Every route in a slot seeks the same evidence named in LEARNER.md. Route forms differ, but do not silently remove a required explanation, calculation, condition or limit. Have a support person read labels or record dictated reasoning if requested. No route is a fixed learning-style category. Partial tables, source reading and prompts are recorded as support.
Slot 11
11 A · Annotate a map. Draw or use two lines with outside/inside labels. Add membrane heads/tails and the separate plant wall. Beside it, write the three shared inventory features, DNA difference and one drawing limit. Explain your head/tail placement.
11 B · Direct a card build. Direct a partner to place the full-word cards membrane, wall, head, tail, outside water and inside water. Choose the three shared features and DNA difference from the complete inventories yourself. Say why the placements work and what the model cannot establish; the partner records your choices.
11 C · Correct an exhibit caption. An invented caption says, “The plant's wall replaces its membrane; tails face water; a blank label means no structure.” Rewrite each clause, then add the three shared features and DNA difference. Give one reason for each placement correction.
Slot 12
12 A · Job interview. Speak, type or dictate four brief “job applications,” one each for channel, glycoprotein, cholesterol and carrier. Give a specific function and explain why the every-protein/always-fluidity caption fails. Keep your answer on this animal model.
12 B · Inspect a label set. Make a four-row component/function table. Add one row headed “claim to narrow” for each caption error. Explain the conditions behind your cholesterol qualifier and the reason a carrier need not be active.
12 C · Direct a walking tour on paper. Guide a finger or pointer through the word map. Stop at each of the four components, state its job and identify what information would be needed to decide whether the carrier is active. Finish by replacing the misleading caption.
Slot 13
13 A · Arrowboard. Draw outside/inside and one net arrow for each neutral case. Label concentrations, route and energy beside each arrow. Leave the charged-ion direction unresolved and write the additional electrical information needed. Explain net versus individual movement.
13 B · Mechanism hearing. Make an oral or written judgement on Q, R and oxygen. For each, cite the source's permeability, concentrations and energy statement. Give the charged ion an “information missing” judgement with a reason. A recorder retains your words.
13 C · Debug a table. Begin with blank columns substance, route, direction, evidence, energy. Fill all three neutral cases. Then add the ion and explain why its row cannot get a certain direction. In a final line, correct “all particles follow the arrow.”
Slot 14
14 A · Water-only storyboard. Draw the pouch, both solute values and a water arrow. List its four conditions. Beneath it put V and X into their respective three frames, label their mechanisms and explain a defining action. Add the unavailable real-cell conclusion.
14 B · Accessible source commentary. Read or have the pouch and frame descriptions read. Give a spoken/AAC or typed explanation of the water prediction and conditions. Describe V and X in words instead of drawing. State why osmosis does not move solute and why final real-cell volume is unknown.
14 C · Fix three notices. Correct “solute moves inward by osmosis,” “V diffuses a whole particle through a channel,” and “X is endocytosis.” Include the full pouch conditions, initial water direction and a real-cell limit. Do not simply replace a mechanism name without explaining it.
Slot 15
15 A · Structured response. Use E's blank numbered parts. Write source details beside each mechanism and make the requested membrane and pouch explanation. First work is collected before the later page.
15 B · Directed labelled response. Direct a recorder to draw your arrows and write your mechanism/component choices. State each reason and condition yourself. The recorder gives no answer suggestions. Capture first work, then respond to later information in a second colour or separate sheet.
15 C · Private spoken explanation. Explain E in the order of its three parts, with the source in front of you. Retain an actual audio record if locally agreed, or an exact written record of the response. After first capture, state the later revision separately. A transcript of your speech is different from an invented model answer.
Slot 16
16 A · Calculation ladder. Write separate area, volume, ratio and distance lines for S, then compare total area and ratio with P. Keep units at every step; a calculator is allowed.
16 B · Spreadsheet on paper. Make columns edge, area, volume, ratio and distance. Fill S using the rules and P using the card. Explain both comparison questions aloud or in text. A partially labelled table may be supplied, but your calculations remain your choices.
16 C · Advise a diagram maker. The maker says, “A bigger cube gives a bigger exchange ratio.” Produce S's four calculations, compare its total area and ratio with P, then write a corrected caption with a geometry limit.
Slot 17
17 A · Shape comparison table. Fill both shapes' area, volume, area/volume and nearest-face distance using the supplied dimensions. Explain the thin shape's potential advantage and a missing biological factor.
17 B · Direct a layered sketch. Direct a recorder to mark the dimensions and centre of each shape. Give all calculations and distances, then explain the exchange advantage and limitation. The drawing is a record of your directions, not a test of fine motor accuracy.
17 C · Design note. Write or speak a note comparing the two supplied shapes for a conceptual exchange surface. Include all requested quantities. Recommend one shape conditionally and name one permeability, gradient or demand issue you would still check.
Slot 18
18 A · Work from the core. Find the untouched central edge, cube it, divide by total volume, subtract from one and convert to a percentage. Separately use Δdepth/Δtime = (d_end − d_start)/(t_end − t_start), with d_start = 0 mm and t_start = 0 min. Explain the different measures and the one-time limit.
18 B · Narrate a shell. Mark a 1 mm layer on all six faces of the 6 mm cube or direct a partner to do so. Give the same calculations aloud or through AAC. Explain why two opposing layers reduce each dimension by 2 mm and why percentage is not speed.
18 C · Check a display. An invented display says, “One third of the depth means one third of the volume, and 70% is a speed.” Replace it using the supplied 6 mm case, full arithmetic, speed units and a limit on extending the time model.
Slot 19
19 A · Evidence memo. Produce a short memo with variables, three constants, means/ranges, a supported number comparison, a limitation, an improvement and a statement about supplied rather than collected results.
19 B · Plan conference. Explain those same seven elements to a partner or private recorder. Use the complete Card H table; a listener may ask you to repeat a value but should not identify the confound or improvement for you.
19 C · Edit a method. Make a before/after plan. The “before” has no endpoint rule and takes three readings from one sample. Add a defined endpoint, independent samples, constants and a measurement caution. Calculate the Card H summaries and state the limited conclusion and actual-work boundary.
Slot 20
20 A · Separate mathematical and scientific notes. Put F's calculations in one panel and its claim/conditions/limit in another. Both are your response. Collect them before the later page.
20 B · Directed numerical explanation. Direct a recorder to write your full arithmetic, units and comparison, then dictate the evidence judgement. Preserve this first version. Give the later judgement as a separate response after its source appears.
20 C · Private presentation. Explain the unfamiliar cubes using a blank diagram or words. State each requested number, unit and causal caution. Capture first work before the later page; compare confidence afterward. No polished delivery or public speaking is required.