Topic 22 — Measuring the weather — blueprint (28 September 2026)
What I need from you: 4 decisions
Is rain read in millimeters (the atom's unit) or in inches (US weather reports)?
EAR3-019's example says "5 mm of water collected overnight", so the gauge is drawn in mm — a number every 10 mm, a mark every 2 mm, the same counting routine as Topic 17's cylinder. A US school gauge often carries inches in tenths, which needs decimals a Grade 3 student does not have. Every rain figure and item changes if you choose inches.
My recommendation: millimeters, with "a very small unit of length" as the one coining line; the register example stands.
Does the strand intro go to the pipeline as its own video, ahead of this topic's intro?
you ruled on 25 Sep that each strand opens with a short video that teaches nothing. STRAND_INTRO_SCRIPT in G3T22.py is that video for Earth & Space (the weather around us, the ground under us, the sky above; a ready line and a poll). The Physics and Matter strand intros are owed and will be written to the same shape.
My recommendation: yes, one batch entry named G3-EARTH-INTRO, before G3T22-intro.
Does the wind vane keep four directions only?
EAR3-018's example is "a north wind". The drawn vane carries N, E, S, W and every item uses those four. Real vanes carry NE, SE, SW and NW too, and a Grade 5 STAAR item could name them.
My recommendation: four in Grade 3; eight when EAR5-012 re-enters the instruments in Grade 5.
Does L01 keep the sun-and-shade pair?
the reading assumes the thermometer hangs in the shade (vault: a drawn instrument's setup is said once). L01 shows two thermometers on one afternoon, 92 °F in the sun and 74 °F in the shade, with one line of why: "The sun heats the thermometer itself." It costs the article one figure and five idea lines; the script keeps only "hanging in the shade" and the rule.
My recommendation: keep — it is the one way a child puts the thermometer somewhere wrong.
Topic 22 at a glance — 6 lessons
| Lesson | Opens on | Format | |
|---|---|---|---|
| L01 | The thermometer measures how warm the air is | Here is Caleb at the classroom window on Tuesday morning. | video + article |
| L02 | The wind vane shows where the wind is from | Here is Odin on the playground. | video + article |
| L03 | The rain gauge measures how much rain fell | It rained in the night. | video + article |
| L04 | Write it down in a table | Here is Ivar's desk after a week of weather watching. | video + article |
| L05 | Record today's weather | It is Thursday morning. | video + article |
| L06 | Find a value in the table | It is Friday. | video + article |
What this topic is, in five lines
Six short lessons, one per atom, opening the Earth & Space strand. Three teach one instrument each — the thermometer measures how warm the thing it is in is (so hung in the shade, the air); the wind vane's arrow points into the wind and the letter under the point says where the wind is from; the rain gauge measures how much rain fell, in millimeters. Two teach the table — write each day's readings in its own row under labelled headings (L04), and fill today's row from the right instrument for each column (L05). The last reads a named value back (L06): find the day's row, find the column with the right heading, the box where they meet holds the value.
One running scene keeps one dataset: the class table for one school week (Mon 72 °F W 0 mm · Tue 64 N 6 · Wed 58 N 14 · Thu 66 E 2 · Fri 76 S 0). L01 reads Tuesday's 64, L03 reads Tuesday's 6 mm and Wednesday's 14, L04 writes Monday and Tuesday, L05 fills Thursday, L06 looks Wednesday and Tuesday up. Items use fresh datasets (Grandma's house, Corin's garden, the park, camp, the beach).
Every thermometer level is even (a mark every 2 °F), every rain level is even (a mark every 2 mm), every direction is one of the four letters — figures.py asserts it. The wind vane, the rain gauge and the weather table's highlight layer are this topic's new register entries; the thermometer is Topic 17's, imported; the table is Topic 2's look.
Applied without asking (rulings you have already given): hard PP100 items are typed (two of ten exemplars: one numeric, one text); every attached question stands alone with its own drawing; no option bundles a verdict with a reason; every stem a positive question; colour in figures; scene changes spoken with "let's" in the intro and never as an imperative; the intro ends on a ready line and a poll and names no lesson; three questions on the summary; the thermometer is Topic 17's drawing, Fahrenheit side, read by Topic 17's routine; a video that reads a table draws the table (L06); a weather record holds observations only (Topic 16); one lesson per atom, six lessons.
