Skill: course-build → review-content (Olivia's notes triage) → write-mcqs (items; two cold readers, review-lesson Role A, a third on the re-worded items), write-explanation (fb and why lines), write-intro → write-video-script → video-brief (two fresh scripts; edits by id in the R100 form), review-figures (34 new or changed drawings, non-author read), write-like-james (the two cards) @ df954ec
Olivia's notes on Topic 5 "What a force is" — triage (7 October 2026)
Source: reviews/olivia/G3T05_2026-10-07.md (Olivia Mullins; 75 notes on the intro, the four lessons, their quizzes, the practice, the summary and the PP100 bank; she marked some high / medium / low). James's rules: her notes are improvements and are implemented straight away, text and video alike (2 Oct); only a major restructure, a change that is scientifically wrong or misleading, or a note that contradicts a ruling he gave goes to him as a card; a live video is edited by its Peps id, and a note that needs new narration or a new sequence is a fresh render under a fresh slug. Nothing was sent; nothing was deployed.
What happened, in plain words
- Her two biggest video notes become two fresh renders, written and not sent. The intro now lowers the magnet before the paperclip jumps, puts the girl at the door's knob end, and closes on her lines ("You might notice that there are pushes and pulls in all these situations." / "Okay, so are you ready to find out more about pushes and pulls?") —
G3T05-INTROb, 117 words. Lesson 2 is re-sequenced as she asked: the wagon pulled then pushed, "direction" said in both, two magnets sliding together then apart, Earth's pull (called gravity) that only pulls, and a boy pushing a wall that stays still —G3T05-L02b, 146 words; the article follows the same sequence. Bothcheck_briefclean; batches and READY files inhandoff/G3T05/videos/. - Eleven smaller video notes are edits by id in
handoff/G3T05/videos/FEEDBACK_2026-10-07.md: Lesson 1's door arrow, the magnet on a string with a smaller clip, and the shouting child made a thinking child (audio + visual at one beat); Lesson 3's swing swinging like a swing, the bat swung like a bat, a green leaf blowing off the tree; Lesson 4's plain oblong arm and a drawer that stays in, the light-bulb beat cut, prominent arrows, "direction" spoken in every example; the summary's whole door, looking as the only non-example, the light bulb removed. Under James's 2 Oct rule these are recorded as applied (not held); James sends. - Sound and light are no longer used as non-examples of a force anywhere in the topic — applied by substitution, no card. Every shout, bark, song, whistle, cheer, chatter, lamp, sunshine and warming became looking, thinking, a shadow covering the thing, drawing a picture or wanting (L01 article and video, L01-q6, q9, q10, PP-1, PP-6–PP-10, PP-48, the summary). Whether sound and light count as forces at Grade 3 is not taught either way: the course teaches that they CARRY energy (James's language rule) and no item now says they are or are not forces. Her line "Hopefully the AI can just pick up these from now on": the rest of Grade 3 was swept — only Topic 7 uses sunshine as a non-example of a push or pull (
G3T07.pypractice item at line 129 andG3T07_lessons.pyLesson 3 quiz item at line 336, "Sunshine is not a push or a pull on the wagon / skateboard") — handed on, not changed here. - Forty-six text and drawing changes are in the files (
OLIVIA_EDITS_FOR_JAMES_G3T05_2026-10-07.json, the Needs-you page's applied list, each revertible): "Earth's pull, which we call gravity" in Lesson 1 (James's 6 Oct form); her two priming items ("What is a force?" as an MCQ, then typed) before the yes / no run; the convoluted items cut (L01-q13 replaced by a one-scene twin so the typed term keeps its recognition partner, L02-q3, L03-q9, PR-2, PP-49, PP-51); Lesson 2's recall in the "which of these is a force" shape, the sled and a new gate item on drawings with a grey motion arrow; Lesson 3's run led by the magnet and Earth, the stone replaced by a kicked ball on a drawing, the second kick made a car door; every direction item in the topic is now a drawing with lettered candidate arrows J / K / L / M asking which arrow shows the force's direction (her HIGH note: 16 new drawings — the L04 attached question on a kicked ball, L04-q5–q10, PR-7, PP-4, 20, 21, 22, 23, 26, 33), the kite last; the toy-car stem matches its picture; the practice set's plain stems ("Is the force on the boat a push or a pull?", "Does Earth's pull, which we call gravity, act on the ball?", "Tessa says a force is a push or a pull") and the typed term on a drawing of the three opening scenes; the summary's two attached questions in her shorter forms; the bank's plain-vocabulary push / pull items, a ball in the grass, no pedaling, no sock, the tractor and the magnet-and-bolt drawn, the glove that fell, PP-46's extra clause cut, PP-47 asked plainly, PP-25 / 26 / 27 / 33 made one-ask items. The magnet hangs from a string in every drawing of the topic and the paperclip is smaller (L01-v1, L04-q8). - Two cards for James (
