Skill: course-build → write-mcqs (items), write-lesson (article lines), video-brief (edit form), review-figures (the L02 drawings) @ 78dd825
Olivia's notes on Topic 2 — triage (1 October 2026)
Source: reviews/olivia/G3T02_2026-10-01.md (Olivia Mullins, 29 notes on the intro, L01, L02 and L03: the three scripts, the attached questions and the quiz items). Topic 2's eleven videos are live and approved by James (29 Sep). Her words are on the tracker (course_preview/review/OLIVIA_NOTES.html) verbatim.
What happened, in six lines
- 21 of her 29 notes are applied, in the files now (James, 29 Sep: apply what is sensible and not a rewrite). Every L01 case item now reads in her form — "A truck is driving along the road. Does its position change as it drives?" — because, as she says, an imagined scene is not "right now". The unanswerable hour-hand item is cut; the two true / false items she called convoluted are replaced by two plain items on the rule's harder face (between the photos too; no moment in one place); a word-choice item (position / size / color) closes the quiz. L02's path drawings lose the arrow stuck in each corner, the CORNER label sits beside the corner, every from-above drawing says SEEN FROM ABOVE, and the path recall and the sled item each get a drawing. L03's article teaches how to read the table before the first table.
- 3 videos take edits by Peps id (
handoff/G3T02/videos/FEEDBACK_OLIVIA_2026-10-01.md, not sent): the intro's sun crosses the sky the right way (visual only); L01 says "in a different position" at the two moments she named, names the marble and the pictures instead of "they" and "it", and shows a proper hour hand and minute hand (visual only); L03's stop marks sit at the FRONT of each toy with a START LINE label (visual only). - 7 of her video asks need new narration — a replaced sentence, an added "now", pauses, a closing "what you learned" line, the L02 tense, L03's "Farther." fragment and its frog-and-duck wording. The videos are approved and live, so each is listed as needs James: re-render or leave, not as an edit.
- 5 questions go to James on the digest (actions A20–A24): the plane in the intro; whether a one-fact lesson should have fewer "did it move?" items; her idea of showing a picture only after a wrong answer (a platform feature); a "what this video is for" line at the start or end of every video; and whether L03 is needed at all.
- Pushed back on 5 asks (reasons in the table): a second hand on the clock; a picture on the cat-stops item; "roads don't have corners"; cutting the train-goes-faster item; rewording the rule as "a straight path without a bend".
- Checker 0 FAIL, 64 WARN — the same count as before this pass (the pre-existing set: S36 unusual-word counts and S8 multi-sentence rule beats); the seven WARNs the first draft of the edits raised (a long boat stem, lesson-scene words in two new items, the L02 attached stem over 25 words) were fixed before the record was written. Page rebuilt (
course_preview/topic02/index.html, 121 figures). Nothing committed, nothing sent, nothing deployed.
The table
| note id | her words (short) | kind | our call | status |
|---|---|---|---|---|
| INTRO-script | the plane and relative motion are above grade 3; the sun goes the wrong way | video edit + debatable | Sun: VISUAL edit by id (pipeline file): the morning sun low on the LEFT of the sky at Maya's race, on the RIGHT and a little lower at Leo's — it has crossed the sky; audio unchanged. (Her "morning low, afternoon higher" is only true before noon; the last race of the afternoon is after it.) Plane: James chose it on 28 Sep as the topic's second curiosity gap, closed by the summary's "250 meters in each second" → action A20 | video edit |
| L01-script | "somewhere new" → "in a different position"; cut "it never stopped rolling"; add "now"; "two more pictures"; name the objects, not "they" / "it"; the clock's hands; "slowly"; pauses; a closing "what you learned" line | video edit + debatable | Three EDITS by id (pipeline file): AUDIO at beats 7 and 13 "somewhere new" → "in a different position" (the rule slide and the lesson's title keep "somewhere new"); AUDIO at beat 11 "They look the same, because its position stays the same" → "The two pictures look the same, because the marble's position stays the same"; VISUAL at beats 14–15: a short hour hand that stays and a long minute hand that moves one mark, labelled MINUTE HAND. Her second hand: declined — the clock is the lesson's slow mover, a second hand is not slow and "slowly" is the point. The sentence replacements, the added "now", the pauses and the closing line need new narration → listed as "needs James: re-render or leave"; the closing-line idea is action A23 | video edit |
| L01-v1 | "changing" instead of "changing every moment" | content edit | Applied: options "staying the same" / "changing" | applied |
