• 6-8: 3B/M3a. Almost all control systems have inputs, outputs, and feedback.
• 9-12: 3B/H5. The more parts and connections a system has, the more ways it can go wrong. Complex systems usually have components to detect, back up, bypass, or compensate for minor failures.

• 6-8: 4G/M4. Electrical circuits require a complete loop through which an electrical current can pass.

• 6-8: 8B/M2. Manufacturing usually involves a series of steps, such as designing a product, obtaining and preparing raw materials, processing the materials mechanically or chemically, and assembling the product. All steps may occur at a single location or may occur at different locations.

• 9-12: 11A/H2. Understanding how things work and designing solutions to problems of almost any kind can be facilitated by systems analysis. In defining a system, it is important to specify its boundaries and subsystems, indicate its relation to other systems, and identify what its input and output are expected to be.
• 9-12: 11A/H4. Even in some very simple systems, it may not always be possible to predict accurately the result of changing some part or connection.

• 9-12: 12C/H1. Follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices.
• 9-12: 12C/H3. Troubleshoot common mechanical and electrical systems, check for possible causes of malfunction, and decide on that basis whether to fix it themselves or get help from an expert.

• 9-12: 12D/H6. Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions.

• RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
• RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

• RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

• RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11—CCR text complexity band independently and proficiently.

• WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

Students learn about systems as they reverse-engineer a disposable camera containing both electrical and mechanical components. They create a systems diagram for the deconstructed device. Then, in partnership with other participants across the country, learners will reassemble the device and test their reconstruction against quality controls. The project is free with teacher registration.

• Conceptual Physics Applying Concepts of Electricity Unit
• Algebra-Based Physics Applying Concepts of Electricity Unit
• AP/Calculus-Based Physics Applying Concepts of Electricity Unit