# A cabinet at Cedar Club
Made-up community craft club. C1, written 2014: organisers requested a closable cabinet because loose paper sometimes blew off the open shelf when a fan ran. C2, written 2015: volunteer Sol measured the shelf space and carpenter Rafi made and installed the cabinet in response to that request. C3, written 2016: coordinator writes “During Tuesday's meeting, the stored paper remained in the closed cabinet while the fan ran.” C4, same meeting: member Nia says “It took me longer to find the sheet I wanted inside the cabinet.” The notes give no current room-safety advice, background identities or later paper-loss totals.
Original labelled source illustration or empty own mat.
[View / edit the whole SVG](../aids/B-later-source.svg) · [Complete text alternative](../aids/B-later-source-alternative.html).
## Your questions
1. What reason do C1 and C2 give for adding the cabinet?
2. What did Sol do? What did Rafi do? Use C2.
3. Describe the two reported effects at Tuesday's meeting. Name the speakers or records.
4. Do these notes tell us how well the cabinet worked at every later meeting? What useful question remains?
[Your empty response page](../responses/B-later.html).
Grown-up help
Use only after the actual components have been taught. After B components and explicit two-effect/attribution teaching. No fan activity or cabinet building is assigned.
[Teacher selection/conditions](../teacher/ASSESSMENT.html) · [Separate staff criteria](../staff/B-later.html).
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