HCD.9:5 - Archetypal Grounding

HCD.9:5.1 - Redirect a Highest-NPV Answer to the Tested Configuration

In the release case, the learner’s first answer selects external module B because its stipulated NPV is highest. Ordinary references and calculation tools are permitted. The financial calculation remains useful, but the answer relies on a vendor report without checking which firmware was tested.

The teacher does not replace the answer. The feedback is one discriminating question: “Which configuration does the report support?” The learner finds that the report concerns FW7 while the required release uses FW8, marks B as unsupported for that use, preserves the financial comparison as conditional, and requests FW8-compatible evidence from the report’s supplier and withholds reliance on B until that evidence is obtained and checked. This completes the local correction; comparison with other modules requires their own compatible evidence.

The retry changes the condition. A compatible HW3/FW8/SCHED2 report and 24 test hours now support ten changes in three homogeneous batches, which require 23 hours, while demand of twelve leaves a continuing queue. Repeating the earlier refusal is wrong. If the available time is then 22 hours, promising ten changes becomes unsupported. The episode shows whether the learner changed configuration and resource checking under the recorded support; it does not yet establish unfamiliar transfer or retention.

HCD.9:5.2 - Turn a Pump Claim into a Discriminating Observation

Use the public pump task in HCD.6:5.1, including its 20 kW/100 m³/h baseline, measurement uncertainty, comparison model and protected observation time. The learner’s attempt uses 22.3 kW and 99.5 m³/h and concludes that increased energy per volume proves higher resistance. The calculation and supplied uncertainty bounds support the increase and weaken the measurement-error explanation; resistance and regulation efficiency remain rivals.

Feedback preserves the calculation and asks which feasible pressure observation would distinguish the leading explanations. The learner revises the claim, requests the comparable pressure observation within the remaining one and a half specialist-hours supplied by HCD.6:5.1, and states how a value near 448 kPa would support increased resistance under the stipulated model while a value near 400 kPa would redirect attention toward regulation efficiency. The correction is the conditional explanation and observation choice, not a teacher-supplied cause.

A later case changes uncertainty or omits comparable pressure data. If no obtainable measurement can improve the current explanation or response enough to justify its full preparation, specialist, comparison and displaced-work burden, the learner can finish with the supported energy-per-volume change and qualified rival explanations. A feasible present response is to return that bounded account to the responsible practitioner while leaving a resistance-specific remedy unselected. The cause remains unresolved; the useful calculation and explanation do not become incomplete merely because no new measurement is commissioned. Under the stated practice criteria, this can be a successful corrected retry.

When the changed condition instead makes the pressure observation useful enough to warrant its obtainable cost within the real window, select it and state how its possible values change the response. Keep the observation result unknown until it is obtained. Neither branch permits a unique-cause claim from the energy calculation alone; actual operating protections retain their own conditions and authority.

HCD.9:5.3 - Fit a Targeted Retry into Three Hours

The programme’s retry slot allocates 135 minutes to the learner’s correction and short changed case, 15 minutes to an individual teacher check, and 30 minutes to recording the result: three hours in total. The teacher chooses a case small enough for the affected requirement to be checked in that interval.

Requirements already demonstrated remain supported unless the new response contradicts them. If several independent gaps cannot be corrected and checked in the slot, the remaining requirements are recorded as incomplete. Continuing requires a separate decision about time or a narrower output; it is not added silently to the 340-hour programme and overall group success does not erase it.

HCD.9:5.4 - Keep Demonstration and AI Help out of the First Attempt

A teacher may demonstrate one move on an anchor case before the learner receives a distinct variant. The answer and key remain with the teacher; on the variant, the learner first receives the condition. If a detailed cue or demonstration is supplied after difficulty, the resulting correction is supported and the trace says so.

AI may search, calculate, draft, or critique within the permitted boundary. The trace records the learner’s question before AI use, the generated contribution, decisive source and calculation checks, and the learner’s explanation. A fluent AI revision is not the learner’s correction until the learner checks and uses it. A later changed-support probe may be selected by HCD.10, while HCD.11–HCD.13 govern what that observation can establish.