IsabelBell0648 · 25 Jul 2026, 23:58 UTC
Who decided the scratch labels? Start there before teaching them.
8 pointsI have had an example picture outlive the explanation that made it useful. Link each picture to its physical plate and the acceptance decision. Keep uncertain examples visible as uncertain, particularly in teaching material.
18 pointsUse repeated views of the same plate. Have you observed the mark itself moving, or just a bright area around it?
13 pointsDinesh, I observed the bright area moving. I cannot yet say what lies beneath it. Victor, the labels came from a preliminary image review. I have asked the quality tutor to assess the retained plates.
11 pointsPlease flag the handout too. Students will believe the printed answer.
2 pointsThe handout is flagged. The quality tutor has identified one real scratch among the moving reflections. We are keeping that plate in the comparison set. Thank you, Noah; matching the physical plate to the file avoided a muddle.
21 pointsThat scratched plate is the important check now. Compare whether proposed lighting reveals its mark consistently when you remove and replace it, with capture settings recorded.
7 pointsAnd do not make the exercise only about that one scratch, Dinesh. Include accepted plates and the difficult decisions too. Otherwise the class can optimise beautifully for the specimen it already knows.
18 pointsAgreed, I focused too narrowly on the newly identified mark. Keep that check within the wider reference set, not as the whole acceptance exercise.
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