STEM PRACTICE AND EVIDENCE WORKBENCH
Measure unfamiliar STEM term occurrences and distinct new-term density in instructional text while preserving familiarity evidence.
Review output
Load the worked example to inspect realistic inputs, or enter anonymous classroom or laboratory evidence. Results remain in this browser tab until you copy or download them.
Transparent method
Tokenize words with Unicode letters and numbers. Match each supplied term case-insensitively at word boundaries, allowing flexible spaces inside a multiword phrase. An unfamiliar term contributes once to distinct new-term load when it occurs at least once; its full repetition count remains visible. Density equals distinct unfamiliar terms used divided by passage words times 100. A density above the entered ceiling marks a passage for review, not automatic simplification. Repeated terminology may support learning when definitions, examples, morphology, visuals, and practice are deliberate. A low density can still hide difficult syntax, symbols, implicit meanings, abstract concepts, or inaccessible design. Review with representative learners and preserve necessary disciplinary language.
Confirm the learning question, authoritative source, units, notation, response coding, model assumptions, and review threshold. Keep an unchanged copy of the original evidence and remove learner names or identifiers.
Run the worked example first, inspect every intermediate row, and compare it with a hand calculation, diagram, representation, or approved subject method. Correct input evidence before interpreting a flag.
Record the method, assumptions, units, classifications, and flagged rows. Verify the editable report independently, connect the numerical signal with learner reasoning, and document any teaching or laboratory decision outside this tool.
How to interpret the result
Use when reviewing directions, explanations, worked examples, laboratory procedures, or assessment passages for concentrated new terminology. The analyzer shows which supplied terms occur, their repetitions, and a transparent density flag. It does not calculate general reading level, understand conceptual difficulty, detect every morphological variant, judge definitions, translate text, or prescribe a universal vocabulary ceiling.
The plant-energy passage contains photosynthesis, chlorophyll, glucose, energy, and oxygen. The first three supplied domain terms are marked unfamiliar, while energy and oxygen are familiar. The report counts exact case-insensitive occurrences and calculates three distinct new terms divided by the passage word count times 100. The result can be compared with the entered six-per-100 planning ceiling.
Tokenize words with Unicode letters and numbers. Match each supplied term case-insensitively at word boundaries, allowing flexible spaces inside a multiword phrase. An unfamiliar term contributes once to distinct new-term load when it occurs at least once; its full repetition count remains visible. Density equals distinct unfamiliar terms used divided by passage words times 100.
A density above the entered ceiling marks a passage for review, not automatic simplification. Repeated terminology may support learning when definitions, examples, morphology, visuals, and practice are deliberate. A low density can still hide difficult syntax, symbols, implicit meanings, abstract concepts, or inaccessible design. Review with representative learners and preserve necessary disciplinary language.
Do not label all long words unfamiliar, infer familiarity from grade alone, omit phrases such as limiting reagent, count every repetition as a different term, remove scientifically necessary vocabulary solely to lower a score, or treat exact matching as semantic understanding. Check variants, abbreviations, symbols, cognates, translations, definitions, sentence structure, and instructional purpose manually.
Learning boundary
This browser-local workbench applies only the disclosed rules. It cannot diagnose a learner, certify an experiment, establish assessment validity, or replace teacher, laboratory, curriculum, accessibility, and safety judgment.
Review checklist
Practical questions
No. Processing occurs in the current browser tab. Avoid personal information and retain authoritative records only in the approved school system.
No. It describes entered evidence under one disclosed rule. Review reasoning, uncertainty, access, and several evidence sources.
Treat it as an editable calculation aid. Show your own reasoning, cite required sources, and follow course and academic-integrity rules.
YOUR NIRMION
