Skill: course-build → write-mcqs (items), write-lesson (article and attached-question lines), video-brief (edits by id), review-figures (the leaf, the ball, the apple-and-arrow), write-like-james (the decision page) @ e23b67f
Olivia's notes on Topic 3 "Earth pulls things down" — triage (3 October 2026)
Source: reviews/olivia/G3T03_2026-10-03.md (Olivia Mullins; 45 notes on the intro, Lessons 1 to 6 and their quizzes; no importance marks on this topic). James's rule of 2 Oct: her notes are implemented straight away, text and video, with a record; ONLY three kinds go to him — a major restructure of a topic, a change the build judges scientifically wrong or misleading, a note that contradicts a rule he gave himself. A live video is EDITED by its Peps id, never regenerated for a wording change.
What happened, in six lines
- Text applied in
G3T03_lessons.pyandfigures.py(eight notes, plus the MCQ-shape half of her L01-quiz note): Lesson 1's quiz lost the Topic 1 recall item (answerable from its own sentence) and took her "What pulls it down?" MCQ shape on the cup, the leaf and the coin ("Why did the coin fall?" — "Earth pulled it down."); the leaf is redrawn under a tree whose canopy carries matching leaves; Lesson 1's attached question is her sentence ("Someone lets go of a ball, and it falls to the ground. What pulls the ball down?") on a drawing with no hand; Lesson 2's kite item is cut; Lesson 4's quiz opens with three "Does Earth pull on your shoulders / fingers / teeth?" items, the cat item's tail line is hers, and the flag item is now "An apple comes loose from a tree. True or false: Earth pulls the apple up." with the claimed arrow and a question mark drawn. The topic's term stays "Earth" in every new line (James's 25 Sep rule); whether "gravity" joins it is his question A33. - Video edits written by id and READY, not sent (
handoff/G3T03/videos/FEEDBACK_OLIVIA_2026-10-03.md): Lesson 1 VISUAL (the hand redrawn as a plain hand; the audio names it four times, so the hand is the point), Lesson 2 VISUAL (every arrow's tail on the object), Lesson 4 VISUAL (arrows on each body part as it is named) and one AUDIO sentence at Lesson 4's rule ("A thing does not need to touch the ground for Earth to pull on it."); one low AUDIO candidate ("goes a little red"), not recommended on its own. - Regenerations drafted for James, not sent: the intro on her "why down and not up?" framing (R1, 113 words); Lesson 1 re-closed before the moving-up cases (R2); Lesson 4 as seven-plus body parts with arrows on each and a book (R3, 148 words); the Lesson 2 / Lesson 3 re-make (R4, not drafted — it is the restructure).
- Four questions for James on the decision page (
DECISION_G3T03_OLIVIA_2026-10-03.md→course_preview/review/DECISION_G3T03_OLIVIA.html) and the digest (A33–A36): the name "gravity" from Lesson 1 on (contradicts his 25 and 28 Sep rulings); the 13 moving-up items and Lesson 1's cut (removes the atom he added on 28 Sep); Lessons 5 and 6 moved and Lesson 3 folded (a major restructure of an approved topic); the intro re-script. Recommendation on all four: keep, with one Lesson 1 recognition item on the name and a forward line in Topic 9. - Kept with a note (4): L04-q4 (Priya's claim — her aversion recorded; the video line is the AUDIO edit), L04-q8 (watch-point: the first half true, the second half false), L04-q9 (she likes it), L02-q6 (fine as it is).
- Checker:
python3 build_tools_check_topic.py grade3/topic03_build/content/G3T03.py→ 0 FAIL, 43 WARN (36 S36 unusual-word lines, the standing list; 3 S38 live-script fragments already listed as audio candidates; L04 S7 yes-heavy run, by design, see below; S30 typed 11, 0 fail). Page rebuilt:course_preview/topic03/index.html(6 lessons, 15 practice, 50 pp100, 52 figures). Nothing committed, nothing sent, the vault untouched.