reviews/olivia/DIGEST.md, A41–A42): naming the three forces — "gravity", "the magnetic force", "the applied force" — in Lesson 1, its items and the summary (two coinings not on the register; recommend gravity only); and the "every force acts on ONE object" / "one force acts in ONE direction" lines of Lessons 3 and 4 with the nine items that test them (James's atoms from the golden pack; recommend keep for now). Those lines, items and video beats are untouched; every wording and picture fix around them is in. - Gates: checker
0 FAIL, 36 WARN(was 42: the standing S36 word list and S38 live-script fragments; new WARNs are L01's 16 items and its typed definition at position 4 — both Olivia's asks — the "which object" stems naming their object, the type-11 negative stem she did not flag, and PR-10's drawing (now carrying a blind description)). Key tells: 1 of 110 (PP-2, James's own exemplar, the topic's standing flag). Two cold readers on the 55 changed items: 55 of 55 agree with the key, both readers; their flags — three stems whose own verb handed over the answer (L02-q3 "pushes", L02's attached "pulls", SUMMARY-v2 "pulled"), the figurative "a shadow falls on" in seven items, PP-27's rug as a strong tempter — were all applied (presses; "walks along holding the handle"; "walked along with the wagon behind her"; "covers"; the rug cut), and a third cold reader re-read those eleven items (result below). Figures: a non-authorreview-figurespass on the 34 new or changed drawings found ten small faults (letter size, four overlaps, the car's arms, the magnet pair's arrowheads, the feather, a half-sky panel) — all fixed and re-rendered (FIGURES_G3T05_2026-10-07.md). Names tool: no new child name (the Topic 5 row lost "Sucking" and "While", which were never names). Export: validator PASS (export/G3T05_2026-10-07/, ledger rows 89, bank 50, 49 images). Topic page, tracker and Needs-you pages rebuilt; not deployed.
The table — every note, her words verbatim
| note id | her words (verbatim) | kind | our call | status |
|---|---|---|---|---|
| INTRO-script | "as in the previous videos, the magnet needs to be lowered (or the paperclip placed on the table.) The paperclips shouldn't just be sitting there and then suddenly move. I think this is fairly high priority because it's the only visual students have of how this works so it should be accurate. The girl is pushing the door from the wrong side. She really needs to push it in a different place. Besides those I like it until the very end. I don't really like the language 'What pushes and pulls have in common?' I don't think that's quite the right framing. Can we just delete that? Instead say something like, 'You might notice that there are pushes and pulls in all these situations.'" | video · her mark: fairly high | applied as a re-render G3T05-INTROb: the magnet hangs high and comes down; the girl at the knob end; her closing line — G3T05.py intro_script; scripts/G3T05_INTROb.md; batch_G3T05_INTROb.json, READY_INTROb.md | video re-render, not sent |
| INTRO-v1 | "Again I would change the language here and say something like, 'Are you ready to find out more about pushes and pulls?'" | video (ready line) | applied in INTROb: "Okay, so are you ready to find out more about pushes and pulls?"; the attached poll itself unchanged (the brief's instruction) — G3T05.py | video re-render, not sent |
| L01-script | "Lowish priority but the arrow, when the boy pushes the door, kind of makes it look like he pushes to the right but he pushes back out. I think the shouting should be replaced as a non-example because I literally do an activity with first graders where they shout at something and make stuff move. It does create a force even though it's not that visible… Maybe later there should be something, maybe a whole lesson, on the difference between something creating a force and being a force… Again we talked about adding in gravity earlier too so I would say, 'Earth's pull or gravity pulls it down.' … I would really like to see the forces named here. I think this would be high priority. I think it's time… The Earth's pull is called gravity. A force that comes from magnets is called the magnetic force. A push or pull that comes from your hand pushing something or an object when it touches it is called the applied force. We have three types of forces." | video + lesson · her marks: lowish, high | (1) applied: VISUAL edit by id, beat 3 — FEEDBACK_2026-10-07.md; (2) applied: AUDIO + VISUAL edit by id, beat 6 (she thinks about the ball); the article and script say the same — G3T05_lessons.py L01; figures.py child_think_ball; (3) applied: "Earth's pull, which we call gravity" in the article and L01-q1 (James, 6 Oct) — G3T05_lessons.py; (4) card A41 — two coinings not on the register — DIGEST.md A41; her "creating a force vs being a force" lesson idea noted on the card | open (A41) |
