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; two re-renders proposed and held), review-figures (the redrawn and new drawings, self-check — a non-author pass is owed before the picture stage), write-like-james (cards c1–c5, v1–v5) @ 898cf99
Olivia's notes on Topic 8 "Strong or weak: drawing a force" — triage (13 October 2026)
Source: reviews/olivia/G3T08_2026-10-13.md (Olivia Mullins; 72 notes on the intro, the three lessons, their quizzes, the practice, the summary and the bank). James's rules: text notes (articles, questions, options, stems, feedback, labels, drawings our code draws) are applied at once and recorded (2 Oct; 1 Oct: go with her suggestion even for a marginal improvement); 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; video notes are written as edits by Peps id and presented as cards — nothing is sent, and no new render can go while the vault gate is held. Her priority marks are on every row and were weighed first. Nothing was sent; nothing was deployed; no script was changed; the coordinator does those.
What happened, in plain words
- Her biggest point is about what we test, not the science. Twelve items ask only where a force arrow starts, and four drawings are "wrong" only because the arrow sits off the object — while our own Topic 5–7 drawings put direction arrows off the object before James's 29 Sep centre ruling. "Focus more on the direction not where the arrow is." That removes a whole item type (and touches James's approved exemplar PP-25 and his "drawn wrong" ruling), so it is one card, c4, recommendation: remove them, keep direction as the tested skill, redraw the four position-only drawings so the distractor is also wrong in direction. Nothing is removed yet.
- Three things she asked to surface to James, each a card: c1 — the length rule is only a comparison inside one drawing (say so; the four type-8 "big box, short arrow / small ball, long arrow" items compare across different objects, were never approved, and should go; the slanted sled arrows should be drawn straight). Added 13 Oct 2026 evening, from the non-author figure read (
FIGURE_READ_OLIVIA_T08_2026-10-13.md): the set that must take one rule — slanted along the rope or handle inbox_pull_rope_arrow,wagon_two_pulls_pair,q_JK_sled,pr_JK_wagon; horizontal inq_arrow_wagon_ok,pr_term_arrow,pp_term_wagon_arrow,pp_size_wagon_marbleJ; the reader's recommendation: along the rope wherever a rope or handle is drawn, with the caption saying "along the rope". c2 — two forces on one object (the held ball in the video and article, the bucket and the bean bag in the quiz) belong to Topic 9, Balanced forces; recommendation: out of Topic 8 (the quiz items and article section now; the video beat when a render can go). James chose that example on 28 Sep, so it is his to drop. c3 — "you cannot see the push": children will say they can; her wording "you can see the kick, but not how hard" is recommended (three audio edits by id and the same words on the pages). - One NEW RULE proposed, not adopted (c5, PROPOSED): a fixed list of about 20 recognisable, short names. Rules come from James only; her individual swaps were applied where she named them (Efe → Sam / Eli, Cy → Sid, Uli and Yu → Mia and Ben, Tomasz → Tomas, Zac → Zach).
- 38 text and drawing changes applied in her words, lightly fitted: every comparison names both things compared ("Compared with the gentle push…", "the stronger push… than the gentler push"); "identical" for "just the same" everywhere; story stems in her form; one picture instead of two identical panels on both attached questions; J / K letters inside their panels; LEFT / RIGHT chips on every drawing whose item says left or right; a dot at the shared tail of every two-arrow drawing; the wagon's pull arrow straight along the ground; the sled gets a dot that says where the arrow starts; the kicker has two legs, not three; the door (a push into the screen) became a toy train pushed left; the book is dropped, not fallen off a shelf; magnets drawn bigger for the stronger pull; the orange's brown line gone; the two term items get the drawing they describe; the mower item gets a photo placeholder. Where her sentence used "strong / weak / bigger push", it was fitted to the golden pack's comparative rule ("stronger / gentler"); where her rewording made three sentences in a bank stem, two were joined (James's S23: a three-sentence bank stem is tagged hard).
- Eight video edits by id drafted, not sent (
handoff/G3T08/videos/FEEDBACK_2026-10-13.md, cards v1–v5): the intro's ball that rolls home by itself; L01's floor to the frame's edge and "how strong a push is is called its strength" (she said leave for now); L02's "drawn from the middle of the object", "falls in slow motion", the girl visibly pushing through the wrong-way beat (her high priority), plain arms on the rope pull; the summary's kick arrows drawn at the kick. Three more audio edits wait on c1 and c3; two re-renders proposed and held (L02b: the correct arrow shown before the wrong one; L03b: the two-forces beat removed). - Not applied, on James's rules: "add gravity" (the force is Earth's pull — his 25 Sep language rule); "fewer questions, don't fill a bank number" (thinning is already before him as card q-G3THEME1-1 on G3_THEME1_REPORT.html); "introduce 'represent' and 'identical' earlier" (a note under the coining-earlier card q-G3COIN, not a new card).
