# Staff guide · The display-tray records

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 practice record. A museum display compares water lost from matching trays over the same 30-minute interval, using the same taught mL reading procedure. Start amounts, place and tray type are matched. Different display labels name trays J, K and L; the source does not specify a cause for differences. The valid supplied lost-water values are J=10 mL, K=0 mL, L=5 mL. Tray M has no recorded value. Tray N spilled, so its value is invalid for this comparison. Another group's matched record gives J=5 mL. These are invented supplied records, not measurements you made.

## Q1

**Prompt:** Make a table or columns for J, K and L. Keep the unit.

**Minimum meaningful evidence:** Correctly represents J10/K0/L5 on a common labelled mL basis, including visible zero label.

**Worked example:** Table: J10 mL, K0 mL, L5 mL. A column graph uses a common 0/5/10 mL axis and a labelled zero for K.

**Next teaching:** Teach a new common-axis example before returning with later C.

**Partial national link:** AC9S4I04

Actual response / support / next appointment: ______

## Q2

**Prompt:** Which record is zero, which is missing, and which had a spill?

**Minimum meaningful evidence:** Keeps K0, M missing and N invalid/spill distinct.

**Worked example:** K is a valid supplied zero; M is not recorded; N spilled and is invalid for the comparison.

**Next teaching:** Use three different written records and sort value/missing/invalid.

**Partial national link:** AC9S4I04

Actual response / support / next appointment: ______

## Q3

**Prompt:** Compare the two J readings. What could you check next?

**Minimum meaningful evidence:** Compares 10 versus 5 mL and proposes a relevant procedure/condition/instrument check without invented cause.

**Worked example:** The first J reading is 10 mL; the other is 5 mL. I would check matching conditions and reading procedure/instrument increments.

**Next teaching:** Read the two full values and model a further question that does not assert why they differ.

**Partial national link:** AC9S4I05

Actual response / support / next appointment: ______

## Q4

**Prompt:** Can these records prove J always loses 10 mL? Explain.

**Minimum meaningful evidence:** Limits conclusion to these supplied records, recognising another J5 record and no universal forecast.

**Worked example:** No. One record gives J10, another gives J5; the source does not prove an always rule.

**Next teaching:** Replace “always” with “in this supplied record” using a new value pair.

**Partial national link:** AC9S4H01

Actual response / support / next appointment: ______

Use after Day 37. 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/C-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.