# Science · optional Year 10 Days 11–20

Ten distinct **12-minute inquiry supplements**, not Year 10 Science knowledge coverage. Use only the day's [clean learner card](LEARNER.md#science), plus the [inquiry print/text aid](print/TEXT-ALTERNATIVES.md). Every numeric reading is a **constructed classroom value**, never a measurement of real light, water, temperature, motion, safety or accessibility. No chemicals, live electrical work, equipment trial or fieldwork is needed. The script rhythm is **0–2 orient; 2–4 model one source move; 4–10 learner A/B/C; 10–12 collect and respond**. Record source reasoning and access/prompt separately. The two [Science checks](ASSESSMENT.md#science-checks) are extra fresh-relative-to-practice prompts, publicly available with the teacher key; they do not replace the ten activities.

### Science Day 11 · Garden label question · AC9S10I01

**0–2:** State the garden is fictional and label fit is a paper question, not plant growth. **2–4:** Model changed shape vs held font size; ask what is countable. **4–10:** Learner chooses A/B/C and gives question, reasoned prediction and one control. **10–12 evidence/next:** A sound response asks whether wide/narrow drawn labels differ in *letters fitting* at a fixed size; no result is yet observed. If a learner says a plant grows better, redirect to the measured paper variable. **Home:** sketch two labels and one fair-control statement; no seeds or purchase.

### Science Day 12 · Stage-rig model table · AC9S10I04

**0–2:** Mark all figures as invented response-model units, not real rig forces. **2–4:** Show one complete row with headings `mass units / push units / predicted response units`. **4–10:** A/B/C represents both rows and a model limit. **10–12 evidence/next:** At the same invented push 2, the provided model lists mass 1→response2 and mass2→response1; compare only within the model. If units disappear, have learner read each column aloud. **Home:** choose one different invented table and label its units; no stage equipment.

### Science Day 13 · Library light-grid representation · AC9S10I04, AC9S10I05

**0–2:** Say the 8/5/2 scores are arbitrary, not a measured accessibility study. **2–4:** Model a labelled number line with the 2 at shelf. **4–10:** A/B/C builds a representation and within-model pattern. **10–12 evidence/next:** Window 8 > centre 5 > shelf 2 in the constructed grid; none implies a real reader's experience. If the learner reverses the spatial labels, point to the source row rather than providing the conclusion. **Home:** text-map three imaginary positions and a scope sentence.

### Science Day 14 · Transit-board anomaly · AC9S10I05, AC9S10I06

**0–2:** Present 6,7,6,12 as copied paper-route counts, not measured travel. **2–4:** Keep the 12 card visible beside the redrawn-arrow note. **4–10:** A/B/C describes cluster, anomaly and recheck. **10–12 evidence/next:** Three values cluster at 6–7; 12 needs source/route re-tracing but is not automatically wrong. If a learner deletes it, ask what repeated method would justify correction. **Home:** write one fair question to the fictional card author.

### Science Day 15 · Home-water scenario boundary · AC9S10I06

**0–2:** “Tokens” are not household use data. **2–4:** Highlight different counting interval on the 11 card before comparing values. **4–10:** A/B/C separates like-duration cards and repairs a claim. **10–12 evidence/next:** Do not compare 11 directly to 4/4/5 as if intervals match. If learner calls it a conservation result, ask what actual units, durations and repeated observations would be required. **Home:** invent an equal-interval table on paper, with no personal utility records.

### Science Day 16 · Rehearsal-room paper screen · AC9S10I01, AC9S10I06

**0–2:** No sound behaviour has been measured. **2–4:** Model one changed feature, hole number; hold sheet size and drawn source position fixed. **4–10:** A/B/C gives question, prediction, controlled plan and real-test limit. **10–12 evidence/next:** If three factors change, the comparison cannot isolate the chosen paper feature; ask learner to fix one condition. The plan does not evidence an actual acoustic experiment. **Home:** make a paper-only control list, no loud sound.

### Science Day 17 · Astronomy-club claim review · AC9S10H01, AC9S10I06

**0–2:** The point/chart/poster are invented and unlabeled. **2–4:** Model a reviewer question about axis and source. **4–10:** A/B/C gives two precise requests and a narrower statement. **10–12 evidence/next:** One unlabeled point cannot establish a model of the whole sky; publication or “reviewed” wording alone cannot supply absent data. If critique becomes ridicule, refocus on a reproducible method. **Home:** rewrite another invented universal claim with missing provenance.

### Science Day 18 · Repair-bench circuit cards · AC9S10I04, AC9S10I05

**0–2:** No current or real electronics are involved. **2–4:** Separate PATH LABEL from model INDICATOR before sorting. **4–10:** A/B/C represents closed1/open0/closed1 cards and states within-model association. **10–12 evidence/next:** The two closed-labelled cards carry indicator1, one open-labelled card indicator0; this tiny constructed set is not an electrical reliability claim. If learner overgeneralises, ask how many real cases were tested: zero. **Home:** text-only sort of invented cards.

### Science Day 19 · Weather-board uncertainty · AC9S10I06, AC9S10H01

**0–2:** Read “20,21,22 arbitrary degrees” as invented, not a forecast. **2–4:** Model provenance questions: place, time, model, uncertainty. **4–10:** A/B/C offers a respectful reproducibility request and narrow correction. **10–12 evidence/next:** A list with no source cannot support a real forecast. If a learner repeats it as today's weather, have them add “fictional board” before the numbers. **Home:** write a provenance checklist without checking weather.

### Science Day 20 · Sports-equipment paper study · AC9S10I01, AC9S10I06

**0–2:** Drawn grip widths 3/4/5 squares cannot establish safety. **2–4:** Model a paper question such as which drawn width leaves a margin on the page. **4–10:** A/B/C separates paper-measurable feature from user comfort and safety. **10–12 evidence/next:** A valid prediction concerns the drawing; real comfort/safety need approved user/equipment methods and are untested. If “widest is safest” persists, ask for the absent outcome measure. **Home:** paper-only design question, no sport equipment.

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