Skill: course-build → write-mcqs (items), write-lesson (article lines), video-brief (edit form), review-figures (the sled, the snow, the chips, the colour squares) @ 4df664c

Olivia's notes on Topic 2 — triage (2 October 2026) — PRESENTED, nothing applied

Source: reviews/olivia/G3T02_2026-10-02.md (Olivia Mullins). Its first 116 lines repeat her 1 Oct notes on the intro, L01, L02 and L03 (triaged 1 Oct; not re-triaged). Everything from ## L05-script on is new: 48 notes on What speed means, Fastest to slowest, Speeding up, Slowing down, The same speed and the mixed practice. She now marks importance in words; each mark is carried on its row and its card. James's rule of 1 Oct: her notes are PRESENTED first, one card per edit, applied on his click; text is cheap, video needs a clear improvement.

James's ruling on Lesson 6, later the same day — APPLIED

James (2 Oct, relayed by the coordinating session): "agree with Olivia on all these points in that topic 2 lesson 6 — you can implement… option 1 sounds good." So Lesson 6 is no longer presented; it is done, and the rest of the topic stays as cards:

• Text applied in G3T02_lessons_b.py (L06): the whole-minute inference rewritten as two plain lines (e03); the picture-to-words bridge item before the kite-and-bird recall, in Olivia's shape — the drawing, then "In words, we would write it like this: the pig goes 2 meters in each second, and the coyote goes 6 meters in each second" (e06; new drawing lanes_q_pig_coyote); a four-row table ALREADY IN ORDER before the scrambled one (e07; new drawing table_q_four_trucks_in_order) and "Look at the table very carefully." on the scrambled one (e08); q4–q6 restate their scene (e09); "each … for N seconds" in q1, q7, q8, q9 (e10's L06 half; the practice half e10b stays a card); the ladybug item rewritten in four short sentences (e11); the boat table's colour squares dropped (e04, figures.py). The article's line-up section, its re-ordered table and step 4 are gone; the rule is now "Give everyone the same time. Whoever went farthest is the fastest. Whoever went the shortest distance is the slowest."; closing_bullets are those two sentences; the script's beats 9–11 are one close over the table in its original order (FASTEST on the cyclist's row, SLOWEST on the snail's row, nothing moves); beat 2's cue has the snail moving slowly, not "barely".
• James's new general rule, swept across Topic 2's text: no "biggest / smallest" for a quantity that is not size — "longest distance / shortest distance" (L06 q3–q9 feedback and why lines, the attached question, the forest line; the summary script's beat 10; PP-26, PP-39, PP-40, PP-41, PP-42 in the bank, which go on James's bank re-review list). The checker's new S38 (every sentence has a verb) made the sweep write "The distances from the longest to the shortest are …" rather than a colon list. For the vault (vault-sync, by the coordinating session): origin James 2 Oct 2026; scope: student-facing text in every grade; "biggest / smallest" stays for size itself.
• Video, option 1, as a fresh brief: handoff/G3T02/videos/batch_G3T02_L06_v2.json (one entry, output G3T02-L06.v2.mp4, 5367 prompt chars, check_brief ✓, no "strand"), produced by build_tools_video_batch.py with the full batch and READY.md restored to their delivered state afterwards. Not sent. The READY.md note and the edits-JSON status change (L06 cards → applied_already) could not be written from this session (the permission layer refused both); they are listed for the coordinating session in the report.
• Checker: 0 FAIL after the pass (91 WARN; the count includes the new S38 and S8 lines the modified checker now prints on the live scripts). The two new drawings were rendered from the new code and read before the edit (pig and coyote lanes; the trucks table in order).
• Not applied, still James's: Olivia's L06-q4 distance-versus-speed item pairs (digest A30) — his "all these points" may cover it; left open rather than guessed. "Distance traveled" not coined (A26).