| L01-v1 | "I'm not sure what the large (maybe a finger or a popsicle stick) is on top of the magnet. Can that be replaced with a string? Maybe I would make the paper clip less big." | drawing + video | applied: every drawing in the topic hangs the magnet from a string (figures.py held_magnet_above) and the paperclip is 26 px tall, was 34; VISUAL edit by id on the live L01 (beats 2 and 7) — FEEDBACK_2026-10-07.md | applied; video edit not sent |
| L01-q1 | "Here would be a great place to put gravity. Also I don't know that Earth is technically correct because it's the Earth's pull. It's gravity from the Earth." | quiz | applied: "What pulls the pencil down? — gravity, Earth's pull / the desk's pull" — L01 q1 | applied |
| L01-q2 | "Now before, I said I don't like the recall questions but here I do because they're really very related to what's about to come. I feel like this fits nicely." | quiz | praise | noted |
| L01-q3 | "AI has this tendency to have these sort of non-straightforward questions. There are a lot of straightforward questions that should come before this. For example: 1. What is the definition of a force? Maybe multiple choice: a push or pull, and then two other stupid answers. 2. What is the definition of a force? Now they have to type a push or pull… it's just priming them to be able to type it on their own for the next question. 3. Name one type of force…" | quiz | (1, 2) applied: her two items in her order, before the yes / no run — L01 q3, q4 (the typed key is closed by the MCQ above it, noted for S30); (3) card A41 | applied; (3) open |
| L01-q5 | "This is a decent non-example." | quiz | praise (staring at a book) | noted |
| L01-q6 | "This, again, is a little tricky because barking does technically create sound, which technically does apply a force." | quiz | applied by substitution: "A girl thinks about her bike in the garage. Is thinking about the bike a force?" — L01 q8 | applied |
| L01-q8 | "I like this." | quiz | praise | noted |
| L01-q11 | "I suppose I'd be curious to see how students do with this. It's a little weird of a question but maybe they really will say no because we've spent so much time talking about the other forces." | quiz | not actioned (Elin's claim stays; she keeps it) | noted |
| L01-q10 | "Convoluted language removed. This is fine for now but like I said I'd really like to see some of these separated out. I assume there's going to be another lesson on contact and non-contact forces." | quiz | answered: yes — Topic 6 "Forces that touch, and forces that don't" is the next topic; the pin item's "talking" option became "drawing a picture" (sound) — L01 q12 | noted / applied |
| L01-q12 | "This is fine for now but like I said, I'd like to see these concepts separated out a little more and have their own lesson. I'll see what's coming." | quiz | answered: Topic 6 (as above) | noted |
| L01-q13 | "Convoluted language: remove" | quiz | applied: the two-scene item (a boy kicks a ball, and a goat pulls a rope) is gone; a one-scene twin ("A girl pulls a rope. What do we call her pull?") keeps the typed term's recognition partner (James, 30 Sep: recognition before recall) — L01 q15 | applied |
| L02-script | "I would completely take out all the doors in this example. It's not that obvious which way the doors are going and the whole point of this is the direction in which things are going. I would start it with the wagon and then I would use the word 'direction' at some point more than once… I would put two magnets… Gravity, the Earth's pull, only pulls… The Earth never pushes… There can be pulls and pushes without movement. Maybe it's the very end. Say, 'Sometimes pulls and pushes do not create movement. We'll talk about that in the next video.'" | video | applied as a re-render G3T05-L02b (every scene but the wagon new; "direction" in both wagon beats; two magnets; "Earth only pulls. It never pushes anything away."; a boy pushes a wall that stays still — shown, because a video never points at the next video); the article re-sequenced to match — G3T05_lessons.py L02; scripts/G3T05_L02b.md; batch_G3T05_L02b.json, READY_L02b.md; six new drawings | video re-render, not sent |
