Skill: write-like-james @ b0fa825 · the build: write-lesson, write-mcqs, write-video-script, review-lesson (two blind reads and a re-read), review-figures, review-accuracy @ b0fa825
Topic 8 "How waves carry energy and messages" — your read (2 October 2026)
Skim first
The lessons in teaching order, each with its one rule sentence; then the intro script; then the question types. The review page follows.
The lessons and their rules
| Lesson | Atom | Rule sentence |
|---|---|---|
| L01 A wave carries energy across the water | ENE4-040 | A bump that travels across the water is a wave. A wave carries energy across the water. The water itself stays put, moving only up and down. |
| L02 Spot the taller wave | ENE4-041 | How tall the wave is. From the middle line up to its top. That is called its amplitude. |
| L03 Spot how far apart the tops are | ENE4-042 | The distance from one top to the next top. That is called its wavelength. |
| L04 Draw the wave the words describe | ENE4-043 | Keep the same bump repeating. Change only what the words say. Its amplitude, its wavelength, or both. |
| L05 Send a message with a pattern of flashes | ENE4-044 | Long and short flashes or taps. An agreed pattern can carry a message. Everyone agrees what each pattern means. |
The intro script (111 words, about 56 s)
Here's Miss Price's class at the park pond on a still morning. Dana drops a stone in, and ripples spread out from the splash, ring after ring. Far across the pond, a duck floats. The ripples reach it, and the duck starts to bob up and down. But the duck does not float away: it bobs and stays right where it is. So what traveled across the pond to reach it? To find out, we will look at what a ripple carries, how to tell one ripple from another, and how a pattern of flashes can carry a message. Okay, so are you ready to follow the ripple across the pond?
The question types (from TYPES_G4T08.md)
- Type 1: What a floating thing does / which way the water under it moves, for a described wave.
- Type 2: What the wave carried / where the floating thing's energy came from (giver).
- Type 3: A claim is fixed as wrong in the stem (or a true sentence is asked for); pick the sentence that shows it. The three distractors are true facts of the same shape and length.
- Type 4: Recall a term from its meaning: wave / amplitude / wavelength / middle line as the four options.
- Type 5: Pick the wave with the biggest amplitude / longest wavelength from THREE drawings (A / B / C / all the same).
- Type 6: Which of four lettered arrows (J K L M) shows the amplitude / the wavelength; the wrong arrows are top-to-bottom and top-to-next-low-point.
- Type 7: Which of four lettered drawings matches the words ("taller", "tops closer", both; "a wave pattern").
- Type 8: From the words, what must change: the amplitude / the wavelength / both / neither — with the drawing of "this one" on the card.
- Type 9: Read ONE message against a drawn code, or pick the lettered strip that sends one; flashes and taps; four fresh codes.
- Type 10: Typed "wave" from a described scene; multi-select the SET of waves with the same amplitude (four drawn).
Five lessons: a bump that travels across the water is a wave, and it carries energy while the water itself stays put, moving only up and down; the taller wave has the bigger amplitude; the wave with its tops farther apart has the longer wavelength; to draw the wave the words describe, change only what the words say and keep the same bump repeating; a pattern of short and long flashes or taps carries a message when everyone agrees what each pattern means. Every key agreed by two cold readers, and again by two fresh readers after the drawings' hidden descriptions were rewritten as data; the figure review and the guidance-and-accuracy review are applied. Pictures are placeholders until you answer.
The questions the author put to you (built as recommended)
1. Does L05 teach one agreed code, with no comparing of codes?
The standard behind it asks children to "generate and compare multiple solutions". The register sends comparing rival codes to grades 6 to 8. So every item gives the code as a table and asks the child to read or send with it.
Built: one code the class agrees; every read stem says "one message", because two patterns can run together.
Recommendation: keep.
Keep / add one written item, "which code would you choose, and why"
2. Does "The taller wave made the duck bob higher" stay as one thing the class saw, with no rule?
The standard asks only for patterns in amplitude and wavelength. "A taller wave carries more energy" is a grades 6 to 8 line. The sentence is said once in L02, as a thing the children saw.
Built: the line stays; the two bank items that leaned on it (a cork bobs higher; quick taps make closer tops) are cut, because they tested the cause of the headache and not the atom.
Recommendation: keep the line, no rule.
Keep / cut the line / make it a rule
The lessons
3. L01 A wave carries energy across the water. Dana drops a stone in the park pond; the ripple reaches a duck, and the duck bobs up and down and stays where it is. A leaf does the same. The bump travelled and carried energy; the water did not. page
4. L02 Spot the taller wave. Dana's pebble and Declan's rock make two ripples, and the rock's ripple is taller. Two wave drawings side by side; the taller one has the bigger amplitude, from the middle line up to its top. page
5. L03 Spot how far apart the tops are. Dante taps the water with a stick, and the tops come closer together. The distance from one top to the next top is the wavelength; waves on a big lake and ripples on a pond show the two ends. page
6. L04 Draw the wave the words describe. Miss Price draws a wave on the board and asks for one "taller than this one". Three children draw; only Dana's drawing changed the height alone. Change only what the words say, and keep the same bump repeating. page
7. L05 Send a message with a pattern of flashes. At dusk the class agrees a code of short and long flashes, and Dana answers from the far fence. The same code works as taps on a desk. A pattern carries a message when everyone agrees what each pattern means. page
Applied without asking
The blind readers could not test the 44 drawn items, because each drawing's hidden description stated its own answer; every description is now data (heights and spacings as numbers, arrows as their end points, a code as shorts and longs), and all 130 items were re-read, every key agreed. "Ripple" is accepted on the three typed "wave" items. The cork-in-a-bucket item asks where the cork is after the ripple has passed. The two friends tapping now share one wall. The pattern item is one regular wave among three irregular lines, in place of a multi-select with two identical drawings. Nine bank items were re-scened, so no bank item uses the pond, the duck, the leaf or a lesson character. The easy tier's keys are spread. Letters sit in a gutter beside each drawing, so they no longer hide the first top. The wavy line is "the water's surface". After the re-read, one stem changed: PP-55's flashes read "long then short".
Also on the site
Topic intro and poll · summary and three questions · mixed practice · the PP100 bank · the type sheet
After you answer
Nothing on the page changes if you keep both. Either way the picture pass starts, and the seven-video batch goes on your word.
The records, whole
The build record (v1, v2 and the v3 polish)
Skill: course-build → write-lesson (L01 a fact in the universal-attribute form; L02 and L03 a recognition pair by example sequence on one drawing; L04 a construct routine worked → scaffolded → bare; L05 a routine on one agreed code) → write-example-sequence, design-check-sequence, sentence-atomise, write-explanation, write-mcqs (attached questions, quizzes, mixed practice, PP100 bank and type sheet); write-video-script (intro, five lesson scripts, summary; the elementary micro-lesson anatomy); review-figures (author self-check on nineteen renders) @ b0fa825
Grade 4 Topic 8 — How waves carry energy and messages — build record (v1, 2 October 2026)
What this is, in plain words
Five short lessons, one per atom, on the first wave topic a child meets. The whole topic hangs on one picture: Dana drops a stone in the park pond, the ripple reaches a duck, and the duck bobs up and down and stays where it is. So the water did not travel; a bump travelled, and it carried energy from the stone to the duck. That bump is a wave (L01). Then the same drawing of a wave is changed one feature at a time: taller (the amplitude, L02), tops closer together (the wavelength, L03) — recognition only, pointing at the feature on a drawing. L04 turns it round: given words like "taller than this one", the child chooses the drawing that matches (the platform has no drawing tool), and keeps the bump repeating. L05, the capstone, is the dark playground: the class agrees a code of short and long flashes, Dana answers across the playground, and the same code works with taps on a desk — a pattern can carry a message, when everyone agrees what each pattern means. Grade 3 is recalled by one item each and never re-taught; Topic 4's giver / receiver / carrier are reused with a recap; "crest" is never said; no code is compared with another.
