SYSTEM FAILURE · STATION KŌWHAI: The remote research station is failing in several places at once. Power is limited. The cold-store temperature is rising. Water pressure is dropping. The greenhouse pump has stopped. A service route is blocked. Fixing the loudest alarm first may make the whole system worse. Diagnose the cascade before spending the repair budget.
ACTIVE OBJECTIVESYSTEM FAILURE · STATION KŌWHAI: The remote research station is failing in several places at once. Power is limited. The cold-store temperature is rising. Water pressure is dropping. The greenhouse pump has stopped. A service route is blocked. Fixing the loudest alarm first may make the whole system worse. Diagnose the cascade before spending the repair budget.
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
SYSTEM FAILURE · STATION KŌWHAI: The remote research station is failing in several places at once. Power is limited. The cold-store temperature is rising. Water pressure is dropping. The greenhouse pump has stopped. A service route is blocked. Fixing the loudest alarm first may make the whole system worse. Diagnose the cascade before spending the repair budget.
✓Combine evidence from several science systems to distinguish a root problem from downstream symptoms.
✓Trace at least one cascading failure through energy, temperature, water, biological or mechanical subsystems.
✓Select an appropriate mathematical comparison without being told the operation in advance.
✓Prioritise repairs under limited resources and explain how redundancy, monitoring or backup pathways could improve resilience.
◈
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
SYSTEM MAP → ROOT CAUSE → CASCADE → REPAIR → RESILIENCE
A complex failure is rarely solved by treating each alarm as an isolated fact. Use SYSTEM MAP → ROOT CAUSE → CASCADE → PRIORITY → REPAIR → RESILIENCE. A ROOT CAUSE is an upstream problem that helps explain several later failures. A SYMPTOM is evidence that something is wrong but may not be the original fault. CASCADING FAILURE happens when one disrupted part changes conditions for other parts. Resilience can come from redundancy, backup energy, alternative pathways, monitoring, spare capacity or designs that fail safely. The goal is not to make failure impossible; it is to reduce the chance that one fault collapses the whole system.
A complex failure is rarely solved by treating each alarm as an isolated fact. Use SYSTEM MAP → ROOT CAUSE → CASCADE → PRIORITY → REPAIR → RESILIENCE. A ROOT CAUSE is an upstream problem that helps explain several later failures. A SYMPTOM is evidence that something is wrong but may not be the original fault. CASCADING FAILURE happens when one disrupted part changes conditions for other parts. Resilience can come from redundancy, backup energy, alternative pathways, monitoring, spare capacity or designs that fail safely. The goal is not to make failure impossible; it is to reduce the chance that one fault collapses the whole system.
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 synthesis, causal explanation and evidence-based recommendation.
Maths / data:Select and apply the maths needed: percentages, rates, temperature differences, simple force/pressure comparisons and time constraints.
Topic knowledge:Integrated biology, matter, heat, forces, engineering and systems thinking; cascading failure and resilience.
This week’s first target:Combine evidence from several science systems to distinguish a root problem from downstream symptoms.
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 complex failure is rarely solved by treating each alarm as an isolated fact. Use SYSTEM MAP → ROOT CAUSE → CASCADE → PRIORITY → REPAIR → RESILIENCE. A ROOT CAUSE is an upstream problem that helps explain several later failures. A SYMPTOM is evidence that something is wrong but may not be the original fault. CASCADING FAILURE happens when one disrupted part changes conditions for other parts. Resilience can come from redundancy, backup energy, alternative pathways, monitoring, spare capacity or designs that fail safely. The goal is not to make failure impossible; it is to reduce the chance that one fault collapses the whole system.
TEACH 2 · WHAT TO NOTICE
Combine evidence from several science systems to distinguish a root problem from downstream symptoms.Trace at least one cascading failure through energy, temperature, water, biological or mechanical subsystems.
TEACH 3 · CONNECT + TRANSFER
Select an appropriate mathematical comparison without being told the operation in advance. Prioritise repairs under limited resources and explain how redundancy, monitoring or backup pathways could improve resilience.
