Duration: 25 minutes. Group: 4–6 people. Materials: this sheet, paper, markers. No computers or phones.

An imaginary campus passage needs an interactive light installation. Create a scientific question, a lighting rule, and a visual response to its daily rhythm. All values below are invented teaching examples. They are a small warm-up dataset, separate from the notebook’s full dataset.

Time	Daylight in lux	Crossings in 15 minutes
06:00	0	3
08:00	1200	41
12:00	16000	32
17:00	2200	48
19:00	100	12
22:00	0	4

Fictional perspectives: a student wants a welcoming route after evening classes; a technician wants simple maintenance; an observer enjoys light patterns but dislikes constant flashing. These statements are prompts, not research findings.

1. Frame — 4 minutes. Identify a user need and something missing from the table. Each participant proposes one idea before the group selects a direction.

2. Science — 6 minutes. Write one testable hypothesis. Name a supporting observation and another possible explanation. Sketch what else you would measure.

3. Engineering — 7 minutes. Make a rule table with OFF, LOW, and HIGH states. Consider daylight, crossings, and a missing sensor reading. Walk through three normal cases and one missing-data case. Classroom power assumptions: 0, 20, and 60 watts respectively.

4. Art — 6 minutes. Turn the six observations into a drawing or short performance score. Decide how time, brightness, and crossings map into form. Show absence deliberately if you use it.

5. Record — 2 minutes. Write one reason for each product’s main choice. Keep the paper for the final comparison.

Discussion: Which decision required evidence? Which required an explicit engineering constraint? Which depended on the experience you wanted to express? What could your table never tell you about the people crossing the passage?