# Complete text and tactile routes · five original A4 aids

These pages preserve the **instructional words, equations, units and cautions** of the same-name SVG/PDF write-on sheets in reading order. Neither colour nor spatial position is the only carrier of meaning. A learner may use Braille, large text, a screen reader, AAC, sign, typed response or labelled tactile cards. A supporter may move pieces only at the learner's direction. These routes are designed for access; equivalent outcomes, embossed quality and Braille transcription have **not** been tested with users.

## Particle-and-system mat · Day 1

Title: **Temperature and the whole sample.** Prompt: name the quantity before making a claim about energy.

1. **System and material:** Write Sample A and Sample B, each with material, phase, mass and the system boundary.
2. **Temperature:** In this simple same-material/same-phase comparison, temperature concerns average particle kinetic-energy state. Write each temperature with °C or K.
3. **Whole-sample internal energy:** The amount of matter also matters. Equal temperature does **not** establish equal total internal energy.
4. **Evidence and limit:** Are material and phase the same? Is the drawing to scale? No exact joule value follows without further model information.

**Tactile route:** Two raised-edge SAMPLE cards hold labelled MATERIAL, PHASE, MASS and TEMPERATURE tokens. Put equal TEMPERATURE tokens on both, then visibly or tactilely separate the unequal MASS tokens. Keep a distinct WHOLE-SAMPLE ENERGY card outside until the learner explains why no exact joule value was provided.

## Three-paths mat · Days 2–5

Title: **Three ways energy can travel.** Prompt: name where each path occurs; a drawing is not a rate or safety test.

1. **Conduction — through material:** Trace continuous contact. A bulk solid need not travel for energy to transfer.
2. **Convection — moving fluid:** Name the air or liquid that moves, and label energy transfer separately.
3. **Radiation — across space:** Thermal radiation can cross an evacuated gap; absorbed fraction remains unknown.
4. **Claim check:** Which path, where, and what remains unmeasured? A pathway alone does not prove speed, temperature or safety.

**Tactile route:** Use three labelled pathway strips with different raised patterns **and** words. Put SOLID CONTACT under CONDUCTION, MOVING AIR/LIQUID under CONVECTION, and EMPTY GAP under RADIATION. For Day 5 allow three different paths in one labelled system. Texture without text/Braille/speech labels is insufficient.

## Temperature-record mat · Days 6–7

Title: **Temperature value, interval, uncertainty.** Prompt: use the stipulated instrument limit; decimal digits alone are not proof.

1. **Two stated readings:** Record BEFORE and AFTER with values, units and each stated absolute uncertainty, if given.
2. **Temperature conversion:** QCAA rounded convention `T(K) = T(°C) + 273`. A 1 °C **interval** has the same size as 1 K; do not add 273 to a difference.
3. **Difference and bound:** `ΔT = after − before`. In the Day 7 stipulated conservative rule, add the two absolute bounds for the difference; that is a modelled worst-case bound, not an instrument certificate.
4. **Percent and claim:** `percentage bound = absolute bound ÷ |ΔT| × 100`. Display digits do not establish calibration accuracy.

**Tactile route:** Lay BEFORE and AFTER cards above a separate DIFFERENCE card. A single OFFSET `+273` token is used once on **each absolute-temperature card** in Day 6, never on the DIFFERENCE card. For Day 7, move two labelled `±0.1 °C` tokens to a conservative `±0.2 °C` difference-bound card before computing percent.

## Heat-budget mat · Days 8–9

Title: **Heat-budget model · one phase.** Domain: model only, constant c, no phase change and no modelled heat loss.

1. **Label givens:** `m` in kg, `c` in J kg⁻¹ K⁻¹, `ΔT` in K.
2. **Calculate energy transfer:** `Q = mcΔT`. Unit cancellation: `kg × J kg⁻¹ K⁻¹ × K = J`.
3. **Rearrange:** `ΔT = Q ÷ (mc)` and keep unit K for the interval.
4. **Compare and limit:** Which factor changed, which assumptions stayed, and what real-world loss or material behaviour was not measured? The result is not a real heater or handling-safety specification.

**Tactile route:** Put MASS, SPECIFIC HEAT CAPACITY and TEMPERATURE CHANGE cards in three separate sleeves with written/Braille units. Assemble a labelled multiplication chain to Q, then reverse the cards to make `Q/(m×c)`. Use a distinct MODEL DOMAIN card so assumptions cannot disappear when numbers are moved.

## Model-line mat · Day 10

Title: **Read a model line without overclaiming.** Q is on the vertical axis in J; ΔT is on the horizontal axis in K.

1. **Classify points:** Are they measured or calculated? Record two distinct `(ΔT K, Q J)` pairs.
2. **Find slope:** `slope = ΔQ ÷ ΔT`, unit `J K⁻¹`, energy per kelvin for **this whole sample**.
3. **Divide by mass:** `slope = mc`; `c = slope ÷ m`, unit `J kg⁻¹ K⁻¹`. Slope and c are different quantities.
4. **State domain:** Constant c, one phase, no modelled loss; give the range. Calculated points do not establish experimental accuracy.

**Tactile route:** Use a raised two-axis grid with verbally or Braille-labelled `ΔT (K)` and `Q (J)` axes and labelled point cards. The learner may direct a supporter to place two points and count vertical/horizontal change. Keep a separate MASS card; only after slope is found may it be divided out to form c. Record the domain in words.

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