Counts. 5 lessons · 5 scripts (143, 143, 136, 144, 146 spoken words by the batch tool's count; 147 / 147 / 140 / 148 / 150 by the article check's count) + intro (111 words, 1 question mark) + summary (130 words) · 5 attached questions + the intro's poll + 3 summary questions · 53 quiz items (12 + 10 + 10 + 11 + 10; 3 written answers; 1 typed) · 14 practice items (3 Grade 3 retrieval, 2 term MCQs, 1 typed, 1 written answer) · PP100 bank 56 items (20 easy · 23 medium · 13 hard; per atom 12 · 10 · 10 · 12 · 12; 1 typed, 2 multi-select, 53 four-option MCQs) · 103 figures (94 svg by code, 7 cartoon placeholders, 2 photo placeholders) · articles 296 / 244 / 245 / 253 / 235 words · checker 0 FAIL, 7 WARN (every one answered below) · article check 0 FAIL · names run exit 0 · page /tmp/g4t08_test.html builds (5 lessons, 14 practice, 56 pp100, 103 figures) · batch handoff/G4T08/videos/batch_G4T08.json built, check_brief.py clean on every lesson and the summary (the intro's R79 hit is the standing accepted one; the batch is NOT sent).
Structural decisions (in place of a blueprint)
Running scene. Miss Price's class on a trip to the park pond (L01–L03), back in the classroom at the board (L04), and the school playground as it gets dark (L05). Characters: Miss Price; Dana, Dante, Declan, in that order (grade4/NAMES_POOL.md, Topic 8 row — the task note's "Derek" belongs to Topic 9, so the file won); the three names carry every claim in the quizzes and practice; bank claim-makers are unnamed; the two friends in L05's quiz are "Maya" and an unnamed friend only in a code's title, never as a claim-maker (Maya is not in any Grade 3 or 4 row — see judgement call 8).
Lesson order and titles. L01 A wave carries energy across the water (ENE4-040) → L02 Spot the taller wave (041) → L03 Spot how far apart the tops are (042) → L04 Draw the wave the words describe (043) → L05 Send a message with a pattern of flashes (044, capstone). The prerequisite order of the register. Titles name the skill in student words; the coined term is said inside the lesson, last.
Headache scenes. L01: Miss Price asks, "The ripple went all the way to the duck. Did the water go with it?" — a teacher's question, on a thing in front of the class. L02: the pebble and the big rock; "What is different about the two drawings?" L03: Dante's slow and quick taps; "Both drawings are the same height. So what changed?" L04: "Now draw me the wave from a bigger rock: taller than this one" and three different drawings; "Which drawing matches the words?" L05: the class agrees a code before Dana walks to the fence, and Miss Price calls "Dana, can you see us?" No invented sign, game or notice.
Example sequences, written out.
- L01 (a fact, universal-attribute form — no minimal-difference non-example exists for "the water stays put"): E the duck (bobs, stays) · E the leaf (bobs, stays: an animation and a three-moments strip with the dashed line) · the energy line in Grade 3 and Topic 4 words (the stone had kinetic energy; the duck started to move; the bump carried the energy; stone = giver, duck = receiver, bump = carrier) · coin "wave" · E the swimmer far out on a big lake · rule. A still frame of the wave never carries the word "wave" before the coin.
- L02 (one frame, rule induced after, so the frames carry no "because"): "Wave B is taller than wave A." E B (the rock's wave: taller, same spacing) → E C (taller still) → NE D (tops closer, NOT taller — the sibling feature changed, this one not; the near miss a child believes) → the duck bobbed higher (one observation line, no rule) → coin "amplitude" → the arrow drawn after the coin. The headache card is the teaching card with the arrows off.
- L03 (the same drawing, the other feature; the register's minimal-difference pair): "Wave B's tops are closer together than wave A's." E B (quick taps) → E C (quicker) → NE D (taller, NOT closer) → the lake and the pond (the atom's own example) → coin "wavelength" → the arrow after the coin.
- L04 (routine, worked → scaffolded → bare): read the words → decide what changes (amplitude / wavelength / both) → change only that → keep the same bump repeating (Grade 3's pattern sentence). Worked on three drawings under "Does it match the words?" with ticks and crosses, then "tops closer together", then both at once.
- L05 (routine on one code, no non-example): agree the code → read YES, NO, COME HERE → why it works (the same pattern, the same word: Grade 3's pattern) → the same code with taps → rule.
Check types. L01 type (c): the what items, three claims, the term items, a written why on a fresh case. L02, L03 and L05 type (a) fluency on drawn pairs and drawn codes. L04 type (b): the scaffold on a second case, bare items on fresh cases, one written description. Records below.
Video calls. All five video and article: L01's bobbing leaf is motion the article shows only as an animation; L02–L04 change one feature of a drawing in front of the child; L05's flashes are events in time. None could honestly do without a video, so none is marked so.
Coined terms. wave (L01), amplitude (L02), wavelength (L03). "wave" is recognised then typed; "amplitude" and "wavelength" are recognised among the sister terms and recalled by MCQ (RECALL_BY_MCQ: nine and ten letters). Not coined: "crest" (the plain words "the top of the wave" carry it, per the recognition-level cross note), "middle line" (a scaffold noun for the drawing, retired nowhere because it is not a term), "code" (everyday), "signal" (never said — "flash" and "tap" are the things).
Questions for James
1. Is "a pattern of long and short flashes or taps can carry a message, when everyone agrees what each pattern means" the right size of L05, given 4-PS4-3's verb is "generate and compare multiple solutions"?
Context: the register's cross note sends "comparing rival code designs" to SR4 (grades 6-8), so L05 teaches one code the class agrees and never asks which code is better. Every item supplies its code as a datum (the agreed table) and asks the child to read or send with it.
Recommendation: keep as built; the comparing half waits, as the register says.
Choices: keep / add one "which code would you choose, and why" written item as a taste of 4-PS4-3 / cut nothing.
2. Does the one observation line "The taller wave made the duck bob higher" (L02) stay, with no rule about amplitude and energy?
Context: 4-PS4-1 asks only for patterns in amplitude and wavelength; "a taller wave carries more energy" is a grades 6-8 line. The sentence is a thing the child saw, stated once, not a rule; bank PP-29 asks it as an observation (the cork bobs higher).
Recommendation: keep the observation, no rule.
Choices: keep / cut the line and PP-29 / promote it to a lexicon line.
What each lesson teaches
| Lesson | Atom | Lesson type | Example sequence (one frame) | Check type | Items |
|---|---|---|---|---|---|
| L01 A wave carries energy across the water | ENE4-040 | A fact, universal-attribute form; coins wave | E duck · E leaf (animation, three moments) · energy line · coin · E swimmer · rule | (c): 2 recall, 4 what, 3 claims, 2 term items, 1 written why | 12 |
| L02 Spot the taller wave | ENE4-041 | Recognition by example sequence; coins amplitude last | E B taller · E C taller · NE D closer-not-taller · duck line · coin · arrow · rule | (a): 6 drawn pairs, 1 pointing, 2 claims, 2 term MCQs | 10 |
| L03 Spot how far apart the tops are | ENE4-042 | The same drawing, the other feature; coins wavelength last | E B closer · E C closer · NE D taller-not-closer · coin · arrow · lake and pond · rule | (a): 6 drawn pairs, 1 pointing, 2 claims, 2 term MCQs | 10 |
| L04 Draw the wave the words describe | ENE4-043 | Construct routine, worked → scaffolded → bare | three drawings judged · pattern sentence · closer · both · rule | (b): 3 scaffold on a second case, 5 bare, 1 repeat item, 1 claim, 1 written description | 11 |
| L05 Send a message with a pattern of flashes | ENE4-044 | Routine on one agreed code | the code · YES · NO · COME HERE · why · taps · rule | (a): 2 recall, 4 read, 2 send, 2 claims, 1 written answer | 10 |
design-check-sequence records
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Skill: design-check-sequence @ b0fa825
Part: L01 (ENE4-040)
Type: (c) concept understanding — the payoff is a mechanism sentence (the bump carries energy; the water stays put) and the register names the age's central misconception.
Plan: recall (Grade 3 kinetic energy: a) · recall (Topic 4 receiver: 1) → what: cork in a bucket stays? (a) · log on a lake (b) · where the toy boat's energy came from (0) · what the wave carried, water / energy (b) → claims: Dante 'the wave carries the water' (no: b), Declan 'waves push the log to the shore' (no: b), Dana 'the seabird stays in about the same spot' (yes: a) → term recognition wave / splash (a) → 'wave' typed → the why, written, on a fresh case (a paper boat in a fountain; read against the article's cases: duck, leaf, swimmer — none is a fountain or a paper boat). Two-option string a a b b b b a a; no four alternate; a 4 of 8.
