# Exact linear, tactile and no-print alternatives

Eight original A4 aids, SVG title/description and searchable PDF text. Meaning is in labels, arrow endpoints and exact words, not colour. PDFs are untagged; individual access/human tactile testing remains open. No print, device, drawing, sight, handwriting, handling or speech is compulsory. A named adult can read/inscribe learner choices. Read source endpoints in order, confirming the learner's own account. Broad locally safe fixed labels/raised lines can mirror the described arrangement; avoid tiny loose pieces. Arrow points can be verbally named “consumer at the point”. Crossed lines in FW-D have no junction. Blank spaces remain blank; no imagined output/feedback/result is inserted.

## feeding-links

**Exact diagram/reading description:** Eucalypt resources at upper left; Wattle resources upper right; Caterpillars middle; Squirrel Glider below; Lace Monitor bottom. Feeding arrows E→C leaves F1; W→C leaves F2; C→G caterpillars F3; E→G pollen/nectar/sap F4; W→G sap F5; G→L glider F6. Icons are symbolic, not identification keys. A broad model combines listed possibilities, not an observed site.

**Exact visible text in reading order:**

- SubjectNest / Year 7 Science / Food-web change explorer
- Six feeding possibilities
- Resource parts and source IDs matter. F1–F6 locators are in SOURCE-CAPSULES.
- Solid arrows: food resource → consumer; some matter + chemical energy.
- F1 / leaves
- F2 / leaves
- F3 / caterpillars
- F4
- pollen /
- nectar / sap
- F5
- wattle sap
- F6 / glider
- E / Eucalypt resources
- W / Wattle resources
- C / Caterpillars
- G / Squirrel Glider
- L / Lace Monitor
- Illustrative sourced possibilities; no local counts, rates or co-occurrence.
- Original words/vector ©2026 NeuroForgeIO Pty Ltd · CC BY 4.0
- Source/item/font rights separate. Exact linear/no-print alternatives supplied.

**Exact arrow relations:** E-C [feeding]; W-C [feeding]; C-G [feeding]; E-G [feeding]; W-G [feeding]; G-L [feeding].

**Tactile/no-print:** Use the description and exact text above. Read or fix broad named positions in the stated order; name each arrow from tail to point and preserve its kind. Describe crossed independent lines separately. The learner can choose/dictate a component without physical handling; adult construction stays named. Blank fields stay blank.

## arrow-key

**Exact diagram/reading description:** Two horizontal examples. Top: Caterpillars food at left to Squirrel Glider consumer at right, solid arrow carrying some matter and chemical energy. Bottom: Sun light input left to producer right, dashed sunlight energy-only arrow. The learner explanation box is blank. Symbolic icons do not show an actual feeding event.

**Exact visible text in reading order:**

- SubjectNest / Year 7 Science / Food-web change explorer
- Give your arrows a meaning
- Choose one key component now; describe it without drawing if you prefer.
- FOOD RESOURCE AT TAIL → CONSUMER AT POINT
- some matter + chemical energy
- C / Caterpillars
- G / Squirrel Glider
- This arrow is not animal travel, an amount or a guaranteed population effect.
- Resource labels: leaves for F1/F2; pollen/nectar/sap for F4; sap for F5.
- SEPARATE ENERGY-ONLY INPUT
- sunlight
- Sun / Light input
- P / Producer
- Dashed labelled arrow = energy only, not feeding matter.
- Read the key on any other source; arrow conventions can differ.
- Your useful component / explanation: blank space below.
- Original words/vector ©2026 NeuroForgeIO Pty Ltd · CC BY 4.0
- Source/item/font rights separate. Exact linear/no-print alternatives supplied.

**Exact arrow relations:** C-G [feeding]; Sun-Producer [energy].

**Tactile/no-print:** Use the description and exact text above. Read or fix broad named positions in the stated order; name each arrow from tail to point and preserve its kind. Describe crossed independent lines separately. The learner can choose/dictate a component without physical handling; adult construction stays named. Blank fields stay blank.

## matter-energy

**Exact diagram/reading description:** Upper energy trace Sun→producer→consumer; producer and consumer each branch to heat. Sunlight input dashed and energy-only; feeding on this selected energy trace follows chemical energy. Lower clockwise mineral-nutrient matter loop: soil mineral nutrients→plant material→dead organic material→decomposition→soil mineral nutrients. Carbon dioxide exchange is separately stated in text; sunlight is not matter and soil does not recycle energy into sunlight.

