# Teacher-facing worked answers and next moves · public

This key is **public by URL**. Days 5/10 are first-encounter formative checks only if learners have not used it; adapt cases locally where prior access matters. Record the learner's first explanation and any decoding, scribing, language or biological prompts. Judge accuracy of the **biology claim**, not the response mode. No score converts to a QCAA Unit 1 assessment result.

| Day | Worked target response | If evidence is missing, next move |
| --- | --- | --- |
| 1 | The unfinished sketch **labels** a membrane and ribosomes. These fit a cell model; **prokaryote/eukaryote remains unresolved** because the sketch is incomplete. | Give a new partly labelled box and ask learner to separate “not shown” from “stated absent.” |
| 2 | Both complete comparison models explicitly contain plasma membrane, cytoplasm, DNA and ribosomes. Bacterium DNA is in a **nucleoid region** without membrane-bound nucleus; leaf-model DNA includes a nucleus. Ribosomes themselves are not membrane-bound. | Point to the four exact phrases in Card D, then ask learner to explain why nucleus is not required for ribosomes. |
| 3 | Pond bacterium is a prokaryotic teaching model because DNA is in a nucleoid and **no membrane-bound nucleus** is stated; intestinal lining is typical eukaryotic model with nucleus/mitochondria. Both have ribosomes. Unfinished sketch cannot be classified. | Hide the category names, let learner sort nucleus versus nucleoid words, then reveal categories. |
| 4 | Leaf mesophyll model: chloroplasts carry out photosynthesis; large central vacuole helps water balance. Both leaf and intestinal lining models list nucleus and mitochondria (also membrane/ribosomes). Not all plant cells contain chloroplasts. | Ask learner to cross-check a nonphotosynthetic plant-cell possibility; never use “all” from one model. |
| 5 | See full Check A work below. | Re-teach only the failed inference, then use a different local card for a second look. |
| 6 | For this **one illustrative exported protein**, attached ribosome assembles protein → rough ER processing → Golgi modification/sorting → leaves cell. Golgi is not the structure that directly assembles the amino-acid chain. Other proteins take other routes. | Swap ribosome/Golgi role cards and require an explanation before restoring order. |
| 7 | Lysosome: breakdown/recycling in many animal-cell models. Large plant central vacuole: water balance among varied roles. Smooth ER: lipid synthesis among varied functions and no attached surface ribosomes. Plant lytic vacuoles may perform related breakdown; animal cells can have vacuoles. | Replace an absolute statement with the exact bounded Card C phrase. |
| 8 | Intestinal epithelial cell → epithelial tissue → small intestine → digestive system; cardiac muscle cell → cardiac muscle tissue → heart → circulatory system. Each earlier level **contributes**; each organ contains multiple tissues. | Give the four level names separately; after ordering, ask what else an organ contains. |
| 9 | “No label” becomes “not shown in the incomplete drawing”; “every plant cell” becomes “photosynthetic plant cells such as this leaf model”; “every protein” becomes “some secreted proteins in the illustrated route.” Cite Cards D/F, C/D and C respectively. | Ask what new evidence would justify a stronger claim; accept “unknown” where appropriate. |
| 10 | See full Check B work below. | Choose the smallest missing link to revisit and then supply a different unseen local example. |

## Day 5 Check A · worked first-response key

1. **J can be classified as a typical eukaryotic model**: DNA is enclosed in a **membrane-bound nucleus**; mitochondria are also explicitly listed. Its yeast label agrees with the classification but the biological features, not its name alone, support it. It is not a claim about all yeast cells or a microscopic observation.
2. **K cannot be classified from this incomplete sketch.** It labels membrane and ribosomes; its blank region gives no negative evidence about nucleus or other structures. A learner may say a complete inventory or further observation is needed.
3. **Plasma membrane and ribosomes** are stated in both. Neither shared feature on its own resolves prokaryotic versus eukaryotic organisation; the membrane-bound nucleus evidence in J does.
4. Example limited museum caption: “This unfinished cell diagram labels a membrane and ribosomes; its organisation cannot yet be determined from the omitted labels.” Equivalent precise wording is fine.

**Feedback decision:** If J is wrongly called prokaryotic, revisit nucleus versus nucleoid with Card B. If K is confidently classified, place “incomplete” across the blank area and ask which missing *observation* would settle it. If a learner merely repeats “yeast is fungus,” ask for two model features. Keep the first-response snapshot; feedback work is a separate attempt.

## Day 10 Check B · worked first-response key

1. In L the **ribosome attached to rough ER** assembles the protein; **Golgi apparatus** later modifies/sorts many products. Rough ER participates in making/processing many membrane or secreted proteins. One illustrative protein follows the specified sequence; this is not every protein's path.
2. **Smooth ER lacks attached surface ribosomes** in this comparison, unlike rough ER. It participates in **lipid synthesis**; jobs vary by cell. “Smooth” is appearance in a cell diagram, not a tactile property.
3. **Ciliated airway epithelial cell → epithelial tissue → trachea → respiratory system.** The cell is **part of/contributes to** the tissue; it alone is not the tissue. The trachea is an organ containing other tissues too.
4. Valid limits include: neither fictional card proves a person's diagnosis or health status; neither is a real patient observation; L does not prove all proteins travel via Golgi; M does not imply an organ consists of only one tissue.

**Feedback decision:** If ribosome and Golgi jobs reverse, have learner point to the explicitly stated word route and explain who assembles versus sorts. If levels reverse, use the four full-word staircase tokens, then ask what the trachea contains besides epithelium. If a learner gives a medical inference, return to the fictional-model label. Offer a fresh locally authored card for any second check.

**Support interpretation:** A scientifically correct dictated/AAC explanation demonstrates these conceptual targets, even if someone read the card. It does not independently establish literacy. A biological hint or answer supplied by an adult prevents an independent first-response claim; log it and provide instruction.

SubjectNest original worked key © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).