# Two fresh-relative-to-lessons formative checks · learner copy

These cases are **new relative to the ten lesson cards**, but this page and its teacher-targeted worked key are **publicly accessible by URL**. They are **not secure exams**, QCAA instruments or unit grades. A school should create a new parallel if prior access matters. Use after Day 5/10 in a locally chosen slot: about **2 minutes source orientation, 8 minutes first response, 3 minutes limit check**, with agreed access/composition adjustments. Save the first response before feedback. A read-aloud gives source access; it does not establish independent reading. Neither task requires a real apparatus, heat source, personal data or purchase.

## Check A · after Day 5 · Light-box route map

**Public gallery sign:** A fictional gallery designer writes, “Warm air flows across the empty chamber and carries all the energy to the paper display. Our drawing proves the display can never overheat.” The pictured chamber is labelled *evacuated*.

**Desk note:** This invented diagram has a warm emitting panel, an **evacuated gap**, a receiving paper surface, a **solid support bracket touching both sides**, and a separate **air-filled outer housing** with a drawn air-flow arrow. No temperature, transfer amount, surface property, operating time or actual safety observation is supplied. The arrows are proposed model paths, not measured data.

**Task:** Name the system. Identify where **radiation**, **conduction** and **convection** could each occur in this stipulated diagram and why air convection cannot carry energy *through the evacuated gap*. Correct the public sign and state what evidence would be needed before any temperature or safety claim. Choose a route: **A** annotate the sign and three-row pathway table; **B** use labelled GAP/BRACKET/OUTER AIR tokens with dictated explanation; **C** privately record an oral/AAC curator correction while a scribe labels the three paths. All routes must name each path and the missing measurement.

## Check B · after Day 10 · Gallery-board model line

**Public graph caption:** A fictional exhibition writer says, “Each extra kelvin takes 400 joules for this entire kind of board, so that number is its specific heat capacity everywhere.”

**Desk note:** For one **invented 0.40 kg single-phase sample**, a no-loss calculated model gives **(ΔT K, Q J)** points **(0, 0), (2, 800), (4, 1,600), (6, 2,400)**. The material name, real behaviour, phase-change region and measurement uncertainty are absent. Use `Q=mcΔT` with c constant over the stated model range. These points are **calculated**, not experimental observations.

**Task:** Find the line's slope with its unit, then the model specific heat capacity with its unit. Explain why **400 J/K** and **c** are different measures. Write a new caption that limits the claim to this mass, phase and model range. Choose a route: **A** show two-point slope and equation annotation; **B** arrange labelled point/mass/unit cards before giving a dictated conclusion; **C** privately give a curator audio/AAC correction with scribed equations. All routes must include both numerical measures and a limit.

**Evidence boundary:** A short public check does not establish full Topic 1 knowledge, safe laboratory practice, independent reading, a QCAA standard or classroom effectiveness. Record access support and content hints separately in a school-approved system.

**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.