The thermometer measures how warm the air is L01
Here is Caleb at the classroom window on Tuesday morning.
He holds one hand out into the air.
'Chilly!' he says.
Rowena says it isn't chilly at all.
How warm is the air outside, really?
A hand can't give you a number.
A thermometer measures how warm the air or the liquid around it is.
The thermometer outside hangs in the air, so it measures how warm the air is.
It reads 64 °F.
A thermometer in a mug of milk measures the milk, not the air.
The weather thermometer hangs outside, in the shade.
Video: the level line and the count 62, 64; the three cards in turn (outside, classroom, milk) — video and article.
Part 1 — EAR3-017 — Name the thermometer as the instrument that measures how warm the air is, hung in the shade
Part 1q — quiz, 11 items
The wind vane shows where the wind is from L02
Here is Odin on the playground.
The wind blows his hair straight back.
He turns to face into the wind.
'Where is this wind coming from?' he asks.
Nobody can see the wind.
But one instrument on the school roof can show him.
A wind vane has an arrow that turns on a pin, and four letters: N, E, S, W.
The arrow points into the wind.
The letter under the point says where the wind is from.
A wind from the north is called a north wind.
Video: the streaks arriving and the point swinging to the N, then the W; the tail-push picture — video and article.
Part 1 — EAR3-018 — Name the wind vane as the instrument that shows wind direction; read the letter under the point
Part 1q — quiz, 10 items
The rain gauge measures how much rain fell L03
It rained in the night.
In the morning, Gemma and Rudy look at the playground.
The puddles have dried up.
Gemma says a lot of rain fell.
Rudy says only a little.
Nobody was awake to see how much rain fell.
A rain gauge is a straight tube with marks up its side.
It stands in the open and starts empty.
The rain falls in.
Find the flat top of the water, read the number below it, and count up in 2s.
The reading is in millimeters: 6 mm of rain fell.
Video: the empty gauge, the water appearing, the zoom panel with the count 2, 4, 6; the wet Wednesday at 14 mm — video and article.
Part 1 — EAR3-019 — Name the rain gauge as the instrument that measures rainfall; read its level in mm
Part 1q — quiz, 12 items
Write it down in a table L04
Here is Ivar's desk after a week of weather watching.
Each reading sits on its own scrap of paper.
One scrap says 72, another says rain 6, another says Tuesday 64.
Which day had 6 mm of rain?
Nobody can tell, not even Ivar.
A table has one row for each day.
It has one column for each measurement.
The heading at the top of a column names it and gives the unit.
Monday's readings go in Monday's row, one in each column.
Without headings, nobody knows what the 6 is.
Video: the headings glowing in turn; a column highlighted blue and a row yellow; Monday's readings landing one by one; the headings blanking out — video and article.
Part 1 — SR3-010 — Record observations in a table with labelled columns
Part 1q — quiz, 11 items
Record today's weather L05
It is Thursday morning.
The class weather table has Monday, Tuesday and Wednesday filled in.
Thursday's row is empty.
Outside stand the three instruments.
Which reading goes where?
Each column has its own instrument.
The thermometer fills Temperature (°F), the wind vane fills Wind from, and the rain gauge fills Rain (mm).
Read each instrument and write its reading in its column, in today's row.
Thursday's row reads 66, E, 2.
Video: a line from each heading to its instrument; each reading landing in the row as it is read; Rowena's 10 appearing and fading — video and article.
Part 1 — EAR3-020 — Record today's weather using the right instrument for each part
Part 1q — quiz, 11 items
Find a value in the table L06
It is Friday.
Talia says Tuesday was colder than Wednesday.
Rudy says no, Wednesday was colder.
Nobody remembers.
But the class weather table does.
To find a value, first find the day's row.
Then find the column with the right heading.
The box where the row and the column meet holds the value.
The box where Wednesday's row and the Temperature column meet holds 58 °F.
Tuesday was 64 °F, so Wednesday was colder.
Video: the whole table on screen throughout (a data video); the row highlighted yellow, the column blue, the ring on 58; then the two rings — video and article.
Part 1 — SR3-011 — Read off a named value from a table
Part 1q — quiz, 10 items
Language decisions
- The atoms' words: "thermometer" (Topic 17's), "wind vane", "rain gauge", "millimeters (mm)", "a north wind" (a wind FROM the north), "heading", "column", "row", "table" (Topic 2 introduced tables; this topic names their parts).
