The schedule retains six focused research lessons, both full design cycles, and recurring reflection; closely related or redundant lessons are omitted rather than compressing investigations beyond 45-minute periods. The 30-day study and final transfer lesson cannot be completed within four weeks while preserving ten prototype tests and the Cool Cup Convention.

• Lesson 3 — Comparing hot and cold systems and investigating lids: Its hot/cold cup-feature and lid comparisons overlap the retained feature investigation in lesson 2 and energy-transfer investigation in lesson 9; there is insufficient time for the complete additional investigation.
• Lesson 4 — Lids, mass change, and evaporation: The separate lid, evaporation, mass-change, and mean-calculation investigation cannot fit alongside the retained condensation and cup-feature investigations.
• Lesson 6 — Matter movement and limits of closed systems: The required 30-day liquid-loss comparison exceeds the four-week project window, so the complete learner task cannot be carried out.
• Lesson 7 — Energy transfer in mostly closed systems: Its model development and proposed light tests are addressed more concretely by the retained light-absorption investigation in lesson 8.
• Lesson 10 — Temperature and particle motion: The complete multi-temperature food-coloring investigation is omitted to preserve time for lesson 12’s quantitative particle and collision investigation.
• Lesson 11 — Particle speed and kinetic energy: Its particle-speed evidence and application overlap the retained particle simulation in lesson 12, and the complete set of observations, readings, and historical analysis cannot fit.
• Lesson 13 — Investigating particle collisions in different states of matter: The complete sequence of manipulatives, simulations, state-of-matter investigations, and assessment requires more time than remains after preserving the distinct cup investigations.
• Lesson 14 — Energy transfer and the Icing Injuries Assessment: The additional butter investigation and Icing Injuries assessment cannot fit without displacing the retained cup-wall investigation or prototype testing.
• Lesson 18 — Generalizing energy-transfer models and evaluating designs: The full generalization sequence, related-container applications, disaster-blanket design, and summative transfer task cannot fit after two complete five-test design cycles and should not be compressed into the exhibition period.