Use only the offered subject’s check. These cases differ from the worked menu examples. Write, annotate, sort or dictate a reason; a scribe records your words. Your teacher keeps the staff guidance private. Paper reasoning is not proof that you moved, made, performed or ran a program.
Day 15 · Check A
Science A · Two plant groups and a change
An invented record says Group X seedlings started 3 cm tall and reached 6 cm in four days. Group Y started 3 cm and reached 4 cm. X had more light, but the watering schedule was not recorded. Separately, a small sugar portion was stirred into water until it could not be seen. 1. How much did each plant group grow? Can this record prove light caused the difference? Name the missing condition. 2. Name one way to redesign the plant comparison fairly and what to measure later. 3. Does “sugar cannot be seen” prove it vanished or formed a new substance? What further evidence would you seek before saying the change is reversible?
HASS A · A pool-path notice
An invented dated council agenda says “consider a new path beside the public pool.” An unsigned post says “the path is already approved.” A separate fictional state school wants safe access from its gate. 1. Which source more reliably shows that the proposal is on a meeting agenda? Does it prove approval? 2. Name a likely level of government for a public local path and a school access rule, allowing cooperation. 3. Give one safe next enquiry and a criterion for judging a proposed route.
HPE A · Roles and a target game
A fictional poster says “only tall, fast students should be throwers; everyone else watches.” A group tests target placement but moves both the target and start line at once. 1. Rewrite the role invitation so more learners can choose a real contribution. 2. What single variable could the group change first to make the movement comparison clearer? 3. A learner feels disappointed when their idea is not chosen. Give a respectful pause/action that protects the relationship.
Technologies A · A library direction sign
A fictional sign reads “The best way!” in pale tiny type, placed behind an open door. It is intended for visitors who need to find a library room from a corridor. 1. Name one user need and one measurable test. 2. Suggest two revisions based on the evidence in the stem; do not assume all users have the same height or vision. 3. What action would demonstrate that a revised physical sign works, beyond drawing it?
Arts A · A notice and a performance
Two fictional media notices give the same room change. Version A makes the new room large and clear; Version B hides it under a huge decorative title. A learner writes a drama scene with a pause but never enacts it. 1. Which notice likely helps a visitor find the room faster, and why? What real viewer test would help confirm it? 2. Name one media choice that could change the reading without changing the facts. 3. Does the written drama scene prove a performance happened? What observable action would?
Day 20 · Check B
Science B · A switch and a rusty object
An approved battery pack, switch and LED are drawn in a loop. The switch is open. A separate teacher-provided image shows a clean iron object on Monday and a rusted one weeks later. 1. Predict the LED with the switch open and then closed. Explain the path needed; a drawing is a model, not a test result. 2. If a learner actually closes a safe low-voltage circuit and sees light, describe one energy transformation. 3. Does the image alone show the class observed rust forming? Is rusting the same kind of change as dissolving salt in water? Explain cautiously.
HASS B · A public claim about Federation and trade
A fictional leaflet states: “On 1 January 1901 the six British colonies federated. After that, every Australian resident had equal voting rights. A book printed overseas always harms its place of origin.” 1. Which date/sequence claim is supported by an official history source? Which rights claim needs correction and more voices? 2. Why is “always harms” not justified by one origin label? Name evidence that might help. 3. Give a cautious two-sentence rewrite that separates known history from questions about effects.
HPE B · An image request and a team rule
A learner character asks to post a group artwork photo online. A second character says no; later a relay rule removes anyone who needs more time. 1. Write a respectful response to “no” and a safe next step if the image has already been shared without permission. 2. Change the relay rule so people can contribute and state how the group would test it with willing participants. 3. Does a written rule alone prove participation? Explain.
Technologies B · Data and a visual quiz
A fictional quiz app asks for home address and birthday although it only needs three anonymous button answers. A learner draws a flowchart with an if/else, a score variable and a repeat, but does not run a program.
1. Which requests are unnecessary for this task and why?
2. Trace what should happen when two answers are correct and one is incorrect. What must the repeat cover?
3. What evidence would show an implemented visual program rather than only a design?
Arts B · Sound and a changed symbol
An eight-beat written pattern is tap, tap, rest, tap | tap, rest, tap, tap. A learner sounds a different six-beat sequence, then shows an original arrow-like classroom symbol whose direction a viewer misreads.
1. What differs between the written and sounded patterns? Give a useful next rehearsal or notation step.
2. Suggest one visual revision that may make direction clearer, and a viewer test.
3. Which actual actions would staff need to observe to claim music performance and visual-art presentation? Can written notes alone prove either?