- The wind vane's arrow "points into the wind"; "the letter under the point says where the wind is from". Never "the arrow points where the wind is going".
- Every table entry is an observation an instrument showed (Topic 16); an opinion about the day does not go in.
- Rain in millimeters (decision 1). "Inches" is not said.
- No "gravity", "force", "matter", "weigh", "lift" or "leak" anywhere in the topic. The wind "pushes" the tail; the tail "swings"; the sun "heats" the thermometer.
- Openers vary: L01 "Here's Caleb…", L02 "Here's Odin…", L03 "It rained in the night.", L04 "Here's Ivar's desk…", L05 "It's Thursday morning.", L06 "It's Friday."; contractions in scripts and headaches.
PP100 type sheet (TYPE_SHEET_ONLY; James's 28 Sep night ruling: hard items are typed)
Ten types, ten exemplars, at most two alone-types per atom; eight four-option MCQs (easy and medium) and two typed hard items (one numeric — the gauge reading; one text — the day with the most rain). Coverage table in records/TYPES_G3T22.md.
Figures
78 figures; every drawing a reading rests on is SVG (thermometers, vanes, gauges, tables, the three-instrument rows); three photos (a real outdoor thermometer, a real wind vane, a real rain gauge); four cartoons (Caleb's hand at the window; Odin facing the wind; Gemma and Rudy at the dry puddle; Talia and Rudy at the table). Every figure has an IMAGE_BRIEFS entry and an IMAGE_KINDS entry; people and hands are never drawn as glyphs. Item figures carry no verdict chip, no streaks and no highlight; the blind comment gives the marks, the letter or the cells, never the verdict.
Deliberately not taught
Why the sun heats the thermometer more than the air (one sentence of what, no mechanism); NE / SE / SW / NW (decision 3); the windsock and the anemometer (EAR5-012); inches of rain (decision 1); what a millimeter is against a centimeter (no conversion); what rainfall depth means for the ground; a bar chart of the week (SR3-012, Topic 23); comparing two places (EAR3-021, Topic 23); predicting tomorrow (Topic 23).
This grade’s course architecture — open only if you want the whole map
Skill: course-build → atomise (architecture, step 6b gate) → write-like-james @ acc4fb6
Grade 3 Science — course architecture v3 (James's rulings of 25 September, plus Olivia Mullins's sequencing)
Read this in five minutes. Grade 3 Science is ONE course with a fixed order; nobody picks strands. It arranges the 183 Grade 3 atoms into four strands and forty-two small topics, each with its own mixed practice, summary video and PP100. Nothing below writes a lesson sentence. The atoms stay where they are: the Science Knowledge Graph's 3-5 registers.
Rulings recorded (James, 25 September 2026)
- Strand order: Physics, Matter, Earth & Space, Life. James: "I don't think it matters hugely … Happy to go with 1 Physics 2 Matter 3 Earth and space 4 Life. That works well." Strands may be intermingled later if a reason appears; none does yet.
- Grade 3 is one course. "We're not going to allow students to pick any strand … we need to structure Grade 3 as we think Grade 3 should be structured best." v1's line about students choosing strands was wrong and is gone.
- Topic 1 is the pilot. "That topic 1, I think, works as a good pilot."
- Small topics. "3 atoms is fine for testing. PP100s on quite granular stuff is absolutely fine … A 4-atom topic and a 5-atom topic is great. 9 is too many, really … if something's got 9 atoms, we should be considering splitting it." So sound, soil, fossils and natural resources each stand alone, and every v1 topic of nine or more was split (Card 2). Topics 1 and 2 keep 8 and 7 lessons because James approved Topic 1 as it stands and Topic 2 is one chain about speed; both are flagged as split candidates once their PP100 data arrives.
- Forces opens with Earth's pull and magnets, before the word "force" (Olivia Mullins call, 25 September; James: "I think I'll follow that"). Topics 3 and 4 teach the two non-touching pulls with no talk of forces; Topic 5 coins "force" on both of them and on the hand push together, so the hand push never becomes the whole category. Her two classroom misconceptions (Earth pulls only on your feet; "balanced" is a kind of force) are in the register and the lessons.
