← All topics (review home)

Skill: write-like-james @ 11cce8f · typed hard type: write-mcqs @ 11cce8f

Topic 10 "Unbalanced forces" — your read (28 September 2026, night)

Three lessons, each starting from a thing already moving with balanced forces on it, the way your pack's Lesson 8 did: the girl pulls her wagon harder and it speeds up; the boy squeezes his brakes and his bike slows down; a girl kicks a rolling ball from the side and it turns, only while her shoe pushes it. Written without a blueprint gate at your release, read back as you, then a non-author review (22 findings, 21 applied, one left to you) and a cold read of every changed item (27 of 27 keys agreed; one soft spot fixed). Reply by number.

The one that touches Topic 9

1. Is a drag drawn as a dark-blue pull back from the object's back, and called "drags it back", in Topics 9 and 10 alike?

A drag is what the grass, the snow, the floor, the rug, the water or the air does to a moving thing: it holds it back. Topic 10 draws it as a dark-blue arrow from the back of the thing (the back wheel, the sled runner's end, the boat's stern) and says "the grass drags the wagon back". Topic 9 had drawn it as a red push from underneath and said "rubs it back"; the coordinator ruled tonight that Topic 10's word and colour win and Topic 9 is being redrawn to them. Pushes stay red; every arrow starts where its force acts (the handle joint, the rope tie, the grip, the pedal, the sail); two opposite arrows sit at two heights so they never read as one double-headed arrow. Recommendation: confirm. Confirm / Topic 9's red push and "rubs" instead

The one that unblocks the bank

2. Does the typed hard type work for you? Your night ruling is applied without asking: the bank's hard item is text entry, the seven easy and medium types stay four-option MCQs. The typed exemplar reads four drawings and produces a name:

No numeric type: the topic never puts a number on an arrow. Recommendation: approve; the bank's hard slot (at most eight of about fifty) is generated from this type on fresh children and fresh objects (sled, wagon, toy train, boat). Approve / say what else

3. Do the eight question types stand? Eight exemplars on eight types, coverage table with no empty row; type 4 runs the rule backwards (speeding up: which force is stronger), type 5 is four drawings with one slowing sled, type 6 puts the three pushes (from behind, from the front, from the side) side by side, type 7 asks WHEN the forces on a car round a bend are unbalanced. The eight types and the coverage table Approve all / strike these / edit these

The lessons

4. L01 Pull harder, and it speeds up — the girl's wagon at the same speed, two equal arrows, balanced; she pulls harder, her arrow grows, the wagon speeds up (the article animates it); the boy's cart pushed harder does the same; back to equal arrows, the same speed; the rule. "Forces that are not balanced are called unbalanced forces" is coined here, on Topic 9's own phrase. Article · script · quiz Fine / say where

5. L02 Push back harder, and it slows down — the boy's bike at the same speed; he keeps pedaling and squeezes the brakes, the push back is the longer arrow, the bike slows; the cart rolls onto a thick rug and the drag grows instead; a ball on the grass "does not carry a push inside it" — nothing pushes it forward and the grass drags it back, so it slows, while a puck on smooth ice keeps its speed; the rule. Article · script · quiz Fine / say where

6. L03 Push from the side, and it turns — seen from above: the rolling ball kicked from the side, nothing pushes back against the kick, a new path — and only while the shoe pushes, then straight again; the wind on a toy boat; the same ball kicked from behind speeds up and keeps its path; the rule, and the topic's close: unbalanced forces speed a thing up, slow it down, or change its direction. Article · script · quiz Fine / say where

Two small things only you can settle

7. The bike while braking. The drawing keeps a short push-forward arrow beside the brakes' longer push back, and the text says "He keeps pedaling and squeezes the brakes." The rule is written as a comparison of two forces, so both arrows stay; the one-force case (nothing forward, only the drag) is taught in the same lesson by the ball on the grass. Keep / he stops pedaling, one arrow

8. The puck on smooth ice "keeps sliding at the same speed". A simplification (it slows very slowly), the same one Topic 9's skater makes. The reviewer's hedge would be "keeps sliding for a long time at almost the same speed". Keep the plain line / add the hedge

Also on the site

Intro and poll · summary and three questions · mixed practice · PP100 type sheet · the build record, with the review's adjudication

Rulings applied without asking

Attached questions stand alone with their own drawn scene, no verdict chip, no "in the video" · hard bank item typed, easy and medium four-option MCQs · no verdict + reason options · positive stems · "stronger than", never strong / weak · "unbalanced" explained then labeled once, and the chips say UNBALANCED from then on · never "an unbalanced force" in the singular (the forces are unbalanced) · no push "runs out" or "wears off"; the ball "does not carry a push inside it" · the turn lasts only while the sideways push acts (your Lesson 9 correction) · a moving object with balanced forces first, then the change (your Lesson 8 instruction) · every arrow starts where its force acts; the winning arrow visibly longer; two arrows never read as one · colour in figures · the article animates the change, never a quiz figure · the physics misconception checker clean · student names fresh against every other topic, Topic 9 included.

After you answer

1 → the register's cross-field note on the drag lands (ATOM_PROPOSALS §3) and Topic 9's redraw is confirmed against it. 2 and 3 → bank of about 50 from the approved types, blind read, hand-over folder for David (32 image briefs, 26 with people to generate).