Open Page Lab learner… | Year 8 Inquiry · T1 W3–4 · Learner prompts

Your teacher gives you the invented sources and any A4/text/tactile aids needed today. Choose A, B or C to show the day's core thinking; you may switch tomorrow. These are choices, not fixed learning-style labels. Read, hear an exact reading, point, build, write, type, speak, sign, use AAC or direct a scribe. Tell the teacher which words and decisions are yours and what help you used. An exact read-aloud shows listening-supported comprehension, not independent print decoding. Real names, family money, travel habits, access details, photos and recordings are unnecessary. Keep your first answer beside a revision. The sources are fiction; the paper models do not approve a public event.

Day 11

Use Sources A/B. Explain the width of one drawn rail and both together at four panels per rail. Show two equivalent forms of the combined rule, then identify a claim the rule cannot prove.

A · Two-strip calculation. Put two labelled rail strips side by side, annotate 2(24+18n)=48+36n, substitute n=4, and write the one-rail and two-rail units in words.
B · Editor's source note. Write a three-sentence correction: one valid number, its exact paper source, and why “every reader” is not established.
C · Error detective. Respond to “Two rails mean one 192 cm rail.” Point to the table row and explain the mistaken unit, then repair the editor's headline.

Exit: One rail is , both total , real site ___ remains unknown.

Day 12

Use Sources A/B/C. Make two checkable paper-design criteria, choose a material form to investigate, and justify it with source and uncertainty.

A · Criteria card. Write WIDTH, CAPTION and SUPPORT as three headings. Give two measurable paper criteria and one possible material choice, with a source line.
B · Prototype sketch. Draw or direct a flat and a zigzag paper support. Label what changes, what must stay comparable and one reuse/offcut question.
C · Weak-brief repair. Replace “safe and accessible for everyone” with a paper-appropriate criterion and a reader-test question; explain what remains outside the paper model.

Exit: A criterion we can inspect today is ; a claim needing local evidence is .

Day 13

Use Source C and the paper-test card. Keep class observations separate from the constructed fallback. Identify the planned variable, controlled conditions and one measurement limit.

A · Safe trial. With teacher-approved paper and supports, place equal paper tabs and record successful holds before 1 cm sag across the available repeats. Stop if supports move. Note any descending tab's potential-to-kinetic change in plain words.
B · Procedure director. Direct a consenting partner through the same span, tab size, placement, wait and sag rule. Record numbers only if a test was actually done; identify a possible procedure drift.
C · Constructed-data analyst. Use the clearly labelled fallback table to compare three flat with three folded entries, calculate/interpret a mean if useful, and explain why the result is not a real mounting certificate.

Exit: My evidence source was ; one thing to control or repeat is .

Day 14

Use Sources B/C/F. Make two original visual caption versions, one with crowded type and one with deliberate margin/emphasis. Test which source and limit a reader can find.

A · Paper layout. Draw both caption versions with the same words; label the spacing and type-size change. Ask one consenting reader what they can identify, then revise.
B · Tactile/spoken layout. Arrange labelled word strips at the edge and with a left margin. Direct a partner to read the order; record one change that made the source or limit easier to locate.
C · Trial-and-image comparison. Make a two-row table from Source C's constructed data, then write a small caption distinguishing measured tabs from the artist's possible “invitation” image. Create and revise two visual versions.

Exit: I changed ___ to suggest ; one reader said ; that does not prove everyone responds alike.

Day 15

Your teacher gives you a new source today. Do not use memorised widths. Explain its repeated rule, a valid model result, an overclaim and one specific design test.

A · Calculation plus caption. Show original and expanded forms, substitute the source count, then write a three-sentence reader caption with a limit.
B · Source board. Put repeated part, combined total, headline promise and missing test on separate cards. Direct or type a short correction in your own words.
C · Quiet oral/AAC explanation. Explain the same four parts privately to a teacher or trusted partner. Approve a local transcript; no public recording is needed.

Exit: Point to the source for your result and to a word that narrows your claim.

Day 16

Use Source D. Find the complete model demonstration counts allowed by 5+15d≤50 and tell an editor why the headline is wider than the evidence.

A · Table or number line. Test whole d=0,1,2,3,4, label minutes and circle allowable counts. Add a separate PEOPLE UNKNOWN note.
B · Caption repair. Keep an inviting title, add a true three-demonstration model result and state what remains unmeasured.
C · Spoken/AAC challenge. Give a 30–45 second private reply that quotes a time condition, checks d=3 and asks about question or changeover time.

Exit: At most ___ complete demonstrations fit this model; it does not count ___.

Day 17

Use Source E. Compare listed supplier totals at a stated total panel count. Explain how a quote change can change a constrained choice without claiming quality is known.

A · Two-count table. Fill F/G at p=4 and p=8, circle what is within the 30-token imaginary budget, and name the count where totals are equal.
B · Price-shift argument. Explain the four-panel choice before and after the invented G change to six tokens per panel. State which figures are quotes and which are a what-if.
C · Budget adviser. Write a short note for a fictional editor at eight total panels: compare costs, budget and one unpriced material concern.

Exit: My cheaper listed choice at p=___ is ; a real decision also needs .

Day 18

Use Source F. A reader needs whole-number input, a result with units, and a visible paper-model limit. Test or design an interface for that need.

A · Browser test and revision. Use the offline tool with zero, a whole count and an invalid entry. Use keyboard navigation. Record exact feedback; sketch or implement one label/order/message improvement and re-test with a consenting reader.
B · User-story comparison. With the browser tool, ask a consenting reader to find the unit and “paper model only” limit. Record their words, change one interface element in a wireframe, then ask whether the revised order addresses their difficulty.
C · Paper interface route. Use the text route to draw labelled input/result/limit/error fields and test the wireframe with a reader. This shows design reasoning; it does not claim a browser interaction occurred.

Exit: We tested ; I changed ; the remaining limitation is ___.

Day 19

Use Sources B–G. Recommend one paper proposal to the fictional editor. Separate width, support-test, quoted cost and visual claims. A real installation remains undecided.

A · One-page visual note. Make an original caption layout with a clear model result, cost at your chosen count, test limit and a reader question. Revise after a private reader test.
B · Spoken or AAC presentation. Plan and privately deliver 45–60 seconds with a labelled paper visual. Cite sources and take one question; revise emphasis or wording. Record delivery mode accurately.
C · Written decision memo. Write four linked sentences: model, evidence limit, cost tradeoff, next test. Make a small original visual caption and revise its order after a reader question. This is composition, not spoken-performance evidence.

Exit: I recommend ___ for a paper draft, because ; I would not yet promise .

Day 20

Your teacher gives you a fresh time-and-cost source today. Work from its own numbers. Separate complete runs, paper copies and people; make a bounded recommendation.

A · Annotated decision. Solve or test the time rule, compare the supplied cost at the specified count, and write a four-sentence note with a source limit and next question.
B · Evidence board. Put TIME, COST, PEOPLE CLAIM and UNKNOWN under four headings, then direct/type a reader-facing correction with a checkable next step.
C · Quiet oral/AAC route. Give the same time, cost, claim and question to a teacher. Keep your exact words in a local transcript; do not publish them.

Exit: Circle your model condition, source-backed result and limiting phrase; keep first and revised versions.