What happened, in six lines (as first written, before the Lesson 6 ruling)

• 23 cards for James (OLIVIA_EDITS_FOR_JAMES_G3T02_2026-10-02.json, 72 exact hunks, each verified present once in its file): 8 essential fixes, 15 nice-to-haves; 21 recommend "Implement", 2 recommend "Keep as is" (her "in one second" wording for two recall items, and the picture-to-words bridge item she herself says to skip if the step was already taught — it was, in What speed means). Her bigger asks are written out in full: the simpler one-second question after the speed video (e01), the bridge item (e06), the in-order four-row table before the scrambled one (e07), the colour squares off the boat and kite tables (e04, e05), and "repeat the subject" through every described-distance stem in three quizzes and the practice (e12, e17, e20, e21).
• Her highest-priority note is a video ending, not text: "stop the video before they line them up" on Fastest to slowest (extremely high-priority). The lining-up is spoken inside the beat that also carries the rule and the close, so a cut is a trim or re-render decision — action A25 on the digest, with the article's matching "biggest to smallest" lines (she read "biggest" as size).
• Video file written, NOT sent (handoff/G3T02/videos/FEEDBACK_OLIVIA_2026-10-02.md): one AUDIO edit by id on What speed means ("One hundred meters only tells you how far. One hundred meters is a distance, not a speed."), one AUDIO edit on Fastest to slowest ("the snail moved slowly"), one low-priority VISUAL candidate we recommend leaving (a rule between the table's columns); the rest — the L06 ending, the whole-minute inference, "distance traveled", the whole of Slowing down's narration and scene, The same speed's sentences — needs James.
• Eight questions on the digest (A25–A32): the L06 ending; "distance traveled"; re-rendering Slowing down (and The same speed) on her notes; a flat road instead of a slope to open Speeding up; two slowing-down cases quizzed before Slowing down is taught; her distance-versus-speed item pairs; "the same N seconds" across the rest of the topic (29 stems); the other fourteen colour-square tables.
• Already covered or noted, no change proposed (6): the question chip on every drawing (James's 28 Sep ruling), recall items before the video (she says ignore; low), the car-at-the-red-light item (her own call: watch it), Speeding up's video playing as audio only on her machine, and the chips' second row (the no-overlap rule).
• Checker on Topic 2 unchanged: 0 FAIL, 62 WARN (nothing applied; the WARNs are the standing S36 unusual-word list). Tracker rebuilt (course_preview/review/OLIVIA_NOTES.html). Nothing committed, nothing sent, nothing deployed. Note: another session is editing the same three content files this morning (a feedback-line sweep that names the subject: "The cart goes 2 meters, then 3 meters…"; and q4–q6's stems now read "The same four toys moved for the same 10 seconds"); every hunk in the JSON was re-anchored to the files as they stood at 09:10 and re-verified.

The table

Judgements, and what was not done

• Her language pattern is one rule, applied as four cards, not thirty. Every described-distance stem in Speeding up, Slowing down, The same speed and the practice takes the same shape — "A cart moves for three seconds. In the first second it goes 2 meters. In the next second it goes 3 meters. In the third second it goes 4 meters. Is the cart speeding up?" — one card per run (e12, e17, e20, e21) so James reads the pattern once and rules once. The house rules are kept inside it: units as words, "the next second" (not "the second second"), the run's question sentence fixed, the subject named instead of "it". Her "Does the cart speed up during these 3 seconds?" becomes "Is the cart speeding up?" because every item in a run asks the same sentence.
• Two disagreements are on cards, not hidden. "In each second" (e16) is the lesson's coined phrase for speed; her "in 1 second" is a single measurement. The bridge item (e06) is already covered by What speed means. Both cards carry her wording so a click implements it.
• Figure fixes are code, not retakes. Every quiz drawing in Topic 2 is our own SVG rendered to PNG, so the sled, the snow, the colour squares and the START chip are one-line changes; the proposed drawings were rendered from a scratch copy and read (/tmp/g3t02_preview/svg/*.png this session): the snow reads as snow, the sled as a sled, the ramp's chips sit in one line, the one-second lanes are uncluttered, the trucks table is in order. The pig-and-coyote lanes are plain but readable.
• Scripts in the content files are untouched (James, 29 Sep: live videos are edited by id). Topic 2's video notes that need new narration are listed for James, not written as edits.
• Nothing written to the vault this turn; her general rules are offered as themes on the digest for James's word before they become rules: complete sentences in narration, the subject repeated, one new thing per item, a scene that gives the student what the question needs so prior knowledge does not override it.
• A concurrent edit pass touched the same files while this triage was written (uncommitted; a feedback-line sweep naming the subject, and q4–q6's stems). The JSON's hunks match the files as they stand; if that pass continues, re-run /tmp/build_olivia_edits_g3t02_1002.py's verification (every old must be found exactly once) before applying.