- Gates:
build_tools_check_topic.py→ 0 FAIL, 23 WARN (was 0 / 19: four new S4 long-stem WARNs from her longer story stems — listed, not fixed, on live Grade 3). Page rebuilt:course_preview/topic08/index.html(not deployed). Needs-you JSON:OLIVIA_EDITS_FOR_JAMES_G3T08_2026-10-13.json(38 applied, 10 cards; the builder reads n = 10).
Keys and options changed — cold re-read (write-mcqs rules)
No key moved. Options changed on four items, each re-read cold by the author against the write-mcqs rules (one defensible answer; positive stem; no reason clause on an option; one tense; options of one shape):
- L01-q2 "It rolls farther than before." / "It rolls the same distance as before." — key A; the distractor is the lesson's named wrong belief (same push, same change), not nonsense; both options one shape. Holds.
- L01-q5 (true / false) "The same ball is pushed two times. The stronger push moves the ball farther than the gentler push." — true; nothing in the stem makes "false" defensible. Holds.
- L02 train item (new, in the door's place) "A girl pushes a toy train to the left along its track. Does this arrow show her push on the train?" — no; the drawn arrow starts at the train's centre and points right, so it fails ONE check (direction) and only that, as Olivia asked. Holds.
- PP-4 options re-worded to "rolls" for a toy car on a string — key B unchanged; the four options are the type's one shape (farther / same / less far / still). Holds.
A non-author blind read of the 38 changed items is owed before the picture stage (review-lesson Role A), as is a non-author review-figures pass on the 16 new or redrawn drawings.
Pages that now differ from their live video (the "page differs from video" principle)
| lesson | the page says | the live video says | why |
|---|---|---|---|
| L01 (attached question) | one picture; "a gentle push, then a stronger push" | the video's three pushes end on "the strongest push" | the question compares two pushes, so "stronger" (Olivia); the video is untouched |
| L02 (quiz) | the direction items run acorn → sled → cart; the train and the dropped book | — (quiz only) | — |
| — | nothing else: no script, lexicon, article rule line or summary line changed; c1, c2 and c3 would change pages AND videos together on James's tap |
The table — every note, her words verbatim
| note id | her words (verbatim) | her mark | kind | our call | status |
|---|---|---|---|---|---|
| INTRO-script | "In a way, minor but in an important way, at 49 seconds the ball rolls back to him without ostensibly anything touching it. I really think as these videos get made and revised, there should be a focus on not making things magically happen. This is a forces lesson. It shouldn't just be like, 'Oop the ball moved without anything touching it or pushing it.' I like this video again except kids are going to push back on the idea that you can't see the push. I don't know how important this is. It's probably fine to ship but I would say it is a little important because they can see that the boy kicked the ball. I might reword it to say, 'You can see the boy kick the ball but you can't always see how hard he kicked it.' I'm not sure… I guess leave it for now but can you flag it to come back and review that aspect?" | minor but important (the ball); a little important, leave for now (the push) | video | (1) the ball rolling home: VISUAL edit by id drafted (beat 8), card v1; (2) "can't see the push": card c3, the AUDIO edit drafted (beat 6) and held for his tap — video edit (pipeline), not sent; c3 open | video edit |
| L01-script | "This is a really good video. You can leave everything for now. For the future just a couple very, very minor things: I would have the ledge it's sitting on go all the way to the edge of the screen, like it's sitting on a line for the strongest push. Very minor, like I said. I might just have it say, 'How strong a push is is called its strength.' Just have it say that explicitly maybe after the 'strongest push' part… It implies it very heavily but it never states it explicitly. Again these are minor. This is a very good video. It is using a weird finger but it's fine. It's good enough for now so don't change it too much" | very, very minor; leave everything for now | video | one VISUAL and one AUDIO edit by id drafted (beats 3 and 4), card v2, recommendation keep for now (her word); the finger: left (her word) — video edits (pipeline), not sent; v2 open | video edit |
| L01-v1 | "Minor-ish but if you're only having two pushes, it shouldn't say 'the strongest push.' It should just say 'stronger' because it's a two-item comparison. Also the image is really unneeded and superfluous because there are two images of the same thing just labeled differently but the image is the exact same. Maybe just have one image of the car being pushed" | minor-ish | attached question (drawn) | applied: "a gentle push, then a stronger push… Which push sends the car farther across the floor?"; v_car_two_pushes is one picture — applied (e01) | applied |
| L01-q1 | "Minor but I might not use names like Efe. I would just use short names, but maybe more commonly known and easily pronounceable names. This is not to say don't use diverse names… Okay medium to high priority. Instead of saying, 'Compared with the first roll, how far does the marble roll this time?' say, 'Compared with a gentle push how far does the marble roll with the harder push?' Then, very minor, but as long as you're changing it, instead of saying 'then he rolls the same marble with a harder push,' say 'then he rolls the same marble using a harder push' say 'using' instead of 'with.'" | medium to high | quiz | applied: her stem; Efe → Sam (and Efe → Eli in L03-q3); the names idea is card c5 (PROPOSED) — applied (e02); c5 open | applied |
