Skill: course-build → write-mcqs (items), video-brief (edit form), review-figures (the changed drawings), write-like-james (this record) @ 78dd825
Olivia's notes on Topic 1 — triage, part 2 (1 October 2026)
Source: reviews/olivia/G3T01_2026-10-01.md (Olivia Mullins, 93 sections). Its first 44 sections — INTRO through L05-quiz, and L05b-script, L05b-v1, L05b-q2, L05b-q9, L05b-q10, L05b-q7 — repeat her 29 Sep notes word for word and are not re-triaged here: their rows stand in OLIVIA_TRIAGE_G3T01_2026-09-29.md (30 edits written out, waiting on James's GO = digest action A1). The only new words in that stretch are two sentences under L05b-script, triaged below. Sections from L05b-q1 onward are new: 48 notes on L05b, L06, L07, L08, the mixed practice and the summary.
What happened, in five lines
- 33 notes applied today, in the files. Nothing was blocked by the permission system this time:
G3T01_lessons_b.py,G3T01.pyandfigures.pycarry the edits (each marked "Olivia, 1 Oct 2026"), the checker ends 0 FAIL, 61 WARN (no new WARN; one fewer S35), andcourse_preview/topic01/index.htmlis rebuilt. The 29 Sep edits are NOT applied: they still wait on A1. - Six video edits by id across four videos (L06, L07, L08, SUMMARY) in
handoff/G3T01/videos/FEEDBACK_OLIVIA_2026-10-01.md: four put a rider on the "magic swing" or sync its chips (VISUAL, audio unchanged), one puts the rolled and thrown balls side by side in L06, two give the summary its missing subjects and a pause (AUDIO at one moment each). Not sent. - Six questions go to James as digest actions A8–A13: the definition of pattern; whether L07 gets a v3 script with her ideas; "line" in the definition of path; the equal-bounce ball; which narration notes earn a re-render; the definition of reference point.
- Pushed back on five (reasons in the table): the tape on L05b's ruler; cutting PR-q1; PR-q4's rewording; "kill L07" (James's ruling); conditional images on a wrong answer.
- Her themes this time: convoluted-language items (six named), realism (the swing, the bounces), colour where it helps a child read a picture, and "the video must have taught what the quiz asks" (L07-q1). Folded into the digest's Themes; two sweeps proposed under Future.
Figures changed today were rendered (qlmanage, 700 px) and opened: the fan's dotted circle passes through the red blade's dot; the puddle arc ends at the child's feet; the elevator shaft has no floor lines; the goldfish bowl is blue; the lit lamps are red, yellow, green; the bounce drawing has no floor line to the ?; the five new ruler scenes read 0→30, 8→20, 30→75 (meter stick 20–80), 0→27 and 0→40, every mark on a drawn tick.
The table
Kind: video / content / wording / figure / decision. Status: applied · video edit (in the pipeline file, not sent) · open (a digest action for James) · declined (reason given) · noted (no change).
| note id | her words (short) | kind | our call | status |
|---|---|---|---|---|
| L05b-script | (new) "start line / finish line / end line"; "remove those pieces of tape on the ruler" | video | The 29 Sep row stands (units spoken at five moments). Finish line: declined 29 Sep, the topic's word is stop mark. The tape: disagree — the tape is the lesson's reason the zero is not at the start ("The ruler is taped down, so its zero stays where it is"; a loose ruler would simply be slid to the start). Kept, in the drawings and the video | video edit |
| L05b-q1 | put images with the ruler in all questions | content | applied: q1 drawn (ruler_marble_0_30, the plane becomes a marble, the number leaves the stem so the ruler is read — James's cover test, 30 Sep); q6 and q8 likewise (below). q7, q9, q10 were drawn in the 29 Sep edits (queued). Position of q1 unchanged (edit 26 moves it; queued) | applied |
| L05b-q4 | start with really easy maths; point out that the image repeats | wording | applied: q3 and q4 now open "Look at the same ruler again." The maths is already the easy kind (38 − 10: take away ten); the boat's 10 → 38 stays. Compatible with queued edits 19 and 26 (the old strings still match; 26's opener is now redundant) | applied |
| L05b-q6 | put an image | content | applied: the chick becomes a box, drawn (ruler_box_8_20), number out of the stem | applied |
| L05b-q8 | add image | content | applied: the digger becomes a toy boat on a meter-stick section 20–80 (ruler_boat_30_75), number out of the stem | applied |
| L06-script | side-by-side straight vs curved earlier; more emphasis on slanted-but-straight; a ramp example; does "line" clash with maths lines? | video | video edit (VISUAL): the rolled ball stays on screen beside the throw at beats 4–5. Slanted emphasis is already in the render (beat 9). The ramp is new narration → James (pipeline file, "For James"). "Line" → action A10 | video edit |
