Complete only the offered subject’s check. These are new situations, not the worked daily examples. Give a reason by writing, annotation, cards or dictation; a scribe records your words. Your teacher holds staff guidance separately. A paper answer does not prove an actual physical action, artwork or running program occurred.
Day 15 · Check A
Science A · A filter and a cart
A teacher-approved clean mixture contains water and coarse sand. A learner filters it and sees sand on the filter, but the liquid below is still cloudy. In another test, a toy cart is pushed right once with a small push and once with a larger push. 1. What separation property did the filter use? Does cloudy liquid prove the water is safe to drink or pure? 2. Which factor changed between the two cart pushes? Name one other factor that should be kept steady. 3. How would you describe the force’s direction and the limits of one hand-pushed trial?
HASS A · An invented map and an unlabelled object
An invented grid shows Place A two squares from a library and Place B five squares away. It gives no path slope or opening hours. A drawing of a clay object has no finder, date or location, but a caption calls it “an ancient trade token.” 1. What does the map support and what does it not tell a user with access needs? 2. What information is missing before the object can be used as evidence about an ancient society? 3. Write one cautious question for a geographic source and one for a historical source.
HPE A · A game score and a post
A fictional game gives points only for speed; a learner proposes points for teamwork and accuracy. An anonymous post says, “Everyone must follow my fitness plan.” 1. How would you test whether the revised scoring supports more people to participate? 2. Name one possible source limitation and one pressure word in the post. 3. Does writing the new game rule alone prove that anyone participated? Explain.
Technologies A · A light display support
A fictional museum helper needs a stand for a lightweight information card. Option A is folded reused card; B is a new rigid sheet. A tester tries A with a tiny card and B with a much heavier card. 1. Name a user need and a measurable success criterion. 2. Why does the test not fairly compare the two materials? Repair the method. 3. Give one sustainability question the brief cannot answer from “reused/new” labels alone.
Arts A · Two media frames and a script
An original two-frame paper notice says “Event moved” in frame 1 and gives the new room and time in tiny letters in frame 2. Another learner writes a drama script about finding the event but never enacts it. 1. What might a willing viewer miss, and what change to hierarchy could help? 2. Name one responsible presentation choice if a student wanted to include a real classmate’s photo. 3. Does the script prove drama performance? What would staff need to observe?
Day 20 · Check B
Science B · A fictional web and a dot model
A model shows plant → insect → bird. It shows no other food sources or population measurements. A separate drawing uses dots to show particles in a liquid. 1. If insect numbers fall, give one possible effect on birds and one reason it is not certain. 2. What do the arrows in this model mean? What real evidence would help test the prediction? 3. Name one useful idea and one important omission in the particle drawing.
HASS B · An institution and a sales claim
A fictional flyer says, “The executive decides every court case.” Another flyer for a reusable bottle says “guaranteed forever,” but has no terms, seller or product details. 1. Which Australian institution decides legal cases? Name an official source you would check before teaching its role. 2. Why can the bottle flyer alone not establish a particular consumer remedy? 3. Give a cautious response that separates a civic fact from a consumer question.
HPE B · A boundary and group leadership
A fictional teammate says, “Use my drawing for this one lesson but do not post it.” Another teammate insists everyone must accept their route plan or be excluded. 1. What may the first permission cover, and what must not be assumed? 2. Write a respectful response to the second teammate and a help route if pressure continues. 3. What action would show inclusive group leadership during a movement task, beyond writing a plan?
Technologies B · A pixel code and an algorithm
For a 2×2 image, 0 means white and 1 black; read left to right, top row then bottom. The digits are 1 0 0 1. A route algorithm says: if access is available, choose quiet when quiet is requested, otherwise standard; if access is unavailable, ask staff. A screen asks for a home address to perform this choice.
1. Draw/describe the 2×2 image under the stated convention.
2. Trace access=yes, quiet=yes and access=no, quiet=yes. What does a trace not prove about a program?
3. Is the address needed for this task? What would show actual implementation/debugging?
Arts B · A rhythm and an artwork
A score has eight pulses in two layers, but a learner only writes it down. A second learner makes a collage with a large empty centre and places it next to an earlier version; no audience has seen it. 1. What would staff need to hear to claim an actual layered music performance? 2. Give one possible reading of the empty centre and one viewer question that could test it; different supported readings are possible. 3. What extra action would support a visual-art presentation claim? Does the written score alone support a music performance claim?