The table — every note, her words verbatim
| note id | her words (verbatim) | kind | our call | status |
|---|---|---|---|---|
| INTRO-script | "you are starting by telling them something that they already know (things fall down) but saying it a bit in a way like you are giving them new information. Instead, I would acknowledge that they know things fall down and challenge them: 'Have you ever thought about why things fall down and not up?' You might even have part of the video showing things 'falling up' as a non-example" / "A nitpicky thing: the person on the diving board jumps; they don't dive. I'm not sure about showing the diving board on the Earth." / "I like the hanging upside down because I think that gets at something that's slightly unusual but still familiar" / "I think the rocket ship portion should be removed. I think it's very confusing to have something going up while gravity is pulling it down… definitely not at the very beginning of introducing forces" | video (re-script) + video + praise + video (re-script) + restructure | R1 drafted, 113 words; question 4 (FEEDBACK R1; DIGEST A36) · inside R1 (the diver is gone from the draft); no edit by id (the word "diver" is spoken in beats 1 and 10, and "jumps" would change the drawing's meaning) (FEEDBACK R1) · the girl on the bar stays in R1 · the rocket is Lesson 5's hook; goes with A35 and A36 (DIGEST A35, A36) | for James |
| L03-script | "since we're removing the motion part for now, this video doesn't have enough to be a video on its own necessarily. I might just take the information in here, that it's pulling straight down, and put it into the previous video" | restructure | Lesson 3 carries its own atom (FOR3-030, James 28 Sep) and video; folding = a new Lesson 2 render (DIGEST A35) | for James |
| L01-script | "This hand is a funny-looking hand. Needs to be redone." / "the video makes it sound interesting that the apple falls without anything touching it… That is just normal to the child" / "'When you drop an apple, it falls to the ground. Have you ever wondered why things fall down and not up?'" / "Do not say, 'We call this Earth's pull.' Rather say, 'This pull from the Earth has a name. It's gravity.' Also I think we don't want to call it Earth's pull because gravity comes from other things besides Earth." / "'This is because of gravity, or the pull from the Earth.'" / "Leave a space then cut it off at 44 before that ball thing. Again this is a very hard concept: that Earth is pulling things down while things are going up." | video (visual) + video (re-script) + contradicts James's rule + video (re-close) + restructure | VISUAL edit by id: the hand redrawn as a plain hand; audio names it four times so it stays (FEEDBACK L01) · new narration; and "without touching" is the atom's own title (FOR3-021 "Earth pulls things down without touching") — register-level; listed with R2 (FEEDBACK R2; DIGEST A34) · his 25 Sep language rule and 28 Sep order; question 1 (DIGEST A33) · a cut at 43.5 s loses the rule and "your turn"; R2 drafted; question 2 (FEEDBACK R2; DIGEST A34) | for James |
| L01-v1 | "This hand is a very creative hand that needs to be redone. Also the hand doesn't open and it's a little funny to say 'hand opens.' I would just maybe have a hand facing palm down and say… 'Someone let go of a ball and it fell to the ground.' What pulls the ball down" | text + drawing | Stem: "Someone lets go of a ball, and it falls to the ground. What pulls the ball down?" (present tense, James 28 Sep); new drawing q_ball_let_go — the ball alone in mid-air, no hand (the no-hands rule); options the hand / Earth, key unchanged (G3T03_lessons.py L01 video_question; figures.py) | applied |
| L01-q1 | "As previously stated I think these questions are unnecessary and only testing reading comprehension." | text (cut) | The Topic 1 recall item ("A ball was in your hand. Now the same ball is on the floor. Did the ball move?") is answerable from its own sentence and carries nothing the quiz needs — cut (L01 quiz) | applied |
| L01-q3 | "Get rid of the 'without touching it' part… Also the leaf should be below the tree. Maybe the tree should have leaves on it that look like the leaf that's falling. Right now the leaf kind of looks like a helmet with glasses." | text + drawing | Now "A leaf comes loose from a tree and falls to the grass. What pulls the leaf down?" (the tree / the air / Earth); "without touching it" gone from stem, fb and why; q_leaf_falling redrawn — leaf under the canopy, clear of the trunk, with a stalk; six small matching leaves on the canopy; rendered and read (L01 q2; figures.py) | applied |
| L01-q4 | "I would put this a little later in the question order. I would have questions about the word 'gravity' before this." | order (depends on A33) | the key-and-air item stays where it is until question 1 is answered; the recommended Lesson 1 recognition item would sit before it (DIGEST A33) | for James |
