# Internal desk run · 29 September 2026

This is **author simulation on the finished files**, not a classroom pilot, observation of an actual learner, educator endorsement, professional accessibility evaluation, clinical review or impact study. The four PDF pages were rendered and visually inspected at A4 layout; the verifier separately checks embedded/selectable text, file integrity and links. Human reading, language and practical access still need local checking.

## Teacher run

I opened the README as a Queensland teacher planning a short starter, followed its links and taught the written 2 + 4 + 5 + 7 + 4 + 3 minute script on paper for Day 3 and Day 8. The Day 3 comparison can be prepared from Cards B/D and the comparison mat without a specimen. A plausible misconception is “ribosomes imply eukaryote”; the exit and key both direct correction. On Day 8, “contributes to” avoids the false claim that one tissue alone makes the organ. I checked every day has a target, a preparation list, a seven-minute initial response, an exit or collection point, and an answer/next move. The timings are a **planning allocation**, not observed classroom timing; discussion, literacy access and peer work may exceed 25 minutes.

## Learner run

I followed Day 1 Route A and Route B with the unfinished sketch. Both led to the same science claim: membrane/ribosomes are labelled; a nucleus is **not shown** and classification remains unknown. I then answered the new Day 5 Files J/K from the public prompt without using the worked key, then compared with the key: J can be classified from a stated membrane-bound nucleus and mitochondria; K cannot from blank drawing space. The Day 10 L/M case required a different transfer: direct protein assembly versus later Golgi sorting, and an airway cell-to-system chain. The answer page is separately linked but publicly available, so fresh means *unrehearsed relative to lessons*, never secure. A student who has accessed it can still learn from it; the school needs another card for first-encounter evidence.

## Supporter/funder run

A time-poor supporter can offer the optional one-card invitations with paper and no purchase, device, culture or medical disclosure. I checked three routes per day use different response actions but preserve a single Biology target. A spoken response is interpretable concept evidence, with reading performance kept separate. The free-use claim applies to the original SubjectNest writing/art, with the DejaVu notice and third-party sources identified separately. The scope statement does not sell a 250-minute pack as a 15-hour QCAA Topic 1, a 55-hour unit, a required subject, a school assessment or a proven outcome. The teacher still needs later stem-cell, membrane, practical/inquiry and assessment work.

## Visual/technical review and repairs

- Rendered each SVG through `rsvg-convert` to a one-page A4 PDF, then `pdftoppm` to a contact sheet. All four pages have clear titles, numbered reading order, bounded wording, usable whitespace and no observed edge clipping in the visual preview. Background tint is supplementary; full words carry the information. PDF structure/text/font checks are in `verify_pack.py`.
- Before release, replaced a categorical claim that mature red blood cells lack ribosomes with the narrower verified **nucleus** exception; research reports residual translation in erythrocytes. Model cards now explicitly say the stated features are only complete for each **comparison**, not all cellular components.
- No safe interactive was added: a screen-based sort would duplicate the four paper/full-text routes without improving this narrow target. No audio file was added because a teacher/reader/AAC route is already usable, and unreviewed narration can introduce scientific-word pronunciation errors.

**Open local review:** Real senior Biology teachers should verify pacing and sequencing in their course; QCAA version/assessment requirements may change. A science teacher must plan and risk-assess later microscopy and investigations. Learners and access specialists should try the cards and print alternatives with their actual access tools. Aboriginal and Torres Strait Islander perspectives, local/ecological examples, translations and cultural knowledge need authentic community/specialist collaboration, not invented content in this pack. No student data was collected.