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Grade 12 · unit review

Review: Sustainability and Resource Accounting

Compare resource options using boundaries, units and lifecycle tradeoffs.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Supplied case 5: model emissions (kg)=240; delivered service units=80, using the explicitly named quantities. Emissions intensity equals model kilograms of emissions divided by delivered service units. What result follows?
Need a hint?
  • Emissions intensity equals model kilograms of emissions divided by delivered service units.
  • Intensity and total emissions answer different questions.
2. Supplied case 5: intensity (kg/service unit)=2.5; service units=80, using the explicitly named quantities. Total model emissions equal kilograms per service unit multiplied by service units. What result follows?
Need a hint?
  • Total model emissions equal kilograms per service unit multiplied by service units.
  • Do not omit upstream or downstream impacts if the scope requires them.
3. Which scientific label fits the specifically described step or feature? Supplied case: Factory-stage resource input.
Need a hint?
  • Look for the described feature: materials and manufacturing stage.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.
4. Which scientific label fits the specifically described step or feature? Supplied case: Conclusion states a defined service and interval.
Need a hint?
  • Look for the described feature: names measured metric and scope.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Create a four-panel explanation for “Sustainability and Resource Accounting” using one supplied case from each lesson. Include the observation, scientific mechanism or calculation, result and a limitation. You may draw and speak your explanation; all inputs are supplied.

Work on paper or in your own document. Explain the choices you made.

  • Use one supplied case from each of the four lessons.
  • Name the relevant structure, quantity or process in every panel.
  • Show calculations with units or a causal evidence chain.
  • Distinguish source facts from fictional classroom data.
  • State a model limit or a condition that would change the result.
Compare with a model response

Panel 1: Supplied case 1: model emissions (kg)=120; delivered service units=30, using the explicitly named quantities. Emissions intensity equals model kilograms of emissions divided by delivered service units. What result follows? Result: 4 kg/service unit. Reasoning: Substitute the supplied values: (120)/(30) = 4 kg/service unit. Use the delivered service as denominator. Factors are fictional and boundary-specific. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 2: Supplied case 1: intensity (kg/service unit)=2; service units=30, using the explicitly named quantities. Total model emissions equal kilograms per service unit multiplied by service units. What result follows? Result: 60 kg. Reasoning: Substitute the supplied values: (2)*(30) = 60 kg. Match the service unit to the intensity definition. The estimate uses a supplied model factor. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 3: Option A uses less operational energy but more manufacturing material than B. What is needed for a whole-lifecycle comparison? Which inference or prediction is best supported? Result: Include both stages at matched service, plus other relevant lifecycle stages.. Reasoning: Boundary and useful-service basis determine which impacts the comparison covers. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 4: A and B provide equal service; A uses less operational energy, but manufacturing data are missing. What is warranted? Which inference or prediction is best supported? Result: Lower use-stage energy is supported; overall lifecycle superiority is not yet established.. Reasoning: Preserve the measured stage result while naming missing lifecycle evidence. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.