| L01-q1 | what tap and plug? (the bathtub); too many did-it-move items | content edit + debatable | Applied: "A toy boat floats in the bathtub by the tap in the morning. At lunch it is by the plug. Did the boat move?" The count of did-it-move items → action A21 (two were re-aimed within this quiz, see q10 / q11) | applied |
| L01-q2 | a very bad question; I don't know the answer | content edit | Applied: CUT (the hour hand "moving very slowly" — a child who does not know the hour hand moves cannot answer it, and the stem then only echoes the rule). Quiz stays at 11 items; key string recomputed below | applied |
| L01-q3 | "A truck is driving along the road. Does its position change as it's driving?"; pictures after wrong answers | content edit + debatable | Applied in her form ("as it drives"), and the same form on q4–q9. Pictures only after a wrong answer: a platform behaviour we do not have → action A22 | applied |
| L01-q4 | "A truck is waiting at the red light", not "the same truck"; "as it waits" | content edit | Applied, her words | applied |
| L01-q5 | leaves flutter; a stick lying on the ground | content edit | Applied: "You see a stick lying on the ground. Does its position change as it lies there?" (fb and why say stick) | applied |
| L01-q6 | "You see a leaf falling from the tree. Does its position change as it falls?" | content edit | Applied, her words | applied |
| L01-q7 | "A girl is walking to school. Does her position change as she walks?" | content edit | Applied, her words | applied |
| L01-q8 | "A dog is asleep, lying motionless in its basket…" | content edit | Applied with one word changed: "lying still" for "lying motionless" (grade-3 word) | applied |
| L01-q9 | "A car is parked outside a house. Does its position change while it is parked?" | content edit | Applied, her words | applied |
| L01-q10 | a convoluted language question; remove | content edit | Applied: the true / false item is replaced by a plain case on the rule's harder face — "A dog runs along the beach. You take a picture every second. Between two pictures, is the dog's position changing?" (yes) — so the quiz tests "every moment", not only "moving" | applied |
| L01-q11 | same; remove | content edit | Applied: replaced by "A bus drives along the road without stopping. Is there any moment, while it drives, when the bus stays in one place?" (no) | applied |
| L01-quiz | pick the right vocabulary word in a sentence; answer in full sentences | content edit + already covered | Word choice: applied — a closing item "A toy train goes around its track. Which word fits the gap? 'While it goes, the train's ___ is changing.'" (position / size / color; it sits last because it prints the word). Full written sentences: James's 29 Sep typed ruling (closed answers only) — already with him as action A3 (the same ask on Topic 1 L04); noted there, not re-asked | applied |
| L02-script | past tense for "the ball hits the wall"; "a straight path without a bend"; roads don't have corners — "the car turned left here" | video + disagree | No edit by id: each is a sentence or rule-wording change in live narration → "needs James: re-render or leave" (pipeline file). Our view: the tense nit is fair but tiny; the rule sentence is the topic's lexicon line, spoken in L02 and the summary, and already pairs "straight path" with "a corner or a bend" — the article now says "one straight line, with no corner and no bend" (applied); "turn left at the corner" is ordinary US usage for a street corner and "corner" is the lesson's word for the turn in the path → declined | noted |
| L02-v1 | the CORNER label's big line confuses; arrows on the dotted lines; reword the stem | content edit | Applied: the CORNER chip sits beside the corner with a short pointer, the arrow at the corner is gone (only the end of the path carries one — the same on the teaching figure, the car's corner and the remote-control car), SEEN FROM ABOVE on every from-above drawing; stem "The dotted line is the path of a ball that rolled to the gym wall and away again. What does the corner show?" The arrows themselves stay (she had no alternative; the arrow says which way the ball went, which a dotted line alone does not) | applied |
| L02-q1 | "Which part of the sentence describes the direction?" | content edit | Applied, her words. (Its fb still says "landmark" — that swap waits for James's GO on action A1) | applied |
| L02-q2 | tricky; should have an image | content edit | Applied: a new drawing path_marble_line (a dotted line behind a marble, no word that says "path"); stem "Look at the dotted line behind the marble. What do we call the line a moving object travels along?" | applied |
| L02-q3 | everything so far had images; add one | disagree | Declined: the cat runs to the fence and STOPS. Drawn, a stop is just a straight line ending — the same picture as the skateboard item, so the drawing would answer the item for the wrong reason. The design keeps the stop and there-and-back cases in words | declined |