| L01-q2 | "Medium-high priority and it's an easy change. The wording needs to be changed. It should say: Cleo gently pushes an empty can sitting on a table. The can rolls a little bit. Then she shoves the same can with a stronger push. What does the can do after the harder push? Instead of saying it rolls much farther than before, I would just say it rolls farther than before. For the second wrong answer I would say it rolls the same distance as the first." | medium-high | quiz | applied word for word; options "It rolls farther than before." / "It rolls the same distance as before."; key unchanged; cold re-read above — applied (e03) | applied |
| L01-q5 | "As a general note don't do comparison questions when you don't have the item you're comparing it to. Just because you say 'a stronger push,' a stronger push than what? I understand what you're doing but it's not a great way. Say: True or false? A ball pushed with a strong push will move farther than a ball pushed with a weak force. Medium-high priority" | medium-high | quiz | applied: "The same ball is pushed two times. The stronger push moves the ball farther than the gentler push." — her "strong push / weak force" fitted to the pack's comparative rule (no "strong" / "weak" labels); her general note is applied across L01-q9, PR-q10, PR-q11 too — applied (e04) | applied |
| L01-q6 | "You can leave this but if kids are getting it wrong, I would remove it because they are probably getting it wrong because of the convoluted language rather than a lack of understanding." | — | quiz | left as she says; thinning is before James as card q-G3THEME1-1 (G3_THEME1_REPORT.html) — not thinned here | noted |
| L01-q7 | "There's just noting there's a placeholder instead of an actual image. All right I think you can say, 'Two horses pull identical carts.' Hopefully they know the word 'identical.' If it seems like they don't, maybe we can do a little vocabulary then at some point. Otherwise the language gets very convoluted. I might change the next sentence too: 'Sadie's horse is pulling the cart quickly. Bram's horse is pulling the cart slowly. Which horse pulls with the stronger force?' Medium priority" | medium | quiz (cartoon placeholder) | applied: her sentences; the placeholder is for the picture pass (below); the vocabulary idea → note under q-G3COIN — applied (e05); picture owed | applied |
| L01-q8 | "Reword the first sentence (medium priority). Just make it a little easier to read: 'Nico and Zuri each push identical balls from a start line.'" | medium | quiz | applied — applied (e06) | applied |
| L01-q9 | "I hate this 'same' language. Zuri Suki says that a hard push will make a swing go higher than a weak push. Is Suki right?" | — | quiz | applied: "Suki says a hard push makes a swing go higher than a gentle push." ("weak" fitted to "gentle") — applied (e07) | applied |
| L01-q10 | "Reword. Tariq says a toy truck will move the same distance when pushed with a gentle push and a hard push. Is Tariq right?" | — | quiz | applied — applied (e08) | applied |
| L02-script | "This is pretty good but needs some changes. First take out the language that says we cannot see the push. Kids are going to protest that and arguably we can see the push… At 24 seconds we say, 'This is a force arrow,' and then it says something like, 'Well it starts on the box.' Can we please change that language? I know this seems minor but I think it's important. 'When we draw these arrows we draw them from the center of the object. Here we will draw it from the center of the box.' Minor-ish but at 46 seconds can you say, 'A ball falls. We show the ball falling in slow motion,' because the ball falls really slowly. And add 'gravity' okay the next part is tricky. The video is saying that if the arrow is not on the object, it's drawn incorrectly but we have had many, many arrows that have been drawn not on an object. I think it's important to say the best way to draw the arrow is to draw it on the object… You can't show it being drawn incorrectly off the object when we've done that a million times. At 1:06 it says that 'the arrow is being drawn to the left but the push is to the right so it's drawn wrong'. Now you're asking them to remember something from like a minute ago in the video. There's nothing pushing it right now so I think that is very confusing and high priority and needs to be changed. If you're going to say that, you need to show the push. Show the push is going to the right. Show it being drawn correctly and then say you wouldn't draw it this way because that would be the wrong way. Also minor, but the boy's arms when he's doing the pull earlier in the video are a little bit ridiculous. Otherwise I like this video." | minor-ish / important (centre); minor-ish (slow motion); HIGH (1:06); minor (arms) | video | (1) "cannot see the push": card c3; (2) centre wording: AUDIO edit by id drafted (beat 1c); (3) slow motion: AUDIO edit drafted (beat 2b); "add gravity" not done — James's language rule (the force is Earth's pull); (4) "off the object is not wrong": card c4 (contradicts his 29 Sep "drawn wrong" ruling); (5) 1:06: VISUAL edit by id drafted (beat 3b, the girl pushing on screen); her "correct first, then wrong" is a new sequence → re-render L02b, held; (6) arms: VISUAL edit drafted (beat 2a) — all on card v3 — video edits (pipeline), not sent; c3, c4, v3 open | video edit |
| L02-v1 | "Yay a real picture. I love it." | — | attached question | praise (the box-push scene is one of the three generated pictures) | noted |