Belongs in practice/test instead: the four-option forms (bank types 1, 2, 4); the fixed-wrong claim with evidence options (type 3).
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Skill: design-check-sequence @ b0fa825
Part: L02 (ENE4-041)
Type: (a) one-step recognition — for two drawn waves, say which has the bigger amplitude; the answer is one of three labels.
Plan: six drawn pairs, each a different instance (B taller; A taller; same height B closer → same; same height B farther → same; A taller and closer; B taller and farther) → pointing item (J amplitude, K top-to-bottom, L top-to-top: J) → claims: Dante 'closer tops means a bigger amplitude' (no: b), Dana 'the bigger amplitude is the taller wave' (yes: a) → term recognition amplitude / middle line / wave (0) → the meaning by MCQ (2). Three-option keys 0 2 2 0 1 0 0 2; two-option b a.
Belongs in practice/test instead: three-wave cards with the honest fourth option (bank type 5); four-arrow cards (type 6); the claim with evidence options (type 3).
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Skill: design-check-sequence @ b0fa825
Part: L03 (ENE4-042)
Type: (a) one-step recognition — for two drawn waves, say which has the longer wavelength.
Plan: six drawn pairs (B closer → A longer; A closer → B longer; B taller same spacing → same; A taller same spacing → same; A taller and farther → A; B taller and farther → B) → pointing item (J half-wavelength, K top-to-top, L amplitude: K) → claims: Dana 'the taller wave always has the longer wavelength' (no: b), Declan 'same amplitude, different wavelengths' (yes: a) → term recognition amplitude / wavelength / middle line (1) → the meaning by MCQ (2). Three-option keys 1 2 2 0 1 1 1 2; two-option b a.
Belongs in practice/test instead: as L02.
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Skill: design-check-sequence @ b0fa825
Part: L04 (ENE4-043)
Type: (b) multi-step routine — read the words, decide what changes, change only that, keep the repeat; a worked example exists and the child can be right at step one and wrong at step three.
Plan: the worked case is the board's wave and the three drawings (fully on the page), so the scaffold sits on a SECOND case, 'tops farther apart than this one' (which changes: a · does the amplitude stay the same: a · which drawing J/K/L: 0), and the bare items on fresh cases: shorter (1) · tops closer (2) · taller and farther (1) · same height and closer (2) · taller and closer (0) → the repeat item (J irregular, K regular: b) → claim: Dante 'a taller wave must also have closer tops' (no: b) → the written description against a model. Three-option keys 0 1 2 1 2 0; two-option a a b b.
Belongs in practice/test instead: four-drawing cards (bank type 7); the four-way 'what changes' (type 8); the multi-select of the two drawings that repeat (type 10).
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Skill: design-check-sequence @ b0fa825
Part: L05 (ENE4-044)
Type: (a) one-step routine — read a drawn pattern against a drawn code, or pick the strip that sends a word; the code is a datum in the figure.
Plan: recall (Grade 3: light carries energy to the wall: a) · recall (Grade 3: the vibration travels through the air to his ear: b) → read: the camp's long-long (1), short-short-short (2); the two friends' long-short (1), three long taps (2) → send: DINNER IS READY (K: 1), YES in taps (J: 0) → claims: Dante 'taps cannot carry a message' (no: b), Dana 'only if the other person knows the code' (yes: a) → written: what two friends must do before the first flash. Three-option keys 1 2 1 2 1 0; two-option a b b a.
Belongs in practice/test instead: four-row codes and four-strip choices (bank type 9); two readings in order (PP-55, PP-56); the third-friend claim (type 3).
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The key strings
- Attached questions in video order (L01–L05, summary 1–3): A B C B A B C A — no position above 60 % (the batch tool prints the same string).
- Lesson quizzes, two-option items (first option = key): L01
a a b b b b a a· L02b a· L03b a· L04a a b b· L05a b b a— no four in a row alternate; no position above 60 % within a lesson. - Three-option quiz items: L01
1 0· L020 2 2 0 1 0 0 2· L031 2 2 0 1 1 1 2· L040 1 2 1 2 0· L052 1 2 1 0. - Practice MCQ keys:
0 0 1 0 1 2 1 0 2 2 1 2(twelve MCQs; five two-option, five three-option, two four-option). - Bank four-option MCQs: A 9 · B 14 · C 15 · D 15 (53 items; no letter above 35 %); sorted easy → medium → hard by a stable re-sort in the bank file; typed and multi items sit in the hard block.
The misconception catalogue rows, and what was done
The catalogue has no waves section (its Energy, Sound and Light sections were read; none touches a water wave). The literature for the "water travels with the wave" belief is named here instead.
| Row | Belief | Source | What this topic does |
|---|---|---|---|
| (not in the catalogue) | The water travels with the wave; a floating thing is carried along | Maurines 1992, Int. J. Sci. Educ. 14 (spontaneous reasoning on travelling mechanical signals); Wittmann, Steinberg & Redish 1999, The Physics Teacher 37, 15–21 (students treat a wave as an object that carries its medium) | Confronted by name: the headache question ("Did the water go with it?"), the duck, the leaf animation and the three-moments strip in L01; claims L01 q7 (Dante) and q8 (Declan), PR-5 (Declan); bank PP-22, PP-24, PP-25 |
| (not in the catalogue) | A wave carries nothing; the floating thing moves by itself | the same object view, its everyday form | L01's energy line (the stone had kinetic energy; the duck started to move); L01 q5, q6; bank PP-2, PP-5, PP-45, PP-46 |
| (not in the catalogue) | Taller means closer together / closer together means taller (the two features run together) | the register's own reason for the minimal-difference pair (JM-P9) | The NE frame in each of L02 and L03 (closer-not-taller; taller-not-closer); claims L02 q8, L03 q8; "the same" keyed pairs; bank PP-48, PP-49, PP-50 |
| ENE-06 | Light, sound are kinds of energy | James, 25 Sep 2026 | Prevented by wording: "the flashlight's light carries energy", "the taps' sound travels through the air"; no option anywhere says "a form of energy" |
| ENE-01 / ENE-05 | — | — | Not touched: no living giver or receiver claims; force never said |
| (not in the catalogue) | A message needs words; taps or flashes cannot carry one | no documented source; tested plainly as what the lesson covered (vault: a misconception item tests a documented misconception) | L05 q8 (Dante), tagged fluency, not misconception; bank PP-43, PP-54 |
The 2 October rules, applied
| Rule (vault note) | Where it bites here |
|---|---|
| Energy is had or carried, never at work | "Dana's stone was moving, so the stone had kinetic energy"; "the bump carried energy from the stone to the duck"; "the flashlight's light carries energy"; grepped for makes / gives light / at work: 0 |
| Light, sound and electricity carry energy; not forms of it | L05's two recall lines are Grade 3's sentences word for word |
| Lesson text states the fact, never the topic that taught it | "A moving thing has kinetic energy" stated; no "in Grade 3", no "in the energy topic" |
| A coined term is used from then on, with a one-line recap on first reuse | L03 opens on "their amplitudes are the same"; L04 uses amplitude and wavelength throughout; L01 reuses giver / receiver / carrier in one recap line |
| After a term is coined the scaffold noun is retired | after L02, "how tall" appears only inside the definition; after L03, "the space between the tops" only in the headache and the coin line |
| Coin a term as when X, we call it Y | "A bump that travels across the water is called a wave"; "How tall a wave is, from the middle line up to its top, is called its amplitude"; "The distance from … is called its wavelength" |
| A headache figure is the teaching figure with the answer's layer off | pair_amp_headache and pair_wl_headache carry no arrows, no question, no verdict chip; three_drawings_headache carries no ticks |
| A verdict mark names its question | every verdict chip sits under its question ("Is wave B taller than wave A?"; "Does it match the words?") |
| Minimal difference, one frame | the frames above; the same drawing code with one parameter changed per step |
| A non-example is a near miss, never an absurd case | NE D in L02 and L03 is the sibling feature changed; L04's irregular drawing is the only other near miss |
| Every sentence has a subject and a verb (S38) | 0 fragments after the term items were recast as "Which sentence says what a wave's wavelength is?" with "It is …" options |
