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Staff criteria — A cabinet at Cedar ClubYear 3 HASS · T1 W3–4 · Staff · Staff / B later

Complete supplied source

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.

Question-specific criteria, examples and next teaching

1. What reason do C1 and C2 give for adding the cabinet?

Loose paper/fan concern motivates a closable cabinet, explicitly recorded; no general experiment conclusion. Next: unrelated invented sports-club request says balls rolled from an open tray; response note says a basket was added for that reason; identify the supplied relation.

2. What did Sol do? What did Rafi do? Use C2.

Sol measures shelf space, Rafi makes/installs cabinet. No invented measurement value or learner performed action. Next: fictional music-room notes say Mei draws a hook layout, Ali fits the hooks; separate drawing from installation.

3. Describe the two reported effects at Tuesday's meeting. Name the speakers or records.

Coordinator records stored paper stayed during one fan-running meeting; Nia reports slower search. Both effects can coexist. Next: invented booth notes say a larger sign was noticed by one visitor and blocked part of another visitor's view; preserve both attributed effects rather than force agreement.

4. Do these notes tell us how well the cabinet worked at every later meeting? What useful question remains?

Later meetings unknown; a relevant follow-up asks about paper staying or search at another meeting. Next: made-up hall leaf reports one successful equipment return on Monday; ask a question for other days instead of calling all returns successful.

Eligibility

After B components and explicit two-effect/attribution teaching. No fan activity or cabinet building is assigned.

These are formative original component criteria, not automatic A–E conversions. Accept justified source-bound alternatives without requiring model wording. Preserve the actual response, support and first/later interval/exposure.

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