- States of matter start with air (Olivia): air takes up space → gases spread → liquids → solids → the sort.
Applied from the earlier rulings: four strands; Motion before Forces before Energy; Scientific Reasoning atoms taught inside the topics that use them; one intro video per strand and per topic, each teaching nothing; one atom, one lesson, both video and article; a summary video before every PP100; PP100 banks of at least fifty items tagged by depth of reasoning; the Forces topics reuse the golden pack; the language rules (Earth's pull, carriers not forms, no "leak" or "lift").
Card 1 — The strands and their order
The call: Physics → Matter → Earth & Space → Life, each with its own intro video and its own end-of-strand test.
| Strand | Topics | Atoms | Why it sits here |
|---|---|---|---|
| Physics | 1-15 | 64 | Motion first: what you can see, before the invisible cause. Energy last: "faster means more energy" needs speed. |
| Matter | 16-21 | 22 (+7 Scientific Reasoning) | Uses the measuring tools and feeds Earth's water cycle in Grade 4. |
| Earth & Space | 22-31 | 41 (+4 Scientific Reasoning) | Weather uses tables and graphs; "the Sun powers Earth" must precede food chains. |
| Life | 32-42 | 43 | Ends the year; leans on Space (the Sun), Forces (Earth's pull) and Matter (properties). |
Scientific Reasoning's 13 atoms are spread through Topics 1, 16, 17, 22, 23 and 25 (Card 4). Total 183 lessons.
Card 2 — The topics
The call: forty-two topics, most of three to six lessons; a mixed mastery practice set, a summary video and a PP100 at the end of every one.
| # | Topic (student-facing title) | Atoms (in teaching order) | Lessons | The big idea it serves |
|---|---|---|---|---|
| Physics | ||||
| 1 | Where is it? Did it move? | MOT3-001, 002, 003, 004, 005, 006, 007, 008 (+ SR3-020, 021 inside L07/L08) | 8 | You say where something is with a landmark; moving means its position changed; motions can repeat |
| 2 | Fast and slow | MOT3-020, 021, 022, 023, 024, 025, 026 | 7 | Faster means farther in the same time, or the same distance in less time |
| 3 | Earth pulls things down | FOR3-021, 029, 030, 028, 022 (+ a closing lesson naming gravity) | 6 | Earth pulls every object, all the time, straight down, on every part of it, without touching; a strong enough pull can beat it; the pull's name is gravity (JM 28 Sep 2026; no word "force" yet) |
| 4 | Magnets | FOR3-023, 024, 025 | 3 | A magnet pulls steel without touching; two magnets pull or push; use a magnet to solve a problem (no word "force" yet) |
| 5 | What a force is | FOR3-012, 001, 008, 006 | 4 | Earth's pull, a magnet's pull and your push are all forces; push or pull; on one object; in one direction |
| 6 | Forces that touch, and forces that don't | FOR3-020, 027, 026 | 3 | Some forces act without touching: Earth, magnets, a rubbed balloon; most pushes touch |
| 7 | Pushes and pulls change things | FOR3-002, 003, 004, 005, 007 | 5 | A push or pull starts, stops, turns or squashes; you can test it |
| 8 | Strong or weak: drawing a force | FOR3-009, 010, 011 | 3 | A stronger push makes a bigger change; an arrow shows a force's direction and strength |
| 9 | Balanced forces | FOR3-040, 041, 042, 043, 045 | 5 | Several forces act at once; balanced forces leave motion as it is, still or steady |
| 10 | Unbalanced forces | FOR3-044, 046, 047 | 3 | Unbalanced forces speed up, slow down or turn |
| 11 | Energy: what has it, how it travels | ENE3-001, 002, 003, 004, 005, 034 | 6 | Energy makes things happen; light, sound and electricity carry it; faster means more |
| 12 | Sound | ENE3-030, 031, 032 | 3 | Sound comes from vibration and travels to your ear |
| 13 | Light: sources, straight lines, shadows | ENE3-010, 011, 012, 017 | 4 | Light comes from a source, travels straight, makes shadows, must reach the eye |
| 14 | Light bounces, bends or soaks in | ENE3-013, 014, 015, 016 | 4 | Reflection, refraction, absorption, sorted |
| 15 | Light and heat | ENE3-020, 021, 033 | 3 | Light-givers give heat; rubbing makes heat; light carries energy |
| Matter | ||||
| 16 | Describe it, sort it | SR3-001, 002, MAT3-001, 002, 003 | 5 | Observe with more than your eyes; describe an object by its properties; sort and order |
