Skill: course-build → review-content (Olivia's notes triage) → write-mcqs (items), write-explanation (fb and why lines), video-brief (edits by id in the R100 form; one re-render proposal), review-figures (the redrawn and new drawings, self-check — a non-author pass is owed before the picture stage), write-like-james (cards A50, A51 and A41's Topic 7 instance) @ b408f82

Olivia's notes on Topic 7 "Pushes and pulls change things" — triage (8 October 2026)

Source: reviews/olivia/G3T07_2026-10-08.md (Olivia Mullins; 49 notes on the intro, the four lessons, their quizzes, the practice, the summary and the bank). 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 (R100 form), and a note that needs new narration or a new sequence is a re-render proposal. Nothing was sent; nothing was deployed; the coordinator does both.

What happened, in plain words

Her biggest point is about the questions, not the science. She found the quizzes "spending a lot of time on items that are really intuitive but then using really confusing language to talk about them". Three forms went: "A cup sits still. A girl looks at it. What does the cup do?" (the cup sounds as if it decides); "What does his push change? — its shape / how it moves" (a squashed pillow IS moved, so a careful child could pick either — her "highest priority… I think it's incorrect and confusing"); and the four-way practice options "It started moving…" where "it" read as his push. Every L01 item now asks the lesson's own question, "Does the cup start moving?"; every L04 item asks "Does her push change the shape of the ball?" yes / no, or names the thing ("the pillow's shape" / "the pillow's color"); every practice option names its object ("The cup changed shape."). Six items she called convoluted or unrealistic are cut (two L02 true / false, the L04 curtain and true / false, plus the roller-skater and the bike replaced), four scenes she could not picture are replaced (the wheeled toy horse → a sled on its rope; the washer → a steel spoon; the wheeled toy box → a shopping cart; the bike → a sliding box pulled back), and the explain task is built up to as she asked — a drawn multiple-choice question first, then "in your own words" on the same picture.
One science point, applied where she made it: the L01 video says "nothing pushes or pulls the nail" after the magnet goes — but Earth and the table still do. The video line, the article and the caption now say "The magnet no longer pulls the nail, so it stays still." The same logic would reach the atom's rule sentence ("With no push or pull, a still thing stays still") and a dozen "nobody pushes or pulls it" lines — that is the register's wording and James's to change, so it is card A51 (recommendation: keep it at Grade 3).
Eleven video edits by id, written and not sent (handoff/G3T07/videos/FEEDBACK_2026-10-08.md): the intro's dashed path starting at the frame's edge and the clay with no fingers; L01's "Still means it is not moving", the swing swinging evenly, the nail line above, and the magnet on a string instead of the long arm; L02's still arm, the swing held ("She holds the seat. Her hands push against it" — the authored line the voice had dropped) and the sled on a gentle slope with a taut rope; L03's ball turning at the tap and "the shoe's push"; L04's close restated in her words ("a push does not always change a thing's shape, a pull does not always…"); the summary's close with the movement changes together and the shape change on its own line. One re-render proposed, not built: G3T07-L04b, adding a pull non-example (a pencil) as she asked — the page already has it.
Drawings: the magnet hangs from a string in all three magnet drawings (her "this hand does not look anything like a hand"), the shoe looks like a shoe (toe, tongue, laces), the hockey stick has a shaft and a blade, LEFT and RIGHT chips sit on every side-push item drawing, and four quiz / practice drawings are new (the paper boat and the wind; the can and a rolling ball; the ambulance and the broom; the ball and a hand, for the explain pair), plus the pencil pair in the article. These are code drawings (placeholders for the picture pass); her ask for pictures with real-looking hands (L03-q2) is for David's image pack at the picture stage, listed below.
Three things go to James (reviews/olivia/DIGEST.md): A50 — a new "what a push is in science" part (catching a ball is a push; a still leg the ball hits pushes it; a push doesn't always move the thing) — a new lesson in an approved topic; recommendation: not now, backlog, since Topic 5 L02b already shows the wall case and L02's holding edit names the catch as a push. A51 — does Grade 3 keep "nothing pushes or pulls it" of a resting thing? Recommendation: keep. A41 gains Topic 7's instance ("This is an applied force").
Gates: build_tools_check_topic.py → 0 FAIL, 23 WARN (S36's word list; S38's three live-script fragments as before; one new S8 WARN — the L01 opening beat now has three short sentences because "Still means it is not moving" was written back into it; S26 / S31 as before). check_key_tells.py → 0 of 105 (L02-q3's options equalised). build_tools_check_terms.py → 0 declared terms, no new coining. No blind read was run on the changed items in this pass — owed before the picture stage (two cold readers on the 31 changed lesson-side items, review-lesson Role A), as is a non-author review-figures pass on the 12 new or redrawn figures.