Her notes, verbatim

See reviews/olivia/G3T02_2026-10-02.md and the tracker page (course_preview/review/OLIVIA_NOTES.html).

Applied under James's text rule (2 October 2026, later the same day)

Skill: course-build → write-mcqs (items), write-explanation (feedback lines), write-lesson (article lines), review-figures (the sled, the snow, the chips, the one-second lanes) @ 78ca9f9

James's standing rule this morning (reviews/james/RULINGS_2026-10-02.md, ## edit-G3T01-e03): "going forwards, if it's a question or an article, you can just implement olivia's changes automatically, since they're very easy to change just text, and revert if we want - but do keep a record of her comments". So the rest of Topic 2's cards are no longer presented; they are done, and her comments stay on every card.

In five lines. 22 of the 23 cards are now in the text: 7 were already in from his Lesson 6 ruling at about 09:00 (verified against the files and moved to applied_already), and 15 more were applied this afternoon under the text rule — 53 exact hunks, each asserted present exactly once before it was replaced (/tmp/apply_olivia_text_rule_g3t02_1002.py). One card stays for James (e16): the build disagrees with it. No live video now contradicts the page on a fact — every attached-question change (e13, e15, e19) keeps the video's own numbers and scene; only the option words changed. Four of the applied cards redraw our own SVG item figures (e01, e05, e14, e18); that is code in figures.py, as cheap to revert as text, and the seven redrawn figures were rendered and read. Checker 0 FAIL, 113 WARN (up from 91: every new WARN is S4 "long stem" or S17 "attached stem over 25 words" on the one-second-per-sentence shape Olivia asked for — a known cost of her shape, listed for James below, not a fault).

Applied today, card by card (how):

• e01 What speed means, the attached question: one second, one mark per lane, on the new drawing track_jo_max_one_second (rendered and read: two lanes, one mark each at 2 and 7 meters).
• e02 What speed means, the article: "That sentence tells you how far the car went. 100 meters is a distance, not a speed." / "The sentence does not say…" (the subject repeated). Its video twin is the beat-12 audio edit already in the FEEDBACK file.
• e05 mixed practice q13: the kite table loses its colour squares (same fix as the boat table James approved).
• e10 PR-q13 and PR-q14: "Two kites each flew for 20 seconds." / "Owen and Nia each ran 40 meters." (the L06 hunks were James's at 09:00).
• e12 Speeding up q2, q6–q12 (8 stems): "A jet plane flies for three seconds. In the first second it goes 200 meters. In the next second… Is the jet plane speeding up?"; "of a lap" → "of its race".
• e13 Speeding up, the attached question: "…Is the scooter speeding up?" — yes / no (the video's 1, 2, 3 meters kept).
• e14 the sled and the snow (Speeding up q5, The same speed q8): curled runners, a seat, a pale blue-white snow strip with mounds (rendered and read).
• e15 Slowing down, the attached question: "Is the scooter speeding up or slowing down?" — "The scooter is speeding up." / "The scooter is slowing down." (her high-priority "getting smaller sounds like the scooter shrinks").
• e17 Slowing down q2, q3, q7–q10, q12 (7 stems): the same shape; the box turtle and the race car named in full sentences.
• e18 every road drawing: the START chip ends at its mark, so the second-chips sit in one line along the slant (rendered and read on the ramp and the hill).
• e19 The same speed, the attached question: "Is the train speeding up, slowing down, or keeping the same speed?" — three options with the train named; "every time" gone.
• e20 The same speed q2–q7, q9–q13 (11 stems): the same shape; "as it drives along the road", "as it goes down the hill", "flying high in the air… while it is in the air", "during its walk".
• e21 mixed practice q1–q6, q8–q10 (9 stems): every "Speeding up, slowing down, or the same speed?" fragment is now a full question naming its subject; "as it moves" on the drawn items.
• e22 mixed practice q7: "on the path" (the drawing is a pale strip), and the drawing's hidden description to match.
• e23 mixed practice q11: the rug named as where the seconds are counted; one second per sentence; the cart named.