WORKED EXAMPLE · EVIDENCE
POWER LOG
Main generation falls from 100% to 58% after a controller fault. Non-essential loads remain connected, so the battery reserve is being depleted faster than planned.
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 GREENHOUSE: Irrigation stops when the pump loses power. Plants are not yet damaged, but the biological system will be affected if water delivery is not restored.
Why caution still matters:This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
WORKED EXAMPLE · MATHS / DATA ROUTE
Station output falls from 100% to 58%. What percentage-point drop is this?
This week’s maths/data focus:Select and apply the maths needed: percentages, rates, temperature differences, simple force/pressure comparisons and time constraints.
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:Percentage-point change is direct subtraction: 100% − 58% = 42 percentage points.Answer check:42 percentage points. 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 a source that mainly supplies context rather than direct proof of the whole conclusion.
YOU TRY · INDEPENDENT PRACTICE
For System Failure, 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
GREENHOUSE:Irrigation stops when the pump loses power. Plants are not yet damaged, but the biological system will be affected if water delivery is not restored.
This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
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.
SYSTEM FAILURE · STATION KŌWHAI⚠
FAILURE ROOM
Everything is alarming. Find the failure that connects the alarms.
STATION STATUS · OPEN ALL 5 SYSTEM FILES ROOT-CAUSE CHECK
Which problem best explains several failures through a shared dependency?
TRACE THE CASCADE
1 · UPSTREAM2 · DEPENDENT SYSTEMS3 · DOWNSTREAM
FIRST STABILISATION
Which action has the clearest system-wide leverage before component-by-component repair?
RESILIENCE DESIGN · CLASSIFY 3 IMPROVEMENTS
Backup power path for critical pumpsIndependent monitoring of power reserve and pump stateRoute every critical system through one controller with no fallback
Open all five station files, identify the shared root problem, build the three-stage cascade, choose the first stabilisation and classify all three resilience designs.
OPEN THE COMPLETE INCIDENT FILE
SOURCE 1
POWER LOG
Main generation falls from 100% to 58% after a controller fault. Non-essential loads remain connected, so the battery reserve is being depleted faster than planned.
SOURCE 2
COLD STORE
Cold-store temperature rises from 3°C to 11°C over four hours after ventilation and compressor operation become intermittent.
SOURCE 3
WATER SYSTEM
Water pressure drops after the electric pump begins cycling off. The storage tank still contains water, suggesting supply exists but movement through the system is unreliable.
SOURCE 4
GREENHOUSE
Irrigation stops when the pump loses power. Plants are not yet damaged, but the biological system will be affected if water delivery is not restored.
SOURCE 5
ACCESS ROUTE
A service route is blocked by a mechanical gate failure. It affects repair access but does not explain the simultaneous power, cold-store and water symptoms.
SOURCE 6
MODEL LIMIT
The station data is simplified and incomplete. Several faults could coexist, so the strongest diagnosis should stay proportional to the evidence.
INVESTIGATE + ENGLISH · EVIDENCE CASE
The loudest alarm is not always the first problem
Station Kōwhai has several alarms, but the timing matters. The power controller fault appears first. Soon afterward, systems that depend on reliable electrical energy begin behaving abnormally: the cold-store compressor cycles, the water pump drops out and greenhouse irrigation stops. The blocked access gate is important because it slows repair, but it does not explain why several electrically dependent systems changed together. A useful systems diagnosis looks for shared dependencies and asks which repair restores the greatest number of functions without creating new risks. It also plans for the next failure: a backup pump, protected battery reserve, better monitoring or a manual bypass may prevent one controller fault from causing the same cascade again.
MAKE THE CALL
You have enough resources for only two immediate actions: isolate non-essential electrical loads, repair the water pump, repair the cold-store compressor, clear the gate, or install temporary greenhouse watering. Choose two in order, explain what each restores, trace at least one downstream benefit, and identify the most important action to take next once the system is stable.
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 220–290 words as the Station Kōwhai incident report. Identify the most likely upstream failure, trace at least three linked effects, use two quantitative facts from the evidence, explain one repair priority and propose two resilience improvements. Include one uncertainty or alternative explanation that remains possible.