Pages that now differ from their live video (the "page differs from video" principle)

lesson	the page says	the live video says	why
L01	"Still means it is not moving." (article, after "It hangs still")	nothing — until Edit 1 lands	her note; the edit restores agreement
L01	"Someone lowers a magnet on a string near it"; the drawings show a string	"An arm brings a magnet close" and a long arm — until Edit 4 lands	her note; the edit restores agreement
L01	"The magnet no longer pulls the nail."	"Nothing pushes or pulls the nail." — until Edit 3 lands	her note
L02	"a sled sliding down a gentle snowy slope"	"a sled slides on the snow" — the slope is a VISUAL edit, the words stay	the delivered words are fine once the picture shows the slope
L03	"A boy's foot pushes it from the side… His push"	"Here comes a shoe… The shoe's push" (after Edit 2)	the page names the boy whose shoe it is; the video shows only a shoe (Olivia: "there was no him there")
L04	the article has the pencil non-example and the three-sentence close	no pencil; the close is Edit 1's three sentences	the pencil is the L04b proposal
SUMMARY	summary bullets and the last beat in the new grouping	the same after Edit 1	—

The table — every note, her words verbatim

note id	her words (verbatim)	kind	our call	status
INTRO-script	"Around then the scene changes from the boy kicking the ball to the girl receiving the ball. When the ball is moving it has a dotted line showing its movement behind it but when it switches frames the dotted line starts about an inch from the frame. It doesn't give the impression that it's the same ball the boy kicks necessarily. The dotted line needs to start at the edge of the frame. Like previous images with hands, what I suppose are supposed to be fingers squishing this clay is kind of weird-looking. It doesn't really look like that."	video	applied as two VISUAL edits by id (beat 3: the path starts at the frame's edge; beat 7: plain oblong arms, no fingers) — `FEEDBACK_2026-10-08.md`; the intro script's screen notes carry both	video edit (pipeline), not sent
L01-script	"I think this is more or less fine. I have some small things I would change… First of all the first time that you use the word 'still,' after that I would say the sentence 'still' means not moving. Minor but the swing doesn't quite swing properly. It's swinging higher on the right side than the left. Around 40 or so seconds it say 'now the magnet is carried away, nothing push or pulls the nail.' So I said I would say instead: 'Now that the magnet is carried or moved away, the magnet no longer pulls on the nail so the nail is still.' I would make this change for two reasons: 1. Things are still pulling and pushing on the nail (gravity, the table, etc.). We're going to teach that later so it's incorrect. 2. I think it's just helpful to identify the magnet again in that second clause and to say 'no longer'… You know, the arm is sort of a little ridiculous looking… it's going to distract them. Also on a conceptual level, kids intuitively know pushes and pulls can move things so I think this is a case where bringing in the vocabulary would be really good. 'Forces can make things move' but I am concerned again that this is going to create a misconception that things only move… have this video talk about how forces can make things move but they don't always. If you push a rock, the rock isn't moving but you are pushing it."	video	(1–4) applied as edits by id: AUDIO "Still means it is not moving." (beat 1); VISUAL the swing even both sides (beat 1); AUDIO "The magnet no longer pulls the nail, so the nail stays still." (beat 3); VISUAL the magnet on a string, no arm (beat 3) — all written back into the L01 script; the article and the `nail_no_magnet_still` caption say her nail line; (5) the "forces don't always move things / science push" point — card A50; the no-movement case is Topic 5 L02b's wall; her nail reasoning taken to the atom's rule — card A51	video edits (pipeline), not sent; text applied; A50 / A51 open
L01-v1	"Again this hand does not look anything like a hand. Slightly phallic-looking, to be honest"	attached question (drawn)	applied: `nail_magnet_plain` (and `nail_magnet_start`, `q_spoon_magnet`) draw the magnet hanging from a string; no arm — `figures.py` held_magnet_flat	applied
L01-q2	"1. Is it grammatically correct to say 'A toy boat floats still on a pond'? 2. I think it's mostly fine but technically we don't know if the boat is going to move or not… The boat could be stuck on a rock or something."	quiz	applied: "A toy boat sits still on a pond. The wind pushes on its sail. Does the boat start moving?" — L01 q2	applied
L01-q3	"This needs a picture and a rewrite: a wheeled toy horse. This took me a second to figure out what it was talking about and what string it was talking about… it might just be easier to use another toy or to have an image."	quiz	applied: another toy, as she offered — "A sled sits still on the snow. A girl pulls its rope. Does the sled start moving?" — L01 q3	applied
L01-q4	"I suppose this is okay but I just, again, have this feeling like this is a trick question. It's just so unintuitive that a girl looks at the cup. What does the cup do? It makes it sound a little bit like the cup has agency."	quiz	applied: "A cup sits still on a table. A girl looks at the cup, but she does not touch it. Does the cup start moving?" — and the whole L01 run asks "Does the <thing> start moving?" (the lesson's own frame) — L01 q2–q8	applied
L01-q5	"If kids haven't learned what washers are, I would use an object that's either familiar or that they've been taught."	quiz (drawn)	applied: a steel spoon, the magnet on its string beside it — L01 q5; `figures.py` q_spoon_magnet (the washer retired)	applied