| Connectives carry cause; But opens a turn; If … , … | "The duck sits on the water, so the water under it stays in the same spot too"; "But wave D is not taller"; "Short, short means YES in the code, so Dana's answer is yes" |
| Say the positive word | "stays put", "stays in the same spot", never "does not move" as the rule's verb; "not taller" only inside the NE frame |
| No second everyday reading | "bump" for the wave's shape (not "hill"); "top" (not "peak"); "stays put" glossed as "stays in the same spot" |
| Biggest / smallest for size only (S39) | "biggest amplitude" (a height), "longest wavelength" (a distance), "taller", "farther apart"; 0 hits |
| Units as words (S29) | no numbers in student text; 0 hits |
| Motion in an article is animated where the motion is the point | leaf_anim: a looping SVG animation of ripples passing a leaf that bobs on a dashed line; the stills (leaf_moments) carry the before / during / after |
| An article narrates its scene; a new scene gets one introducing sentence | "A leaf floats on the pond too, and the ripples pass under the leaf."; "On a big lake, a girl floats on her back far from the beach"; no staging imperative |
| A new example set gets a subtitle and a figure | every example set has both; the longest run of idea lines is 5 |
| Intro ≤ 120 words, ≤ 3 ?, coins nothing, map line, ready line + poll | 111 words, 1 question mark, "wave" never said (ripple and bump), "To find out, we will look at what a ripple carries, how to tell one ripple from another, and how a pattern of flashes can carry a message." |
| Summary opens "Here's everything we found out about …", rules word for word, bare chips | 130 words; six lexicon sentences; every rule beat's screen is a chip or a still |
| An attached question stands alone (S17 / S27) | a toy boat, two drawn waves (figure), the words "taller", the camp's code, a swimming ring, two drawn waves in words, two taps on a wall |
| Recognition before recall; every coined term recognised and recalled (S33 / S34) | wave: L01 q10 → q11, PR-11/12 → PR-13, PP-3 → PP-44; amplitude / wavelength: L02 q9–q10, L03 q9–q10, PR-11, PR-12 (RECALL_BY_MCQ) — S34 clean |
| A quiz climbs recognise → apply → produce (S32) | typed and written items last in every quiz and in the practice set |
| Closing bullets and summary chips (coordinator, 2 Oct) | every lesson carries closing_bullets of 2–3 short pieces; summary_bullets is four chips; check_brief.py clean on L01–L05 and SUMMARY |
| Three image kinds (James, 2 Oct 2026) | 94 svg (wave drawings, arrows, strips, code tables, rule cards), 7 cartoon placeholders (every scene with a child), 2 photo placeholders (the duck, the flashlight); no person, hand or animal drawn as a glyph — the leaf in the exact diagram is a marker ellipse; IMAGE_KINDS and IMAGE_BRIEFS complete (asserted) |
| One depiction per thing, reused everywhere | Topic 17's water colours and sun / steel / leaf colours imported; Topic 33's tick and cross imported; Topic 4's transfer card imported for the stone → duck card; the placeholder helpers imported from Topic 4 |
| A drawn instrument gives the lesson's readings | not an instrument topic; every drawn pair's deciding feature is set in the drawing code and named in the blind comment |
| Names from the register, one topic each; a child can spell them | Miss Price, Dana, Dante, Declan — the Topic 8 row; names run exit 0 |
| US spelling (S14) | color, traveled: 0 warnings |
| No "strand" (S37) | 0 |
Checker: 0 FAIL, 7 WARN (python3 build_tools_check_topic.py grade4/topic08_build/content/G4T08.py)
- S13 (1) "stem contains key text 'the rock'" on L01 q5 — kept. The item asks where the toy boat's energy came from and names the rock, the boat and the air; the rock must be in the stem for the question to exist (Grade 3 Topic 1's approved "which part of the sentence" form).
- S36 (6 words) readability, each answered: code ×53 — the atom's own everyday word ("a code the class agrees"), fine; ripple / ripples ×59 — the everyday word for a small wave, used in the intro and L01 before "wave" is coined, fine (a nine-year-old knows it); hike ×10, scout ×6 — US everyday words in the bank's fresh codes, fine; wavy ×2 — "the wavy blue line", the plainest way to name the drawn line, fine. Swapped before this record: "blinks" → "flashes"; "signals" → "taps" / "blasts"; "crew" → "the people on the boat"; "width" → "length"; "pause" → "gap"; "dusk" was never used ("getting dark").
- Fixed before this record: S1 L02's 25-word idea line split in two; S5 L03's arrow fb trimmed; S15 / S20 intro 132 → 111 words; S23 six bank stems of three sentences folded to two; S25 four scripts over 150 trimmed (165 → 147, 155 → 147, 160 → 148, 172 → 150); S38 the "A wave's wavelength is…" option set recast as sentences; S7 bank keys (A had 24 of 52) rebalanced by moving sixteen keys to C and D; S31 the capstone atom given a third hard item and one easy item retagged medium (it is two steps); S34 term-recognition options made the bare term; the L04 two-option string a b a b (four alternating) → a a b b by asking the second scaffold item in its yes form and swapping the pattern card's letters.
- Clean: S1–S6, S8–S12, S14–S16, S20–S35, S37–S39. S30-COUNTS typed=3 fail=0 warn=0.
Names run (python3 build_tools_names.py Miss Price Dana Dante Declan)
`
Miss free · Price free · Dana free · Dante free · Declan free · exit 0
`
Figures (103; author's review-figures self-check on nineteen renders)
Depiction register in content/figures.py's docstring. Renders opened at 800–1000 px via Quick Look (qlmanage): pair_taller, amp_marked, wl_marked, leaf_moments, three_drawings_verdict, q_amp_arrows, pp_arrows1, msg_come, q_msg_choice1, pp_draw4, rule_draw, q_pattern, lake_pond_pair, then pair_taller, pp_draw4, lake_pond_pair, wave_intro again after fixes, then pp_amp5, pp_pattern, q_msg4. Four defects found on the renders and fixed: (1) the grey "middle line" label sat on the first bump and, moved right, on the falling line — it now sits below the line at the left, over the water fill where the first bump is above it; (2) panel letters ("this one", "L") ran into tall tops in the short bank panels — every panel label now sits on a small white backing; (3) the lake card's wavelength arrow sat under the panel title — moved one top along; (4) "the top of the wave" label floated with no pointer — a thin line now points at the top. All re-renders read cleanly: arrows between the right points, letters clear of the lines, the question above every verdict chip, strips and code tables aligned. The animation (leaf_anim) cannot be checked in a thumbnail; its still frame renders, and its values list is computed from the same wave function the panels draw. Placeholders (7 cartoon, 2 photo) are the pale boxes the picture stage replaces.
Design-move inventory (lesson side, then the bank)
Lesson side — one line per move and scene kind: L01 teaching: stone → duck (bobs, stays), leaf (animation, three moments), swimmer on a lake. L01 quiz: rolling ball (G3), bell → ear (T4), cork in a bucket, log on a lake, rock → toy boat (energy source), ball at the pool's edge (what it carried), Dante's water claim, Declan's log claim, Dana's seabird claim, wave / splash term, 'wave' typed, paper boat in a fountain (why). L02 teaching: pebble and rock pairs A/B, B/C, A/D; the duck bobs higher. L02 quiz: six drawn pairs, J/K/L arrows, two claims, two term MCQs. L03 teaching: slow / quick taps A/B, B/C, A/D; lake and pond. L03 quiz: six drawn pairs, J/K/L arrows, two claims, two term MCQs. L04 teaching: the board's wave, three drawings, closer, both. L04 quiz: 'farther apart' scaffold ×3, shorter, closer, taller and farther, same height and closer, taller and closer, J/K repeat, Dante's claim, written description. L05 teaching: the class's code (SS / L / SLS), YES, NO, COME HERE, desk taps. L05 quiz: flashlight on a wall (G3), knock on a door (G3), the camp's code ×2, the two friends' code ×2 (flashes, taps), DINNER IS READY strip, YES in taps strip, two claims, written answer. Attached: toy boat on a pond, drawn pair, 'taller' words, the camp's long-long, swimming ring, two waves in words, two taps mean good night. Practice: kite (G3), sunlit rock (G3), bell across a room (G3), bottle cap on a puddle, Declan's lake claim, drawn pair (same amplitude), drawn pair (longer wavelength), J/K/L arrows, 'shorter and farther apart' drawing, the pool's whistle code, two term MCQs, 'wave' typed, toy boat in a bathtub (why).
