Central Idea: Complex systems are designed to solve problems, and innovation improves efficiency, safety, and human impact.
Key Concepts: Causation • Change • Function • Connection • Responsibility
Related Concepts: Systems Engineering • Energy Transfer • Design Thinking • Optimisation • Risk Management • Sustainability
Age Group: PYP 5 (10–11 years)
Duration: Full-Day Programme
Venue: Discovate – Innovation, Science & Adventure Learning Park
Learning Approach: Inquiry-led • Analytical • Experimental • Evaluative
Includes: Pre-Tour Inquiry • On-Tour Investigation • Post-Tour Synthesis
“Evidence and Energy” Inquiry positions Discovate as a live laboratory for analysing how complex systems are designed, tested, improved, and managed.
PYP 5 learners investigate mechanical systems, motion systems, coordination systems, safety systems, and technological innovations through structured analysis.
The inquiry deepens beyond observing movement toward evaluating design decisions and trade-offs:
What problem was this system designed to solve?
How efficient is it?
What risks are present?
How could the system be optimised?
Students gather evidence, analyse variable interactions, evaluate performance, and propose design improvements grounded in cause-and-effect reasoning.
Research: Structured system audits, variable identification, data recording
Thinking: Systems synthesis, optimisation analysis, evaluation of trade-offs
Communication: Evidence-based argumentation and justification
Social: Collaborative engineering roles and peer critique
Self-Management: Risk awareness, leadership responsibility
Creative Thinking: System redesign and innovation proposals
Students analyse complex systems using input-process-output models.
Students evaluate energy transfer and mechanical advantage.
Students investigate risk management and safety engineering.
Students assess efficiency and performance trade-offs.
Students construct evidence-based proposals for system improvement.
Students explain how multiple components interact within engineered systems.
Students evaluate system efficiency using observed evidence.
Students analyse safety mechanisms as integral design features.
Students justify redesign proposals using cause-and-effect reasoning.
Students synthesise field observations into structured engineering arguments.
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