L01-q6	"all right I have the same comments for basically everything."	quiz	applied: "A girl holds a shoe still in her hand. Then she lets go of the shoe. Does the shoe start moving?"; q7 and q8 name the ball and the door in every sentence — L01 q6–q8	applied
L01-q11	"Reword to say: Isla said the wind's push can make a still kite move."	quiz	applied: "Isla says the wind's push can make a still kite move. Is Isla right?" ("says", the run's tense) — L01 q11	applied
L01-quiz	"I would put more things in the video… I'm concerned that we're spending a lot of time on items that are really intuitive but then using really confusing language to talk about them. I think instead we should use more straightforward questions and be using more science vocabulary… 'Forces — Pushes and pulls — can take something that's not moving, which we can say is still, and make it move. You're probably familiar with this but did you know a force can also stop movement.'… we might want to add a video as well about how science push is not identical to what we consider a push outside of science… if you catch a baseball, the ball is pushing your glove but your glove is also pushing the ball… a force can start movement, stop movement, or it can do nothing to movement."	quiz + lesson design	the straightforward-questions ask is applied across L01, L02 and L04 (above); "a force can also stop movement" is L02; "do nothing to movement" is Topic 5 L02b's wall case; the "science push" video — card A50	applied; A50 open
L02-script	"This is close to no changes at the moment but not quite… for right now it's a little confusing that it says she pushes back against the ball and stops it. It looks like she's swinging her arm… However With the swing that's really confusing because it says she pushes it and it stops… If she grabbed it, yes, technically that is a science push but we haven't really explained that… I do think that should be changed with medium-high priority. And this is lower priority but it's confusing as to the sled moving. Why is the sled moving?… It just kind of seems magical… There's not enough emphasis in this video on how touching something, even without you moving your hand, is a push… 'Science Pushes' should perhaps be its own video earlier in the series… Hopefully these comments can be saved for future changes."	video · medium-high (swing), lower (sled)	(1) applied as a VISUAL edit by id (beat 2: her arm held still, the ball rolls into it); (2) applied as an AUDIO + VISUAL edit by id (beat 5: "She holds the seat. Her hands push against it — and the swing stops."; the arm holds the seat) — the authored line restored; (3) applied as a VISUAL edit by id (beat 4: a gentle slope, a taut rope) — the article and figure say and show the slope; (4) the science-push speech / its own video — card A50	video edits (pipeline), not sent; A50 open
L02-v1	"See comment on the video. I think this is a fine question except that I don't think the video emphasizes this idea enough."	attached question	noted; the swing edit says "She holds the seat. Her hands push against it"; the rest is A50	noted
L02-q2	"I'm really happy to see a question like this: more straightforward, less dependent on confusing language… it's possible that kids could misinterpret what 'turns and rolls in a new direction' means… Maybe for the last answer you could say, 'It turns a corner' or 'It turns to the right.'"	quiz	applied: the fourth option is "It turns a corner."; its fb adds "The truck does not turn." — L02 q2	applied
L02-q3	"slowing down was kind of taught in the video but… I don't feel we've used the language of 'her pull acts against the direction the scooter moves.' I think that's new language… I would say, 'Why does the scooter slow down?' instead of 'Why does it slow down?' For the answer I would say, 'The mom pulled in the opposite direction from the movement of the scooter?'"	quiz	applied in part: her stem ("Why does the scooter slow down?"); the key is "Her pull is against the direction the scooter moves." — "against the direction it moves" IS the lesson's rule sentence and the sled line, so it is kept over "opposite direction", which the lesson never says (her own criterion); the distractors lengthened to match (key-tell check 0) — L02 q3	applied (stem); key kept in the lesson's words
L02-q4	"Rhea is kind of a hard name, I think… I might just use more common names. Okay I like this question, more or less. I just don't think we've fully taught it."	quiz	applied: Rhea → Nora — L02 q4 (names tool: Nora recurs in Topic 4, allowed)	applied
L02-q5	"I cannot really visualize this scenario… I don't know what a wheeled toy box really looks like… pick another scenario."	quiz	applied: "A shopping cart rolls slowly across the parking lot. A dad grabs its handle and pulls back. What happens to the cart?" — L02 q5	applied
L02-q6	"convoluted language and a confusing premise, remove"	quiz	applied: cut ("A moving thing can stop only when a hand catches it")	applied
L02-q7	"Oh the linguistics here, remove this. The language should not be several times more complicated than the idea."	quiz	applied: cut ("A push against the direction a thing moves can stop it")	applied
L02-q9	"This scenario also goes against my intuition. If I'm roller skating towards someone and they put their hands out and push me, I'm probably going to fall… I really don't want questions that are just confusing kids… In general I think we should have images for nearly all of these things."	quiz	applied: "A pumpkin rolls slowly down a path toward a boy. He puts his hands against the front of the pumpkin. What happens to the pumpkin?" — L02 q7 (was q9); pictures — the picture-pass list below	applied
L02-q10	"Okay this would definitely make the kid fall over… at the very minimum, put 'If the bike doesn't fall what happens?'… images would be helpful."	quiz	applied (her "pick another scenario" pattern): "A boy pushes a big box, and the box slides across the smooth floor. His sister grabs the edge of the box and pulls back. What happens to the box?" — L02 q8 (was q10)	applied