| L06-q1 | tests language; trivial | content | applied: cut (the pencil case recall of L04; the quiz keeps 13 items, S33/S34 clean) | applied |
| L06-q2 | "its" → "the skateboard's" | wording | applied | applied |
| L06-q3 | "its" → "the goldfish's"; blue for water | wording / figure | applied, both: stem, and the bowl's water is BLUE (#9ecbe8, the topic's water colour); alt text and image brief say so | applied |
| L06-q4 | new stem; the arrow points left of the child | wording / figure | applied: her stem word for word; the arc now ends at the child's feet (p2 191, fl − 8) | applied |
| L06-q5 | "the elevator's"; drop the horizontal dotted lines | wording / figure | applied, both | applied |
| L06-q6 | do all children know a zip line? | wording | applied: "A child holds on to a bar that hangs from a zip line, and slides down through the air. The dotted line shows the child's path. …" | applied |
| L06-q7 | does not look like a hose or water; colour; better image | figure | applied in part: blue splash and three blue drops at the landing. A redrawn hose is image-pipeline work: the brief in IMAGE_BRIEFS already specifies a hose with a nozzle and a water arch, and the generated picture replaces the SVG on the page | applied |
| L06-q8 | one red blade with a dot; her stem; the line is outside the tips and touches every blade | content / figure | applied: blade 1 is red with a dot at its tip (chip DOT); the dotted circle is the dot's circle (radius 68, through the tip); stem "One fan blade is red, with a dot at its tip. The dotted line shows where the dot went as the fan turned. Is the dot's path straight or curved?" Her three-frame version declined (one drawing per item) | applied |
| L06-q9 | "The dotted line shows the path the rocket took…" | wording | applied, as she wrote it | applied |
| L06-q10 | needs much better graphics | figure | noted: the running-track SVG is a placeholder for the generated picture (brief in IMAGE_BRIEFS); nothing to change in the item | noted |
| L06-q11 | show an image if the student gets it wrong | content | declined: the platform shows one feedback line and no second image; the fb already describes the arc ("Up over the log, then down") | declined |
| L06-q13 | convoluted definition question; use a fill-in-the-blank | wording | applied: "A hamster runs along its tube. The line the hamster goes along is called its ___." (position / path / direction) — the recall item's own frame as an MCQ first | applied |
| L06-q14 | the same question as MCQ before recall | content | covered: q13 is now exactly that (James's 30 Sep recognition-before-recall rule, S33) | closed |
| L07-script | a complete miss; pull it; the definition; the magic swing; chips out of time; "2 seconds" unclear; the dripping non-example | video / decision | James ruled 29 Sep: the pattern lessons stay (NGSS). Video edit (VISUAL): a child rides the swing; FORWARD and BACK chips land as the seat reaches each end. The rest changes narration → actions A8 (definition) and A9 (a v3 with her ideas?) | video edit |
| L07-q1 | not taught in the video; a different thing | content | applied: the quiz reordered so three motion cases lead (dolphin, bark, cat's tail) and the lights come fourth; the lights' why adds "even when nothing is moving". Key string y n y y n y n n n n. The video showing no non-motion pattern is in A9 | applied |
| L07-quiz | kill the whole lesson and redo it; I have ideas | decision | action A9 (James's ruling stands; her ideas are worth taking) | open |
| L08-script | the magic swing; "predicts" barely defined; a prediction lesson on its own; liked the tap countdown | video / decision | video edit (VISUAL): the rider on the swing. L08 IS the prediction lesson (MOT3-008); the swing is its carried case. The missing definition line is new narration → A9's choices | video edit |
| L08-q1 | change this definition of pattern | decision | action A8 | open |
| L08-q2 | the straight dotted line after landing 4 confuses; same height every bounce is unreal | figure / decision | applied: the floor line to the ? removed. Equal bounces → action A11 | applied |
| L08-q3 | not realistic | decision | action A11 (the equal-bounce ball across L07-q6, L08 q2–q4) | open |
| L08-q4 | same | decision | action A11 | open |
| L08-q5 | needs colour; say the lights change in a pattern | wording / figure | applied: lit lamps red / yellow / green; stem "The lights change in a pattern: red, green, yellow, again and again. Red is on now. Which light comes next?" | applied |