| L02-v1 | "Use a wagon or a tissue or whatever not a door. I'll also note that in the video the door sort of got larger and morphed towards the person in an effort to show it going toward them." | attached question | applied: the wagon on its own still, "A girl walks along holding the handle of a wagon behind her. The wagon moves toward her. Is her force a push or a pull?" (the verb "pulls" removed on the readers' flag) — L02 video_question; figures.py v_girl_wagon | applied |
| L02-q1 | "I am not a fan of these types of questions." | quiz | applied: the yes / no recall became "A heavy box sits on the ground. Which of these is a force on the box?" — L02 q1 | applied |
| L02-q2 | "I would say, is the force on the sled a push or a pull? Arrows might be helpful here and elsewhere." | quiz | applied: her stem; a grey motion arrow above the sled toward the child — L02 q2; figures.py q_sled_drag | applied |
| L02-q3 | "No I think this is too hard. Remove it. Because, is that even true? Isn't the suction maybe then pushed from behind because of the pressure change…" | quiz | applied: the straw item cut (she is right: the juice is pushed up by the air outside) — L02 (was q3) | applied |
| L02-q4 | "Maybe write it swings away from her. I think the door is an example, okay here, just not as an instruction, but I would continue to put pictures for all of these with arrows." | quiz | applied: "A girl presses on a heavy gate, and it swings away from her…" on a new drawing with a motion arrow — L02 q3; figures.py q_gate_push | applied |
| L03-script | "I like how the girl started to push the swing but then the swing starts doing things that it wouldn't do in real life… Mediumish priority. The baseball does not look like a base[ball bat]… It's hitting it like it's in a pinball machine. The leaf looks very weird… Maybe just have a green leaf that's outlined without the branch on the tree and it blows away in the wind. I feel the emphasis on one object here is not quite right. The emphasis should be on the language… I don't feel it's quite right to say a force acts on one object because gravity is pulling on everything at once." | video · her mark: mediumish | (1–3) applied: three VISUAL edits by id (beats 1 and 17; 9; 11) — FEEDBACK_2026-10-07.md; (4) card A42 — DIGEST.md A42 | video edits not sent; (4) open |
| L03-q2 | "This is confusing. It looks like he's catching the stone. Maybe he can kick a ball. But actually can we start with examples that aren't the applied force? Let's start with magnets and then work with applied force." | quiz | applied: the magnet and Earth items lead the run; the stone is a kicked ball on a drawing; the old soccer-ball kick became a car door so the kick is not repeated — L03 q2–q7; figures.py q_boy_kick_ball | applied |
| L03-q8 | "Is this actually false? That doesn't really make sense to me… I just would remove this whole line of thinking." | quiz | card A42 (tests the "one object" line); item unchanged | open |
| L03-q9 | "Convoluted language: remove." | quiz | applied: the "you can always name the one object" true / false cut — L03 (was q9) | applied |
| L03-q10 | "No this is extremely confusing… Also the swing is pushing her back so this is really bad. Get rid of it." | quiz | card A42 (Idris's claim tests the "one object" line; her swing-pushes-back point is the Grade 5 pairs idea, noted on the card); item unchanged | open |
| L04-script | "The graphics need a little improvement. This finger or arm, or whatever it's supposed to be, is really weird-looking. Also when the drawer comes out, it actually comes all the way out and would fall… Take out the light thing… if we've taught the vocabulary word, we should be using it… have the students identify which arrow shows the right direction… I would focus on talking about how arrows can represent the direction. At some point we need to talk about how things don't always move and this force is still there." | video | applied: VISUAL edit by id beat 1 (plain oblong arm, the drawer stays in); beat 6 (the bulb) removed; VISUAL edit beats 2–5 (prominent arrows); AUDIO edit beats 4–5 ("The direction of the force is…"); the article's light-bulb section cut and "The arrow shows the direction of the force" added — FEEDBACK_2026-10-07.md; G3T05_lessons.py L04. "Things don't always move" is shown in L02b (the wall). | video edits not sent; text applied |
| L04-v1 | "The right/left aspect of this concerns me. Could you have arrows and label them A and B and say which arrow shows the direction that the kite is being blown in? Also this is kind of a harder one. I would put this towards the end, not as the first one. I would just use kicking a ball or something." | attached question | applied: the attached question is a kicked ball with arrows J and K ("Which arrow shows the direction of his push on the ball?"); the kite moved to the end of the quiz as an arrows item — L04 video_question, q10; figures.py v_kick_ball_arrows, q_kite_arrows (letters J–M: outside the option alphabet, the vault's rule) | applied |