| L02-q4 | "The dotted path shows the movement of the skateboard." | content edit | Applied, her words | applied |
| L02-q5 | same wording; the arrow stuck in the corner | content edit | Applied: her stem; the corner arrow removed (path_rc_car_corner) | applied |
| L02-q6 | defies reality — a ramp under the bike? "the dotted line shows the path of the bike" | content edit | Applied: her stem. The drawing is a park path seen from above, which she read as a side view — so every from-above drawing now carries SEEN FROM ABOVE (no ramp: the bike is not in the air) | applied |
| L02-q7 | "a child on a sled slides straight down a snowy hill"; add an image — Texas children have not been sledding | content edit | Applied: her stem and a new drawing path_sled_hill (a snowy hill from the side, a child on a sled, one straight dotted path down the slope) | applied |
| L02-q8 | approaching a convoluted language question | disagree | Kept: "A train goes faster and faster along a straight track. Did it change direction?" is the lesson's boundary case (going faster is a change, but not of direction) and reads in one sentence. Flagged here, not to James | declined |
| L02-q9 | reading comprehension / making images from text; probably okay | already covered | Noted: her own verdict is to keep it; the there-and-back cases are in words by design (a drawn there-and-back path lies on top of itself) | noted |
| L02-q10 | same as above | already covered | Noted, as q9 | noted |
| L03-script | "Farther." fragment at 30 s; start and end marks missing, measuring from the middle not the front; the 47 s frog-and-duck wording; her racing-friends alternative; "give the same time"; is this lesson needed? | video edit + debatable | One VISUAL edit by id (pipeline file): START LINE labelled, the stop marks and chips at the FRONT of each toy (Topic 1 L05's convention); audio unchanged. The fragment and the beat-6 wording need new narration → "needs James: re-render or leave"; her race scene is a re-render. "Is this lesson needed?" → action A24 (James ruled the two faces of faster on 29 Sep: L03 farther in the same time, L04 "also" less time over the same distance) | video edit |
| L03-v1 | the first question reads a table before tables were taught | content edit | Applied in the article: three lines before the first table — "We can write what happened in a table." / "The table has one row for each toy." / "The first column names the toy. The second column says how far it went." — and the caption reads along a row. Verified: Topic 1 has no table figure, so L03 is the first table a student meets. The video shows the same table with the verdict chip, so the attached question stands; the video cannot take a passage (an edit changes words) | applied |
L01's quiz after the edits
Recall (boat, bathtub) · seven cases in her form, key string y n n y y n n (truck drives · truck waits · stick · leaf falls · girl walks · dog sleeps · car parked) · between the pictures (yes) · any moment in one place (no) · the word that fits (a: position). Eleven items; recognise → apply → the word; no four keys alternate. The vocabulary item sits last because it is the only item that prints "position" as an option. Checker S32 / S33: no hit.
Judgements, and what was not done
- Her stems replace the "right now?" form in L01 only. The same form may sit in other topics (counted in the digest's Future list); a course-wide sweep is a one-line rule for James to adopt: an imagined scene is asked "does its position change as it …?", never "right now".
- The L01 quiz still has seven did-it-move cases — the lesson's atom (MOT3-020) is that one fact, and the quiz's job is fluency on it. What changed is the climb: two items now test the harder face (every moment, not only at the clicks) and one tests the word. Whether the count itself should fall is James's (A21).
- Scripts in the content files are untouched (James, 29 Sep: the videos stay as they are; a live video is edited by id). The handoff scripts and the videos keep "somewhere new"; the pipeline file carries the edits.
- "landmark" in L02-q1 and q2 (fb, why, a distractor): not changed here — it is in action A1's list (James's GO on the Topic 1 pass covers Topic 2's four stray uses).
- Figures: eight SVGs changed or added, all 121 parse, the seven affected renders opened and read (
qlmanage): the CORNER chip clear of the wall, the arrow only at each path's end, the sled drawing's dotted line parallel to the slope and ending at the sled. - Vault: nothing written back this turn — her general points (name the object, not the pronoun; an imagined scene is not "right now"; say when a drawing is from above; teach a table before reading one) are offered as themes on the digest for James's word before they become rules.
Her notes, verbatim
See reviews/olivia/G3T02_2026-10-01.md and the tracker page.