0/220 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.
Station output falls from 100% to 58%. What percentage-point drop is this?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
RATIO + RATE · YEAR 7 CORE
6 PROBLEMS
QUICK METHODRATIO + RATE
Find one part or one unit first, then scale up.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
A 2:3 ratio has 10 in the first part. What is the second part?
2 parts become 10, so each part is 5. Three parts = 15.
Q02
180 km in 3 hours is what average speed?
Rate = distance ÷ time = 180 ÷ 3 = 60 km/h.
Q03
4 notebooks cost $12. Cost per notebook?
$12 ÷ 4 = $3 each.
INDEPENDENT · Q04
Scale 1:100 means 2 cm represents…
2 cm × 100 = 200 cm = 2 m.
INDEPENDENT · Q05
A recipe for 4 uses 300 g. For 8 people?
The number of people doubles, so the quantity doubles to 600 g.
INDEPENDENT · Q06
Which is the better unit rate?
$3 each is the lowest unit price.
OPTIONAL CHALLENGE · OPEN RESPONSE
Invent a ratio or unit-rate problem from everyday life and solve it.
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 113 to get 131.
Use a hint
Brackets first: 119 × 3 = 357.
Check the method after trying
6² = 36; subtract 3.
Check the method after trying
One quarter is 110; 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
(681 − 3) ÷ 6 = 113.
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
798 ÷ 7 = 114.
items
Use a hint
7 × 114 = 798.
km/h
Check the method after trying
Distance ÷ time = 84 ÷ 7.
minutes
Check the method after trying
Volume ÷ rate = 798 ÷ 7.
items/min
Check the method after trying
A: 114/min; B: 116/min; difference 2/min.
items
Check the method after trying
Count running time only: 7 × (114 + 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 · SIGNED NUMBER LAB0 / 6
LEARN THE METHOD
Negative numbers are below zero. A rise is positive; a fall is negative. Calculate change as final minus starting temperature.
WORKED EXAMPLE
From −6°C to 9°C: 6 degrees to zero and 9 more = a rise of 15°C. From 9°C to −6°C, the signed change is −15°C.
°C
Use a hint
−8 + 115 = 107.
°C
Use a hint
8 to zero, then 115 more: 123.
°C
Check the method after trying
Final − start = −8 − 115 = -123.
°C
Check the method after trying
The total is zero; zero divided by 3 is zero.
°C
Check the method after trying
−115 + 8 − 5 = -112.
°C
Check the method after trying
Add the readings and divide by 2: (115 − 8) ÷ 2.
Compare your reasoning after trying
No. −5°C + 8°C = 3°C, while 10°C + 8°C = 18°C. Equal changes do not imply equal starting or final values.
Your example may differ. Check your calculations and whether you explained why.
SESSION 4 · BUILD + MEASURE0 / 6
LEARN THE METHOD
Rectangle area = length × width; perimeter = 2 × (length + width). Triangle area = base × perpendicular height ÷ 2. Cuboid volume = length × width × height.
WORKED EXAMPLE
For an 8 m × 3 m rectangle: area = 24 m² and perimeter = 22 m. A 6 m × 4 m rectangle has the same area but perimeter 20 m.
m²
Use a hint
Length × width = 116 × 3.
m
Use a hint
2 × (116 + 3) = 238.
cm²
Check the method after trying
Base × height ÷ 2 = 232 × 3 ÷ 2.
cm³
Check the method after trying
Multiply the three dimensions.
°
Check the method after trying
180 − 43 − 62 = 75.
m²
Check the method after trying
Whole area 348 minus uncovered area 4.
Compare your reasoning after trying
For example 12 × 2 and 6 × 4 both have area 24 square units. Their perimeters are 28 and 20 units. Area and perimeter measure different things.
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 09
PRESENT & REFLECT.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
PRESENT your finished Resilient Systems Challenge. Show the system map, weak point, disruption, version 1, test evidence, revision, stress test and final resilience improvement. Be clear about what your evidence does not prove.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN