# SLOP4408 — Week 11: When the Plan Breaks

Campus / printable lab pack · Semester 1, 2027

## The task

An agreed plan loses a dependency. Decide what must change, what remains valid and whether the objective is still defensible.

In-person teaching is preferred. The paper route is a complete conceptual activity when apparatus is unavailable; online students use the equivalent controls and keep the same learning record.

The investigation, experiment, agreement or revision is this week's practical output. A staged field handover is optional and cannot replace the reasoning record.

## Learning outcomes

- Classify earlier decisions as retained, requiring retest or invalidated.
- Compare a minimal revision with an alternative and explain objective changes.
- Rehearse a replacement, assign responsibility and preserve Version 1.

## Equipment

Baseline and disruption cards, role cards, previous lab records and two labelled plan sheets. Physical props from earlier sessions are optional.

## Facilitator setup

Publish the disruption cards as course material. Have teams complete and date their baseline before selecting one. Provide a clearly labelled baseline for students entering directly.

## Complete supplied rules

**Where to find the named materials:** These labels identify the supplied material on this page and in the combined campus pack; they are not separate files you need to locate. **IM-01** is the four-step baseline recovery plan. **IM-02** supplies the east-passage disruption and the transfer case with an unavailable meter and labelled reference readings. Keep separate plan versions.

- Baseline plan: Inspect manifest → Restore relay → Use east passage → Record handover.
- The initial plan is preserved as an immutable original in the activity.
- Practice/check disruption: east passage unavailable; west passage open but requires an additional relay check.
- Transfer disruption: the meter is unavailable. Supplied reference readings for battery/fuse/cable/lamp are 6/6/0/0 V; document their provenance and limits.
- Create a revised plan and rationale naming the failed dependency, replacement action, verification and responsibility.
- The activity prompts reflection; it does not assign a grade to the quality of open-ended reasoning.

## Two-hour schedule

These are the teaching session's time blocks, not six compulsory game objectives. Adjust timing as needed; reasoning matters more than speed.

| Time | Activity |
| --- | --- |
| 0–10 minutes | Mark the conditions behind the baseline and preserve dated Version 1. |
| 10–30 minutes | Inspect the alternate authority disruption and identify retained findings. |
| 30–60 minutes | Publish the route disruption and map affected dependencies before proposing responses. |
| 60–80 minutes | Rehearse a replacement and obtain read-back from the changed role. |
| 80–105 minutes | Address unavailable measurement equipment and distinguish reference evidence from new measurement. |
| 105–120 minutes | Compare versions, one retained decision and a stopping condition. |

## Worked example · a different scenario

The separate dispatch example loses its old release authority while its routes and equipment remain available. Its signed identity finding remains useful. Version 2 inserts a recipient-scope check by the investigator and replacement-authorisation recording by the coordinator before sealing, then retains dispatch and receipt. Appending those checks after dispatch would not repair the failed prerequisite. Both plans remain visible, and an acknowledged future plan is not presented as an already completed handover.

[Watch this separate example and inspect its finished record](/demonstrations/lab-11/).

The example explains a method. Its completed decisions are not the assigned task. Use the materials above for your own choices.

## Practice

Preserve Version 1 and annotate its dependencies before publishing the route disruption.

## Skill check

Compare a minimal revision with another response, rehearse the selected dependency and obtain responsibility read-back.

## Transfer challenge

Use the unavailable-meter condition. State provenance and limits of reference readings; identify what still needs verification.

## Student record

**Named output: revised-plan.**

Keep both versions, affected-dependency table, retained decision, two candidate responses, replacement test, owner and stopping condition. Label supplied evidence you did not measure.

Record your name/role, phase and scenario, prediction before action, evidence requested, result, decision, alternative and remaining uncertainty. Include assistance, format used and any physical-model limitation. Keep a failed attempt that explains a revision.

The investigation, experiment, agreement or revision is this week's practical output. A staged field handover is optional and cannot replace the reasoning record.

## Explanation — reveal after an attempt

The route disruption changes transport readiness and adds a relay check; it does not invalidate manifest inspection. Reference readings can support a conditional diagnosis, but are not measurements you personally took. A strong revision distinguishes retained evidence from new assumptions.

A facilitator judges the reasoning. The record's existence and the model's successful result do not by themselves establish learning.

## Reflection and later use

Which part of the original plan did you keep, and what evidence allowed you to keep it?

The final project needs a reasoned change between contrasting rehearsals. Explain why its chosen objective remains feasible or why the team deliberately revises it.

## Evidence and limitations

Save **revised-plan** with your explanation. Physical activities are proposed teaching designs, not hardware-tested equipment. Distinguish model-card results from actual measurements. Neither browser success nor paper completion establishes physical dexterity or classroom enjoyment. A dated station record is sufficient; a duplicate browser run is not required.