| L08-q6 | "just happened" is vague over 5 seconds; use a timer: 5, 10, 15 s | content | applied, her version: "You start a timer and watch a lighthouse. It flashes at 5 seconds, at 10 seconds and at 15 seconds. When will it flash next?" (at 20 seconds / at 16 seconds / you cannot tell); why shows 15 + 5 = 20 | applied |
| L08-q7 | bordering on convoluted | wording | applied: "A windshield wiper swings left, then right, then left, then right. It has just swung left. Which way does it swing next?" | applied |
| L08-q8 | don't love it; confusing language | wording | applied: "…comes in, then goes out, then comes in, again and again. It has just gone out. What will it do next?" | applied |
| L08-q9 | convoluted | wording | applied: the time clause stripped from the options ("It swings right."); stem split into short sentences | applied |
| L08-q10 | tests "the start of every hour" | wording | applied: "A clock's bell rings once every hour. It rang at 3 o'clock. When will it ring next?" (at half past 3 / at 4 o'clock / you cannot tell); "cuckoo" (S36) gone with it | applied |
| L08-q11 | convoluted; the setup is unnecessary; use the definition | wording | applied: "To say what will happen next, before it happens, is to ___." (predict / repeat / measure) — the practice recall's frame as an MCQ first; the truck story cut | applied |
| PR-q1 | spotting a landmark is not worth quizzing over and over | decision | kept: the term is a coined atom (MOT3-001/002) and James chose reference point on 29 Sep because it is the later-science word; one spot-it item stays in the practice (this one). Her theme is in the digest | declined |
| PR-q2 | same | content | applied: cut (the same move as PR-q1 — the ladder item) | applied |
| PR-q4 | "What part of this question tells us which direction you need to go in to get to the rake?"; "of the shed" is hard for ELL | wording | declined: the item is the "which part is the direction?" form James praised (28 Sep; vault, the which-of-these-tells-you form); her sentence is longer and keeps "of the shed" | declined |
| PR-q5 | "which part of the sentence tells you the landmark" is odd; ask which item is the landmark | wording | applied: "Which object is the landmark?" (L01's own verb) | applied |
| PR-q7 | "stands by / stood by" unusual; don't quiz moved over and over | wording | applied: "In the morning a watering can was by the shed. In the afternoon the same can is by the gate. Did the can move?" Kept as the practice's one L04 item | applied |
| PR-q8 | add an image of the ruler and the thing measured | content | applied: the frog becomes the register's toy train, drawn (ruler_train_0_27); the number leaves the stem | applied |
| PR-q9 | add a picture; kids might not know a ring at the fair | content | applied: the pony becomes a child on a merry-go-round, with the register's path_circle_merrygoround drawing (unused until now) | applied |
| PR-q10 | a confusing definition; don't quiz on it | decision | action A13 (the reference-point line); the recall item itself is James's rule (every coined term has a recall item, S34) | open |
| PR-q12 | add "from the landmark" after the blank | wording | applied: "…is called its ___ from the landmark." | applied |
| PR-q13 | confusing; maybe delete | content | applied: cut (S35 also flagged a nine-letter typed word; L03-q16 keeps the recall of direction) | applied |
| PR-q16 | "what is going to happen in the future" | wording | applied: "To say what will happen next, before it happens, is to ___." | applied |
| SUMMARY-script | add "the ball" at 0:06; a pause and a subject at 0:42; slow down, "you learned about X"; the swing moves side to side | video | video edits: AUDIO at beat 5 and beat 7 (her words); VISUAL at beats 11 and 13 (rider, FORWARD / BACK chips at the ends of the arc). Pacing and the orienting frame are a re-render → action A12. The script text (G3T01.py) says "The ball is over there" | video edit |
| SUMMARY-v1 | the pattern definition | decision | action A8 | open |
| SUMMARY-v2 | landmark | decision | closed by James's 29 Sep term ruling (reference point; the swap is in A1) | closed |
| SUMMARY-v3 | needs an image of the ruler | content | applied: drawn (ruler_car_0_40_q, the worked scene with no length written); the number leaves the stem | applied |
Counts: 33 applied (31 items or drawings, one script line, one cut pair counted once each) · 0 written out awaiting GO (no permission block today) · 6 video edits on 4 videos (not sent) · 6 flagged as actions A8–A13 · 5 declined · 2 noted · 2 closed.