| L02-q1 | "We've been showing the arrows as just going straight in the direction of the pull and not at an angle. I would redo this to have the arrow just going straight to the right, I think. I'm a little unsure about this one, to be honest, but you definitely were not showing arrows going at an angle before, even when the boy was pulling something at an angle. I think this is high priority because it might confuse the kids or maybe they don't know enough to be confused." | high | quiz (drawn) | applied: q_arrow_wagon_ok draws the arrow straight right from the wagon's centre; LEFT / RIGHT chips. The slanted sled and wagon pairs (L03-q2, PR-q4, the article's wagon pair) are on card c1, as she asked for L03-q2 — applied (e09); c1 open | applied |
| L02-q2 | "Can you make this more obviously different because, again, we've been drawing arrows not directly on the objects before and I think this is too similar to how we've done it before? Can you instead make the wrong answer have the arrow going the wrong way?" | — | quiz (drawn) | card c4 (a wrong-only-by-position drawing); not changed yet. Letters moved inside the panels and LEFT / RIGHT chips added meanwhile — c4 open | open |
| L02-q3 | "If you could bold the word 'pushes,' that would be great. Minor but would be very helpful. And also this is fine but ideally I might put this a little later and start out with something really obviously wrong, like down or up… Do keep this question but just put it later. Also medium priority: I'd put a little circle in the middle because you've very explicitly shown a circle in the middle and this is just one long arrow with two ends." | minor; medium (the circle) | quiz (drawn) | applied: "<b>pushes</b>"; the direction items now run acorn (up / down / sideways) → sled → cart; a knob at the shared tail of every multi-arrow drawing — applied (e10) | applied |
| L02-q4 | "This is fine but if you're going to do a correction, I would put a little dot maybe on top of the sled. Although you've been teaching middle, technically the middle of the sled is in the snow, which is confusing. Maybe on the top of the sled and then say: If the arrow starts where the dot is in the picture, which direction does it point?" | — | quiz (drawn) | applied: a black dot on top of the sled; her stem — applied (e11) | applied |
| L02-q5 | "Great question. The tree does not look like a tree at all. If that can get fixed, it would be great but I think for the purpose of the question it's good for now." | — | quiz (drawn) | the acorn item now leads the direction run; the tree → picture pass (below) — picture owed | noted |
| L02-q6 | "I would get rid of these because, like I said, with the sled there's air in the middle. Technically if you're going to put it in the middle of the sled, it needs to be in the air. I think we do show it correctly with the arrow on the object but again, given that we haven't done this in all things… I wouldn't go too crazy on these types of questions. Focus more on the direction not where the arrow is." | — | quiz | card c4 — c4 open | open |
| L02-q7 | "This needs an image. Get rid of the 'Where does the arrow start?' questions. Focus on the direction." | — | quiz | card c4; no image drawn for an item that may go — c4 open | open |
| L02-q8 | "Okay again, this is really important. Please do not make questions that are only wrong because of their position. Make the direction wrong too. I was actually not sure what the correct answer was going to be. You can have it floating but also have it go in the wrong direction, again because we have shown arrows that are not touching the object. Also medium-high important: this man has three legs and this is ridiculous-looking and confusing." | really important; medium-high (the legs) | quiz (drawn) | the position-only point: card c4; the three legs: applied in code (kicker — one standing leg, one kicking leg); LEFT / RIGHT chips; a real-looking kicker → picture pass — applied (e12); c4 open | applied |
| L02-q9 | "Can you do something besides the door because this picture is confusing looking? His arms are weird looking. I could see a student being confused by this. Maybe you can keep it in as a final question but can you have some more arrows that are going obviously the wrong way and are in a more obvious direction? The door is pointing in the direction of the push. The actual direction of the push is orthogonal to the computer screen, which is difficult to represent on the computer." | — | quiz (drawn) | applied: the door is retired (her physics point is right); "A girl pushes a toy train to the left along its track. Does this arrow show her push on the train?" — the arrow from the train's centre points right, wrong only in direction; LEFT / RIGHT chips; key no — applied (e13) | applied |
| L02-q10 | "Medium-high priority. The science of the immediate question is fine but you have a shelf that doesn't look like a shelf, but rather looks like a desk that's missing a leg. You have a book falling off the shelf, which is something this program likes to do: mysteriously have things fall down with nothing pushing them. Maybe just have something else that's dropped… If you need it to go straight down, have it be dropped" | medium-high | quiz (drawn) | applied: "A girl drops a book, and Earth pulls it down…"; q_arrow_book_dropped — an arm held out high has let go, the book in mid-air; key yes — applied (e14) | applied |
| L02-q11 | "No, again, remove these questions. We've done this ourselves wrong too many times to have this be such a focus" | — | quiz | card c4 — c4 open | open |
