After feedback and a delay, staff may assign one new case. Give only its first file; capture the response before giving the matching later file. Keep unused files and the open educator key away from that first encounter. All cases use supplied conceptual data, not investigation records.
| Case | First source/task | Later information | Teaching focus |
|---|---|---|---|
| E1 | E1 first | E1 later | Outward neutral transport and outward initial water prediction |
| E2 | E2 first | E2 later | Simple diffusion and the equal-solute water case |
| F1 | F1 first | F1 later | Larger model cubes, separate endpoint data and confounded conditions |
| F2 | F2 first | F2 later | Full penetration, overlapping lists and measurement resolution |
Use the case-specific keys and descriptive criteria. Record the actual response, support and next teaching move. An already careful KEEP is valid when justified. One successful response does not establish whole-topic mastery or completion of actual inquiry.