Bank — move · scene kind · nearest earlier item: PP-1 float on a lake · L01 q4. PP-2 stone → ball, what carried · L01 q6. PP-3 term wave · L01 q10. PP-4 bottle cap on a puddle, where after · PR-4 (same cap, different ask: where, not stays; marked draw-one with PR-4 on a page that mixes practice and bank — none does). PP-5 toy boat, energy source · L01 q5 (rock) — the source is unnamed here, the move is "from the thing that made the waves". PP-6/7/26/27 three-wave amplitude · L02 q1–q6 (two waves). PP-8 term amplitude · L02 q9. PP-9/28 four-arrow amplitude · L02 q7. PP-10/11/30/31 three-wave wavelength · L03 q1–q6. PP-12 term wavelength · L03 q9. PP-13/32 four-arrow wavelength · L03 q7. PP-14/15/17/36 what changes, four-way · L04 q1, attached. PP-16/34/35/37/38/51/52 four drawings · L04 q4–q8. PP-18–21, 39–42 read / send with the hike, island and treehouse codes · L05 q3–q7 (camp, two friends). PP-22 duck far from the beach, true sentence · L01 q9 (seabird). PP-23 bathtub slap, giver · PR-14 (the written why; here the giver is picked). PP-24 claim fixed wrong, leaf evidence · L01 q7. PP-25 swimmer, which way the water moves · L01 teaching (swimmer) — the ask (direction of the water) is new. PP-29 cork bobs higher · L02 teaching (the duck) — a fresh thing, the observation asked. PP-33 quick taps · L03 headache (Dante) — a fresh boy and a pool, the sentence asked. PP-43 true sentence about codes · L05 q9. PP-44\ typed wave · L01 q11 / PR-13. PP-45 cork 'by itself' · none. PP-46 duck, no energy reached · none (chains G3). PP-47\ multi same amplitude · none. PP-48 most tops claim · none. PP-49 tallest claim · none. PP-50 both terms into features · none. PP-53\* multi repeat · L04 q9 (two drawings there; a set of four here). PP-54 third friend · none. PP-55 two readings in order · none. PP-56 produce two patterns in order · none.
Sentence-atomise self-check (summary per lesson; every idea line one sentence, ≤ 22 words, S1 / S38 clean)
| Lesson | Idea lines | One idea per sentence | Cause → effect | Named actor | Verb carries | Plain word before term | ≤ 8 lines per run | Fixes applied |
|---|---|---|---|---|---|---|---|---|
| L01 | 18 | yes | yes (the duck sits on the water, so the water under it stays) | Dana, the duck, the leaf, the stone, the bump, the swimmer | drops, spread, bobs, stays, carried, travels | "bump" before wave | yes (six subtitles, seven figures; longest run 5) | "The duck bobs up, and then it bobs down" cut; the swimmer's energy line cut (article 319 → 296) |
| L02 | 16 | yes | yes (its top is higher above the middle line) | Dana, Declan, Miss Price, wave B, wave D | drops, draws, is taller, is not taller | "how tall" before amplitude | yes (five subtitles, eight figures) | the 25-word drawing-reading line split in two |
| L03 | 14 | yes | yes (the space from one top to the next is the same) | Dante, Miss Price, wave B, wave D | taps, spread, come close, are closer | "the space between the tops" before wavelength | yes (five subtitles, eight figures) | none |
| L04 | 15 | yes | yes (the words say taller, so the amplitude must be bigger) | Miss Price, Dana, Dante, Declan, the words | draws, says, matches, changed, repeats | "taller" before amplitude in every words line | yes (five subtitles, six figures) | none |
| L05 | 16 | yes | yes (short, short means YES, so Dana's answer is yes) | Dana, Miss Price, Dante, Declan, the class | agrees, calls, flashes, means, taps, reads | "pattern" before code (and Grade 3's pattern sentence stated) | yes (four subtitles, seven figures) | "blinks" → "flashes" |
Article lengths: 296 / 244 / 245 / 253 / 235 words of idea, rule and subtitle text (the brief's 170–250 band, L01 and L04 a little over because each holds a second example set with its introducing sentences; nothing teaches a second idea).
Judgement calls
- "The top of the wave", never "crest" — the cross note puts formal labelling in grades 6-8, and "crest" would be a fourth coin the atom does not ask for; the brief's own phrase "from one crest to the next" is rendered as "from the top of one wave to the top of the next".
- Wavelength drawn top-to-top above the wave, amplitude middle-line-to-top — the pointing items' wrong arrows are the two real student errors (top to bottom = twice the amplitude; top to the next low point = half the wavelength), described in alt text as arrows only.
- The leaf as a marker in the exact diagram — the duck is a photo and a cartoon; the animated side view needs a floating thing drawn by code, and a small green ellipse labelled by the caption is a diagram marker, not a glyph of a living thing. If James would rather the marker were a cork or a ball, one line changes.
- One observation line about energy and amplitude (the duck bobs higher) and no rule — question 2 above.
- L05's energy lines are recalls, not teaching — "the flashlight's light carries energy across the playground to our eyes" and "the taps' sound travels through the air to Dante's ear" are Grade 3's sentences; the lesson's own point is the agreed pattern.
- Bank claim items take the reason form ("Which sentence shows she is wrong?") — a PP100 MCQ needs four options; the verdict is fixed in the stem, the options are single statements, and the three distractors are true-but-useless facts of the same shape so no option is the key by length or form.
- The attached question for L04 is the "what changes" form, not a drawing choice — it is the five-second check a listener can answer; the drawing choices sit in the quiz.
- ~~"Maya" names one of the two friends in L05's quiz code title~~ Struck in v2 (review, 2 Oct 2026): stale — no "Maya" exists in the built topic. The two friends in L05's quiz are Dana (a headache character, allowed in a quiz) and her unnamed next-door friend; the strip labels read "her flashes:" and "the taps on the wall:".
- Fresh codes per item in the bank (the hike leader's, the island's, the treehouse's) rather than the class's code — the atom is "a code the class agrees", so each scene agrees its own, and no bank item leans on the lesson's table.
- S36 words kept (code, ripple, hike, scout, wavy) are listed above with the reason; none is added to the shared additions file, which is James's to extend.
Owed
- Blind review (review-questions by a non-author agent; the keys are unverified until a cold reader agrees) and review-figures by a non-author on the 94 svg drawings (the lettered pointing and drawing cards especially).
- The picture stage: 9 placeholders (7 cartoon, 2 photo) through David's pack after the text is clean and James has answered the two questions above; briefs are in
content/figures.pyIMAGE_BRIEFS. - Videos: intro, L01–L05, summary —
handoff/G4T08/videos/batch_G4T08.jsonis built and brief-checked (the intro's R79 line is the standing accepted hit) and is NOT sent; Grade 4's first batch waits for James's word. - James's two questions above; his read of
records/TYPES_G4T08.mdbefore the bank serves.
v2 — reviews applied (2 October 2026)
Skill: course-build → write-lesson (article and script lines) → write-mcqs (every item change) → write-explanation (fb / why / model lines) → sentence-atomise (every new sentence) @ b0fa825
In plain words. The science was right and every key a reader could test agreed; what was wrong was that the readers could not test the drawn items, because the bundle told them the answer, and a handful of items leaned on the wrong thing (the headache's cause, a scene the lesson owns, a stem that printed its own key). All three records are applied below, every Essential and Worth-fixing row, and the Leave rows as they said. Nothing was sent; the picture stage still waits.
