# PWR-082 — Haptic object recognition: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 22 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — Six familiar, clean, blunt, lightweight objects with distinct shapes, such as a spoon, peg, large key ring, sponge, cup and clothes brush.; An opaque cloth bag or tabletop screen, numbered object labels, timer and record sheet.; A stable chair and clear table with every object within easy reach. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Haptic recognition combines skin sensation, hand movement and object knowledge. This lesson teaches a repeatable scan: find the outer envelope, edges, material and safe moving parts, then name the object only after describing those features. Sight stays blocked only while seated and handling harmless objects. Target outcome: The learner completes six global-to-local scans, reports correct names and structural cues separately, and records which cue repairs each error on an unfamiliar-object retest. ### Authority and setup conditions - Inspect every object visually and remove sharp edges, loose parts, residue, allergens and objects that can spill or switch on. - Choose one hand or declared two-hand method and a 20-second exploration limit. - Arrange for a helper if reaching into a bag, grip loss or visual blocking could be unsafe. ### Required or supplied materials - Six familiar, clean, blunt, lightweight objects with distinct shapes, such as a spoon, peg, large key ring, sponge, cup and clothes brush. - An opaque cloth bag or tabletop screen, numbered object labels, timer and record sheet. - A stable chair and clear table with every object within easy reach. ## 1. Build a safe object set Choose six known objects that differ in overall form and function. Number them and write the answer key before blocking sight. Why: Known harmless objects keep the task about recognition, not mystery-object risk. Success check: Every object has a number, name and passed safety check. Accessible alternative: Complete the same research action — “Choose six known objects that differ in overall form and function. Number them and write the answer key before blocking sight.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Every object has a number, name and passed safety check.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Find the outer envelope With the object supported on the table, trace its overall length, width and thickness before exploring details. Why: Global shape sharply narrows the possibilities and reduces aimless squeezing. Success check: You can describe the object as long, round, flat, hollow or another clear form before naming it. Accessible alternative: Complete “With the object supported on the table, trace its overall length, width and thickness before exploring details.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “You can describe the object as long, round, flat, hollow or another clear form before naming it.” Use larger objects with high-contrast verbal labels for low vision, or sighted exploration when blocking vision is not appropriate. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Trace edges and parts Follow the perimeter and count handles, corners, openings, curves or branches. Keep fingers moving slowly toward known space. Why: Relations among parts often identify an object better than texture alone. Success check: The record names at least two parts and how they connect. Accessible alternative: Complete “Follow the perimeter and count handles, corners, openings, curves or branches. Keep fingers moving slowly toward known space.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The record names at least two parts and how they connect.” Use two hands, a nonslip mat or a helper-held object and record that support. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Check material and movement Describe hard or soft, smooth or rough and flexible or rigid. Move a part only when the object is designed to move and the helper confirmed it is safe. Why: Material and lawful movement provide extra cues without forcing or damaging the object. Success check: No part is forced, detached or activated. Accessible alternative: A supported, seated, reduced-range or slower version of “Describe hard or soft, smooth or rough and flexible or rigid. Move a part only when the object is designed to move and the helper confirmed it is safe.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “No part is forced, detached or activated.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. State a hypothesis before reveal Name the object, give confidence from 0 to 100 and cite the two strongest cues. Then look or let the helper reveal it. Why: Committing first makes feedback informative and separates recognition from post-hoc explanation. Success check: The name, confidence and cues are written before visual confirmation. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use larger objects with high-contrast verbal labels for low vision, or sighted exploration when blocking vision is not appropriate. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Repair on a new object For an error, identify the missed cue and apply the full scan to a matched unfamiliar object after at least 24 hours. Why: A new item tests whether the scan method transfers beyond memorising one set. Success check: The retest log identifies the earlier error and the cue used on the new item. Accessible alternative: Complete the same research action — “For an error, identify the missed cue and apply the full scan to a matched unfamiliar object after at least 24 hours.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The retest log identifies the earlier error and the cue used on the new item.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.