Verified already in the text from James's Lesson 6 ruling, moved to applied_already: e03 (the two whole-minute lines), e04 (boat table, no squares), e06 (the pig-and-coyote bridge item, in James's wording "In words, we would write it like this…"), e07 (the in-order trucks table), e08 ("Look at the table very carefully."), e09 (q4–q6 restate the scene), e11 (the ladybug item in four short sentences, James's wording), and e10's four L06 stems. Where the live text differs from the card's new (e06, e07, e08, e11 took James's own words), the card records the live stem under applied_as; old and new are kept for undo.

Still pending, for James (1):

• e16 Slowing down q1 and The same speed q1 ("in each second" → "in one second"): the build disagrees. "In each second" is the topic's one phrase for speed — the video and article coin "how far something goes in each second is its speed" — and these two recall items ask the student to recognise that phrase; "in one second" is a single measurement, the earlier lesson's rule. Her wording is on the card for one click if James sides with her. Her mark: medium priority.

Not cards — still James's on the digest: A27 (re-render Slowing down and The same speed: narration-only or her scene), A28 (the slope), A29 (move the sled and bus items to Slowing down), A30 (speed-then-distance pairs), A31 (the other 29 "the same N seconds" stems in L03–L05 and the bank), A32 (the other fourteen colour-square tables).

For James to know, not to rule on: the Olivia-shaped stems carry five short sentences each, so the checker's S4 (long stem) and S17 (attached stem over 25 words) now WARN on 22 items and 4 attached questions. The write-mcqs rule says a three-sentence stem is reading load; Olivia's rule says one second per sentence is what a grade-3 reader can follow. Both are on the record; the text stands as she asked until James says otherwise.

Checks run: python3 build_tools_check_topic.py grade3/topic02_build/content/G3T02.py → S38-COUNTS G3T02 fragments=0 live_script=26 · 0 FAIL, 113 WARN. Page rebuilt: course_preview/topic02/index.html (9 lessons, 14 practice, 54 pp100, 124 figures). Seven redrawn figures rendered with headless Chrome and read (/tmp/g3t02_now/*.png): the one-second lanes, the kite table, both sled drawings, the ramp and the hill (chips in one line), the wagon's path. Tracker and Needs-you pages rebuilt. Nothing committed, nothing sent, nothing deployed; the vault untouched (the "one second per sentence versus reading load" tension is for the coordinating session's vault-sync, with James's word).