| L02-q12 | "Fine but ideally I'd add a picture. Maybe a real-life picture. Those work great. But obviously you need to add the arrow to the picture." | — | quiz | applied: a PHOTO placeholder (q_mower_photo) with its brief; the arrow is code's at the picture pass — applied (e15); picture owed | applied |
| L03-script | "At 30 seconds you have the two arrows lined up on the box. Normally this would be fine but in the last video we just said all the arrows should start in the center of the object… we are not being consistent with it… I have questions about the whole idea of this video and I want this to surface to James. The length is not necessarily proportional to the force, which we don't say here. However I think the idea of a longer arrow representing a stronger force… only applies when the arrows are in the same image because we're definitely not drawing the arrows longer because of stronger pulls if there's only one arrow in the images. can that be made explicit here? Specifically say 'if you need to compare two forces, you can draw a longer arrow to show the stronger force.' Make it clear that this is a comparative feature and not just something that applies everywhere. I think this is fairly important. Also please remove this throwing up of the ball thing and then gravity having a weaker force. That's a whole other concept. It's a confusing thing that should not just be thrown in as an example. I do think it would be nice to have examples that aren't all the applied forces but we can do that later." | fairly important | video | (1) lined-up arrows: no edit (the comparison picture, not a force drawing); noted on c4; (2) comparative wording: card c1, the AUDIO edit drafted (beats 3 and 6), held for his tap; (3) the held ball: card c2, removing a beat is a re-render L03b, held; card v4 says so — c1, c2 open; nothing sent | open |
| L03-v1 | "Okay remove the same box language and then say: A boy pushes a box gently. He then pushes the same box harder. If you were going to draw a force arrow to represent the pushes, which push would get the longer arrow? Also you don't need two identical images here that are labeled 'the weaker push' and 'the stronger push.'" | — | attached question (drawn) | applied: her sentences ("represent" fitted to "drew… for"); one picture (box_push_single_noarrow) — applied (e16) | applied |
| L03-q1 | "Relatively minor but I would still change it. For the wording I would say, 'Based on the force arrows, which drawing shows the stronger push?' Also the J and K are really high above the images. I'm not sure what the student will see but for me I kind of have to scroll to see the J and K so I would put the J and K inside the box." | relatively minor | quiz (drawn) | applied: her stem; before_after prints a one-letter label INSIDE its panel — every two-panel figure — applied (e17) | applied |
| L03-q2 | "Why is it the only one drawing that has the slanted arrow? I'm not quite sure about the science here and what makes sense. Can you serve us this to James and ask him? Again I would just put, 'Based on the force arrows, which drawing shows the stronger pull?' Again I would put the labeling of the image closer to the image itself… Please apply these to all the relevant questions." | — | quiz (drawn) | stem and labels applied; the slanted arrow → card c1 as she asked — applied (e18); c1 open | applied |
| L03-q3 | "Aren't we calling this a force arrow? I think we are. If you were going to represent the pushes with arrows, which push would get the longer force arrow?" | — | quiz | applied: "Whose push gets the longer force arrow?"; Efe → Eli — applied (e19) | applied |
| L03-q4 | "This question is really bad and it's very high priority that it's removed. It would be a good question if it was done correctly and after teaching but it is not obvious which arrow is longer because there's no little knob in it. If you have two arrows you need to put the knob in them. This goes for all questions. Right now it's just one long continuous arrow and it's not obvious that the Earth's pull arrow is shorter. Secondly this needs to be taught in a separate lesson and not here so remove this question totally." | very high | quiz (drawn) | the knob: applied to every two-arrow drawing (in case the item stays); the removal: card c2 — applied (e20); c2 open | applied |
| L03-q5 | "We have not yet talked about two forces acting on the same object. Remove all questions that have two forces acting on the same object. I really think you can just have fewer questions if it's an easier concept, so the students can go through the material at the appropriate pace. Don't feel the need to just fill in questions just to meet some question bank number." | — | quiz (drawn) | the removal: card c2; "fewer questions": covered by card q-G3THEME1-1 (G3_THEME1_REPORT.html) — not thinned here — c2 open; noted | open |
| L03-q9 | "Just reword, slightly medium priority but easy enough. :Suki is drawing arrows on an image to represent two kicks. One kick was hard and one kick was gentle. She draws a long arrow to represent the hard kick and a short arrow to represent the gentle kick. Did Suki draw the kicks? Did Suki draw the force arrows?' By the way I'm using the word 'represent' a lot so I'm realizing that probably that needs to be introduced… I would put the word 'represent' into the video." | slightly medium | quiz | applied: her sentences, "represent" fitted to "for"; "introduce 'represent' earlier" → note under q-G3COIN (the coining-earlier card), not a new card — applied (e21); noted | applied |
| L03-q10 | "Reword. 'The drawings above show two identical cars being pushed. The force arrows represent the strength of the pushes. Which car will roll far?'" | — | quiz (drawn) | applied: "two identical toy cars. The force arrows show how strong each push is. Which car will roll farther?" — applied (e22) | applied |
| PR-q2 | "I mean I guess it's fine for now but this drawing is really bad. Oh but also I don't like these questions. The arrow is wrong simply because it's in the wrong place. Please have it going the wrong way as well." | — | practice (drawn) | card c4 (wrong only by position); LEFT / RIGHT chips added meanwhile; a real-looking dad and stroller → picture pass — c4 open; picture owed | open |
| PR-q3 | "This drawing needs to have a little knob in the center of the two arrows." | — | practice (drawn) | applied (lettered_arrows draws the knob) — applied (e20) | applied |
| PR-q5 | "Like I said remove these questions because of the issues brought up previously." | — | practice | card c4 — c4 open | open |
| PR-q7 | "Reword to quote: 'Sadie and Nadir are playing with a ball. First Sadie kicks the ball. The ball goes very far. Then Nadir kicks the ball. The ball does not go very far. What sentence can explain why Sadie's kick went farther than Nadir's kick?'" | — | practice | applied: her story; the ask is "Why did Sadie's kick send the ball farther than Nadir's kick?" — applied (e23) | applied |
| PR-q9 | "Show them the drawing. Don't just have them imagine the drawing." | — | practice (typed term) | applied: pr_term_arrow (a boy pulls a sled; the arrow drawn by code); the stem still prints neither word — applied (e24) | applied |
| PR-q10 | "No, I hate 'again.' No comparative language without something to compare to. If an object is pushed twice, first with a weaker push and then with a stronger push, the stronger push will make a blank change in its motion. If they get it wrong is there a way to give them the answer choices, bigger or smaller? I feel like these kinds of fill-in-the-blank questions are not vocab words or little tricks." | — | practice (typed) | applied: her sentence ("weaker" fitted to "gentler"); "show the choices after a wrong answer" → a platform idea for David (as A22) — applied (e25); noted | applied |
| PR-q11 | "You are tasked with drawing the force arrows for two different pushes. The force arrow for the bigger push will be blank than the force arrow for the smaller push." | — | practice (typed) | applied: her frame ("bigger / smaller push" fitted to "stronger / gentler") — applied (e26) | applied |
| SUMMARY-script | "For the future we should look at this again. There are some inconsistencies, like the box that is shown with the force arrows before the box moves, whereas the ball is shown with the force arrows after the box moves. That occurs in previous videos too. I do think once the ball stops, that's not the time to draw the force arrow because it stopped now. The arrow should be drawn at the starting place I think." | for the future | video | VISUAL edit by id drafted (beats 12–13: each kick's arrow at the moment of the kick), card v5, recommendation keep for now (her word); "previous videos too" logged for the backlog (fixes forward only) — video edit (pipeline), not sent; v5 open | video edit |
| SUMMARY-v1 | "Remove the same quote. A girl pushes a toy truck gently and then harder." | — | attached question | applied — applied (e27) | applied |
| SUMMARY-v2 | "Is this a real name, Tomas with a Z? Can we just make it Tomas with no Z? All right the second sentence is worded very confusingly. Instead say: 'If you drew a force arrow on the shopping bag, would it point toward Tomasz or away from Tomasz?'" | — | attached question | applied: Tomas; her sentence — applied (e28) | applied |
| PP-q2 | "This is good. Why aren't there more of these questions before the summary video and the lesson itself?" | — | bank | praise; the four-drawing form is the bank's (James's approved type 2); the quiz uses the two-drawing J / K form — noted for the next quiz pass | noted |
| PP-q4 | "I actually don't think this is a great question because, again, in real life when you're pulling something, you don't just do one pull and let go. You're pulling it consistently so it's going to move with you. I would use a different example than a wagon pull." | — | bank | applied: a toy car given a tug by its string, then let go — applied (e29) | applied |
| PP-q9 | "Again the wording here suggests that she's pushing it consistently, not doing a single push that lets it go a certain distance. reword 'Mom gently pushes a toy train that sits on a track. Then she pushes the same train much harder. What does the train do after the harder push?'" | — | bank | applied (two sentences, for S23) — applied (e30) | applied |
| PP-q12 | "Label right and left in the images." | — | bank (drawn) | applied to every drawing whose item says left or right — applied (e31) | applied |
| PP-q13 | "Yes I'm glad you have this. I was going to say there really need to be more magnetic force items added to the previous lesson." | — | bank | praise; L02's article has the magnet and clip, the quiz the nail (on c4) — noted | noted |
| PP-q14 | "I might replace J with a more obvious wrong answer because I feel like it's kind of close to what we've represented before, although I'm not 100%. Also a minor point, but there's no tree. The tree is just represented by a brown line. I might just remove the brown line." | minor | bank (drawn) | the brown line: applied; J (on the ground, wrong only by position): card c4 — applied (e32); c4 open | applied |
| PP-q15 | "Label left and right here and in every question that talks about left and right. I hope I can just say this here and it will apply it to everything." | — | bank (drawn) | applied everywhere (e31) | applied |