Edits that touch the queued 29 Sep list
The 29 Sep edits (A1) are still to apply. Three of today's changes sit on the same strings; whoever runs the GO pass reads this first:
- Edit 19 / 26 (L05b-q3, q4): today's stems open "Look at the same ruler again." — edit 19's "reading" → "number" swap still applies as a substring; edit 26's new opener for q4 is now redundant (skip that clause; the reorder stands).
- Edit 13 (PR distance item): today's stem ends "…its ___ from the landmark."; the capitalised FAR still applies as a substring. The term swap then turns both "landmark"s into "reference point".
- Edit 25 (L05b-q7, q9, q10 drawn): unchanged; with today's q1, q6 and q8, every L05b item will then draw its ruler (her L05b-q1 ask in full).
- The term swap: today's new strings use "landmark" where the topic still does (PR-q5, PR-q12, the summary beat); the swap rule covers them.
Figures: the review-figures pass on today's drawings
| Figure | Where | Finding | Check | Acted |
|---|---|---|---|---|
| path_circle_ceiling_fan | L06-q8 | one red blade, dot at its tip, DOT chip on a leader; the dotted circle passes through the dot (radius 68 = hub 38 + half-blade 30) and so through the other three tips, as a real tip's path would | 3, 4, 10 | acted (redrawn, opened) |
| path_circle_goldfish | L06-q3 | water blue, fish orange on the path, chips clear of the bowl | 5, 12 | acted |
| path_curved_jump_puddle | L06-q4 | the arrowhead now ends at the child's feet; the child stands (no "just landed" pose exists in person(); the stem says "jumps over") | 3 | acted |
| path_curved_hose_water | L06-q7 | blue splash and drops at the landing; the hose remains a thick line with a nozzle | 9 | acted in part (a realistic hose is the image pipeline's) |
| path_straight_elevator | L06-q5 | no floor lines; one dotted line up the shaft to the car | 24 | acted |
| ball_bounces_arcs | L08-q2 | four equal arcs, five balls, the ? one bounce along with no line to it | 10, 24 | acted |
| traffic_light_cycle | L08-q5 | lit lamps red, yellow, green; the fifth light blank; nothing hints at green | 10, 16 | acted |
| ruler_marble_0_30 / ruler_box_8_20 / ruler_boat_30_75 / ruler_train_0_27 / ruler_car_0_40_q | L05b-q1, q6, q8; PR-8; SUMMARY q3 | readings performed on the renders: 0→30, 8→20, 30→75 (meter stick 20–80, 75 on the long tick), 0→27, 0→40; every mark on a drawn tick; no length written; alt text names no reading | 10, 21, 25 Sep routine | acted |
What was not acted on, and why
- The tape on L05b's ruler — the taped ruler is the lesson's premise (its zero cannot be slid to the start); removing it removes the reason for the whole lesson.
- "Kill L07" — James's 29 Sep ruling keeps the pattern lessons; what can be fixed by edit is edited, the rest is A9.
- PR-q4's rewording — James praised the form; hers adds words and keeps the construction she objected to.
- Keeping PR-q1 — the coined term needs one spot-it item in the practice; her broader point is in the digest's Themes.
- Conditional images (L06-q11) — not a platform feature.
- Her three-frame fan (L06-q8) — one drawing per item; the single frame with the dot does the job.
- "Really easy maths" on the L05b scaffold (q4) — 38 − 10 is the take-away-ten case; changing it means a new figure and three new keys for no gain.