# Learner routes · one physics target, switchable ways in

Use each day's [fictional public card and desk note](SOURCE-CARDS.md). Whichever route you choose, finish **the same three things**: **(1)** identify the system and physics path/model, **(2)** use the supplied evidence and write or say units, assumptions and any calculation, **(3)** correct the public claim and state one unknown. The A/B/C routes vary the work process, **not fixed learning-style labels**. Switch mid-task. A read-aloud, Braille, large print, AAC, sign, calculator, keyboard or directed scribe can support access; record the support and do not call listening proof of independent reading. All cases are paper-only. No real heating, device handling or personal data is needed. The optional tasks are also no-purchase, and can be done at home from these words.

## Day 1 · Ceramic studio

- **A · Caption audit:** Annotate *exactly the same*, label the two masses and same temperature, then write a corrected two-sentence label separating average particle motion from whole-sample energy.
- **B · Particle-card scale:** Place identical labelled temperature cards on two differently sized sample rectangles. Move labelled matter tokens without claiming an exact joule count; explain the correction to a partner.
- **C · Curator dialogue:** Privately dictate a question to the imaginary curator about the not-to-scale drawing, answer using same material/phase and different mass, then dictate the revised label and unknown.

**Extra 1 / paper home:** Invent two equal-temperature portions of the *same* soup in identical phase but different masses; state only what the model allows, with no real food test. **Extra 2 / paper home:** Draw two differently sized fictional water tanks at the same temperature and explain why a temperature display is not a total-energy meter.

## Day 2 · Music-stand sleeve

- **A · Path trace:** Draw and label warm end → solid bridge → cooler sleeve; replace *nothing moving* with the correct conduction claim and an unknown rate.
- **B · Labelled contact strip:** Arrange WARM, SOLID CONTACT and COOLER cards in order. Use an ENERGY ARROW card while keeping the solid itself in place; speak or write the bounded correction.
- **C · Sketch-review note:** Dictate to the fictional designer which part of the sketch supports conduction, why bulk metal movement is unnecessary, and why it cannot certify touch safety.

**Extra 1 / paper home:** Mark a model heat path along a fictional metal bookshelf bracket; avoid a real touch test. **Extra 2 / paper home:** Replace the solid bridge with a drawn air gap and state which original contact route is interrupted, without ranking actual products.

## Day 3 · Library stairwell

- **A · Arrow audit:** Use one arrow for air movement and another label for transferred energy; rewrite the caption and note that two temperatures do not measure flow direction.
- **B · Flow-card loop:** Arrange LOWER WARM AIR, MOVING AIR and UPPER PATH cards in the stipulated order. Separate an AIR card from an ENERGY card, then give a cautious explanation.
- **C · Library-guide script:** Privately explain to an imagined reader why *warmth rises as a substance* is misleading; include the 23 °C/27 °C labels and the unmeasured velocity.

**Extra 1 / paper home:** Sketch a fictional theatre ventilation loop and distinguish proposed arrows from observations. **Extra 2 / paper home:** Write a two-line correction to a made-up greenhouse cartoon that labels moving water rather than moving air as the convection fluid.

## Day 4 · Space-exhibit gap

- **A · Three-path decision:** Make a three-row table for conduction, convection and radiation **through the evacuated gap**; justify each row and edit the sign.
- **B · Matter/no-matter tokens:** Place PANEL, EMPTY GAP and RECEIVER cards, then choose a RADIATION arrow across the gap. State why contact and bulk-fluid routes lack material there.
- **C · Visitor audio script:** Privately dictate a 30-second explanation of what reaches the receiver in the model and why the fraction absorbed cannot be calculated from the sign.

**Extra 1 / paper home:** Recast the gap as an invented satellite-panel drawing; describe the radiation route, not spacecraft performance. **Extra 2 / paper home:** Write a museum FAQ: “Does a vacuum stop *all* thermal transfer?” Answer with a mechanism and a limit.

## Day 5 · Lunch crate

- **A · Poster mark-up:** Put one distinct arrow through the solid wall, one within moving air and one between facing surfaces; replace the safety promise with a source-bound caption.
- **B · Three-surface map:** Use labelled WALL, AIR and FACING SURFACES cards plus three named pathway tokens; say what data would be needed to judge food temperature.
- **C · Editor voice note:** Privately dictate the three possible paths, quote the overclaiming phrase, and issue a cautious correction without making a real food-safety recommendation.