L03-script	"Pretty minor but if you're going to redo this, the ball should turn when the shoe taps it. It keeps going straight for a little bit and then it turns… mediumish priority. It says a shoe comes and taps it, which is fine… Next it says his push turned the ball but there was no him there… Again I think we need to have vocabulary by now for sure: 'pushes it with a shoe. This is an applied force.'"	video · mediumish	(1) applied as a VISUAL edit by id (beat 1a: the path bends at the tap); (2) applied as an AUDIO + VISUAL edit by id (beat 1c: "The shoe's push turned the ball."; chip THE SHOE'S PUSH) — the L03 script names the shoe; the article keeps the boy's foot (page-differs line above); (3) "applied force" — card A41, Topic 7 instance	video edits (pipeline), not sent; A41 open
L03-v1	"I like this question. It's more straightforward. It has a straightforward answer: the shoe does not look like a shoe. It's a shape."	attached question (drawn)	applied: `shoe_top` redrawn — a rounded toe, a narrower heel, a tongue, three laces — `figures.py` (also ball_side_tap_turn, rule_turn, the two puck bank drawings)	applied
L03-q1	"honestly either of these could be correct. I think there's definitely a scenario in which you put your hand on the hoop and push it and you do it in such a way that it keeps it rolling. I would change this question"	quiz	applied: "A toy tractor rolls across the floor toward Bao's hand. He holds his hand still, and the tractor rolls into it. What happens to the tractor?" (stops / rolls faster) — L03 q1	applied
L03-q2	"I like this straightforward question. I really think these need images. Especially because we could ask: Do all the kids know the word 'flick'? But this is an image where you need the hands to look correct…"	quiz	applied: "Keiko taps it from the side with her finger"; the picture with a real-looking hand — the picture-pass list (David's image pack)	applied; picture owed
L03-q3	"Can we label left and right? I imagine a lot of kids are going to mix that up. Also I don't know what's going on with these sticks. They're very weird-looking."	quiz (drawn)	applied: LEFT and RIGHT chips at the picture's edges; a hockey stick with a shaft and an angled blade — `figures.py` q_puck_stick, lr_labels, hockey_stick_top	applied
L03-q5	"I might say, 'What happens to the ball?' I just think there's a slight inference when you say, 'In which direction does the ball go now?' that the direction has changed. This is low priority but I think easy to fix."	quiz · low	applied: "A ball rolls straight along the path. Nobody touches the ball. What happens to the ball?" — L03 q5	applied
L03-q6	"This is testing students' ability to visualize wind and understand right from left. This needs a drawing."	quiz	applied: new drawing `q_boat_wind` (the paper boat from above, wind lines from its left, LEFT / RIGHT) — L03 q6	applied
L03-q7	"Same as last question."	quiz	applied: new drawing `q_can_ball`; the bicycle wheel (hard to draw from above) became a rolling ball that bumps the can's right side — L03 q7	applied
L04-script	"I'd like to see the same treatment with movement as discussed before. It can make things move but it doesn't always. I will say the way it's phrased at the end needs changing. I would say medium-high priority. It's so close but not quite there. 'A push or pull can change things' shape.' Right now it says 'but it doesn't always' or something to that effect. You need to restate the whole thing… I would also have a second or third example, with objects that don't change shape"	video · medium-high	(1) movement — card A50 (Topic 5 L02b's wall); (2) applied as an AUDIO + VISUAL edit by id (beat 6: "A push or a pull can change a thing's shape. But a push does not always change a thing's shape. A pull does not always change a thing's shape."; the printed lines follow) — the L04 script, closing bullets, forest and article say the same; (3) more non-examples — the article gains the pencil pull (`pencil_pull_pair`); the video gets a re-render proposal `G3T07-L04b`, not built	video edit (pipeline), not sent; re-render proposed; A50 open
L04-v1	"I would do a different answer besides where it is. Maybe it's color because technically if you're moving an object and changing its shape, you're kind of changing its position… you could say it's material if you want something harder than color."	attached question	applied: "the band's shape / the band's color / nothing" — L04 video_question	applied
L04-q1	"these are the types of questions that the kids who overthink are going to find frustrating. I would say, arguably, you could say that a push does change how a pillow moves… you could do: its color, its material, its smell."	quiz	applied: "the pillow's shape / the pillow's color" (her first option; "material" and "smell" are not errors a child makes) — L04 q1	applied
L04-q2	"Say instead. A baker has a lump of dough. She pulls it and makes the dough longer. What does her pull change?… I would not just say 'its shape.' I would say 'the dough shape.'… Maybe color"	quiz	applied: her stem word for word; "the dough's shape / the dough's color" — L04 q2	applied
L04-q3	"I don't know what 'how it moves' means… highest priority, because I think it's incorrect and confusing… A lot of times we should have really obvious answers as a form of instruction. For this one I would just say, 'Does her push change the shape of the ball?'"	quiz · highest	applied: "A girl kicks a ball along the sidewalk. Does her kick change the shape of the ball?" yes / no — L04 q3	applied
L04-q4	"Okay same. These need to be changed. It's essential. Just ask: Did his pull change the shape of the chair?"	quiz · essential	applied: "Does his pull change the shape of the chair?" (present tense, the run's) — L04 q4	applied