**Exact visible text in reading order:**

- SubjectNest / Year 7 Science / Food-web change explorer
- Matter cycles; energy flows
- These are selected process traces, not a complete ecosystem or measured quantity.
- ENERGY TRACE / selected transformations
- Sun / light
- P / producer
- C / consumer
- Heat / dispersed energy
- Light → chemical energy through photosynthesis; feeding transfers some.
- MATTER LOOP / selected mineral-nutrient pathway
- Soil / mineral nutrients
- Plant / material
- Dead / organic material
- Decomp / decomposition
- Carbon also cycles: air CO₂ → plant sugars → consumer material;
- respiration/decomposition can return CO₂ to air. Not all matter goes via soil.
- Soil does not recycle sunlight. Ongoing energy input is needed.
- Original words/vector ©2026 NeuroForgeIO Pty Ltd · CC BY 4.0
- Source/item/font rights separate. Exact linear/no-print alternatives supplied.

**Exact arrow relations:** Sun-P [energy]; P-C [energy]; P-Heat [heat]; C-Heat [heat]; Soil-Plant [matter]; Plant-Dead [matter]; Dead-Decomp [matter]; Decomp-Soil [matter].

**Tactile/no-print:** Use the description and exact text above. Read or fix broad named positions in the stated order; name each arrow from tail to point and preserve its kind. Describe crossed independent lines separately. The learner can choose/dictate a component without physical handling; adult construction stays named. Blank fields stay blank.

## change-explorer

**Exact diagram/reading description:** Five blank broad panels from top: one model input; question; possible effect/path; condition or unknown; what actually done or a plan. Example label refers only to the ordinary model, not either held fresh source. All response spaces are blank.

**Exact visible text in reading order:**

- SubjectNest / Year 7 Science / Food-web change explorer
- Try a model change
- Choose a drawing, words or directions. Actual model action stays separate from ecology.
- Start with one available component. Another can wait.
- ONE MODEL INPUT / e.g. fewer ordinary caterpillars
- QUESTION / changed input, outcome and time
- POSSIBLE EFFECT / a source path and mechanism
- CONDITION OR UNKNOWN / what else matters?
- WHAT I ACTUALLY DID / or a plan not yet made
- Blank fields; no counts, trial, actual ecosystem result or response supplied.
- Original words/vector ©2026 NeuroForgeIO Pty Ltd · CC BY 4.0
- Source/item/font rights separate. Exact linear/no-print alternatives supplied.

**Exact arrow relations:** No arrows; blank response panels..

**Tactile/no-print:** Use the description and exact text above. Read or fix broad named positions in the stated order; name each arrow from tail to point and preserve its kind. Describe crossed independent lines separately. The learner can choose/dictate a component without physical handling; adult construction stays named. Blank fields stay blank.

## alternate-paths

**Exact diagram/reading description:** Ordinary E/W resources and caterpillars lead to glider through five sourced arrows F1–F5 as on feeding-links; Lace Monitor and F6 are omitted for focus. Fewer caterpillars is only a hypothetical condition. Both direct plant-resource routes remain represented but do not prove compensation. The learner response box is blank.

**Exact visible text in reading order:**

- SubjectNest / Year 7 Science / Food-web change explorer
- Find a route; ask if it is enough
- Solid arrows keep the food-to-consumer key. Direct glider resources are not leaves.
- ORDINARY INPUT / fewer caterpillars — hypothetical, not a count
- E / Eucalypt resources
- W / Wattle resources
- C / Caterpillars
- G / Squirrel Glider
- F1 leaves
- F2 leaves
- F3
- F4
- pollen /
- nectar / sap
- F5
- sap
- A remaining route is a possibility, not proof of enough food.
- Ask about amount, access, season, other pressures and time.
- Your conditional prediction / unknown: blank below.
- Original words/vector ©2026 NeuroForgeIO Pty Ltd · CC BY 4.0
- Source/item/font rights separate. Exact linear/no-print alternatives supplied.

**Exact arrow relations:** E-C [feeding]; W-C [feeding]; C-G [feeding]; E-G [feeding]; W-G [feeding].

**Tactile/no-print:** Use the description and exact text above. Read or fix broad named positions in the stated order; name each arrow from tail to point and preserve its kind. Describe crossed independent lines separately. The learner can choose/dictate a component without physical handling; adult construction stays named. Blank fields stay blank.