Finding → change
| Record | Finding | Change |
|---|---|---|
| Blind read | every figure's blind= text stated its verdict (44 figure items untested) | every item card's blind text is now DATA: _blind_waves (each wave's height above the middle line and the spacing of its tops as numbers), _blind_arrows (each arrow's two end points in drawing words), _blind_code (the table's rows, then the strip as shorts and longs); the defaults live in pair_card, choice_card, message_card, choice_strips_card, so no card can carry a verdict by accident. Fresh bundle cut to blind/2026-10-02-v2/; 73 drawing lines; grep for amplitude / wavelength / match / taller / closer / bigger / longer / "the same" / "=" / "(multi": 0 hits; message words outside the "table rows:" clause (the table the student also sees): 0 hits |
| Blind read | "ripple" is a second correct typed answer | L01 q11, PR-11, PP-46: the stem asks for "the science word"; ripple / a ripple / the ripple / ripples / riple accepted; the why-line says "Ripple is the everyday word for a small one. The science word is wave." |
| Blind read, review | PP-29 and PP-33 test the headache's causes | cut; two drawn type-5 items in their places (PP-28 pp_amp7, PP-32 pp_wl5 — the unused key placed) |
| Blind read | L01-03 "Does the cork stay in the same spot?" (a bobbing cork does move) | "Where is the cork after the ripple has passed?" — in the same spot / at the side of the bucket |
| Blind read | L05-05 / L05-07 friends across a street tap a shared wall | one scene: two next-door friends with one wall between their bedrooms (flashes from a window, taps on that wall); the FRQ keeps its across-the-street flashes |
| Blind read | the word or key sentence printed just before (L01-10 → 11; PR-12 → 13; L02-09 → 10; L03-09 → 10; L04-01 → 02) | L01: the wave / splash MCQ moved up to q7, three claims between it and the typed item (S33 keeps recognition before recall); practice: the typed item sits before the two term MCQs; L02 q10 and L03 q10 options say the meaning in other words ("how high the wave's top is above the middle line"; "how far one top is from the next top"); L04's yes / no scaffold step cut (its answer followed from the step before) |
| Blind read | bank give-aways | ⟂ constraints on the type sheet: PP-3 ⟂ PP-46; PP-21 ⟂ PP-24; PP-45 ⟂ PP-54; PP-55 ⟂ PP-56; PP-14 ⟂ PP-16, PP-15 ⟂ PP-33, PP-35 ⟂ PP-38 |
| Blind read | wording: PP-20 33-word stem; PP-48 "All three tops"; PP-55 "long, short"; "than this one" with no drawing; PR-02 "nothing" a free mark | PP-20 two clauses; "The tops of all three waves are the same height above the middle line"; "long, short together, then a gap, then one long flash"; board_wave (the wave labelled "this one") drawn on L04's attached item and PP-14 / 15 / 17 / 35; "both" → "both of them"; PR-02 asks which sentence is true (the light carried energy from the Sun / the rock made its own energy) |
| Review (Essential) | PP-53's K and M identical; a multi that splits cleanly | one MCQ "Which drawing shows a wave pattern?", one regular wave (K) among three irregular lines; irregular_panel(seed) draws its segment list from the seed — six polylines across q_pattern and pp_pattern, six distinct |
| Review | L04 q4–q7 1 2 1 2; L05 q3–q6 2 1 2 1 | q_draw4's match moved to J; L05 q6 asks for LIGHTS OUT (L) |
| Review | L03 attached: options scrambled to land C | q_wl1 re-instanced (wave B's tops farther apart); options wave A / wave B / the same, key B |
| Review | easy tier B = 10 of 20 | PP-1 → D, PP-2 → C, PP-15 → D, PP-19 → A; bank now A 15 · B 17 · C 12 · D 10 |
| Review | nine bank items re-used lesson or practice scenes; the bar list was false | PP-2 a boy jumping into a lake and a toy sailboat; PP-4 a plastic cup in a wading pool; PP-5 a dog off a dock, a toy boat ("from the dog" — the concrete giver, not "the thing that made the waves"); PP-21 a buoy on a lake; PP-22 a heavy ball into a swimming pool, a floating ring; PP-23 "A floating twig bobs and stays where it is as the wave passes."; PP-24 a boy on a float; PP-48 a crayon in a birdbath; PP-46 (typed) a lake. Bar list rewritten and re-performed: grep of the bank for pond / duck / leaf / stick / board / Dana / Dante / Declan / Price / crest / drift — 0 hits each |
| Review | key tells (PP-24, 43, 48, 54 the longest key); no-child distractors on type 3; PP-47 "none of them" in a multi; PP-51 / 52 hard tags; PP-50 two atoms; PP-40 sender; PP-56 stem; L04 q9 / PP-53 stems; L04 FRQ | type-3 options are true facts of the same shape and length (no "the water is cold", "round and brown", "wrong color"); PP-49 draws FOUR waves (A–D), options the four waves; PP-38 / 39 medium; PP-52 one atom (ENE4-042: the wave with the longer wavelength has its tops farther apart); PP-42 "The treehouse children's friend has gone home, and from his bedroom window he flashes one message"; PP-56 "Which patterns must he tap, in that order?" on pp_scout_code_taps; "Which drawing shows a wave pattern?"; the FRQ asks for a fresh case (shorter, tops farther apart) with its own model |
| Review | L01 leaf figures with two dashed lines; "middle line" labelled before its gloss | leaf_anim and leaf_moments carry only the vertical dashed line (wave_panel(middle=False)); rule_wave and pair_amp_headache draw the line unlabelled; the article says "it stays over the dashed line" and "The bump passes under the leaf and travels on." |
| Review | "the top of the water" | "The wavy blue line is the water's surface." (a10, the caption, the alt, the register) |
| Review | script beats: L02 b3; L04 b3; L05 b1–2, b6; L05 a15; summary q2; PR-10 | L02 b3 names whose wave is whose ("wave A from the pebble, wave B from the rock"); L04 b3 speaks the chips ("the amplitude is bigger, and the wavelength is the same"); L05 b1 "Dana has walked to the far fence", b6 "The same pattern means the same word" spoken on the chip; "to the class's eyes"; summary q2's third option is "the number of its tops" (a middle line cannot be bigger); PR-10 "The lifeguards at a pool agreed this code … A lifeguard blows one message" |
| Review | the pattern sentence is TAUGHT here | L04 article bolds pattern at its coin; the script says it with weight: "A wave drawing is a pattern: the same bump, again and again, in the same way." (chip A PATTERN); the docstrings and this record's lexicon line corrected |
| Review (Leave rows, done as they said) | codes not prefix-free; "Dana's flashes:"; unused figures; lexicon "stays put"; record call 8 | every read stem says "one message"; the label reads "her flashes:"; flashlight_photo placed in L05 (after the flashlight line), desk_taps_cartoon placed before the taps card, pp_wl5 placed as PP-32; a scope comment on the lexicon ("stays put" = stays in the same spot; deep water only); call 8 struck above |
| Figures | letters hid the first top; troughs out of the panel | labels OUTSIDE the panel: a short label ("wave A", "J") in a 54-unit left gutter centred on the middle line, a long label ("Dana's drawing", "this one") in a band above; wave_panel asserts amp ≤ 0.44 h − 3 (and the wavelength / half marks' own room); pp_choice panels 80 tall; pp_draw5 K and L 34 → 32, pp_draw6 M 36 → 30, q_draw5 34 → 32, pp_arrows3 30 → 26 |
| Figures | the "half" label on the panel's edge; the "full" arrow's head in air | a card with a half mark is 150 tall; a short dashed guide runs from the neighbouring top to the full arrow's upper end |
| Figures | amp_marked's 12-unit arrow all head; verdict marks on the wave line; pp_scout_code flashes under a taps item; twins | arrowheads shrink to a third of a short arrow's length; ticks and crosses in a 40-unit right gutter; pp_scout_code_taps; q_wl3 → (10, 100) / (26, 100), pp_wl3 → (10, 75) / (24, 75) / (32, 75) |
Questions for James — built as recommended
- One agreed code, no comparing — built as recommended (keep); each read stem says "one message", since the codes are not prefix-free.
- "The taller wave made the duck bob higher" — built as recommended: the line stays as an observation with no rule; PP-29 and PP-33 are cut.
Counts and key strings
- Bank: 56 items, 20 easy · 25 medium · 11 hard; per atom 12 · 10 · 10 · 12 · 12; per atom and tier 040 5/4/3 · 041 4/4/2 · 042 4/4/2 · 043 4/7/1 · 044 3/6/3; within each tier the atoms rise in order. Keys over 54 MCQs: A 15 · B 17 · C 12 · D 10; key string
DCACDBABCABCBADABDAB ABBADCAADCDBBCCDABCBBBADA TDCMACBBCBA(easy · medium · hard; T typed, M multi). - Attached questions in video order: A B B B A B C A (B 4 of 8).
- Quiz two-option strings (first option = key): L01
a a b b a b b a· L02b a· L03b a· L04a b b· L05a b b a. Three-option: L011 0· L020 2 2 0 1 0 0 2· L031 2 2 0 1 1 1 2· L040 1 2 1 0 0· L052 1 2 2 0. - Practice:
0 0 1 0 1 2 1 0 2 2 T 1 2(T = the typed item, now before the two term MCQs). - Lesson lengths: articles 298 · 242 · 245 · 253 · 236 words; scripts 147 · 150 · 140 · 150 · 150; intro 111; summary 130.