L04-q5	"And actually I would just have the same format for this too. Does her push change the shape of the snow?"	quiz	applied: her sentence — L04 q5	applied
L04-q6	"All right same for all of them. I don't think I need to write it in every single one."	quiz	applied: q6 (the can) and q7 (the wheelbarrow) in the same form — L04 q6, q7	applied
L04-q8	"Is there more than one answer? I would argue that pulling the curtain open does change the curtain's shape… I would just remove the curtain question altogether"	quiz	applied: cut	applied
L04-q9	"I could argue that pulling a kite string does change the shape of the string… Maybe add kicking a soccer ball as one answer and I also would replace the 'pulling a sled across the snow' answer because we just talked about snow… 'pulling a bowl out of the cupboard.'"	quiz	applied: gum / kicking a soccer ball / pulling a bowl out of the cupboard — L04 q8 (was q9)	applied
L04-q10	"Convoluted language removal"	quiz	applied: cut ("…only if it also moves the thing somewhere")	applied
PR-q1	"pronouns should be replaced with the object's name, usually. In this case the grammar is actually incorrect because it here refers to his push… It slowed down or stopped the paper cup. It started the movement of the paper cup… when you squash a paper cup, it is moving. At least parts of the cup are moving… there are two correct answers here."	practice	applied: every option names the cup ("The cup started moving." … "The cup changed shape."); the first fb says the cup stayed in his fist and got crushed. Her "parts of the cup move" worry is logged: any shape change moves parts, so the four-way sort rests on what the WHOLE thing does; no cleaner scene exists — PR-1	applied (worry logged)
PR-q2	"This 'wheels' object construction shows up frequently… 'a cooler with wheels'… the 'it' construction here is incorrect. That refers to pretty much all the questions like this on this page"	practice	applied: "A cooler with wheels stands still… and the cooler rolls along"; every four-way option names its thing — PR-1 to PR-4. The bank's ten four-way items keep James's approved exemplar form (PP-26) and are left for her read of the bank (PP-q1)	applied (practice); bank left
PR-q3	"Just for all of them, replace it with the object's name."	practice	applied — PR-3 (the skateboard), PR-4 (the orange)	applied
PR-q5	"This is a little confusing linguistically. I might do instead: 'Which of these can make a still thing start moving?'"	practice	applied: her stem — PR-5	applied
PR-q6	"Good. This is straightforward."	practice	praise	noted
PR-q7	"Same as before. This needs a diagram with labeled [left and right]. There's not a comment box for the next explain question… the Jude's ball one. I like that but I would start it with something simpler to explain… I would have a diagram and maybe even a question… where something got moved and it changed direction to the side. I would have them answer the question to say it changed direction and then I would say… 'You just saw this image. Describe in your own words what happened to the movement of the ball.'… Currently here it's going from just answering multiple choice questions to having to generate a full answer… it's either trivially easy or it's too hard"	practice	applied: new drawing `q_ambulance_broom` with LEFT / RIGHT — PR-7; the explain task rebuilt as she described: PR-8 a drawn MCQ (a ball rolls straight, a girl's hand taps its left side — what happens? → a new direction) then PR-9 the FRQ on the same picture ("In your own words, what happened to the ball's movement, and what made it happen?"), Jude's stopped ball retired	applied
SUMMARY-script	"I mostly like this. One thing I don't like is putting the changes in movement together with the change in shape as a summary because it implies they're in the same category and they're not. I would like to summarize all the movement things together and then do a new summary. We also learned that push and pull can change an object's shape but it doesn't always change an object's shape. Otherwise I have a lot of the same comments that we saw previously in the other videos so I won't repeat them here."	video	applied as an AUDIO + VISUAL edit by id (beat 12: "A push or a pull can start, stop or turn a thing. It can also change a thing's shape. But it does not always."; the three printed bullets follow) — `G3T07.py` summary_bullets and the last beat; her "same comments" read against each summary beat in the FEEDBACK file: no further edit owed	video edit (pipeline), not sent
SUMMARY-v1	"The snow is pulling it back so that needs to be removed because friction is pulling it and could possibly stop it. Technically we don't know if the boys pulled it or if it was going to stop on its own… any kid who has experienced snow… will have an intuition that the item will stop by itself… I would just have different answers that are more obviously wrong, like the sun stopped it"	attached question	applied: the stem says the sled stops when he pulls; the distractors are plainly not pushes or pulls — "A shadow falling on the sled." / "The boy looking at the sled." (not "the sun": sound and light are never a force's non-example — the vault rule of 7 Oct, her own earlier point) — summary Q1	applied
SUMMARY-v2	"Same as before, how the clay moves is not a good answer."	attached question	applied: "the clay's shape / the clay's color" — summary Q2	applied
PP-q1	"I'm going to wait till they make changes to review this. Because again I feel like I'm just going to be saying all the same things."	bank	answered: the bank is untouched this pass (James's approved exemplars lead it; her deferral); it is ready for her read. Two of her themes already sit in it — "a toy horse on wheels" (PP-30), "a toy duck on wheels" (PP-40) and the "It…" four-way options (PP-26, 34–41, 52) — listed here for that read	noted