**Extra 1 / paper home:** In a fictional concert-case cutaway, identify a possible solid, air and facing-surface pathway. **Extra 2 / paper home:** Write a question an assessor should ask before someone claims a made-up crate keeps medicine at a safe temperature; do not test actual medicine.

## Day 6 · Archive temperatures

- **A · Two-column conversion:** Convert 22 °C and −5 °C separately, subtract the Kelvin values, and revise the erroneous 300 K interval in a labelled table.
- **B · Offset ladder:** Move two temperature cards together by +273 to make 295 K and 268 K; keep their separation 27 K. Explain why the interval gets no offset.
- **C · Archive correction:** Privately dictate a short correction for a reader who treats a temperature value and a difference as the same kind of quantity; include all units and the rounded convention.

**Extra 1 / paper home:** Convert a fictional gallery log of 10 °C and 15 °C, then find the 5 K interval. **Extra 2 / paper home:** Use an invented weather chart of 0 °C and −10 °C to show that both convert with +273 but the difference is 10 K.

## Day 7 · Bicycle-workshop readout

- **A · Measurement report:** Subtract the two values, add the stated absolute uncertainty bounds for the difference, compute its percentage uncertainty and edit *exactly*.
- **B · Bound cards:** Set START `18.0±0.1 °C` and END `27.0±0.1 °C`; move a `±0.2 °C` conservative-bound token to the DIFFERENCE row, then state what calibration evidence is absent.
- **C · Review conversation:** Privately dictate what a screen digit shows, what the separate uncertainty statement adds, and why neither proves accuracy; include `9.0±0.2 °C` and about 2.2%.

**Extra 1 / paper home:** Make a fictional two-reading thermometer card with `±0.2 °C` each and a 5.0 °C change; find the conservative `±0.4 °C` bound. **Extra 2 / paper home:** Explain why ten identical printed numbers from a fictional uncalibrated device could still share a bias.

## Day 8 · Theatre prop model

- **A · Unit ledger:** Write `Q=mcΔT`, cancel kg and K, calculate the 0.50 kg and 1.00 kg cases, then edit the budget line with the no-loss/single-phase assumptions.
- **B · Double-mass bars:** Build a 0.50 kg model bar and a 1.00 kg bar with the same c and 4 K labels. Predict the energy ratio, then verify both joule values on paper.
- **C · Designer note:** Privately dictate why the second model takes double the calculated energy, where 4,000 J and 8,000 J come from, and why that is not a heater specification.

**Extra 1 / paper home:** Rework the invented first model for a 2 K rise, showing which factor halves. **Extra 2 / paper home:** Use [offline heat-budget lab](interactive/heat-budget-lab.html) only after a paper prediction, or its full [paper equivalent](interactive/TEXT-ROUTE.md); compare a fictional 0.25 kg material at the same c.

## Day 9 · Fictional tiles

- **A · Two-case table:** Rearrange `Q=mcΔT`, calculate Aster and Beryl separately, and edit “whatever they are made of” with the stipulated c values.
- **B · Energy-and-capacity strips:** Share a `3,000 J` token between two separate model rows; label their different c and equal mass, then use equations to check the 6 K and 3 K results.
- **C · Catalogue reply:** Dictate to a fictional buyer why equal Q and m do not mean equal ΔT; give both calculated values and reject real handling-safety inference.

**Extra 1 / paper home:** Invent a third toy material with c = 1,500 J kg⁻¹ K⁻¹ and solve the same 0.50 kg/3,000 J case. **Extra 2 / paper home:** Double the fictional Aster mass while fixing its c and Q; predict then calculate the new ΔT.

## Day 10 · Museum graph

- **A · Graph annotation:** Label axes with J and K, calculate slope from two distinct model points, divide by mass for c, and replace *every material* with a bounded claim.
- **B · Point cards:** Arrange the four ordered pairs on a labelled ΔT/Q grid. Find how many joules accompany each extra kelvin, then use 0.25 kg to recover c and name the no-loss range.
- **C · Curator explanation:** Privately dictate why calculated points have no experimental uncertainty bars, show the `1,000 J/K` and `4,000 J kg⁻¹ K⁻¹` calculation, and edit the public caption.

**Extra 1 / paper home:** Predict the fictional line's Q at ΔT = 4 K **only if** the same model assumptions continue. **Extra 2 / paper home:** Make a labelled question card asking what happens to a Q-versus-temperature graph during a phase change; state that this pack has supplied no phase-change data or model, so the straight-line rule has not been established there.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit author, source, licence and changes.