Checker results
build_tools_check_topic.py: 0 FAIL, 11 WARN — S13 L01 q5 ("the rock", kept as before); S36 words: code, ripple(s), hike, scout, wavy (as v1) plus buoy ×7 (fine — the reviewer's lake scene; a US lake word), crayon ×7 (fine), wading ×1 (fine, "wading pool" is the US word), shallow ×1 (fine — the plain positive word for "not deep", S22).grade4/check_g4_articles.py: 0 FAIL (the one WARN, L01's article at 305, trimmed to 298).build_tools_names.py Price Dana Dante Declan: all free, exit 0.build_tools_build_topic_site.py→/tmp/g4t08_v2.html: 5 lessons, 14 practice, 56 pp100, 106 figures.build_tools_video_batch.py+check_brief.py: L01–L05 and the summary ✓; the intro's R79 line is the standing accepted hit. Not sent.- Figures: 97 svg written to
/tmp/g4t08_figs/and rendered at 1000 px by/tmp/g4t08_render.py; opened: pp_draw6, pp_pattern, pp_arrows3, three_drawings_verdict, pp_amp5, lake_pond_pair, amp_marked, leaf_moments, rule_draw, q_draw4, q_amp_arrows — letters clear of every top, troughs inside, marks in their gutter, the dashed guide on the full arrow, one dashed line on the leaf cards.wave_panel's guard: 0 assertion failures over all 97.
Items whose stem, options, key, model, figure, blind text or accept list changed (all re-read blind)
- Every figure item (blind text now data): L02-01…06, L02-V-01; L03-01…06, L03-V-01; L04-01…08, L04-V-01; L05-03…07, L05-V-01; PR-06…10; PP-6, 7, 9, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20, 25…44, 49, 50, 51, 53, 55, 56 (73 drawing lines in the v2 bundle).
- Stem / options / key / accept / model beyond the blind text: L01-03, L01-07 (the wave / splash MCQ, moved up), L01-08…10 (the claims, shifted one place), L01-11 (typed; accept), L02-10, L03-V-01 (instance and key), L03-10, L04-02 (the old yes / no cut; ids shift), L04-06 (q_draw4, key J), L04-08 (stem), L04-10 (FRQ task and model), L04-V-01 (figure, "both of them"), L05-03…07 (stems; q6 LIGHTS OUT, key L), L05-V-01 (stem), SUMMARY-02 (options), PR-02 (options), PR-10 (stem), PR-11 (typed, moved, accept), PP-1, 2, 4, 5, 14, 15, 17, 18, 19, 20, 21, 22, 23, 24, 28 (new), 32 (new), 35, 38, 39 (tags), 41, 42, 45, 46 (typed; accept), 47, 48, 49 (four waves), 50, 51, 52, 53 (MCQ), 54, 55, 56.
- Cut: v1 PP-29, PP-33, L04 q2. Renumbered: the bank (PP-21 onward), L04 (q3 onward), L01 (q7 onward).
Owed after v2
- The blind re-read of the v2 bundle (
blind/2026-10-02-v2/) by two readers who are not the author, and the figure reviewer's second look at the eleven renders above. - The picture stage (9 placeholders) and James's word on the videos — unchanged from v1.
v3 — polish (2 October 2026, after the v2 re-read)
Skill: course-build → write-mcqs (the one stem change) → sentence-atomise (the changed stem) @ b0fa825
In plain words. The two fresh readers agreed every key. Their four soft flags are answered here: the L04 page already says that only the named feature changes; the along-the-bottom arrow does start under a top; PP-55's stem now reads the flashes in order; the topic title agrees everywhere. One stem changed, so a v3 bundle is cut.
- (a) L04 states the one-change rule, so the stems stand. The article says: "The words say nothing about the space between the tops, so the wavelength stays the same." and, as the rule, "To draw a new wave, keep the same bump repeating, and change only what the words say: its amplitude, its wavelength, or both." The forest line says "The words say taller, so the new wave's amplitude is bigger, and nothing else changes." The script's third beat says "The words say taller, so the amplitude is bigger, and the wavelength is the same." So on L04-02, L04-03, PP-16, PP-33 and PP-37 the drawing that makes the named change and a second change is a tempting-wrong, not a second key; no stem was changed.
- (b) The along-the-bottom arrow is right.
q_wl_arrows,pr_arrows,pp_arrows1,pp_arrows3andpp_arrows4(L03-06, PR-08, PP-09, PP-13, PP-31) rendered to/tmp/g4t08_polish/and opened. The "half" arrow starts under a top (tops[k]) and ends under the next low point (tops[k] + wl / 2), so it is half a wavelength: the near-miss distractor the type sheet names (type 6), described blind as "along the bottom from under a top to the next low point". The key arrow runs above the tops from one top to the next.wave_panelis unchanged. Note for any later pass: this arrow must never end under the next top; that would make it a second correct answer on every pointing item. - (c) PP-55's stem now reads "a scout sees long then short, then a gap, then one long flash"; the
pp_scout_codetable's HELP row draws one long mark then one short mark, so the drawing matches. Sentence-atomise on the stem: two sentences, the actor "a scout", the verb "sees", the question whole; 17 and 10 words. - (d) The title is not stale. "How waves carry energy and messages" in
G4T08.py, the architecture's row 8, every record and both bundles. - Checkers:
build_tools_check_topic.py0 FAIL, 10 WARN (S13 L01 q5 "the rock", kept; S36 words as v2);check_g4_articles.py0 FAIL;build_tools_build_topic_site.py→/tmp/g4t08_v3.html: 5 lessons, 14 practice, 56 pp100, 106 figures. - Changed ids: PP-55 (stem only; options, key, figure and blind text unchanged). Bundle cut to
blind/2026-10-02-v3/(130 items); the v2 → v3 bundle diff is that one line. - Owed: a cold read of PP-55; otherwise as v2 (the picture stage, James's word on the videos).
The guidance, questions and accuracy review
Skill: course-build → review-lesson (Role B, B2) → review-questions → review-accuracy (non-author pass; filed by the coordinator from the reviewer's hand-back) @ b0fa825
Topic 8 — guidance, questions and accuracy review, 2 October 2026
The science is right and the atom boundaries hold. Three things to fix before the keys are trusted: (1) PP-53's figure draws K and M as the same irregular line, so the pair gives the answer away; (2) the three typed "wave" items print "ripple(s)" in the stem and the topic calls the thing a ripple sixty times, yet "ripple" is not accepted; (3) two quiz runs alternate four keys. The bank's freshness claim is false (duck ×19, pond ×11, leaf ×3 in the bank; five items are practice or lesson scenes with a noun changed); the easy tier is half B. L01's central picture has two dashed lines and the text says "the dashed line"; "middle line" is labelled before it is glossed.
The reviewer's view on the author's questions: one agreed code, no comparing — keep (each read stem says "one message", since the codes are not prefix-free); "the taller wave made the duck bob higher" — keep the line, cut PP-29 and PP-33 (they test the headache's cause, not either atom); "top of the wave" for crest and "the dashed middle line" — right, but the wavy line is "the water's surface", not "the top of the water"; 103 figures is honest. Record corrections: the stale "Maya" judgement call; the pattern sentence is TAUGHT here (Grade 3's pattern lessons were retired), not recalled.