| L01-q5 | "We haven't gotten here yet. Remove this question. We'll do questions like this later on." (cup on a shelf — a still thing) | text (cut) — restructure | one of the 13 "save for later" items; question 2 (DIGEST A34) | for James |
| L01-q6 | "Again this is a really hard question. I would remove it." (beanbag on its way up) | text (cut) — restructure | moving-up case; question 2 (DIGEST A34) | for James |
| L01-q7 | "Convoluted language: remove." (the cup fell because the shelf pushed it) | text (cut) — restructure | listed with the 13; question 2. Note: this one is a falling case — if James keeps the set, it is re-read for wording (DIGEST A34) | for James |
| L01-q8 | "I think this is a little bit of a trick question because something is making the pencil roll to fall off the desk so I would remove this." | text (cut) — restructure | listed with the 13; question 2 (DIGEST A34) | for James |
| L01-q9 | "These are just too convoluted. Remove." (the sidewalk pulls the coin down once it lands) | text (cut) — restructure | listed with the 13; question 2 (DIGEST A34) | for James |
| L01-q10 | "I might reword it to say, 'Why did the coin fall?' and then the correct answer choice would be, 'The Earth pulled it.' I like this a lot better than the true/false questions so I would focus more on these multiple-choice questions." | text | Stem "…Why did the coin fall?", options "Your pocket pushed it down." / "Earth pulled it down." / "The air pushed it down." (parallel, no key tell; "Earth" without the article is the topic's form); the cup item (old q2) took the same MCQ shape (L01 q10 (now q8), q1) | applied |
| L01-quiz | "it's okay to name it kind of early… use both gravity and the Earth's pull… 'This is because of the pull from the Earth, which we call gravity.'" / "I like those multiple-choice questions a lot better than the true/false. I would have a few of those on top with just the 'pull from the Earth' answer choices" / "'What is the name that we use for the pull that comes from the Earth?' Have multiple choice with gravity and then have a fill-in-the-blank with gravity." | contradicts James's rule + text + text (depends on A33) | question 1 (DIGEST A33) · two "What pulls it down?" MCQs now open the quiz (cup, leaf); the coin and acorn items close the run before the term item (L01 quiz) · the recommended Lesson 1 recognition item on A33 (recognition before recall is already the rule); not added until he answers, because it is the name question (DIGEST A33) | for James |
| L02-script | "I think it's confusing to introduce the movement pieces here, especially when it's going up… I would just use the book example and the leaf example." / "explain that when the Earth pulls on an object or a person, it's pulling on every single part of that object… I basically would redo this video and make it a kind of different video" / "It'd be nice if the arrows could actually touch the objects because the pull is happening on the object… an arrow underneath an object… suggests maybe anchoring" / "Oh and I would use the vocab gravity as well. I would use them both." | restructure + video (visual) + contradicts James's rule | removes the atom's moving-up cases (FOR3-029, James 28 Sep); question 2 (DIGEST A34) · this is Lesson 4's lesson (FOR3-028); question 3 (R4) (DIGEST A35) · VISUAL edit by id: every arrow's tail on the object, beats 1–6 (FEEDBACK L02) · question 1 (DIGEST A33) | for James |
| L02-q3 | "Say for later in the unit." (the bird flying up) | restructure | with the 13; question 2 (DIGEST A34) | for James |
| L02-q4 | "Convoluted language for a hard topic. I would just remove this totally." (Tomas: Earth stops pulling while the ball goes up) | restructure | with the 13; question 2 (DIGEST A34) | for James |
| L02-q5 | "I would save this kind of question for later." (the bus along a flat road) | restructure | with the 13; question 2 (DIGEST A34) | for James |
| L02-q6 | "This is fine or you might just choose to only talk about still objects for now." (the falling raindrop) | noted | kept | noted |
| L02-q7 | "This was not really addressed in the video: if things were high, the Earth was still pulling on them. I guess I would remove it… I'm not sure this is top-tier important" | text (cut) | the kite item is cut: the lesson never says a high thing is pulled, and its feedback leaned on the wind's push and the string's pull, not yet taught. L02 is 10 items; yes holds 8 of 10 (designed) (L02 quiz) | applied |
| L02-q10 | "Say for later." (the frog jumping up) | restructure | with the 13; question 2 (DIGEST A34) | for James |
| L02-q11 | "Save for later." (the skateboard rolling along) | restructure | with the 13; question 2 (DIGEST A34) | for James |
