A cabinet at Cedar Club
Made-up community craft club. C1, written 2014: organisers requested a closable cabinet because loose paper sometimes blew off the open shelf when a fan ran. C2, written 2015: volunteer Sol measured the shelf space and carpenter Rafi made and installed the cabinet in response to that request. C3, written 2016: coordinator writes “During Tuesday's meeting, the stored paper remained in the closed cabinet while the fan ran.” C4, same meeting: member Nia says “It took me longer to find the sheet I wanted inside the cabinet.” The notes give no current room-safety advice, background identities or later paper-loss totals.
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Your questions
- What reason do C1 and C2 give for adding the cabinet?
- What did Sol do? What did Rafi do? Use C2.
- Describe the two reported effects at Tuesday's meeting. Name the speakers or records.
- Do these notes tell us how well the cabinet worked at every later meeting? What useful question remains?
Grown-up help
Use only after the actual components have been taught. After B components and explicit two-effect/attribution teaching. No fan activity or cabinet building is assigned.
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