| 17 | Measuring tools | SR3-003, 004, 005, 006, 007 | 5 | Thermometer, scale, measuring jug; pick the right one; two groups can disagree |
| 18 | Which has more? | MAT3-004, 062, 005, 006 | 4 | More mass, more space, warmer, decided by a measurement; MAT3-062 "everything takes up space" (JM ruling on Olivia's comment, 28 Sep 2026) sits before the space comparison |
| 19 | Sinks, floats, sticks to a magnet: choosing materials | MAT3-007, 008, 060, 061 | 4 | Test a property, then pick the material for the job |
| 20 | Solids, liquids and gases | MAT3-063, 064, 065, 022, 023, 021, 020, 024 | 8 | Air first (Olivia's order): air is something you can feel; it is made of tiny pieces too small to see; so is every kind of matter; air takes up space; gases spread out to fill their space; liquids take their container's shape; solids keep theirs; then the sort with the awkward cases. MAT3-063, 064, 065 were added on 28 Sep 2026 (JM's rulings on Olivia's comments) before MAT3-022 in the chain; eight lessons is over JM's 3–6 size, so the Topic 20 build record (decision 1) proposes a split after MAT3-022 into "Air is something" (4) and "Solids, liquids and gases" (4), renumbering Matter to 16–22, Earth & Space 23–32, Life 33–43 — nothing after Topic 19 is authored, so the renumbering costs nothing now |
| 21 | Heating and cooling | MAT3-040, 041, 042, 043, 044, 045, 046 | 7 | Heating and cooling change the state but it is the same water (split candidate: melting/freezing vs evaporating/condensing) |
| Earth & Space | ||||
| 22 | Measuring the weather | EAR3-017, 018, 019, SR3-010, EAR3-020, SR3-011 | 6 | Three instruments, a weather diary, reading it back |
| 23 | Weather over a season, and far away | SR3-012, EAR3-022, 023, 021, 024 | 5 | A season's records make a chart; the chart predicts; other places differ |
| 24 | Volcanoes, earthquakes, landslides | EAR3-007, 010, 008, 011, 009, 012 | 6 | What each one is, then how it changes the land fast |
| 25 | Dangerous weather | EAR3-013, 014, SR3-022 | 3 | Weather can do damage; a defence holds it back; pick the sensible cause |
| 26 | Soil | EAR3-001, 002, 003, 004 | 4 | Soil is broken rock plus dead things |
| 27 | Fossils | EAR3-029, 030, 031, 032, 033 | 5 | A few dead things last as fossils and tell of the past |
| 28 | Using and conserving natural resources | EAR3-040, 041, 042, 043 | 4 | Everything you own started as a natural resource; some run short |
| 29 | The Sun | SPA3-001, 007, 002 | 3 | A huge glowing ball of gas; a star; the source of Earth's energy |
| 30 | The stars | SPA3-003, 004, 005, 006 | 4 | Stars differ; they look like dots because they are far; telescopes show more |
| 31 | The solar system | SPA3-010, 011, 012, 013, 014 | 5 | Earth orbits the Sun with seven other planets; the Moon orbits Earth |
| Life | ||||
| 32 | Alive or not | LIF3-001, 007, 008, 009, 002 | 5 | Living things grow, feed, move and make more; sort living from non-living |
| 33 | What living things need | LIF3-003, 004, 005, 006 | 4 | Food, water, air and a place that suits them |
| 34 | Backbone or no backbone | LIF3-010, 011, 070 | 3 | Grouping by shared features; vertebrates, invertebrates, arthropods |
| 35 | The five vertebrate groups | LIF3-015, 016, 017, 018, 019, 012 | 6 | Mammal, bird, reptile, amphibian, fish, then the sort |
| 36 | Eggs, body parts and senses | LIF3-013, 020, 027 | 3 | Egg-layers or live birth; body parts do survival jobs; animals sense, then respond |
| 37 | How plants make new plants | LIF3-071, 072, 014, 024 | 4 | Seeds, spores, the sort, the flower's job |
| 38 | Plant parts and their jobs | LIF3-021, 022, 023 | 3 | Roots, stem, leaves |
| 39 | Plants respond | LIF3-025, 026, 028 | 3 | Stems grow to the light, roots grow down; plants respond by growing, animals by moving |
| 40 | Life cycles and family likeness | LIF3-030, 031, 040, 041, 042 | 5 | Every life runs in a cycle; offspring take after their parents but differ |
| 41 | Food chains | LIF3-050, 051, 052 | 3 | Every food chain starts with the Sun; remove a link and the rest changes |
| 42 | Living together and coping with change | LIF3-060, 061, 062, 063 | 4 | Groups, places and seasons decide who survives |
Totals: 183 lessons, 42 practice sets, 42 PP100s (banks of at least 50 items each), 4 strand tests (after Topics 15, 21, 31, 42), 1 end-of-grade test.
