# S07 · Repeat the question and keep the contrary result

Optional Science start, 20–35 planning minutes; split or pause under the usual timetable. Select one route. Physical outcomes remain open.

## Child invitation · Keep both findings

Choose a safe earlier question. Predict from its record. If you repeat, keep the new finding even when it differs. Ask what you could check next.

You may stop, watch, point, speak, sign, draw or direct a familiar adult. Choose the question, label, arrangement or way to show your finding.

## Teacher purpose and setup

Compare prediction, repeated observations and others' records with guidance; recognise changes in starting condition and resist a forced winner.

Selected components: AC9S2I01, AC9S2I02, AC9S2I03, AC9S2I05, AC9S2U03; whole-year attainment is not claimed.

Two matched fresh safe pieces for the chosen bend or half-turn twist, a source-labelled first record and blank repeat record. Adult checks whether an earlier crease/fray prevents repeating the same starting condition. Do not repeat a resisted stretch or damaged piece. Different learners' records are optional and shared only willingly.

## Sequence

Predict from the first record; identify matching starting conditions; repeat a safe action on a suitable matched piece; retain both findings even if they differ. Compare a willing other record or a labelled fictional record, identify a possible difference in condition and propose a fairer next question. Suggested 30–35 minutes with pause/continuation.

## Route 1 · Own physical repeat

The learner chooses one earlier approved question and decides whether the original piece is still a suitable starting sample. With adult safety review, they use a matched fresh piece where needed and repeat the agreed action. They record the second finding beside the first, keeping contrary evidence. Their conclusion may be uncertain; a mismatch is useful information, not a reason to change the recorded result.

## Route 2 · Learner directs a repeat

The learner compares the proposed starting piece with the first record and tells an adult which safe action to repeat. They observe the action and result, or communicate which record detail they need the adult to describe. Mark adult operation and any supplied report rather than calling all channels direct observation. They decide what matches, what differs and one next question.

## Route 3 · Provided source reasoning

Use the complete [ordinary literal source](../SUPPLIED-SOURCES.md#s07) for this route; reading its words or making the described large outlines is a full no-print alternative.

Read two original invented repeat records, including a contrary outcome, and a stated change in material history. The learner compares prediction with both records, names the changed starting condition and proposes a clearer follow-up. Use large record cards or spoken notes as needed. These are evaluation decisions from provided data; practical repetition remains unobserved unless separately carried out.

## First noticing and next teaching

Child retains both results, compares them with a prediction and identifies a relevant condition or question with guidance. They do not invent peer findings or assert a cause from an unexplained difference.

If a result is changed to fit prediction, restore the original note and compare the two openly. If different action/history is ignored, map the two setups side by side. If an explanation is asserted as proved, label it possible explanation and plan what evidence would distinguish it.

Retain first evidence before scientific feedback. Unused rechecks are named only in the separate staff key, not ordinary practice. Record learner decision, actual operator, evidence/source and neutral versus scientific support.

[Preparation and evidence guidance](../TEACHER-GUIDE.md) · [Child choices](../LEARNER-GUIDE.md) · [Ordinary paper alternatives](../print/TEXT-ALTERNATIVES.md)

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