# My responses · The mountain-model visitor

Choose all four questions or, if it helps, one at a time. Read the complete selected source below without leaving this task. Tell or show your own idea; a helper can write your exact words. Paper, drawing, pointing, signing, dictation and your usual communication device are welcome.

<div id="response-controls" class="panel" hidden><div class="actions"><button id="response-one" type="button" aria-pressed="false" aria-controls="response-questions">One question at a time</button><button id="response-all" type="button" aria-pressed="true" aria-controls="response-questions">Show all questions</button><button id="response-read-source" type="button" aria-controls="response-source">Read the source</button></div><p id="response-status" role="status" aria-live="polite">All 4 questions are shown.</p><div id="response-navigation" hidden><button id="response-previous" type="button">Previous question</button><button id="response-next" type="button">Next question</button></div></div>

<details id="response-source"><summary id="response-source-summary">Read the complete selected source</summary><h2>The mountain-model visitor</h2><p>Made-up story. At a pretend mountain exhibition, a visitor asks, “How could lake water reach the sea as rain?” The model card lists lake liquid → evaporation → invisible water vapour in air → condensation → cloud droplets → precipitation → ocean water. A second branch shows precipitation to land. No amount, travel time or weather forecast is supplied. The visitor needs a short explanation of the possible process, not a promised rain date. Choose a written, drawn, signed, spoken, dictated or typed response.</p><h2>Four questions</h2><ol><li>Answer this visitor using the three process names.</li></ol><ol start="2"><li>What changes in the second branch?</li></ol><ol start="3"><li>Who are you helping, and with what question?</li></ol><ol start="4"><li>Give one useful limit.</li></ol><p><a href="../responses/D-later.html">My empty response page</a> · <a href="../aids/A17.svg">A17 · whole labelled picture</a> · <a href="../aids/A17-alternative.html">A17 · complete picture words</a></p><p>Tell or show it in your usual way: words, drawing, pointing, signing, typing, dictation or your communication device. Work quietly or privately, pause, ask for a helper, or return later. Sharing and recording are optional.</p><details><summary>Grown-up help</summary><p>Use on Day 40 or later, after relevant teaching and exposure review. This is original supplied fiction. A neutral reader may read every sentence and question; record help.</p><p><a href="../staff/D-later.html">Separate staff guide</a> · <a href="../teacher/DESK.html">Teacher desk</a></p><p>Modified from <a href="https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr4_as_cd_alignment.pdf">Year 4 Science alignment</a>, <a href="https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_se_yr4.pdf">standard elaborations</a> and <a href="https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr3-4.pdf">Years 3–4 techniques and conditions</a>, © State of Queensland (<a href="https://www.qcaa.qld.edu.au/copyright">QCAA</a>) 2023, covered <a href="https://creativecommons.org/licenses/by/4.0/">CC BY 4.0</a> with exceptions. Our task criteria are original; these are not official A–E bands. Actual folio and on-balance professional judgment remain necessary.</p></details><button id="response-source-back" type="button" hidden>Back to my question</button></details>

<noscript><p>All four questions and the complete source work without the optional script. Use an ordinary sheet or this page for the paper route.</p></noscript>

<div id="response-questions">

<section class="panel" data-response-question="1">
<label for="Q1">Answer this visitor using the three process names.</label>
<textarea id="Q1" rows="4" aria-label="Answer this visitor using the three process names." autocomplete="off"></textarea>
</section>

<section class="panel" data-response-question="2">
<label for="Q2">What changes in the second branch?</label>
<textarea id="Q2" rows="4" aria-label="What changes in the second branch?" autocomplete="off"></textarea>
</section>

<section class="panel" data-response-question="3">
<label for="Q3">Who are you helping, and with what question?</label>
<textarea id="Q3" rows="4" aria-label="Who are you helping, and with what question?" autocomplete="off"></textarea>
</section>

<section class="panel" data-response-question="4">
<label for="Q4">Give one useful limit.</label>
<textarea id="Q4" rows="4" aria-label="Give one useful limit." autocomplete="off"></textarea>
</section>

</div>

These spaces begin empty. Previous, Next, reading the source and switching views keep your words. Leaving, returning or reloading starts empty. Copy what you want to keep, or show all questions, open the source and print before leaving. This page has no submission or saving service.

Tell or show it in your usual way: words, drawing, pointing, signing, typing, dictation or your communication device. Work quietly or privately, pause, ask for a helper, or return later. Sharing and recording are optional.

<details>
<summary>Grown-up help</summary>

[Separate staff guide](../staff/D-later.html). The source stays available; neutral reading/recording is allowed without coaching an answer. Record actual date/exposure/help and response, not an inferred physical investigation.

Modified from [Year 4 Science alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr4_as_cd_alignment.pdf), [standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_se_yr4.pdf) and [Years 3–4 techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr3-4.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, covered [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) with exceptions. Our task criteria are original; these are not official A–E bands. Actual folio and on-balance professional judgment remain necessary.

</details>

<script src="task.js" defer></script>