| L02-quiz | "save the movement questions for later. I think, just as a note, it'll be: 1. gravity 2. magnets 3. the applied force. There can be a lesson on how objects have multiple forces acting on them at once." / "I would add, into the questions, like the video, a lot of questions to solidify the fact that the Earth's pull and gravity are the same thing… Gravity was introduced once in the video and then basically never used again" | restructure + contradicts James's rule (order) | her order ≈ the strand's topic order (3 → 4 → 5 → 7 → 9); question 3 (DIGEST A35) · question 1 (DIGEST A33) | for James |
| L03-q3 | "This question, for example, could be moved to the previous video quiz after the video has the information of 'straight down' added to it." | restructure | depends on A35 (fold) (DIGEST A35) | for James |
| L03-q2 | "I'd say remove or save all the motion questions for later." (the plane flying along) | restructure | with the 13; question 2 (DIGEST A34) | for James |
| L04-script | "I would move this earlier and basically replace what's there for either video 2 or 3." / "I would not start talking about the feet because that is what kids think and you're kind of reinforcing that by doing it first… Just a gut feeling." / "there are three examples but I want seven or more examples. The repetition is good for kids." (nose, toes, hair, blood, boogers, fingernails) / "maybe it'd be better to qualify it a little bit. I'm a little worried that it sounds like all your blood is in your head now" / "I really want the labels and arrows to be fixed on this. There should be arrows popping up on the person pointing down on the body part that's being described… The end of the arrow really has to be in the right place." / "there should be a non-human example. Gravity pulls on this book. Gravity pulls on the cover. Gravity pulls on the pages." | restructure + video (re-script) + video (new narration = regeneration) + video (audio) + video (visual) + video (new scene = regeneration) | question 3 (DIGEST A35) · inside R3 (opens on "what does it mean?"); theme line on the digest (FEEDBACK R3) · R3 drafted, 148 words, seven parts plus the girl and the book; "boogers" left out and named as his call (FEEDBACK R3) · AUDIO candidate: "goes red" → "goes a little red" at beat 3; marginal, so listed, not recommended alone; inside R3 (FEEDBACK L04) · VISUAL edit by id: arrows with their tails on the feet, nose, hair, arm, hands, face, the loose hair, and on the rule slide the hair, nose, hands, knees and feet (FEEDBACK L04 edit 1) · inside R3 (beat 6, the book) (FEEDBACK R3) | for James |
| L04-q4 | "Maybe it would be good in the video to say: 'Some people might think that gravity pulls on your feet because that's the part that touches the ground but that's not the case. Things don't need to touch the Earth for gravity to pull on them.'" / "I think there is data that supports those kinds of questions but I have an aversion to them… so-and-so says that they're right… Maybe I'm wrong on that." | video (audio) + noted | AUDIO edit by id at the rule beat, one sentence in the topic's term: "A thing does not need to touch the ground for Earth to pull on it." (the video is at 80 s, so the short form); her full version is in R3 (FEEDBACK L04 edit 2) · Priya's item kept (James's claim form: bare yes / no, the correction in the why); her aversion recorded | video edit |
| L04-quiz | "I would like to see some extremely simple questions at the beginning of this: Does gravity pull on your nose? … your fingers? … your shoulders? Yes or no. Make sure you pick some body parts that weren't directly said in the video." | text | three openers added first: shoulders, fingers, teeth (the video names feet, nose, hair, arm, hands, blood; L06 already asks the nose); "Earth" as the term — the name is A33. Two-option key string now Y Y Y Y N T T F F F T: S7 warns (7 of 11 at position 0), accepted by design as in L02 (L04 q1–q3) | applied |
| L04-q5 | "I like this because it's a little bit of a trick question… I would like, if they got it wrong, to be explained: 'We pointed out that the tail was hanging but as we learned, gravity pulls on every part of everything.'" | text | the tail option's fb is her line in the topic's term: "We pointed out that the tail was hanging, but Earth pulls on every part of everything."; the paws option's fb names the shelf (L04 q8 fb) | applied |
| L04-q7 | "Save motion questions for later." (the bird's wings while it flies) | restructure | with the 13; question 2 (DIGEST A34) | for James |
| L04-q8 | "I'm tentatively saying this is okay but it's a little confusing because the first part of the sentence is true and the second part… is what makes it false… It's something to watch." (Earth pulls on your hands only when they touch the ground) | noted (watch list) | kept; on the watch list — if students miss this and nothing else, it is a reading item and goes (DIGEST Future) | noted |
| L04-q9 | "I like this question a lot and I like that it's towards the end of the quiz." (Earth pulls only on your feet — false) | praise | kept in place | noted |
