# Materials, source cards and actual-observation gate

## Adult decision before any real movement

The complete paper route below needs no equipment, device, child movement or home task. An **optional actual Science observation** may use one large, clean, intact, soft square pad on a low, stable, level, broad table or rimmed tray, with broad START and FINISH marks and a clear adult-controlled catch zone. The adult checks school approval, allergies/material identity, table stability, child access, personal space and a no-chase stop rule. An adult moves the pad slowly by hand; no throwing, ramp, fast release, small loose parts, floor obstruction, balance task, forced touch or public recording. Stop for a slipped pad, blocked view, distress, unsafe access or changed conditions. Another locally approved broad object may replace the pad, but record its exact identity. A cardboard or fabric **picture** of a pad is a representation, not a material or movement result.

For each actual event, record the **local date**, approval/pretest, exact pad and table, START/FINISH positions, adult action, who directly observed which part, whether any path segment was hidden, neutral **ADULT REPORT** wording where used, raw movement (including turns/pauses/stops) and any **INTERRUPTED** attempt. Record a child's prior prediction only if made before the movement. A post-event guess is not prior. If no approved real event is run, write **REAL OBSERVATION NOT AVAILABLE**. The fictional drawings below can support question, sequence, representation and source-limit reasoning; they cannot prove that a real classroom object moved, explain the cause of motion or satisfy an actual safe investigation. A sourced adult report may support discussion; it is **not the child's own direct sensory observation**. A seated, quiet, AAC, sign, speech, pointing or child-directed scribe route is available without diagnosing anyone.

This fortnight samples **how an object moves** in AC9SFU02. It does not by itself establish how size, shape or material affect motion. Earlier Foundation Science movement packs investigate those candidate factors. An adult's chosen hand path changes the **action**, so a difference between two adult-drawn routes cannot be attributed to pad material or shape. A picture of an end position cannot reveal route, speed, pauses or force.

## Complete original paper sources, always labelled FICTIONAL MODEL

**FICTIONAL MODEL F · three snapshots.** An invented paper strip has three bordered frames of the same imaginary blue square pad on the same imaginary low table. Frame 1 is labelled **START** and shows the square at left. Frame 2 is labelled **MIDDLE** and shows the square in the centre. Frame 3 is labelled **FINISH** and shows the square at right. There is no arrow, continuous trace, observer, date or real pad. The maker has not said whether the square went directly between frames, curved above the centre, paused, was lifted or was redrawn. A child can describe the pictured positions and order. The phrase “it moved straight” is a guess, not shown by the three still frames. [The three pictures](three-stills.svg) draw all three positions without inserting a movement result.

**FICTIONAL MODEL G · two possible traces.** Two new drawn routes each connect the same START, MIDDLE and FINISH squares. The **SOLID ROUTE** goes horizontally through the middle. The **DASHED ROUTE** rises above the middle, returns to the middle and bends above again before finish. Both fit F's three still positions. G is a set of possible picture paths, **not two observed movements**. It does not show speed, force or a real cause. The [two-route picture](two-possible-routes.svg) visibly separates solid and dashed lines as well as naming them, so colour is not the only cue. Read-aloud: “Both routes touch START, MIDDLE and FINISH. The solid line stays on one level. The dashed line bends up between positions.” Use two broad secured raised path strips if useful; they remain fictional.

**FICTIONAL MODEL H · invented observer's log.** A pretend observer wrote before an imaginary demonstration: “I think the square will pass MIDDLE without stopping.” The invented log then says: “At START, the pretend adult touched the large square. It slid to MIDDLE, **STOPPED THERE**, turned so one edge faced FINISH, then slid to FINISH and stopped.” A second invented line reads: “The square's shadow covered MIDDLE for an instant, so the observer could not see whether its edge touched the line.” This is a limited invented account: the explicit stop and turn are in the words; exact line contact is **NOT SEEN**. The prior prediction and first account differ at the stop. H is not a real child prediction, actual classroom witness or result. Read the exact words before asking what the claim can say.

**FICTIONAL MODEL J · caption that reaches too far.** A printed display says: “The three stills show START, MIDDLE and FINISH. The square definitely followed a straight line, never stopped, and its material made it travel that way.” Its first sentence accurately names F's pictured positions. Its second asserts a path, pause status and material cause that F cannot establish. The careful correction is: “These pictures show three positions. The route, pauses and cause between them are unknown here.” A real dated full-path observation may answer a narrower route question; one demonstration does not establish what all objects do.

## Six original A4 aids and exact nonvisual/tactile routes

Each [SVG/PDF pair](README.md) is original. The exact order here is sufficient for an educator to prepare a large-print, braille, read-aloud, AAC or broad secured tactile version. Never use loose small counters. A tactile **paper representation** does not become a child's direct real movement observation.

1. **Three stills:** title “Three pictures; missing movement”; visually, three side-by-side frames, each with a low-table outline and a blue square at left, centre and right, labelled START, MIDDLE, FINISH. Under them: **POSITIONS SHOWN; PATH BETWEEN UNKNOWN; PAUSE UNKNOWN**. Read in that order. Tactile: three large fixed square markers in three bounded frames; no connecting line.
2. **Two possible routes:** title “The same stills can fit two paths”; one wide START–MIDDLE–FINISH strip; solid horizontal line and separately dashed upper-bend line both connect all three square stations. Labels: **SOLID POSSIBLE ROUTE; DASHED POSSIBLE ROUTE; BOTH FICTIONAL**. Tactile: two fixed raised paths with different texture; adult reads route order, without calling either real.
3. **Safe real-view plan:** title “Only an approved, adult-controlled look”; pictorial low tray/table, large square pad, adult-hand cue, wide START/FINISH bands and stop octagon. Six ordered prompts: **APPROVAL + LOCAL DATE; LARGE PAD + LEVEL TABLE; ADULT MOVES SLOWLY; CHILD ACCESS CHOICE; STOP IF INTERRUPTED; RECORD WHAT ACTUALLY HAPPENED**. Adult handles all movement. Read exact prompts in order; broad fixed pieces can mark boundaries.
4. **Path observation record:** title “What was actually seen?”; a wide blank START–MIDDLE–FINISH strip with no route prefilled and boxes **SOURCE + DATE; PRIOR PREDICTION OR NONE; ACTION + WHO; PATH SEEN / PART HIDDEN; STOP / TURN / OTHER RAW WORDS; DIRECT / ADULT REPORT / MODEL**. Tactile: blank secured three-station strip; adult transcribes exact child-directed entries.
5. **Raw attempt pair:** title “Keep both attempts honest”; two separate blank long lane panels **TRY 1** and **TRY 2** with START/FINISH marks, each followed by **VALID / INTERRUPTED / NOT RUN**. Lower fields: **WHAT STAYED SAME; WHAT CHANGED; NO FIXED RESULT**. Never prefill a model as real. Read first try fully, then second.
6. **Claim and listener:** title “Say only what this source shows”; illustrated evidence speech bubble linked to a question bubble, with fields **ACTUAL DATE OR FICTIONAL MODEL; THREE SHOWN POSITIONS; ACTUAL PATH IF DIRECTLY SEEN; UNKNOWN / HIDDEN PART; PRIVATE LISTENER RESPONSE OR NONE; NEXT SAFE QUESTION**. A real listener response is logged only if it occurs. Read every field in order.

Original invented source cards, protocols and aid descriptions © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Curriculum wording and linked authority resources remain under their respective rights.