| where | finding | rule broken | severity | the rewrite |
|---|---|---|---|---|
PP-53 pp_pattern | K and M identical; the multi splits cleanly | figures tell the truth; multi sparingly | Essential | give M its own segments; better, one MCQ "Which drawing shows a wave pattern?" with one regular wave among four |
| PP-44, L01 q11, PR-13 | "ripple" not accepted; the stem prints "Ripples…" | every correct answer accepted; the stem must not name its answer | Essential | "Type the science word for a bump that travels across the water."; accept ripple with the near-miss line "Ripple is the everyday word. The science word is wave." |
L04 q4–q7 1 2 1 2; L05 q3–q6 2 1 2 1 | alternating runs | keys spread | Worth fixing | J the match in q_draw4; L05 q6 asks for LIGHTS OUT |
| L03 attached | options scrambled to land C | change the instance, never the order | Worth fixing | re-instance q_wl1 so wave B's tops are farther apart; options A / B / same |
| bank easy tier | B = 10 of 20 | keys spread | Worth fixing | PP-1 → D, PP-2 → C, PP-15 → D, PP-19 → A |
| PP-2, 4, 5, 22, 23, 24, 25, 33, 46 | lesson or practice scenes re-used; the bar list is false | fresh instance; a record's claim re-performed | Worth fixing (Essential as a set) | a boy jumping into a lake and a toy sailboat; a buoy on a lake; a paddling pool and a plastic cup; "A floating stick bobs and stays where it is."; a boy on a float; a crayon in a wading pool; fix the bar list and print the grep |
| PP-29, PP-33 | test the headache's cause, not the atom | one atom per item | Worth fixing | cut; two type-5 drawn items instead |
| PP-5 key; PP-24, 43, 48, 54 keys; type-3 distractors; PP-47; PP-51 / 52; PP-50; PP-40; PP-56; L04 q9 and PP-53 stems; L04 FRQ | the abstract key; the longest key; no-child distractors; "none of them" in a multi; hard tags for medium moves; a two-atom item printing two answers; the sender not named as the friend; the stem not naming what options do; the rule stated in the stem; the FRQ copying the worked example | the standing rules | Worth fixing | as the reviewer's table |
L01 leaf_anim, leaf_moments, rule_wave; L02 headache card | two dashed lines; "middle line" labelled before its gloss | one meaning per mark; term explained before use | Worth fixing | no horizontal dashed line in the leaf figures; "it stays over the dashed line, and the bump passes under it"; the L02 headache card without the middle label |
| L02 a10 "top of the water" | second everyday reading | Worth fixing | "The wavy blue line is the water's surface." | |
| L02 script b3; L04 script b3; L05 script b1–2, b6; L05 a15; summary q2; PR-10 | which wave is whose; an unspoken chip; tense; "to our eyes"; "its middle line cannot be bigger"; "A pool agreed" | labels spoken; tense; named actor | Worth fixing | as the reviewer's table |
| bank codes not prefix-free; L05 q3 / q7 "Dana's flashes:"; unused figures; lexicon "stays put"; record call 8 and the pattern sentence | Leave | — | Leave | "she flashes one message"; "her flashes:"; drop or place; a scope line; the record corrected |
The figure review
Skill: course-build → review-figures (non-author pass on the 103 figures, 94 svg rendered with headless Chrome at 1000 px, every lettered item card opened) @ b0fa825
Topic 8 — figure review, 2 October 2026 (filed by the coordinator from the reviewer's hand-back)
The wave drawings are right where it matters: every amplitude arrow runs from the dashed middle line to a top, every wavelength arrow top to next top, every teaching pair changes exactly one feature, the leaf animation bobs in place. One REJECT and three drawer-level faults.
- The letter label hides the first top on tall waves (
wave_panelpaints a white box behind the label): on the bank's 70-unit panels and some quiz panels the first crest renders flat-topped (pp_draw1–7, pp_pattern L, pp_amp2 A, pp_amp4 C, q_draw3 J, q_draw5 J and K, rule_draw) — on "taller" items the clipped tops are the tall drawings, so the defect is a height cue. Fix: letters in a left gutter outside the panel, and a guard on amplitude against panel height. - Troughs run out of the panel (pp_draw6 M). Same guard;
pp_choicepanel height 80. - The "half" wavelength label sits on or below the panel's bottom edge on every arrows card; the "full" (top-to-bottom) arrow's upper head floats in air. Card height 150 when a half mark is present; a short dashed guide from the neighbouring top.
pp_pattern's two non-examples K and M are identical, and equal q_pattern J (REJECT): a seededirregular_panelwith a different segment list per call.- Every item's
<!--blind:…-->comment ends with the reading ("B has the bigger amplitude", "LL = LIGHTS OUT", "K matches"): the blind text must carry data only (heights and spacings as rows; the strip as shorts and longs). This is the leak both blind readers reported. - Smaller:
amp_marked's 12-unit arrow is almost all arrowhead;three_drawings_verdict's tick and cross sit on the wave line; three unused keys (flashlight_photo,desk_taps_cartoon,pp_wl5— a good item, place it);pp_scout_codedraws flashes under a taps item; twins q_amp1 ≡ q_wl3 and pp_amp1 ≈ pp_wl3 (vary one of each).
Note: no "deliberate wrong-arrow teaching figure" exists; the wrong arrows appear only as distractors on pointing items, where they must NOT be marked — the brief's expectation was wrong, nothing to fix.
Passed: all 70 figure-bearing item keys check against their drawings; no colour tracks a key; no hand or person; no caption says "real"; frames 460 wide, at most 420 tall; the module is already three parametrised drawers plus two strip drawers; every IMAGE_KINDS key exists and all nine placeholders are briefed with left / right matching the captions.
Best: leaf_moments, wl_marked, the_code. Weakest: pp_pattern, pp_draw6, pp_arrows3. Renders: /tmp/g4t08_figs/*.png.
The blind read and the v2 re-read
Skill: course-build → review-lesson (Role A blind key read, two readers; Role C adjudication by the coordinator) @ b0fa825
Topic 8 — How waves carry energy and messages — blind read, 2 October 2026
Every MCQ and typed key the readers could test agreed; the figure items were NOT tested, because the bundle's drawing descriptions state their own verdicts. Bundle: 122 MCQ, 3 typed, 4 written, 2 multi-select; 131 items. Adjudication: MCQ disagreements 0 for both readers; typed off-list 0. But both readers report that almost every drawing line in the bundle ends in its answer ("A has the bigger amplitude", "K matches", "LS = NO"), and twelve items (PP-16, 34, 35, 37, 38, 51, 52; L05-06, L05-07, PP-21, PP-41, PP-42) carry no description beyond the answer. Ruling: the blind= text of every figure (the data the bundle prints) must describe what is drawn without the verdict (letters, which card is taller or has tops closer, the flash sequence as shorts and longs), and all 44 figure items are re-read blind after the fix pass. The non-author figure review verifies the drawings themselves.
Flags carried into the fix pass
| Item | Who | Flag | Ruling |
|---|---|---|---|
all figure blind= texts | A, B | the description states the key | rewrite as neutral data; re-read all 44 figure items |
| L01-11, PR-13, PP-44 typed "wave" | A | "ripple" is a second correct answer by the course's own wording | accept "ripple" (and "a ripple") or the stem says "the science word" — accept it |
| PP-29 (bigger rock, cork bobs higher); PP-33 (quick taps, tops closer) | A, B | rest on links no stem or lesson states; PP-33's "much taller" is a live second choice | PP-29: the L01 article says a bigger splash makes a taller wave (check and add one line if absent); PP-33: cut or re-ask on the taught link |
| L01-03 "Does the cork stay in the same spot?" | A | a bobbing cork does move | PR-04's form: "where is it after the ripple has passed?" |
| L05-05, L05-07 | B | friends "in houses across a street" tapping "a shared wall" | one scene or the other |
| L01-10 → L01-11; PR-12 → PR-13; L02-09 → L02-10; L03-09 → L03-10; L04-01 → L04-02 | A, B | the word or the key sentence printed just before | separate; recall stems describe without printing |
| PP-03 ⟂ PP-44; PP-24 ⟂ PP-29; PP-43 ⟂ PP-54; PP-22 ⟂ PP-25 | A, B | bank give-aways | ⟂ constraints |
| PP-20 (33-word stem); PP-48 "All three tops"; PP-55 "long, short together"; "than this one" with no drawing (PP-14 / 15 / 17 / 36, L04-V-01); PR-02 "nothing" a free mark | B | wording | sentence-atomise; "the tops of all three waves"; the drawing present wherever "this one" is said |
Readers' files: blind/2026-10-02/READER_A.md, READER_B.md.
v2 re-read, 2 October 2026 (two fresh readers, C and D, on blind/2026-10-02-v2)
Every key agreed by both readers (130 items each; MCQ disagreements 0; PP-49 multi A, B matched; four FRQ models in the key's words). The rebuilt drawing descriptions worked as data: no reader found a description that gave the answer away or lacked the data to answer. Soft flags only, carried to the polish pass: the one-change "which drawing" items (L04-02, L04-03, PP-16, PP-33, PP-37) rest on L04 teaching "only what the words say changes" — confirm the sentence is on the page or add "and nothing else changes" to the stems; the along-the-bottom wavelength arrow (L03-06, PR-08, PP-09, PP-13, PP-31) must start under a top, not at a low point — check the render; PP-55's stem "long, short together" → "long then short, then a gap"; "ripple" is already accepted on the typed items. Readers' files: READER_C.md, READER_D.md.