I tried explaining the sample images to a new operator and could not point to a consistent physical feature. The bright line changes when the plate is reseated, but each picture says scratch. The plate still exists. What should we establish before I teach any of these labels?
Have quality judge the actual identified plate first, then keep that decision with its images. Otherwise the operator is learning the caption rather than what makes a real part acceptable.
Quality accepts the pictured plate. They have selected a separate faint reject for the comparison. I have withdrawn the guessed labels from the active lesson folder, keeping the original captures.
Will the person maintaining the lesson attachments get that correction too? We all remember the master folder, then an old slide appears from someone's desktop like it never left.
I own the lesson copies and have listed the affected attachments. Revised holder is proposed, not fitted. We still need repeat seating and a view that reveals the faint reject.