| L04-q10 | "Convoluted language. Instead you could do something like true or false: 'The Earth pulls the apple up.' Maybe show an arrow with a question mark next to it." | text + drawing | "An apple comes loose from a tree. True or false: Earth pulls the apple up." key false; new drawing q_apple_arrow_up — the apple below the canopy, one blue arrow from it pointing UP, a "?" chip beside it (the drawing shows the claim, not the answer); rendered and read (L04 q13; figures.py) | applied |
| L04-q11 | "I see what this is getting at but let's remove it from this lesson and maybe do something similar later." (Earth pulls on your hand while you hold it up) | restructure | with the 13; question 2 (DIGEST A34) | for James |
| L05-script | "I like most of this video but it's too early for it. The kids need to learn other forces first but it is making me question my advice to not call it the Earth's pull because the way it's said here is really nice. Maybe disregard previous comments… Still call it the Earth's pull but start talking about gravity earlier… we just need to move the video until later" | restructure + the name | questions 3 and 1 (DIGEST A35, A33) | for James |
| L05-quiz | "I'm skipping these questions for now because I think this needs to come later." | restructure | question 3 (DIGEST A35) | for James |
| L06-script | "it needs to be explained in a way that acknowledges that the kids have already been learning about it… 'You learned that the Earth's pull pulls the apple down. We can also say, "Gravity pulls the apple down."'" | video (audio) — depends on A33 and A35 | her sentence is a good opening line for Lesson 6 whichever way A33 goes; it is new narration (a regeneration), so it waits with A35 (DIGEST A33) | for James |
| L06-q4 | "Wait on motion questions." (the train speeding along) | restructure | with the 13; question 2 (DIGEST A34) | for James |
The 13 moving-or-"later" items on A34, by id: L01 q5 (cup on a shelf), q6 (beanbag going up), q7 (cup fell off the shelf), q8 (pencil off the desk), q9 (coin on the sidewalk); L02 q3 (bird flying up), q4 (Tomas), q5 (bus), q10 (frog), q11 (skateboard); L03 q2 (plane); L04 q7 (bird's wings), q11 (hand held up); L06 q4 (train). None was touched.
Checks run
python3 build_tools_check_topic.py grade3/topic03_build/content/G3T03.py→S38-COUNTS G3T03 fragments=0 live_script=3· 0 FAIL, 43 WARN (S36 unusual words 36 — the standing list, nothing new from today's items except none; S38 live-script fragments 3 — "And which way?", "And now, a ball.", "But which way?", listed as audio candidates since 2 Oct; S7 L04 key position 0 holds 7 of 11 two-option items — the three yes openers Olivia asked for on top of the designed run, accepted; S30 typed 11, fail 0).python3 ~/Documents/CourseBuilding-Vault/skills/write-mcqs/check_key_tells.py grade3/topic03_build/content/G3T03.py→KEY TELLS: 14 of 132 MCQs flagged (a: 1, b: 0, c: 13). All 13 (c) flags are the one pattern the topic has always had — the key "Earth" / "Earth's pull" opens with a capital and the distractors ("your hand", "the air") do not; "Earth" is a proper noun and the topic's term, so this is not fixable by wording and was already present on L02-q1, L05-q1, PR-1 and seven bank items before today. The (a) flag (the summary's second attached question) is unchanged from 29 Sep.python3 ~/Documents/CourseBuilding-Vault/skills/review-figures/check_svg_ids.py grade3/topic03_build/content/figures.py→ PASS (52 figures, 0 ids).- Three drawings rendered with headless Chrome and read at page width (
/tmp/g3t03_now/*.png): the leaf under the canopy with matching leaves, clear of the trunk; the ball alone in mid-air; the apple with its up-arrow and question mark clear of the canopy (both moved once after the first read: the leaf had touched the trunk, the arrow had run into the leaves). - Page rebuilt:
python3 build_tools_build_topic_site.py grade3/topic03_build/content/G3T03.py course_preview/topic03/index.html→ 6 lessons, 15 practice, 50 pp100, 52 figures. - Tracker and Needs-you pages rebuilt (
build_tools_olivia_tracker.py,build_tools_needs_you.py); the decision page rendered tocourse_preview/review/DECISION_G3T03_OLIVIA.html.
Counts after the pass
Lesson quizzes: L01 11 (was 12: one cut), L02 10 (was 11: the kite cut), L03 11, L04 14 (was 11: three openers), L05 13, L06 11 → 70 items. Attached questions 6 + the poll + 3 summary. Practice 15. Bank 50 (untouched). Figures 52 (two new, two now unused but registered: q_apple_open_hand, q_flag_pole).
Not done, on purpose
- No file says "gravity" where it did not before, and no lesson, item or beat was moved or deleted beyond the two cuts above — the name and the restructure are James's (A33–A36).
- The video edits are written, not sent; the regenerations are drafted, not briefed as batches.
- The vault is untouched; the three theme lines on the digest (arrows touch the object; seven examples for "every"; do not open on the misconception) are for the coordinating session's vault-sync with James's word.