Why this grouping
- Every prerequisite edge points backwards in this order. Checked atom by atom in the assembled files; no forward reference.
- Animal topics (33-35) and plant topics (36-38) are separate, as James asked; the plant-versus-animal response contrast (LIF3-028) closes Topic 38 because it needs both sides taught.
- Topics 3 and 4 teach Earth's pull and magnets without the word force; Topic 5 coins it on all three kinds (Olivia's sequence). Topic 8 carries the two force-arrow atoms so Topics 9 and 10 can draw balanced and unbalanced forces.
- Topic 24 puts "what a volcano is" straight before "volcanoes change the land fast", and the same for earthquakes and landslides: what it is, then what it does.
What changes: the folder gets grade3/topicNN_build/ per topic; Topic 1's blueprint is approved; Topic 1 is built first.
Card 3 — Topic 1 is the pilot (approved)
The call: pilot "Where is it? Did it move?" end to end — 8 lessons, an attached question per video, a ten-item quiz after each, mixed practice, summary video, PP100 — before any other topic starts.
- It is the first thing a Grade 3 student meets, so the whole format ladder gets tried where the stakes are lowest.
- It holds a fact, four sorts, two routines and a prediction. Every check type the course needs appears once.
- Its quiz items are drawings of everyday scenes, so the figure pipeline for young grades gets tested too.
- Topics 3 to 10 follow, reusing the golden Forces pack where its lessons match (push or pull, force on one object, strength, direction, more than one force, the balanced and unbalanced lessons).
Card 4 — Scientific Reasoning is taught where it is used
The call: each of the 13 Scientific Reasoning atoms is a lesson inside the topic that first needs it, with its check there; no separate strand, no separate test.
| SR atom | Host topic | Why there |
|---|---|---|
| SR3-001 Observe with more than your eyes; SR3-002 Observation or idea about it? | 16 Describe it, sort it | describing an object's properties is observing |
| SR3-003 Read a thermometer; SR3-004 Measure mass with a scale; SR3-005 Measure the volume of a liquid; SR3-006 Pick the right measuring tool; SR3-007 Two groups, two different answers | 17 Measuring tools | the tools before "which has more?" uses them |
| SR3-010 Record results in a table; SR3-011 Find a value in a table | 22 Measuring the weather | the weather diary is the first table students fill and read back |
| SR3-012 Read a pictograph or bar graph | 23 Weather over a season | the graph before the graphing routine |
| SR3-020 Spot the pattern; SR3-021 Use the pattern to predict | 1 Where is it? Did it move? (inside L07 and L08) | the swing's repeat is the pattern |
| SR3-022 Choose the sensible cause | 25 Dangerous weather | first place students pick a cause for an event |
Card 5 — Tests and benchmarks
The call: a PP100 per topic; a static end-of-strand test per strand (some free response); one static end-of-grade test; all Grade 3 tests are our own banks, seeded from released grade-5 items filtered to Grade 3 atoms.
- No state tests science before grade 5 (D1 ruling). The released STAAR, Florida SSA and AZSCI grade-5 forms give the style and difficulty; items tagged to Grade 3 atoms seed the banks.
- The strand tests fall after Topics 15, 21, 31 and 42.
- The end-of-grade test samples all four strands with free-response items.
What happens next
Topic 1 is built as the first interactive version for James: the topic intro (video script and article), eight lessons each as a video script with animation guidance and an article with figures, one attached question per video, a ten-item quiz per lesson, mixed practice, the summary video script and the PP100 bank. Topic 3 follows, reusing the golden pack.