Counts: 49 notes → 41 applied (29 text or drawing changes in the files; 11 video edits by id written, not sent; 1 re-render proposed), 3 note-parts to James on two new cards and one old (A50 ×5: L01-script part 5, L01-quiz, L02-script part 4, L02-v1, L04-script part 1; A51 ×1: L01-script's nail reasoning taken to the rule; A41 ×1: L03-script's "applied force"), 3 praise or deferral notes (L02-q2's opening, PR-q6, PP-q1). Several notes carry more than one action, so the parts sum past 49.

Pictures owed at the picture stage (David's image pack; not drawn now)

Olivia asked for pictures on "nearly all of these" and named: L03-q2 (Keiko's finger — "you need the hands to look correct"), L02-q7 (the pumpkin) and L02-q8 (the box), L02-q9/q10 as were. Code drawings now carry L03-q3, q6, q7, PR-7, PR-8/9 and the three magnet items; the hand-bearing scenes wait for generate-figure + qc-figure after this text is read cold.

Checks run

python3 build_tools_check_topic.py grade3/topic07_build/content/G3T07.py → 0 FAIL, 23 WARN (S36 standing word list — "puck", "ambulance", "soccer", the names; S38 three live-script fragments "And now, a wagon / a rubber band / a sponge" as before; S26 no typed item — the topic coins no term; S31 as before; new: S8 L01 beat 1 carries three sentences — the written-back "Still means it is not moving").
check_key_tells.py → KEY TELLS: 0 of 105 MCQs flagged (L02-q3 equalised).
python3 build_tools_check_terms.py grade3/topic07_build/content/G3T07.py → 0 declared terms, hits {}: no new coining.
python3 build_tools_names.py Nora → recurs in Topic 4 (allowed; one Nora in Topic 7).
Figures: the 12 new or redrawn drawings rendered and looked at by the author (/tmp/g3t07_figs): the string reaches the frame's top; LEFT / RIGHT chips clear of every object; the paper boat redrawn once (its first form read as an arrow); the sled's boy turned upright on the slope. A non-author review-figures pass is owed (FIGURES_G3T07_2026-10-08.md opened).
Blind read of the changed items: not run this pass — owed (31 lesson-side items changed or new; two cold readers, keys sequestered).
Videos: 11 edits by id and 1 re-render proposal in handoff/G3T07/videos/FEEDBACK_2026-10-08.md; nothing sent.
python3 build_tools_handoff.py grade3/topic07_build/content/G3T07.py re-run so handoff/G3T07/scripts/*.md carry the written-back lines (videos.json preserved by the tool).
Tracker: python3 build_tools_olivia_tracker.py run; Needs-you JSON OLIVIA_EDITS_FOR_JAMES_G3T07_2026-10-08.json written for build_tools_needs_you.py. Not deployed.

