our bracket lesson skips the first released result

Bracket identity is legible and the original drawing is revision C. Inspector is still here. I've asked about the checked feature and how the released bracket was supported.

Keep any reconstructed explanation labelled as recollection, not a recovered reading.

That would be more useful than a confident invented dimension. Does the final pass identify which feature was rechecked?

Final pass covers hole spacing on revision C. Inspector remembers the first failure being at the upright, but cannot recover its actual value. So the later pass does not explain that first result.

Was the upright feature checked again somewhere else, Julia, or is the final sheet genuinely silent about it?

No separate check found. Quality is treating that historical result as unresolved, not assuming the hole-spacing pass covered it.

Then keep that case as the incomplete example. For a complete worked example, could quality and fabrication record the next bracket through the agreed checks?

And record the first release before anyone starts correcting it.

They have agreed a current observation using revision F and its inspection supports. The teaching sheet will keep that separate from the old C example, with individual bracket identity through any correction.

Which feature will the current example follow? The upright question should not vanish just because the new page has better headings.

Both the specified upright feature and hole spacing, as quality requires on F. Fabrication will record what it actually corrects. We are not assuming every failed feature improves together.

That should give the tutor a better question than did it pass: which result prompted which work, and what was measured afterwards?

The observed bracket failed the upright requirement at first release while hole spacing passed. After the recorded correction, both passed on the same F support arrangement. We now have a complete example without filling in the missing C reading.

Did the relief tutor distinguish the historical uncertainty from the current successful example when using the revised sheet?

Yes. She asked where the old bracket was, rather than assuming the new result cleared it. Quality is still tracing that old item. That is a useful unanswered question for the lesson to retain.

Much better than teaching that a pass elsewhere settles everything.