braking and control. Distinguish elastic deformation from plastic deformation in a simple engineering context. Run a controlled virtual comparison by changing one variable at a time and revise a design from measured evidence.
WORKED EXAMPLE · EVIDENCE
BASELINE · virtual cart
With a 20 N forward applied force, 10 N opposing friction and a 10 kg model load, the simplified simulator gives a 10 N forward net force.
Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. Now compare it with OVERCLAIM: A fictional note says “balanced forces mean the cart must be stopped”. Zero net force means no acceleration; an object can also continue at constant velocity.
Why caution still matters:This item is weak evidence for a broad conclusion: its claim or implication reaches beyond what the available support can establish.
WORKED EXAMPLE · MATHS / DATA ROUTE
A cart has a 30 N forward applied force and 10 N of opposing friction. What is the net force?
This week’s maths/data focus:Force differences, rate reasoning, measurement and graph comparison.
Name the variable or relationship, keep the units visible, calculate or compare, then interpret the result as evidence about the system. A result can support an explanation without proving every possible cause.
Worked solution:Opposing forces subtract: 30 N forward − 10 N friction = 20 N net force forward.Answer check:20 N forward. Now return the result to the question and state what it means in context.
WE DO · GUIDED PRACTICE
Which source needs the most caution before it is used to support a broad conclusion?
Choose any source whose claim outruns its support.
YOU TRY · INDEPENDENT PRACTICE
For Force Lab, explain one core idea in your own words. Use one named source or observation from this page, then add one sentence saying what that evidence does NOT prove.
Write at least 18 words. Name the evidence or data you are using and keep the claim inside what it can support.
MISCONCEPTION CHECK
OVERCLAIM:A fictional note says “balanced forces mean the cart must be stopped”. Zero net force means no acceleration; an object can also continue at constant velocity.
This item is weak evidence for a broad conclusion: its claim or implication reaches beyond what the available support can establish.
HELP
Try: “The system part/variable ___ changes ___. The evidence is ___. This suggests ___. One limit is ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
FORCE LAB · TRANSPORT TEST FLOOR➜
FORCE LAB
Change one force. Watch the motion respond.
Diagnose balanced and unbalanced forces, test friction and applied force in a virtual transport device, and improve the design from evidence.
FORCE DIAGNOSIS · 3 CASES
CASE 1
A trolley speeds up when a learner applies a forward force greater than the opposing forces.
CASE 2
A cart moves at constant speed in a straight line while the driving and resistive forces are equal.
CASE 3
A braking force acts opposite the direction of motion and the cart slows down.
VIRTUAL TRANSPORT DEVICE
Repair the delivery cart by changing one variable at a time.
0.0 m/s
The simulator is a simplified teaching model. It shows patterns between applied force, friction and motion; it is not a full real-world vehicle model.
APPLIED20NFRICTION10NNET FORCE—NMODEL SPEED—m/s after 4 s
BASELINENOT LOGGED
20 N push · 10 N friction · 10 kg load.
FRICTION TESTNOT LOGGED
20 N push · 20 N friction · 10 kg load.
FORCE TESTNOT LOGGED
30 N push · 10 N friction · 10 kg load.
Log all three required tests. The comparison is strongest when only one variable changes from the baseline.
FRICTION IS NOT JUST “BAD”
Which explanation treats friction as an engineering trade-off?
MATERIAL BEHAVIOUR
A bumper bends under a small force and returns to its original shape when the force is removed. What behaviour is this?
FAIR TEST AUDIT
Which plan best tests whether friction affects the cart’s motion?
Complete the three force diagnoses, log the baseline plus two controlled transport tests, then pass the friction, material-behaviour and fair-test checks.
OPEN THE WEEK 6 EVIDENCE FILES
SOURCE 1
BASELINE · virtual cart
With a 20 N forward applied force, 10 N opposing friction and a 10 kg model load, the simplified simulator gives a 10 N forward net force.
SOURCE 2
FRICTION TEST
Keeping the applied force and load the same but increasing opposing friction to 20 N reduces the model net force to 0 N.
SOURCE 3
APPLIED-FORCE TEST
Keeping friction and load at baseline while increasing the applied force to 30 N increases the model net force to 20 N forward.
SOURCE 4
FRICTION TRADE-OFF
Lower friction can reduce resistance, but a transport system may still need friction for traction, steering or braking. The best design depends on purpose.
SOURCE 5
OVERCLAIM
A fictional note says “balanced forces mean the cart must be stopped”. Zero net force means no acceleration; an object can also continue at constant velocity.
INVESTIGATE + ENGLISH · EVIDENCE CASE
A force does not act alone — motion depends on the combined system
The delivery cart is affected by more than the force pushing it forward. Friction and other resistive forces can act in the opposite direction. To understand what the cart will do, the relevant forces must be combined into a net force. If they balance, the net force is zero and the cart does not accelerate. If the forward force is larger, the cart accelerates forward. If an opposing force dominates, motion changes in the opposite direction. Engineering adds another complication: simply removing friction is not always desirable because tyres, brakes and shoes rely on friction for control. A useful test therefore changes one factor at a time, measures the outcome and revises the design from evidence.