Re-opened under James's 10:35 rule (2 October 2026, late morning) — the items the build had held

Skill: course-build → write-lesson (L07, L08 article twins), write-video-script → video-brief (L07 v2, L08 v2, L09 edits), write-mcqs (A21, A29, A30, A31, e16), review-figures (the eight new or changed drawings opened) @ aa0ed91

James (2 Oct, ~10:35): "from now on we can generally just assume that her comments are gonna be improvements and implement them straight away, unless they would require major restructure of a topic, or change something you think is scientifically wrong or misleading." Three kinds still go to him: a major restructure; a change the build thinks scientifically wrong or misleading; a note that contradicts a rule he gave (his rule holds, the conflict shown in one line). Two rulings arrived during the pass: A27 — "happy to go for the re-render" of Slowing down (L09 wording stays an edit by id); e16 — "'in each second' vs 'in one second' I don't have a strong preference, so if Olivia has a preference happy to go with that."

In five lines. Nine of the twelve held items are now in the text or in a brief: Olivia's two lesson scenes are rewritten as fresh v2 scripts with their article twins and figures (Speeding up on a flat road with the SAME car for the non-example; Slowing down on a pushed toy car whose marks start where it starts), L09's five fragment runs are audio edits by id, the sled and the bus cases moved from Speeding up to Slowing down, four speed-then-distance items joined the practice, L01's quiz dropped to four did-it-move cases, all 29 "the same N seconds" stems and 14 colour-square tables are done, and the last pending card (e16) is applied on James's word. Three are held, each against a ruling James himself gave: the plane in the intro (his 28 Sep choice), a purpose line on every video (his approved anatomy), and whether L03 exists (his 29 Sep two-faces ruling). One is a platform ask with no content change (A22). Checker 0 FAIL, 104 WARN; page rebuilt; nothing sent, nothing committed, the vault untouched.

Judgements.

• Why the plane, the purpose line and L03 are held and not implemented. Each contradicts something James ruled himself, not a build preference: the blueprint's two curiosity gaps, the elementary video anatomy, the two-faces ruling of 29 Sep. His rule says his earlier word holds and he sees the conflict in one line; the digest carries the three lines. None is held as scientifically wrong.
• L07 on the flat is a better minimal pair, and it costs nothing the lesson needs. The old pair changed the ground AND the speed; the new pair changes only the speed. A car moving off from a green light speeds up for a reason every child knows and the lesson never has to state (Topic 10's job), which was the build's only objection to flat ground.
• L08's new scene puts the first mark where the motion starts, which was Olivia's main confusion with the grass. The toy car after one push slows and stops on its own; the "stop" is one article line after the verdict figure and is no longer in the rule or the video.
• L09 by edit, not re-render: the delivered narration already has complete sentences in three of its eight beats; the fragments sit in five, so five audio moments change and everything drawn stays. The added length (about 12–15 s) is flagged in the FEEDBACK file with the fallback.
• The S39 words went with the rewrite: "its speed got bigger / smaller" is now "went up / went down", "the gaps get bigger / smaller" is "get longer / shorter" in L07, L08 and L09's slope caption. S39 still counts 11 hits, all in the PP100 bank (PP-22, 23, 35–38: "biggest number", "smallest time") — James's open call on "bigger number" from this morning's rulings, not touched here.
• Figures opened on their renders (headless Chrome, /tmp/g3t02_png/): the toy car with the child behind it, the car at the green light, the sled on visible snow with 6 / 3 / 1, the pony on grass — all read as the stems call them; the START chip and the second chips sit clear.
• Checker: 0 FAIL, 104 WARN (S36 unusual words 48 — "delivery" x4 is new, a grade-3 word; S4 long stems on the Olivia-shaped five-sentence items, as recorded this afternoon; S8 multi-sentence beats on the live scripts; S38 live-script fragments 15, listed as audio-edit candidates). Page: course_preview/topic02/index.html — 9 lessons, 18 practice, 54 pp100, 129 figures.
• Not done, deliberately: the summary video's beat-12 screen (the scooter on the grass) is a nice-to-have for a later summary pass (James's A12 ruling); the 1 Oct INTRO / L01 / L03 v2 candidates were outside this pass's list; nothing was written to the vault (the coordinating session owns vault-sync — candidates: "an example and its non-example keep the same ground", "a stop is one line after the verdict, never in the rule").