## my-explanation

**Exact diagram/reading description:** Five blank panels: chosen path/process; source connection; prediction/reason if relevant; condition/unknown if relevant; keep/change/reason for actual available work or plan. The purpose line is blank. No product, actual use, improvement, audience feedback or prior output is supplied.

**Exact visible text in reading order:**

- SubjectNest / Year 7 Science / Food-web change explorer
- Make your useful explainer
- One available component is useful. Missing earlier work stays absent; a title is optional.
- Your purpose / private, self-use or willing use: blank
- CHOSEN PATH OR PROCESS / draw, describe or direct
- SOURCE CONNECTION / exact ID or locator
- PREDICTION + REASON / if relevant
- CONDITION OR UNKNOWN / if relevant
- KEEP / CHANGE + REASON / actual available work or plan
- Original words/vector ©2026 NeuroForgeIO Pty Ltd · CC BY 4.0
- Source/item/font rights separate. Exact linear/no-print alternatives supplied.

**Exact arrow relations:** No arrows; blank response panels..

**Tactile/no-print:** Use the description and exact text above. Read or fix broad named positions in the stated order; name each arrow from tail to point and preserve its kind. Describe crossed independent lines separately. The learner can choose/dictate a component without physical handling; adult construction stays named. Blank fields stay blank.

## fresh-c

**Exact diagram/reading description:** Producer P at top; Grazer R middle left and Grazer T middle right; Hunter H bottom. Solid stipulated feeding arrows P→R, P→T, R→H, T→H. Less light reducing P production is stipulated, not a supplied population change. No numerical data, prior trial or later result. First response box blank. Node icons are symbolic roles, not actual species.

**Exact visible text in reading order:**

- SubjectNest / Year 7 Science / Food-web change explorer
- Fresh model FW-C
- Held until Day 25. Choose one component now; return another sitting if wanted.
- FW-C / original hypothetical pond model, not an observed ecosystem
- P / Producer
- R / Grazer R
- T / Grazer T
- H / Hunter H
- Arrows: food resource → consumer; some matter + chemical energy.
- Less light is stipulated to reduce production by P; other listed starting conditions stay the same.
- Choose one link, possible later effect + condition, or question.
- No counts, later result or prior trial supplied. First response: blank.
- Original words/vector ©2026 NeuroForgeIO Pty Ltd · CC BY 4.0
- Source/item/font rights separate. Exact linear/no-print alternatives supplied.

**Exact arrow relations:** P-R [feeding]; P-T [feeding]; R-H [feeding]; T-H [feeding].

**Tactile/no-print:** Use the description and exact text above. Read or fix broad named positions in the stated order; name each arrow from tail to point and preserve its kind. Describe crossed independent lines separately. The learner can choose/dictate a component without physical handling; adult construction stays named. Blank fields stay blank.

## fresh-d

**Exact diagram/reading description:** Producer M upper left, Producer N upper right, Consumer A middle left, Consumer B middle right, Hunter H bottom. Solid stipulated food-to-consumer arrows M→A, N→A, M→B, A→B, B→H. Diagonal M→B and N→A cross without a junction; they are independent relationships. B population decreasing is a hypothetical input only, with no later result/count/prior trial. Blank first-response box; source supports open conditional answers.

**Exact visible text in reading order:**

- SubjectNest / Year 7 Science / Food-web change explorer
- Fresh model FW-D
- Held until Day 30. New source, no supplied prior output. Choose your own start.
- FW-D / original hypothetical multi-path model, not field observations
- Crossed lines:
- no join.
- M / Producer M
- N / Producer N
- A / Consumer A
- B / Consumer B
- H / Hunter H
- Arrows: food resource → consumer; some matter + chemical energy.
- The population of B decreases as a hypothetical input. No later population result is supplied.
- Choose one effect/path with a condition or unknown. First response: blank.
- Original words/vector ©2026 NeuroForgeIO Pty Ltd · CC BY 4.0
- Source/item/font rights separate. Exact linear/no-print alternatives supplied.

**Exact arrow relations:** M-A [feeding]; N-A [feeding]; M-B [feeding]; A-B [feeding]; B-H [feeding].

**Tactile/no-print:** Use the description and exact text above. Read or fix broad named positions in the stated order; name each arrow from tail to point and preserve its kind. Describe crossed independent lines separately. The learner can choose/dictate a component without physical handling; adult construction stays named. Blank fields stay blank.

Original alternatives ©2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Font and external source rights remain separate.