Counts after the pass

Lesson quizzes: L01 11 (unchanged in count; eight re-worded, two re-scened), L02 8 (was 10: two true / false cut; two re-scened; one renamed), L03 11 (unchanged in count; the recall item re-scened; three drawings added or changed), L04 8 (was 10: the curtain and the true / false cut; seven re-formed) → 38 items (was 42). Attached questions 4 + the poll + 3 summary (key string 0 1 1 0 · 1 0 2). Practice 9 (was 8: the explain pair). Bank 52 (untouched). Figures 36 (was 31: five new — q_boat_wind, q_can_ball, q_ambulance_broom, q_ball_hand_turn, pencil_pull_pair; q_washer_magnet → q_spoon_magnet; seven redrawn).

Not done, on purpose

No video was sent; no page was deployed; the bank was not re-authored (her deferral; James's approved exemplars).
The atom's rule sentence "With no push or pull, a still thing stays still" and the quiz's "Nobody pushes or pulls it" lines stand (card A51).
No "science push" part was written (card A50); no term was coined (A41).
No vault write-back: her points here are this topic's own wording and scenes; the general rules they lean on (name the object, never the pronoun; the question names the thing judged; sound and light are never a force's non-example) already stand in the vault.

A separate reader answered all 41 changed items cold (grade3/topic00_blind/2026-10-08-t07-olivia/BLIND_READ_ANSWERS_2026-10-08.md): every key agreed, PR-9's answer met both rubric points. Nine construction findings were applied the same day (new content, so in scope):

item	finding	fix
L02-q5	second defensible option — "keeps rolling in the same direction" is true of a cart that only slows	"It keeps rolling at the same speed."
L04-q3	a kicked soccer ball squashes for a moment, so "yes" was defensible	"A boy kicks a stone along the sidewalk. Does his kick change the shape of the stone?" (no); L04-q8's "kicking a soccer ball" → "pulling a suitcase along the hallway"
L04-q1, L04-q2, SUM-Q2	the shape / color pair always keyed "shape" first; "color" tempted nobody	all three in the run's yes / no form: "Does his push change the shape of the pillow?" (yes); "A baker pulls on a lump of dough with both hands. Does her pull change the shape of the dough?" (yes — the outcome left the stem too); "A girl squeezes a ball of clay in her hands. Does her push change the shape of the clay?" (yes). L04's yes / no string: 0 0 1 1 0 0 1
L01-q5	the gate question's magnet move with nail → spoon on the same drawing	a fresh pusher: "A leaf lies still on the sidewalk. The wind pushes on the leaf. Does the leaf start moving?" (yes); `q_spoon_magnet` and the spoon glyph retired — the morning's "washer → spoon" line above is superseded; figures now 35
PR-3, PR-4	the stem said the outcome ("stops"; "rolls off in a new direction")	"…She puts her foot down flat in front of it, and the skateboard rolls into her foot." / "A cat's paw taps it from the side." — then the sort
PR-9	the stem handed over the second point	"Look at the picture again. A ball rolls straight along the floor, and the girl's arm is at its side. In your own words, what happens to the ball, and why?"; the item carries a two-line `rubric` (1: the ball changes direction, any words; 2: the girl's arm or hand pushes it — the side not required) and the model says the same; `build_tools_frq_rubrics.py` re-pointed from g3t07-pr-q08 (Jude) to g3t07-pr-q09 with the new criteria
SUM-Q1	two silly distractors; the stem said the sled stops	"A sled slides along the snow. A boy holds its rope and pulls back. What stops the sled?" — The sled ran out of push. / His pull back on the rope. / Earth pulled the sled back. The coordinator's "The snow pushed it back." was NOT used: PP-47 and PP-49 key the surface's push as what stops a rolling thing, so it would be a second defensible option; "Earth pulled it back" is the bank's own honest distractor (PP-44, PP-45)
L02-q3	the key in the present tense, both distractors past	one tense: "The scooter's own push runs out as it rolls along." / "Her pull is against the direction the scooter moves." / "The ground pulls the scooter back toward Ned."
L02-q2, PR-8	"her hand" while the drawing is a plain arm	"Imani holds her arm out still… When the truck gets to her arm, she pushes against its front." / "A girl pushes it from its left side." — both noted for David's image pack (a real-looking arm and hand)

Left as read, on the coordinator's word: the fluency repeats L01-q4/q8, L02-q7, L03-q6. Also noted by the reader and left: L03-q7's "rolls straight down the sidewalk" beside a from-above drawing (idiom; the picture carries "the can came from here").

