Question: What would make a second sign trial repeatable? Kit: ordinary scrap paper, ruler, flat desk, two paper folds; teacher-approved only. 35 = 3 + 7 + 12 + 8 + 5.
- 0–3: Show D's proposed test. Name the question: which of two folds remains upright for one agreed short check on the same table? This is a classroom model, not product certification.
- 3–10: Teacher models a record line:
design label / same paper size? / same surface? / check time / upright at check?. Explain changing the fold while keeping paper size, surface and checking time as similar as practical. No pushing, dropping, blowing, water or scissors are required. Ask learners to flag any unstable workspace or access need. - 10–22: In permitted classrooms, pairs fold two small paper signs and perform one brief, supervised comparison. Record their own observed result, time and deviation; do not pool it with fictional B. If testing is unavailable, learners write a paper protocol and label all outcome cells not observed.
- 22–30: Partners compare methods and findings, naming one possible source of error (placement, fold precision, air movement, uneven surface) and one further check. A different outcome is not “wrong”. Routes: fold and measure; use a pre-folded sign with tactile/ruler markers while directing the trial; write or dictate a repeatable protocol with
not observedfor data. Only an actual observation supports the I03 measurement evidence. - 30–35: “Can B's 18/24 prove our fold works everywhere?” Key: no; B is fictional, one indoor trial with adjustments and missing controls. Response move: if a learner states a universal material property, narrow it to their observed setup or a proposed test.
Another domain: Plan a paper menu tent or library shelf label test with the same controls. Home: explain the test plan to someone; no experiment required. Safety: do not install signs, survey people or claim public accessibility from this trial.