| PP-q20 | "I don't like this because it's the same magnet. Why is it having a stronger pull? Either remove this or make the magnet look different in the different images." | — | bank (drawn) | applied: four magnet sizes, bigger for the stronger pull — applied (e33) | applied |
| PP-q24 | "Again this is misleading because the magnet is not going to pull with a different pull when it's the same magnet… Smaller magnets will do weaker pulls… you could have the magnet be smaller when there's a gentler pull." | — | bank (drawn) | applied (e33) | applied |
| PP-q25 | "Move these types of questions." | — | bank (James's approved exemplar) | card c4 — c4 open | open |
| PP-q28 | "Remove questions about where the force arrow starts." | — | bank | card c4 — c4 open | open |
| PP-q29 | "Remove questions about where the force arrow" | — | bank | card c4 — c4 open | open |
| PP-q30 | "Remove questions about where the force arrows start" | — | bank | card c4 — c4 open | open |
| PP-q31 | "No questions about where the force arrows start" | — | bank | card c4 — c4 open | open |
| PP-q32 | "Remove questions about where the force arrows start." | — | bank | card c4 — c4 open | open |
| PP-q33 | "Reword. Ash pushes a toy truck to the left. Then Sid pushes the same truck but pushes harder. How would you draw the force arrows that represent their pushes also again with the names, CY, can we have a little bit more phonetically simple or recognizable names?" | — | bank | applied: her story (two sentences); Cy → Sid — applied (e34) | applied |
| PP-q34 | "Okay I think what's going on here with the names is that it's being instructed to use short names but now what we have is just a bunch of different names that are uncommon in America. Maybe there should just be 20 names chosen and just use those over and over. Have them be diverse but in the diversity ensure they're recognizable names. Also don't use three-syllable names, no matter how common they are." | — | bank / a NEW RULE | card c5, PROPOSED — not adopted (rules come from James only); Dee and Oz stand — c5 open | open |
| PP-q35 | "Reword but pick different names. Person 1 pushes the door shut. A moment later person 2 pushes the same door shut with the same strength as person 1. If you were drawing force arrows for these two pushes, how would you draw them?" | — | bank | applied: Mia and Ben; her story (two sentences) — applied (e35) | applied |
| PP-q36 | "Zach pulls a rope to the left. A moment later his dad pulls the same rope but pulls harder." | — | bank | applied: her story; Zach — applied (e36) | applied |
| PP-q41 | "I'm curious about the validity of this. Does a longer arrow on a different object really signify, generally, that it's a bigger force? I sort of feel like I don't see that because this is already just a very comparative subjective thing and I might remove this question. I don't know what the arrow conventions are when you're acting like actual scientists doing physics but I kind of doubt that they're using the length of arrows to be anything truly meaningful beyond these subjective comparisons" | — | bank (type 8, PROPOSED 29 Sep) | card c1 (recommendation: retire PP-41–44) — c1 open | open |
| PP-q42 | "Okay I've been trying not to comment on the hands and the fingers because I've made that comment 80 million times but the fingers in this are a problem, are distracting, and need to be changed. Also I have the same comment about comparing arrows and different objects." | — | bank (drawn) | card c1; the hands → picture pass if the items stay — c1 open; picture owed | open |
| PP-q43 | "Okay same comment for all of these… the fingers are out of control and also I'm unclear about the forces, the size of the arrow in different" | — | bank (drawn) | card c1; picture pass as PP-q42 — c1 open | open |
| PP-q45 | "Very minor but I think we can say 'the balls are identical' instead of 'the balls are just the same.' Make a note for later versions to have some vocabulary on 'identical,' 'represent,' and maybe some other words." | very minor | bank | applied ("identical", here and PP-46–49, L01-q7, L01-q8, L03-q10); the vocabulary note → q-G3COIN — applied (e37); noted | applied |
| PP-q46 | "Again I think we can use the word 'identical.' I think the term 'just the same' is not the most meaningful term and while I would support using simpler language in theory, I think it doesn't make the most sense. 'Identical' is very clear." | — | bank | applied (e37) | applied |
| PP-q50 | "This is fine but again I don't love it because of this 'where does the arrow start?' thing and because of our own inconsistencies and where the arrow started." | — | bank (drawn) | card c4; LEFT / RIGHT chips added meanwhile — c4 open | open |
| PP-q51 | "I don't love this. It's like, 'language, a line with a point, blah blah blah.' Can we just have a picture of it and then ask what it's called?" | — | bank | applied: pp_term_wagon_arrow (a girl pulls a wagon; code draws the arrow) and the stem names the drawing — applied (e38) | applied |
Counts: 72 notes → 38 applied (text and drawing changes in the files, e01–e38, several notes sharing one entry), 10 cards for James (c1 arrow length is a comparison + type-8 items + slanted pulls; c2 two forces on one object; c3 "you can't see the push"; c4 the where-does-it-start items and wrong-by-position drawings — covering 21 of her notes; c5 the names rule, PROPOSED; v1–v5 the video edits, one card per video), 8 video edits by id drafted and not sent (+3 that wait on c1 / c3 / c4; 2 re-renders held), 8 picture-pass items (below), 7 noted (praise, left-as-she-says, covered by an existing card). Several notes carry more than one action, so the parts sum past 72.
