This paper describes a doctoral research study that examines a 13-week high school physics curriculum that engaged students as a knowledge community that leveraged user-contributed content for a series of scripted inquiry tasks. The focus of the study was the smart classroom culminating activity, in which students were orchestrated in a real-time activity to collaboratively solve ill-structure physics problems using Hollywood physics as their domain. The smart classroom leveraged the physical space of the room to contextualize student interactions, to connect students with peers in ad-hoc peer-to-peer networks, and to localize cooperative and collaborative tasks. Intelligent software agents aided in the complex orchestration of students and materials based on emergent class patterns, and provided the teacher with critical cues for intervention. Large-format interactive displays provided students a space for negotiation and a representation of their collaborative knowledge construction, and for the teacher to observe individual groups' knowledge at-a-glance. This paper attempts to analyze the designed curriculum in terms of its support for a cross-contexts knowledge community and the real-time orchestration of inquiry activities within a smart classroom setting.