# Four printable mats · exact full-text and tactile route

All aids are original **A4 210 × 297 mm** SVGs with matching selectable-text PDFs. Their `<title>` and `<desc>` identify the reading order. Full words and numbering carry meaning without colour. Print at actual A4 size; learners can write, point, dictate or direct another person to move the word strips. To make a tactile version, print/cut the **full-word rows**, place them in numbered order on plain card and use one raised/embossed line between levels if helpful. Read the words aloud or supply them in accessible digital text. The tactile route is a printable arrangement, **not a specialist-tested tactile diagram**.

## [Model boundary mat](model-boundary.svg) · [PDF](model-boundary.pdf)

Read top to bottom: **1 stated in drawing:** plasma membrane and ribosomes are labelled in an incomplete sketch. **2 supported interpretation:** the sketch represents a cell; both broad organisation patterns remain possible. **3 not settled:** a nucleus is not shown, which does **not** prove it biologically absent. **4 better next question:** is the inventory complete for this comparison? If not, obtain more information. Tactile route: four numbered full-word cards stacked in order, one finger-width gap; keep the sketch's “INCOMPLETE” label attached.

## [Cell comparison mat](cell-compare.svg) · [PDF](cell-compare.pdf)

Three columns: **feature | Pond bacterium model | Leaf mesophyll model**. Seven rows in order: plasma membrane | stated | stated; cytoplasm | stated | stated; DNA | nucleoid region | nucleus stated; ribosomes | stated | stated; nucleus | stated absent | stated present; mitochondria | stated absent | stated present; chloroplasts | not inventoried | stated present. Bottom caution: DNA location and an explicitly stated nucleus distinguish these *models*; blank space in an incomplete sketch cannot classify it. Tactile route: three labelled column cards plus seven full-word feature strips; point to each cell in reading order. “Not inventoried” is not “absent.”

## [Nine organelle jobs](organelle-jobs.svg) · [PDF](organelle-jobs.pdf)

Read nine numbered rows: **1 nucleus** — contains most DNA in a typical eukaryotic cell; **2 ribosome** — assembles protein and is not membrane-bound; **3 mitochondrion** — supports aerobic respiration and ATP supply; **4 rough ER** — makes/processes many proteins for export or membrane; **5 smooth ER** — lipid synthesis, with no attached surface ribosomes; **6 Golgi apparatus** — modifies, sorts and packages many ER products; **7 lysosome** — breakdown/recycling in many animal-cell models; **8 vacuole** — large central plant version helps water balance; **9 chloroplast** — photosynthesis in photosynthetic plant cells. Bottom example route for **some** secreted proteins: ribosome → rough ER → Golgi → out. Tactile route: cut nine full-word number/name/job strips; sort into named roles, leaving all qualifiers on their strips.

## [Cell to system staircase](hierarchy-staircase.svg) · [PDF](hierarchy-staircase.pdf)

Four levels top to bottom, with each arrow meaning **contributes to**. **1 CELL:** intestinal epithelial cell / cardiac muscle cell. **2 TISSUE:** epithelial tissue / cardiac muscle tissue. **3 ORGAN:** small intestine / heart. **4 SYSTEM:** digestive system / circulatory system. Organs contain several tissues; arrows do not mean “only.” Tactile route: two separate sets of four full-word numbered cards. Stack each in level order with a raised line or a spoken “contributes to” between levels. Never rely on the arrow symbol alone.

Use the [underlying teaching model cards](../MODEL-CARDS.md) for boundaries and the [licence ledger](../SOURCE-AND-RIGHTS.md) for rights. The short print wording is an aid, not a complete biological account.