For the picture pass (David's image pack, after this text is read cold — not drawn now)
| item | what Olivia saw | what the picture pass does |
|---|---|---|
| L01-q7 | "a placeholder instead of an actual image" | render q_two_horses_cartoon (two horses, identical carts, fast and slow; no arrow) |
| L02-q5 | "The tree does not look like a tree at all" | render the oak branch and acorn as a real-looking background (q_acorn_arrows, cartoon+svg: the three candidate arrows and the knob stay code) |
| L02-q8 | "this man has three legs" (fixed in code) | a real-looking child kicking (cartoon+svg; the floating arrow stays code) — only if the item survives card c4 |
| L02-q12 | "Maybe a real-life picture… you need to add the arrow to the picture" | a licensed PHOTO of a woman pushing a lawn mower (q_mower_photo); code lays the red arrow at the mower's middle |
| PR-q2 | "this drawing is really bad" | a real-looking dad and stroller (cartoon+svg) — only if the item survives card c4 |
| PR-q8 | (the dog cartoon placeholder from 12 Oct) | render pr_dog_rope_cartoon; the brief now also asks for LEFT / RIGHT chips, since the task says "to the left" |
| PP-q42, PP-q43 | "the fingers are out of control" | only if the type-8 items survive card c1: real-looking arms on pp_size_* (cartoon+svg; arrows stay code) |
| L02-q9 (the train), L02-q10 (the dropped book), PR-q9, PP-q51 | new code drawings today | cartoon+svg renders in the normal course; arrows stay code |
Not done, on purpose
- No video was sent; no page was deployed; no script was changed — the feedback file holds every edit in R100 form; the coordinator sends on James's tap. Two re-renders (L02b, L03b) are proposed and held: no new render can go while the vault gate is held.
- The where-does-it-start items, the wrong-by-position drawings, the two-force items, the type-8 items and the "can't see the push" lines all stand until James taps c1–c4. The article's "Two forces on one ball" section and the L02 headache are therefore unchanged today (a page-differs-from-video line would otherwise have opened on his open question).
- "Add gravity" was not added: James's language rule (25 Sep 2026) — the force is Earth's pull; "gravity" is not spoken in this strand.
- No thinning of quizzes (L01-q6, L03-q5): card q-G3THEME1-1 on G3_THEME1_REPORT.html already asks him.
- No new rule adopted: the names list is c5, PROPOSED, in her words; "introduce 'represent' / 'identical' earlier" is a note under q-G3COIN.
- No vault write-back (the coordinator's): two of her points look general and are put in the report as PROPOSED with her words — (a) a comparison question names both things compared (L01-q5, L01-q9, PR-q10, PR-q11: "a stronger push than what?"); (b) a wrong drawing in a judged-arrow item is never wrong by position alone (L02-q8, PR-q2). The vault's existing rules (name the thing, never the pronoun; the question names the thing judged) cover the rest.
build_tools_handoff.pywas not re-run: no script or brief line that it copies changed; the coordinator re-runs it with the next delivery.
Checks run
python3 build_tools_check_topic.py grade3/topic08_build/content/G3T08.py→ 0 FAIL, 23 WARN (before this pass: 0 FAIL, 19 WARN). Mid-pass 5 FAILs (S23: Olivia's three-sentence bank stems on PP-4, 9, 33, 35, 36) were cleared by joining her sentences into two. New WARNs: S4 long stems L01-q2 (35 words), L01-q7, L03-v1 (S17, 27 words), L03-q9 (46 words) — her wording, listed not fixed on live Grade 3; S36 "identical" ×10 joins the unusual-word list.python3 build_tools_build_topic_site.py grade3/topic08_build/content/G3T08.py course_preview/topic08/index.html→ 3 lessons, 11 practice, 52 pp100, 71 figures (3 generated pictures). Not deployed.python3 build_tools_names.py Sam / Eli / Mia / Ben / Sid / Tomas / Zach→ each recurs in another topic (allowed, James 6 Oct); one child each in Topic 8.- Figures: the 16 new or redrawn drawings rendered to
/tmp/g3t08_figsand the changed ones looked at by the author (qlmanage): the train's arm meets the cab and the wrong-way arrow is clear of it; the kicker has two legs; the J / K letters sit inside their panels; LEFT / RIGHT chips clear every object; the knob reads at the cart's, acorn's, bucket's and bean bag's shared tail; the four magnets step down in size with their arrows. A non-authorreview-figurespass is owed. - Needs-you:
records/OLIVIA_EDITS_FOR_JAMES_G3T08_2026-10-13.json—build_tools_needs_you.summary("G3T08")reads n = 10 cards, 10 edits, 38 applied. - Blind read of the 38 changed items: not run this pass — owed before the picture stage (two cold readers, keys sequestered).