# Staff guide · Drops on the picnic tin

Use only after the own attempt. These local criteria are examples of evidence, not an official grade or a unique required phrasing.

## Complete selected source

Made-up story. At an indoor picnic display, two sealed tins have dry outside surfaces at the start. One tin is cool; the other is at room temperature. At a later review, the drawing shows small liquid drops on the outside of the cool tin, and no visible outside drops on the other tin. No measured amount or air-temperature record is supplied. Arun suggests condensation from water vapour in the surrounding air. The story includes no cloud or rain falling onto the tins. These are supplied drawings, not observations you made.

## Q1

**Prompt:** Which way does condensation change water?

**Minimum meaningful evidence:** States vapour/gas to liquid droplets, not liquid to gas.

**Worked example:** Water vapour in air becomes liquid droplets.

**Next teaching:** Use a new window-drop source with the direction cards.

**Partial national link:** AC9S4U02

Actual response / support / next appointment: ______

## Q2

**Prompt:** Pick a clue that supports Arun's explanation.

**Minimum meaningful evidence:** Uses a relevant stated dry-start/cool-container/comparison clue.

**Worked example:** The outside began dry and drops were later shown on the cool sealed tin, with no visible drops shown on the comparison tin.

**Next teaching:** Read one complete source sentence, then distinguish a clue from the proposed cause.

**Partial national link:** AC9S4H01

Actual response / support / next appointment: ______

## Q3

**Prompt:** Are these outside drops precipitation from a cloud? Explain.

**Minimum meaningful evidence:** Distinguishes surface condensation from precipitation falling from clouds.

**Worked example:** No cloud/rain is in this source. Outside surface drops can be condensation; precipitation falls from clouds.

**Next teaching:** Compare new cloud-to-land and cold-surface cards with exact named arrow jobs.

**Partial national link:** AC9S4U02

Actual response / support / next appointment: ______

## Q4

**Prompt:** What does this story leave unknown?

**Minimum meaningful evidence:** Names a relevant missing measurement or unestablished universal cause.

**Worked example:** It does not tell us how much water formed or the measured air temperature; one story does not prove every wet tin has the same cause.

**Next teaching:** Model an honest “not supplied” response on a different two-container story.

**Partial national link:** AC9S4I01

Actual response / support / next appointment: ______

Use after Day 34. Preserve the earlier response and what was subsequently taught. New complete stories have familiar taught process/representation components; do not claim all-unseen answers, matched statistical difficulty or automatic improvement. Fiction/source reasoning does not establish actual measurement or conduct.

[Own page](../responses/B-first.html) · [Blank capture](../teacher/CAPTURE.html)

Modified from [Year 4 Science alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr4_as_cd_alignment.pdf), [standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_se_yr4.pdf) and [Years 3–4 techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr3-4.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, covered [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) with exceptions. Our task criteria are original; these are not official A–E bands. Actual folio and on-balance professional judgment remain necessary.