| L04-q2 | "noooooo remove" | quiz | card A42 (true / false, one force in more than one direction); unchanged | open |
| L04-q3 | "remove!!!! confusing" | quiz | card A42 (how many directions — James's own pack item); unchanged | open |
| L04-q4 | "there is no girl in this image… Just focus on the fact that you can identify a direction that the force is acting in, not that it's only one direction… I just don't think the one-direction thing is useful at this age." | quiz | (1) applied: "An arm pushes a toy car to the right…" matches the drawing — L04 q4; (2) card A42 (its options test one direction) | applied / open |
| L04-q5 | "you need images for all of these. The language is too confusing. In which direction does this pull act on the holes? That is really a convoluted sentence." | quiz | applied: the hose on a drawing with arrows J / K / L, "Which arrow shows the direction of his pull on the hose?" — L04 q5; figures.py q_hose_arrows | applied |
| L04-q6 | "Okay I'll just say it one more time. I think this whole section needs to be redone (high importance, high priority): Have images, Have arrows, Have the student identify which arrow is pointing in the right direction. That also means that the arrows need to be more prominent in the initial video." | quiz · her mark: HIGH | applied: every direction item in the topic (L04 q5–q10, the attached question, PR-7, PP-4, 20–23, 26, 33) is a drawing with lettered candidate arrows; the live L04 video's arrows made prominent by id — G3T05_lessons.py, G3T05.py, G3T05_pp100_bank.py; 16 drawings in figures.py; FEEDBACK_2026-10-07.md | applied; video edit not sent |
| L04-q7 | "This still should use a video but this might be the one exception where students might be able to visualize it." | quiz | applied (the feather on a drawing with arrows, like the rest) — L04 q7; figures.py q_feather_arrows | applied |
| L04-q8 | "Medium-low priority but I think these are supposed to be fingers or I don't know. Put the magnet on the string not the finger popsicle stick in." | quiz · her mark: medium-low | applied: the magnet on a string (every drawing), the pin item with arrows J / K — L04 q8; figures.py q_pin_magnet_arrows | applied |
| L04-q10 | "No this is putting confusing language around something that's already intuitive and obvious. Remove." | quiz | card A42 (Marco: one push, two directions); unchanged | open |
| PR-q2 | "Convoluted and confusing and remote" | practice | applied: the waving-at-a-bus item cut — PRACTICE (was 2) | applied |
| PR-q3 | "Say, is the force on the boat a push or a pull?" | practice | applied: her stem — PR-2 | applied |
| PR-q4 | "Say, is the force on the ball a push or a pull?" | practice | applied: her stem — PR-3 | applied |
| PR-q6 | "I don't like this because, first of all, the Earth does act on the Earth, doesn't it? … You could instead say, 'Does gravity act on the ball?' and then the answer could be yes." | practice | applied: "A girl throws a ball up, and it comes back down. Does Earth's pull, which we call gravity, act on the ball?" — yes (James's 6 Oct form for the word) — PR-5 | applied |
| PR-q9 | "I would just say a force is a push or a pull not candy." | practice | applied: "Tessa says a force is a push or a pull. Is Tessa right?" — PR-8 | applied |
| PR-q8 | "No, remove all these questions. I don't think this is a necessary thing this is important for something later on. I would just teach it later on when the students are better with language." | practice | card A42 (one tug, how many directions); unchanged — PR-7 | open |
| PR-q11 | "For the explanation above I would put an image and for the term again I will. I think it's time for vocabulary. Hopefully that vocabulary gets put in the video and then we say gravity, the magnetic force, and the applied force all have the same names." | practice | (1) applied: the typed term on a drawing of the three opening scenes, "What do we call any push or pull on an object? Type the word." — PR-10; figures.py pr_three_forces; (2) card A41 | applied / open |
| SUMMARY-script | "Hopefully with the changes in vocabulary, after around 25 seconds… it can say, 'You've learned about three types of forces: gravity, the magnetic force, the applied force.' Then I think just use the one non-example of looking because, as noted previously, sound can create a force. The next thing is low priority but the door looks broken around 43. Also this is medium priority but after the intro it goes back to relying on the applied force a lot… Maybe use one example with the applied force and then one example with the magnet or gravity. Remove light as a non-example because light does also apply a force… Please remove the axe on one object… The one-direction thing: if that's in there again, remove that but the fact that it goes in a direction is good." | video · her marks: low, medium | (1) card A41; (2) applied: AUDIO + VISUAL edit by id, beat 2 (looking only) — FEEDBACK_2026-10-07.md; G3T05.py summary beat 5; (3) applied: VISUAL edit by id, beat 3 (a whole door); (4) applied in L02b (one applied case, then a magnet or Earth case); the summary's own run waits with A41 / A42, which touch the same beats; (5) applied: VISUAL edit by id, beat 5 (the bulb removed); (6, 7) card A42 | video edits not sent; A41 / A42 open |
| SUMMARY-v1 | "Just ask the question: What do we call a push or pulling any object? I don't think it needs the preamble." | attached question | applied: "What do we call a push or a pull on an object?" — SUMMARY q1 | applied |
| SUMMARY-v2 | "What was the force that acted on the wagon and pushed it forward?" | attached question | applied, adjusted: the wagon was pulled, so "The girl walked along with the wagon behind her, and it moved toward her. Was the force on the wagon a push or a pull?" (the verb "pulled" removed on the readers' flag) — SUMMARY q2 | applied |
| SUMMARY-v3 | "Remove this question and this line of questioning generally." | attached question | card A42 (how many objects does one force act on); unchanged | open |
| PP-q1 | "Technically light and sound do apply forces to the cork so this needs to be removed." | bank | applied by substitution: "a lamp shining on the fork" → "a shadow covering the fork"; "talking" → "thinking" — PP-1 | applied |
| PP-q3 | "I would put a different item in the grass because, technically, the boy is applying a push to the grass, it's just with his feet." | bank | applied: "a ball lying in the grass" — PP-3 | applied |
| PP-q4 | "All direction questions should have images with arrows." | bank | applied: the suitcase on a drawing with arrows J / K / L / M — PP-4; figures.py pp_suitcase_arrows | applied |
| PP-q5 | "Remove this question and all similar questions." | bank | card A42 (how many directions); unchanged | open |
| PP-q6 | "Technically three of these are applying forces." | bank | applied by substitution: clapping → drawing a picture; the sun shining → a shadow covering — PP-6 | applied |
| PP-q7 | "Just to remove the whistling one" | bank | applied: whistling → thinking about the can — PP-7 | applied |
| PP-q8 | "The sun is applying a force and the squirrel technically is" | bank | applied: chattering → looking; the sun warming → wanting the orange — PP-8 | applied |
| PP-q9 | "Remove all sound and light non-examples of forces because they are forces. I'm not going to say it anymore. Hopefully the AI can just pick up these from now on." | bank | applied everywhere in the topic (a bird singing → looking — PP-9; cheering and the sun → looking, a shadow — PP-10; sunshine → a shadow — PP-48); the rest of Grade 3 swept: Topic 7 has two sunshine non-examples, handed on | applied |
| PP-q11 | "The boy tugging his sock is a push. The sock is pushing his foot. There needs to be a clear answer." | bank | applied: the sock → "A boy tugging a wagon along behind him" — PP-11 | applied |
| PP-q12 | "I would remove pedaling because there is that part when you come up and it sort of could be construed as a partial pull maybe." | bank | applied: pedaling → knocking on a door — PP-12 | applied |
| PP-q13 | "Again I'm not sure they're going to know what all these things are, like 'a boy drawing back a bowstring.' … I would maybe just have two of these types of questions with simple vocab and be sure the answer choices are not obvious but really clear." | bank | applied: plain words — dragging a backpack, kicking a ball into a goal — PP-13 | applied |
| PP-q14 | "Okay just the same as the question before: there's too much vocab here… The concept is what's a push and what's a pull. I think kids already know that." | bank | applied: swatting → tapping a drum; yanking → tugging — PP-14 | applied |
| PP-q17 | "I would add images to these, especially like a tractor-trailer. Hey do kids know this? I don't know." | bank | applied: a drawing of the tractor and trailer, both named on it — PP-17; figures.py pp_tractor_trailer | applied |
| PP-q18 | "Don't give them a trick question with both the magnet and the bulb, especially without an image, and they might get confused: Is there another magnet?" | bank | applied: "One magnet hangs above a tray and pulls a steel bolt across the tray toward it" on a drawing of the one magnet — PP-18; figures.py pp_magnet_bolt | applied |
| PP-q19 | "Change the wording to: What object does does the Earth's pull (gravity pull) act on" | bank | applied: "Which object does Earth's pull, called gravity, act on?" — PP-19 | applied |
| PP-q20 | "No direction questions without images and identifying arrows." | bank | applied: the toy duck on a drawing with arrows — PP-20; figures.py pp_duck_arrows | applied |
| PP-q21 | "You definitely need an image with this one." | bank | applied: the dad behind the car, arrows — PP-21; figures.py pp_car_push_arrows | applied |
| PP-q22 | "I think it's a little confusing to call it 'dropped gloves' when the Earth is the one making it drop." | bank | applied: "A glove falls out of a coat pocket…" on a drawing with arrows — PP-22; figures.py pp_glove_arrows | applied |
| PP-q23 | "Image: Just for all the direction ones, put an image. Hopefully I can just say it here and AI can find them." | bank | applied: the screw and the magnet, arrows — PP-23; figures.py pp_screw_arrows | applied |
| PP-q24 | "Remove this question and all questions like this." | bank | card A42 (how many directions, one tap); unchanged | open |
| PP-q25 | "This is kind of confusing and there are actually a lot of forces going on right now so probably all of these are correct if you have a really bright student who can justify it." | bank | applied: one ask — "Which object does his pull act on?" — PP-25 | applied |
| PP-q26 | "I don't know that students are going to understand that's a balloon to the left. These questions are, again, convoluted. I would like to see some more straightforward questions." | bank | applied: the balloon drawn, arrows, "Which arrow shows the direction of her push on the balloon?" — PP-26; figures.py pp_balloon_arrows | applied |
| PP-q27 | "Okay I see. There's a whole slew of these. They're very confusing again and it's reading comprehension… I'm concerned it's going to end up making kids think they don't understand something that they did understand." | bank | applied: one ask — "A girl pushes a heavy trunk across the attic floor. Which object does her push act on?" (the rug cut on a reader's flag) — PP-27. The other two-idea items (PP-28–32, 34–36) keep James's approved type-6 / type-7 shape; noted for him in the report, not changed | applied |
| PP-q33 | "This question, I also don't like, and there's a bunch of them… I feel this is really going to be a lot for a third grader." | bank | applied: the toy tractor drawn, arrows, one ask — PP-33; figures.py pp_tractor_arrows | applied |
| PP-q46 | "And I don't think we need this extra information and nothing touches it by the way… If you remove that extra clause it's straightforward. I would have maybe more things like this. I think maybe you said also you don't like fill-in-the-blanks but I think that would be a little more straightforward than some of these as well." | bank | applied: the clause cut — PP-46; her fill-in-the-blanks aside noted (the course form is MCQ then typed) | applied / noted |
| PP-q47 | "This question doesn't make sense. Which of these is the reason for what? … I guess the answer is the last one but I was actually truly unclear what this was asking." | bank | applied: "The magnet's pull is a force. Why is the magnet's pull a force?" — PP-47 | applied |
| PP-q48 | "Wait, Sunshine is a force. Why is it saying this? Or at least it creates a force." | bank | applied by substitution: a shadow covering the sandcastle — PP-48 | applied |
| PP-q49 | "I think this is too much of a trick question because, yes, the boy's force did not act directly on the cup but it did indirectly cause the cup to have a force applied to it… we're asking for advanced language precision that we do not need for a third grader." | bank | applied: cut (her reasoning stands: not a Grade 3 distinction) — PP (was 49) | applied |
| PP-q51 | "Remove. We could have a lesson on this later on but this is a very hard concept." | bank | applied: cut (the beanbag going up while Earth's pull acts down) — PP (was 51) | applied |
Counts: 75 notes → 59 applied (46 text / drawing edits in the files + the two re-renders and eleven edits by id written, not sent — recorded as applied under James's 2 Oct rule), 13 to James on two cards (A41 ×4: L01-script, L01-q3 part 3, PR-q11 part 2, SUMMARY-script part 1; A42 ×11: L03-script part 4, L03-q8, L03-q10, L04-q2, q3, q4 part 2, q10, PR-q8, PP-q5, PP-q24, SUMMARY-v3, SUMMARY-script parts 6–7), 7 not actioned or answered (praise on L01-q2, q5, q8; Elin kept, L01-q11; the contact / non-contact question answered twice — Topic 6 is next; the fill-in-the-blanks aside). Several notes carry more than one action, so the parts sum past 75.
Checks run
python3 build_tools_check_topic.py grade3/topic05_build/content/G3T05.py→ 0 FAIL, 36 WARN (S36 standing word list; S38 live-script fragments; S18 L01 at 16 items and S32 its typed definition at position 4 — both Olivia's asks; S13 the "which object" stems naming their object, as before; S22 PP-48's type-11 shape, proposed and unchanged in form; S28 the "which of these is a pull" stems shared with L02, as before; S26 no typed bank item, James's 5 Oct ruling; S31 FOR3-006's tiers after two hard items were cut).check_key_tells.py→KEY TELLS: 1 of 110 MCQs flagged— PP-2, James's own exemplar (the topic's standing flag).- Blind read, two cold readers (review-lesson Role A, keys sequestered,
blind/2026-10-07/changed/): Reader A 55 of 55, Reader B 55 of 55; 3 typed items, 6 adversarial forms, 0 accept-list misses. Flags applied: L02-q3's "pushes" → "presses" → "puts both hands on" (Reader C); L02's attached "pulls" → "walks along holding the handle"; SUMMARY-v2's "pulled" → "walked along with the wagon behind her"; "a shadow falls on" → "covers" (seven items; the course's no-figurative-verbs rule); PP-27's rug cut. Third reader on the eleven re-worded items (blind/2026-10-07/round2/, Reader C): 11 of 11 agree with the key; his one minor flag (L02-q3's "presses" leans toward push) applied — the stem now says "puts both hands on a heavy gate, and it swings away from her". - Figures: non-author
review-figurespass on the 34 new or changed drawings (FIGURES_G3T05_2026-10-07.md): 24 PASS, 10 FIX — letters too small at phone width (the shared helper), four letter circles on another element, the pushed car's arms touching nothing, the magnet pair's arrowheads meeting, an invisible feather, a half-sky wagon panel, a letter astride the tabletop — all ten applied and re-rendered (the kicked-ball attached figure's distractor arrow now points up, clear of the leg). build_tools_names.py→ no new child name in Topic 5.build_tools_export_timeback.py … export/G3T05_2026-10-07/→ validator PASS (ledger rows 89, pp100 50, images 49 present).- Videos:
check_brief.pyonbatch_G3T05_INTROb.jsonandbatch_G3T05_L02b.json→ clean, exit 0. Nothing sent. - Page rebuilt:
course_preview/topic05/index.html(4 lessons, 10 practice, 50 pp100, 58 figures). Tracker and Needs-you pages rebuilt; not deployed.
Counts after the pass
Lesson quizzes: L01 16 (was 14: two priming items added), L02 11 (was 12: the straw cut), L03 9 (was 10: the naming true / false cut), L04 11 (was 10: the kite joined the quiz) → 47 items. Attached questions 4 + the poll + 3 summary (key string A B B A B B A). Practice 10 (was 11). Bank 50 (was 52: 24 easy · 20 medium · 6 hard; keys A 14 · B 13 · C 13 · D 10). Figures 58 (34 new or changed; 11 retired: the shouting child, the doors of L02, the fridge, the stone, the light bulb, the kite still, the arm-held pin).
Not done, on purpose
- No video was sent; no page was deployed; the vault is untouched.
- The three force names are not coined (A41); the "one object" and "one direction" lines, beats and nine items stay (A42).
- Topic 7's two sunshine non-examples are listed for the hand-on, not changed here.