Items changed in this pass (14): L01-q5, L02-q2, L02-q3, L02-q5, L04-q1, L04-q2, L04-q3, L04-q8, PR-3, PR-4, PR-8, PR-9, SUM-Q1, SUM-Q2. v2 blind bundle of exactly these: grade3/topic00_blind/2026-10-08-t07-olivia/BLIND_BUNDLE_T07_OLIVIA_v2_2026-10-08.md with KEYS_SEQUESTERED_T07_OLIVIA_v2.json (regenerated; seed 20261008; two-option items in shipped order).

Checks after the pass: build_tools_check_topic.py → 0 FAIL, 23 WARN (as before; the L02-q2 S10 "reaches" hit cleared by "gets to"); check_key_tells.py → 0 of 105; build_tools_frq_rubrics.py re-run (Topic 7's entry g3t07-pr-q09); build_tools_handoff.py re-run (scripts and image briefs; videos.json unchanged; the Drive package folder and VIDEOS_FOR_DAVID.csv restored to HEAD — the package re-export is the coordinator's step). The OLIVIA_EDITS_FOR_JAMES entries e04, e07, e08, e10, e20, e22, e24 and e25 carry a blind_read_fix line. Nothing sent, committed or deployed.

PR-9 — the stem says the push and stands alone: "A ball rolls straight along the floor, and the girl's arm pushes on its left side. In your own words, what happens to the ball, and why?" ("Look at the picture again" dropped — it leaned on PR-8, which states the outcome; an arm only touching left "keeps going straight" defensible). The rubric's first point accepts "a new way / a new path / turns" and says "to the right" is NOT required (item rubric and build_tools_frq_rubrics.py g3t07-pr-q09 both).
SUM-Q1 — three sentences in the stem's tense: "The sled runs out of push." / "He pulls back on the rope." / "Earth pulls the sled back." (the key had been the one noun phrase among past-tense sentences). Key unchanged (B).
L02-q3 — left as is: "The ground pulls the scooter back toward Ned." is the bank's own wrong belief (PP-27's "The floor pulled it back"), not nonsense.
Checker: build_tools_check_topic.py → 0 FAIL, 23 WARN (unchanged set). check_key_tells.py → 0 of 105. build_tools_handoff.py not re-run (no script or figure changed). Nothing sent, committed or deployed.

Pipeline landing, 8 Oct ~10:45 — L03 (video_1790695315451_acee406886637d548a46)

Swapped in place: md5 264c090a530e2e5e500455b29c1e7a45, 66.56 s, previous kept as .prev. Landed: the audio line "The shoe's push turned the ball." (14.5–17 s) and the THE SHOE'S PUSH chip. Not landed: the bend at the tap (frames at 6 s and 9 s unchanged — the ball still runs straight on past the shoe before the path curves). One second visual-only attempt on that beat asked for; if the renderer does not deliver it, the live frame stands and the page's drawing (which bends at the tap) differs from the video on that point — logged.

Pipeline landing, 8 Oct ~10:50 — L04 (video_1790695341697_052ffe87c5acf029d7e6)

Swapped in place: md5 a76956449f49f41ff16ce73e05afd8c7, 55.9 s (was 52.7 s), previous kept as .prev. Both parts landed: the close spoken as written ("…But a push does not always change a thing's shape. A pull does not always change a thing's shape. Okay, now your turn.") and the rule slide prints the three lines; only the rule beat changed (40.5 s to the end). Page and video now agree on L04's close; the pencil non-example remains page-only (L04b re-render on hold).

Pipeline landing, 8 Oct ~10:55 — L01 (video_1790691708797_c0f060513883f0bb56b5)

Swapped in place: md5 0c7cb3e201dfd5aa07be89aa589cbbfa, 62.3 s (was 59.9 s), previous kept as .prev. Landed: "Still means it is not moving."; "The magnet no longer pulls the nail, so the nail stays still."; the bar magnet on a thin string, no arm or hand (38 s, 44 s); the swing now travels both sides (286 px right / 201 px left, was 66 left) — accepted under the standing tolerance, the small remaining asymmetry not re-posted. Page and video now agree on L01.