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 (four fresh scripts; the FEEDBACK record in the R100 form), review-figures (22 new or changed drawings, non-author read), write-like-james (the two new cards and A41's addition) @ 8bb30bb
Olivia's notes on Topic 6 "Forces that touch, and forces that don't" — triage (7 October 2026)
Source: reviews/olivia/G3T06_2026-10-07.md (Olivia Mullins; 35 notes on the intro, the three lessons, their quizzes, the practice, the summary and the bank — she marked none high / medium / low, but wrote "this is really important" three times). 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 one science point runs through everything, and it was right. The topic had sorted forces by "does the pusher or puller touch the thing?" — and said "the magnet never touched it". But the clip does reach the magnet and sticks, and a child standing on the grass is touching Earth while Earth pulls her. A force that doesn't touch CAN touch; a force that touches MUST. So the test is now "does the pusher or puller HAVE to touch the thing?", in the lexicon, both term definitions, every article, every item (stems, fb, whys), every drawing's verdict line, and all four videos. "Most pushes and pulls touch" is gone ("some forces have to touch; some can act without touching"); "the magnet never touched it" is "the clip jumps up before the magnet touches it". L01's article gained a section "Can a force that doesn't touch, touch?" (a girl on the grass and in the air; the clip stuck to the magnet — two new drawings), and her two quiz items are in (is Earth pulling a boy standing on the ground? yes; is a magnet pulling a clip that hangs from it? yes), each fb saying "it can touch; it just does not have to". The labels "a force that touches / a force that doesn't touch" stay, so items and the live videos' chips agree — whether they become "contact / non-contact" is card A43.
- Four fresh renders, written and not sent (
handoff/G3T06/videos/, each with a batch, a READY and a script):G3T06-INTROb(the clip moves before the magnet touches it; "no touch, no roll" cut; a girl on the grass and in the air; no "let's"; 119 words),G3T06-L01b(a drawn hand instead of the "popsicle stick"; the drop at real speed; "some forces have to touch"; "Earth's pull, which we call gravity"; "but some forces CAN act without touching"; no "my hand"; 149 words),G3T06-L03b(the have-to question in every case; the can-touch line; the hair rises before the balloon touches it; "the rubbed balloon's pull"; 150 words — the task had foreseen edits by id, but seven of thirteen beats needed new narration, so a fresh render is the honest route),G3T06-SUMMARYb(hand and foot drawn as such; no can; no "electric charge"; the have-to-touch sort rule; the sort by KIND of force, not by the diver or the clip; 174 words). All fourcheck_briefclean, exit 0. No edits by id: every video note is carried by a render.FEEDBACK_2026-10-07.mdrecords where each note went. - Thirty-odd text and drawing changes are in the files (
OLIVIA_EDITS_FOR_JAMES_G3T06_2026-10-07.json, the Needs-you page's applied list, each revertible): L01-q1 in her "this pull is called" form; arrows and a drawn hand on L01-q3 and q4, the stems asking "has to touch"; her exact wordings on q5, q7 and q10; the attached question asks whether Earth has to touch the ball (no), not "which force touches"; Malik recast as the boy on the grass; the run stems "Is this a force that touches, or a force that doesn't touch?" (her words); L02's captions and items say "the rubbed balloon's pull", never "the balloon's pull" as a name, and ask "have to"; L03's quiz opens with two straightforward items (what "a force that touches" means; which of two forces has to touch), "small, light things like bits of paper", the sled's rope drawn to the sled, the jar lid now a steel spoon, Zainab's claim "a magnet does not have to touch a steel pin to pull it"; PR-4 (pepper), PR-5 (foil on a wet day) and PR-11 (the typed "rubbed") cut, PR-8's kicked ball a thrown ball; the bank swept for the same wording in 17 items, otherwise untouched for her read. The magnet hangs from a string in every drawing (Topic 5's register) and every hand is a drawn hand. - Three cards for James (
reviews/olivia/DIGEST.md): A43 — coin "contact force" / "non-contact force"? The register's three atoms (FOR3-020, 026, 027) coin nothing — FOR3-026 is "Touching or non-touching?" — so this is his; TEKS 3.7A's own words are "forces acting on an object in contact or at a distance", so the recommendation is yes, in Lesson 3 (one more L03b render, so he may want to rule before L03b is sent). A44 — rebuild L02 around the name "static electricity" with everyday examples, and cut the balloon from the intro? The atom's cross field is James's 25 Sep ruling ("say only that this is because of something called electric charge, met later"); recommendation keep. A41 (Topic 5's card) gains Topic 6's instance: the proper names of the kinds of force (gravity, the magnetic force, the applied force, and her "static electricity force"). Her aside that other things have gravity besides Earth is a future note. - Gates: checker
0 FAIL, 26 WARN(the standing S36 word list, S38 live-script fragments, S26 / S34 the two labels with no typed recall — judged on 30 Sep — and "electric charge" named once by the atom's ruling; no new WARN class). Key tells: 1 of 100 (PP-1, James's exemplar, the standing flag; PR-6 and L03-q1 cleared by casing the options alike). Two cold readers on the 52 changed items (38 lesson-side + 14 bank): Reader A 51 of 51 keyed items agree, Reader B 51 of 51, both FRQ answers match the model. Their flags applied: the key the longest option in L03-q2 (trimmed) and PP-6 (trimmed); L03-q10's "flies high into the air" (cut — a reader could think the throw acts across the gap); L02-q1's "his hands have to" (now "with his hands… does he have to touch the box"); PP-42's absurd fourth option (now "The magnet pushes the car away."). A third cold reader on those re-worded items: Reader C 4 of 4 agree with the key (L02-q1, L03-q2, L03-q10, PP-42); his one flag — PP-42's new fourth option still read as absurd — was applied ("The magnet pulls the car down.") and he re-read that item blind: 1 of 1 agrees, "A, C and D are all non-touching pulls, tempting-wrong, none absurd". Their other flags, judged and kept: the key is the only non-person actor in the "which can act without touching" items (PR-6, PP-1, 2, 4, 33–35) — inherent to type 1, James's approved exemplar shape; the drawings on L01-q3, q4, the attached question and L03-q6 show the gap and the arrow — that IS the scene, and the student is meant to see it (the 28 Sep cold read reached the same call); L01-q11 (the boy on the grass) tempts "no" — that is the misconception the item exists for. Figures: non-authorreview-figurespass on the 22 new or changed drawings: 14 PASS, 8 FIX — the string ran through the verdict text (magnet_clip_no_touch), the verdict sat over the raised arm (balloon_hair_rises), the kicker had three legs (a one-leg branch inchild()), a chip ran off the frame (girl_ground_jump), the balloon's holding block read as a head (fist()is now an arm and a hand with finger ridges), the finger was still a bare oblong (finger()is now a hand with one finger out), the attached figure's alt text said "arm" — all eight applied and re-rendered, plus his two notes (the nail's arrow lengthened; the register docstring updated: hands drawn, the magnet on a string) (FIGURES_G3T06_2026-10-07.md). Names tool: no new child name in Topic 6. Export: validator PASS (export/G3T06_2026-10-07/). Topic page, tracker and Needs-you pages rebuilt; not deployed. - A tool defect found on the way:
build_tools_video_batch.py's UNBAN rows for Topics 5–9 had sat inside the G3T03 comment since 6 Oct (a trailing comment swallowed them), so "force" was banned in every Topic 5–9 brief while its protected lines said it. Moved back onto live lines; Topic 6's L01b and SUMMARYb rows unban "gravity".
The table — every note, her words verbatim
| note id | her words (verbatim) | kind | our call | status |
|---|---|---|---|---|
| INTRO-script | "For the magnet the paperclip does touch the magnet so that needs to be changed. Instead of saying 'the paperclip never touched it.' It should say, 'The magnet made the paperclip move before touching it'. Then later instead of saying 'no touch, no roll,' say, 'If he doesn't touch it, the ball won't roll.' I would actually just cut that maybe. Either change it or cut it. Let's not introduce static electricity yet. That should be its own thing. Let's just do contact and non-contact forces and then when we do static, you can say, 'Oh this is a non-contact' So remove the balloon. Also this is really important: forces, gravity acts when the Earth is touching something and magnets act when they are touching something. I think take out the static part and add a part of the video that says a magnet can touch an object while it pulls and the Earth can touch things. If you're lying on the ground you're touching the Earth and the Earth is pulling you but the Earth doesn't have to touch you to pull you down. A magnet doesn't have to touch a magnetic object to pull or push it." | video · "really important" | (1, 2, 4) applied as a re-render G3T06-INTROb: the clip jumps up before the magnet touches it; "no touch, no roll" cut; a girl on the grass and in the air, Earth pulling her both times — G3T06.py intro_script; scripts/G3T06_INTROb.md; batch_G3T06_INTROb.json, READY_INTROb.md; (3) card A44 — remove the balloon / static as its own thing — the balloon stays with the corrected wording until James rules | video re-render, not sent; (3) open (A44) |
| L01-script | "The 'hand' in the video is a popsicle stick. I do think this is important to change because there's a contradiction between what's being said and what's being viewed and that's going to cause a distraction. This continues as the hand is supposed to be dropping it. The dropping is also too slow. I think we should have it look more like real object dropping, both with the ball and the paperclip later. I don't know that it's true to say 'most pushes and pulls touch.' I wouldn't say one or the other. I would say some types of forces require touching. Some don't. As said before we should be using the vocabulary that the kids have learned. Gravity, da da da. I think eventually we can transition just to gravity and not say 'the Earth pull' every time and then only say 'the Earth pull' when it's really needed. Then at the end I think this is important: it should say, 'But some forces can act without touching...' Emphasis on the 'can.' A note for eventually: I think we really need some real-life videos in here to show what this looks like in actuality but I know that's not right now." | video · "important" | applied as a re-render G3T06-L01b: a drawn hand; the drop at real speed; "Some forces have to touch."; "Earth's pull, which we call gravity" (James's 6 Oct form — "the Earth pull" stays as the doer, his language rule); "But some forces can act without touching" with the stress on can — G3T06_lessons.py L01 script; scripts/G3T06_L01b.md; batch_G3T06_L01b.json, READY_L01b.md. Real-life footage: future note | video re-render, not sent; footage noted |
| L01-q1 | "The question defined that it's a pull so it's not a push or a pull. We can say this pull is called a what?" | quiz | applied: "A girl pulls on a rope. What is a pull like this called?" — L01 q1 | applied |
| L01-q3 | "Fine but the popsicle stick needs to be changed. Also can we add arrows>" | quiz (drawn) | applied: a drawn hand (figures.py hand / open_hand), a blue arrow from the spoon's middle; the stem "Earth has to touch the falling spoon to pull it down" (false) — L01 q3; q_spoon_falling | applied |
| L01-q4 | "Add arrows. Again I'm uncomfortable with this because it eventually does touch the magnet and the magnet is still pulling it up while it's touching." | quiz (drawn) | applied: a blue arrow from the nail; the magnet on a string; "The magnet has to touch the steel nail to pull it up" (false), the fb "the nail starts to move while there is still a gap" — L01 q4; q_magnet_nail | applied |
| L01-q5 | "I don't love this because the Earth actually does pull on the leaf once it hits the ground as well. That's actually something that needs to be addressed. Technically saying 'while it's falling' means while it's in the air but I would just rewrite this to say, 'The Earth can make a leaf fall down without touching it.'" | quiz | applied: her sentence, true — L01 q5 | applied |
| L01-v1 | "Okay this is challenging my knowledge of physics: Is the force touching anything or is the force just a force? I mean, the hand is touching the ball. I don't know if that's the same thing as a force touching the ball. Also I think we need to be careful here because if the ball is touching the Earth, the Earth is touching the ball while gravity is applied to the balls. I might remove this question" | attached question | applied: "A hand lets go of a ball, and it falls. Earth pulls it down. Does Earth have to touch the ball to pull it down?" (no) on the same drawing — L01 video_question | applied |
| L01-q7 | "Let's add the word 'can' again." | quiz | applied: "A magnet can pull a steel screw toward it without touching the screw." (true) — L01 q6 | applied |
| L01-q8 | "Let's change the language from 'pull' because we're using that to describe types of forces. I would just say, 'Is this a force that touches or that doesn't touch?'" | quiz | applied: her stem on every run item in L01, L03, the summary and the practice; the option labels unchanged (they are the videos' chips) — the "contact or non-contact?" form waits on A43 | applied |
| L01-q10 | "Maybe reward this too. Does the Earth need to touch something? Does the Earth need to touch a sock to pull it down?" | quiz | applied: "You drop a sock, and Earth pulls it down to the floor. Does Earth need to touch the sock to pull it down?" (no) — L01 q9 | applied |
| L01-q11 | "I never like these questions. I don't know if I'm wrong but I think it's confusing. I think it's also a little confusing to say the Earth pulled the drop pencil without touching it." | quiz | applied: Malik cut; the slot is her "is Earth pulling a boy who is touching the ground?" item — L01 q11 | applied |
| INTRO-v1 | "Just putting this here because I'm not sure where else to put it. What I would do is have this lesson with just a small number of questions and then I would have another lesson that now is kind of the same thing but we're using the term 'contact.' The next video defines the term 'contact' as touching and it defines the applied force as a contact force, gravity as a contact force, and the magnetic force as a non-contact force. The questions there should have them say 'contact force' and 'non-contact force' as well as quiz them on what contact means." | lesson design (coining) | card A43 — the register coins nothing here; TEKS 3.7A says "in contact or at a distance"; recommendation yes, in L03 | open (A43) |
| L01-quiz | "I would additionally add questions here about whether the Earth is pulling on things that are touching it and whether a magnet is pulling on something that is touching it. Again this would need to be added to the video and explained very, very clearly. It can touch it. It doesn't have to." | quiz + video | applied: L01 q11 (a boy standing on the grass: yes) and q12 (a clip hanging from a magnet: yes), each fb "it can touch the thing it pulls; it just does not have to"; the explanation in L01's article section, INTROb's girl-on-the-grass beat, L03b's "can still touch" beat and SUMMARYb | applied |
| L02-script | "I'm uncomfortable with this video defining 'balloon pull' as though it's a specific thing. I think kids will come away from it thinking 'balloon pull' is like a science, like a type of force. I would here maybe lead with the term 'static' because we can't really explain what static is very well without going into electrons and all this sort of stuff. I would just say, 'There's something. This is because of a force called static electricity' and then I would give other examples of static electricity, like taking laundry out of the dryer, getting a shock, this kind of thing. The vocab here: normally we might want to explain the concept first but what do we even explain? We can just name it and give examples. Now eventually, we might want to consider if we're going to teach about electrons in third grade…" | video + lesson (coining; the atom's cross field) | (1) applied in the text: "the rubbed balloon's pull", never "the balloon's pull" as a name — G3T06_lessons.py L02 captions and q10, L03; (2) card A44 — the static-electricity rebuild; the live L02 video unchanged until James rules (its chip THE BALLOON'S PULL is one VISUAL edit by id if he keeps the lesson) | text applied; open (A44) |
| L02-v1 | "This question is fine even if you change the video." | attached question | praise | noted |
| L02-q2 | "I don't know. I think I would basically just have the kids ask a few questions and name static electricity and give examples of static electricity; and then I would move to the next thing and have kids name the type of force: gravity, static electricity force, applied force, magnetic force" | quiz (coining) | cards A44 and A41 (the four names) | open |
| L02-q5 | "The other thing I'm kind of focusing on with the balloon is that it's putting a lot of focus on this rubbing. I guess it's fine" | quiz | noted (the rub is the atom's own boundary — an unrubbed balloon pulls nothing) | noted |
| L03-script | "I like this with a few critical changes. Again we should definitely be using the vocabulary now. We can still say touch but it also should be: this is called a contact force. This is a non-contact force and we definitely do not want to be using 'balloons pull' instead of static. I think Earth's pull is okay for gravity because there's gravity elsewhere but 'balloons pull' is too misleading I think. Actually that reminds me: we probably should at some point say that other things have gravity besides the Earth. Anyway the other huge thing, and this is really important, is we have to say, like I said in the last lesson, that contact forces have to touch in order to happen. Non-contact forces can touch but they don't have to. That really needs to be emphasized and it needs to be in all the language. Actually usually when I do the balloon thing, which I have done with many kids, you do touch the hair…" | video · "really important" | (1) applied as a re-render G3T06-L03b: the have-to question in every case, the can-touch line, the hair rising before the balloon touches it, "the rubbed balloon's pull", "A hand's push or a foot's kick has to touch" — scripts/G3T06_L03b.md; batch_G3T06_L03b.json, READY_L03b.md; the article the same; (2) "contact force" — card A43; (3) "static" — card A44; (4) other things have gravity — future note (Grade 5) | video re-render, not sent; A43 / A44 open |
| L03-v1 | "I mean I'm glad the arrows are there. These are third graders but if this was middle school I would say this might be an inappropriate image." | attached question (drawn) | noted; no change | noted |
| L03-q1 | "As previously stated I would really like to see these quizzes just start off with very straightforward questions, like 'Which of these is a contact force?' 'What does contact mean?' That kind of thing." | quiz | applied: two openers — "Which sentence says what a force that touches means?" and "A boy's hand pushes a door, and a magnet pulls a steel pin. Which force has to touch the thing it moves?" — L03 q1, q2; "contact" itself waits on A43 | applied |
| L03-q2 | "Did you focus on the fact that things were light just because kids might get confused between 'light' (as in not heavy) and 'light' (as in not dark)?" | quiz | applied: "…pull small, light things like bits of paper toward it" — L03 q4 (the lexicon's "light things" keeps its examples beside it in every lesson) | applied |
| L03-q3 | "As previously stated, for contact and non-contact force I would rather it just said, 'Is this a contact or non-contact force?' Or if you want to use touching you say 'touching' or 'not touching.' I think we should be using 'contact' by now but I think 'force' should be saved for magnetic force, applied force, etc." | quiz | applied in her touching form ("Is this a force that touches, or a force that doesn't touch?") across the run; "contact" — card A43 | applied; open (A43) |
| L03-q4 | "Lowish importance but the string is kind of weird here. It should either go all the way to the other part of the slide or wrap around the outer part of the slide. Also same comment as above with kind of force" | quiz (drawn) · lowish | applied: the rope is one line from her hand to the sled's curled front — figures.py q_sled_rope | applied |
| L03-q6 | "I think this could be a better choice than a jar's lid. It's kind of confusing." | quiz (drawn) | applied: a steel spoon, the magnet on its string beside it — L03 q8; figures.py q_magnet_spoon (the lid retired) | applied |
| L03-q12 | "This should be 10 pull a steel pin." | quiz | applied: "Zainab says a magnet does not have to touch a steel pin to pull it. Is Zainab right?" (yes) — L03 q14 | applied |
| PR-q4 | "There's no way for students to know this. remove, or have the static electricity video have tons of examples of static electricity, which actually is more fun, and then you could leave the question in." | practice | applied: cut (the pepper); her "tons of examples" is on card A44 | applied |
| PR-q5 | "If it's a wet day it might stay still. I think this is the kind of question that maybe the kids will get right but bothers me because it won't necessarily happen reliably." | practice | applied: cut (the foil) | applied |
| PR-q6 | "I'm not putting all the same comments again on this page but just assume all the comments from previous pages apply." | practice | applied by the sweep (the run stem, "has to" in fb and why) — PR-4 | applied |
| PR-q7 | "This is fine." | practice | praise (Freya) | noted |
| PR-q8 | "Can it be like Earth pulls a thrown ball to the ground because a kicked ball often isn't necessarily airborne?" | practice | applied: "Earth pulls a thrown ball back down." — PR-6 | applied |
| PR-q10 | "This is good." | practice | praise (the typed "force") | noted |
| PR-q11 | "What is this supposed to be?" | practice | applied: cut (the typed "rubbed" — never a term) | applied |
| SUMMARY-script | "The hand and foot do not look like hands and feet. Same comments as previous. Add vocabulary, etc. I'm glad to see the arrows. The paperclip will touch the magnet so it shouldn't say it doesn't. The things that they're saying will happen because of the balloon charge are way too strong. The can's not going to go near the balloon, which is going to pull her hair up all that. That's not going to happen. Also again, this is just too much focus on a balloon. It should be different examples of static. This is a summary video but it introduces the term 'electric charge,' which we have not seen before. Also really important. This rule for determining if it's a contact or non-contact force is a bad rule because magnets do touch things. The Earth does touch things, as we've described. The balloon will also touch things. Also very important: they're sorting the forces by the diver or paperclip etc.. The diver shouldn't be what's sorted. What's sorted should be the type of force with it's proper name. Again add the 'can/have to' language." | video · "really important" | applied as a re-render G3T06-SUMMARYb (hand and foot drawn; the clip moves before the magnet touches it; hair and paper only; no "electric charge"; the have-to-touch rule; the sort by kind of force; the can / have-to line; "Earth's pull, which we call gravity") — G3T06.py summary_script; scripts/G3T06_SUMMARYb.md; batch_G3T06_SUMMARYb.json, READY_SUMMARYb.md; the proper names — card A41; "different examples of static" — card A44 | video re-render, not sent; A41 / A44 open |
| SUMMARY-v1 | "A book. Hey it's me." | attached question | an aside | noted |
| PP-q1 | "I'm going to wait to review these until the edits come because I think I'll otherwise just be saying the same thing over and over." | bank | answered: the bank is untouched except the touch / can-touch wording sweep (17 items) and two re-wordings from the cold read (PP-6, PP-42); it is ready for her read | noted / applied |
Counts: 35 notes → 25 applied (text and drawings in the files + the four re-renders written, not sent — recorded as applied under James's 2 Oct rule), 7 note-parts to James on three cards (A43 ×4: INTRO-v1, L03-script part 2, L03-q3 part, L03-q1's "contact" wording; A44 ×5: INTRO-script part 3, L02-script part 2, L02-q2, L03-script part 3, PR-q4's and SUMMARY-script's "examples of static"; A41 ×2: L02-q2's four names, SUMMARY-script's "proper name"), 9 not actioned or answered (praise on L02-v1, PR-q7, PR-q10; L02-q5, L03-v1, SUMMARY-v1 noted; the real-life footage and the gravity-elsewhere future notes; PP-q1 answered). Several notes carry more than one action, so the parts sum past 35.
Checks run
python3 build_tools_check_topic.py grade3/topic06_build/content/G3T06.py→ 0 FAIL, 26 WARN (S36 standing word list; S38 three live-script fragments — INTRO "Now, outside.", L02 "And now, tiny bits of paper.", both as before; S26 / S34 the two labels with no typed recall and "electric charge" with no item — judged 30 Sep and unchanged; S15 clean: the summary speaks all four lexicon sentences).check_key_tells.py→KEY TELLS: 1 of 100 MCQs flagged— PP-1, James's own exemplar word for word ("Earth…" against lower-case distractors; the topic's standing flag). PR-6 was sentence-cased and L03-q1's two options capitalised alike to clear the other two.- Blind read, two cold readers (review-lesson Role A, keys sequestered,
blind/2026-10-07/changed/andchanged_pp/): Reader A 51 of 51 keyed items, Reader B 51 of 51; both FRQ answers match the model. Flags applied: L03-q2 key trimmed ("a rub on a sweater"); PP-6 key trimmed; L03-q10 "flies high into the air" cut; L02-q1 "with his hands… does he have to touch"; PP-42's fourth option "The magnet pushes the car away." Third reader on the re-worded items (blind/2026-10-07/round2/): Reader C 4 of 4, then 1 of 1 on PP-42's second rewording (round3/). - Figures: non-author
review-figurespass on the 22 new or changed drawings (FIGURES_G3T06_2026-10-07.md): 14 PASS, 8 FIX, all eight applied and re-rendered (see above). build_tools_names.py→ no new child name in Topic 6.build_tools_export_timeback.py … export/G3T06_2026-10-07/→ validator PASS.- Videos:
check_brief.pyon the four batches → clean, exit 0 (INTROb: one WARN, three question marks at the limit; SUMMARYb: one WARN, every spoken word protected, as on every summary).grep -ci strandon the batches: 0. Nothing sent. - Page rebuilt:
course_preview/topic06/index.html(3 lessons, 8 practice, 52 pp100, 32 figures). Tracker and Needs-you pages rebuilt; not deployed.
Counts after the pass
Lesson quizzes: L01 12 (was 11: Malik cut, her two "can touch" items added), L02 10 (unchanged), L03 14 (was 12: two openers added) → 36 items. Attached questions 3 + the poll + 3 summary (key string B B B A A A). Practice 8 (was 11). Bank 52 (unchanged in size). Figures 32 (was 30: two new; the jar lid retired, the spoon added; 20 redrawn or re-worded).
Not done, on purpose
- No video was sent; no page was deployed; the vault is untouched (no new general rule: her point is the topic's own science; the "non-example is never a sound or light" rule of 7 Oct already stands).
- "Contact" / "non-contact" are not coined (A43); L02 is not rebuilt around "static electricity" and the intro keeps its balloon (A44); the kinds of force keep the course's plain names (A41).
- The live L02 video's chip THE BALLOON'S PULL waits on A44.
Pipeline landing, 7 Oct ~08:30 — INTROb v2
G3T06-INTROb v2 landed beside the live INTRO (same id video_1791348427638_6bcd67eb0f3219fd8326; md5 22eb5993d23f6aa3fa57c28f4a80a4fb; v1 kept as G3T06-INTROb.prev.mp4). Script diff v1 → v2 is exactly the three Olivia lines (girl jumps and is still pulled down; balloon rubbed on a sleeve, held over a friend; "Some forces have to touch. Some don't."). Duration 69.5 s → 76.4 s, 124 spoken words. Accepted without retry: the changes are Olivia's (applied under the standing rule), and Topic 5/6 intros already run to 70 s with no objection from James. Logged against the 60 s intro guide line; a trim is one audio edit by id if he asks. Slotted together with L01b, L03b and SUMMARYb when all four land.
Pipeline landing, 7 Oct ~08:40 — L03b v2
G3T06-L03b v2 landed beside the live L03 (same id video_1791348444075_af026c3288bca5010047; md5 6152588ca88c5ca204b88d2e37d21283; v1 kept as G3T06-L03b.prev.mp4). Audio and script byte-identical to v1; the only frame change is the can-touch beat (49–55 s): the bar magnet now hangs on its string with the paper clip stuck beneath it and the up-arrow, beside the diver. 69.5 s. No flags; slot-ready. Waiting on L01b and SUMMARYb before the four are slotted together.
Pipeline landing, 7 Oct ~08:50 — SUMMARYb v2
G3T06-SUMMARYb v2 landed beside the live SUMMARY (same id video_1791348475663_cb5d18cc73963b6b9fd2; md5 cd320e5bb0727619542ba9458e05eb1b; v1 kept as G3T06-SUMMARYb.prev.mp4). Script diff is exactly the five "have to" rows; closing sort card and three bullet lines intact. 81.6 s → 85.4 s (within the 92 s grace). No flags; slot-ready. Waiting on L01b only.