MAKE THE CALL
The cart must move reliably but still remain controllable. Choose whether to change applied force, reduce friction, change the contact system or revise the bumper/material design first. Use the virtual test evidence to justify your choice and identify one measurement you would repeat after the revision.
BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…
CASE CONCLUSION: Write 180–240 words explaining why the fictional cart behaves differently across the three required Force Lab tests. Calculate the net force for each run, explain balanced versus unbalanced forces, identify the independent variable in one controlled comparison, and explain one friction trade-off or material-behaviour consideration before recommending a revision.
0/180 words minimum for this writing mission.
CLAIMEVIDENCELIMITATIONCONCLUSION
MATHS + DATA LAB
Check the numbers.
HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.
A cart has a 30 N forward applied force and 10 N of opposing friction. What is the net force?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
STATISTICS + PROBABILITY · YEAR 7 CORE
6 PROBLEMS
QUICK METHODSTATISTICS + PROBABILITY
Identify what the statistic or probability represents before calculating.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
Mean of 4, 6, 8, 10?
Total 28 ÷ 4 values = 7.
Q02
Median of 3, 5, 7, 12, 20?
The middle value in order is 7.
Q03
A fair coin: probability of heads?
There are two equally likely outcomes, so heads has probability 1/2.
INDEPENDENT · Q04
A bag has 3 red and 7 blue counters. P(red)?
There are 10 counters total and 3 are red: 3/10.
INDEPENDENT · Q05
Range of 6, 9, 11, 15?
Range = maximum − minimum = 15 − 6 = 9.
INDEPENDENT · Q06
Which sample is most likely to represent the whole school?
A random sample across year levels reduces obvious selection bias.
OPTIONAL CHALLENGE · OPEN RESPONSE
Invent five data values with a median of 8 and explain how you know.
0 words · optional
KEEP YOUR SKILLS SHARP
YOUR WEEKLY TRAINING
Four short sessions to spread across your week. Each has six problems and a reasoning mission. Allow about 10–15 minutes per session, and take longer when you need it.
Use paper for working. Enter numbers only; units are shown beside each answer. These are fictional practice scenarios.
0 / 24 correctSESSION 1 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 6 × 3 = 18; add 101 to get 119.
Use a hint
Brackets first: 107 × 3 = 321.
Check the method after trying
6² = 36; subtract 3.
Check the method after trying
One quarter is 98; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(609 − 3) ÷ 6 = 101.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
SESSION 2 · RATE ENGINE0 / 6
LEARN THE METHOD
A unit rate is an amount per one unit. Divide by the number of units, then multiply to scale. State the units and check that the assumed rate is constant.
WORKED EXAMPLE
A test rig makes 84 items in 7 minutes: 84 ÷ 7 = 12 items/min. At that rate it makes 60 items in 5 minutes.
items/min
Use a hint
714 ÷ 7 = 102.
items
Use a hint
7 × 102 = 714.
km/h
Check the method after trying
Distance ÷ time = 84 ÷ 7.
minutes
Check the method after trying
Volume ÷ rate = 714 ÷ 7.
items/min
Check the method after trying
A: 102/min; B: 104/min; difference 2/min.
items
Check the method after trying
Count running time only: 7 × (102 + 4).
Compare your reasoning after trying
Compare items per minute, not totals alone. For example 60 in 5 minutes and 96 in 8 both average 12/min. Different task difficulty or quality could make this comparison unfair.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 8 × 5 = 40; add 103 to get 143.
Use a hint
Brackets first: 111 × 5 = 555.
Check the method after trying
8² = 64; subtract 5.
Check the method after trying
One quarter is 100; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(829 − 5) ÷ 8 = 103.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
SESSION 4 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 3 × 2 = 6; add 104 to get 110.
Use a hint
Brackets first: 107 × 2 = 214.
Check the method after trying
3² = 9; subtract 2.
Check the method after trying
One quarter is 101; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(314 − 2) ÷ 3 = 104.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
Answers and reasoning save on this device when browser storage is available.
PROJECT HQ · TERM 3
PROJECT HQ · PROJECT FILE 06
IMPROVE — revise from evidence.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
IMPROVE your Resilient Systems Challenge from the Week 5 evidence. Make one justified revision, predict how it should change the result and define the retest that would show whether the revision worked.
WEEK 6 · IMPROVE FROM EVIDENCE · Use your Week 5 result to make one clear revision. Do not redesign everything at once — keep the evidence chain visible.
Complete all five fields. Your Week 6 revision log is saved on this device.
Project sharing will be optional. A future upload system must keep private submission separate from public-showcase/marketing permission.
CHECK-IN
What changed in your thinking?
24ICONIC GAMES
YOUR WEEKLY GAME · TERM 3 / WEEK 6
Dance Rhythm
Hit four lanes on the beat. Accuracy builds your combo.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN