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 10 "What a circuit gives out" — 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 What each part of a circuit does	ENE4-063	Each part of a circuit has its own job. The battery gives the energy, the bulb gives out light. The wires join the parts into one loop. The switch completes or breaks the loop.
L02 The current carries the energy around the loop	ENE4-064	Electricity flowing around the loop. That is called the current. The current carries energy from the battery to the bulb. The same current flows on back to the battery.
L03 Say what a circuit gives out	ENE4-065	A working circuit gives out light, heat, sound or motion. A bulb gives out light and heat. A buzzer gives out sound, a motor gives out motion.

The intro script (118 words, about 59 s)

Here's Miss Cruz's class, with a battery, two wires and a bulb on every desk. Donna joins her parts into a loop, and the bulb lights up. After a minute she touches the bulb, and it feels warm. Drew swaps his bulb for a buzzer, and the buzzer sounds. But the battery just sits on the desk. So how does the energy get out of the battery, around the loop, and come out as light, heat and sound? To find out, we will look at what each part of the circuit does, how the energy gets around the loop, and what comes out at the end. Okay, so are you ready to follow the energy around the loop?

The question types (from `TYPES_G4T10.md`)

Type 1: Pick the part by its job (or by what a person pressed / flipped), or the job a loose wire no longer does; the four parts (or jobs) as options.
Type 2: Pick the job of a named part; the four jobs as options.
Type 3: A claim is fixed as wrong in the stem; pick the one-clause sentence that shows it.
Type 4: Where the current flows / what it carries / what receives it; four options.
Type 5: Predict: a part removed, a device moved far, two bulbs, a loop broken, a hot coil; four outcomes of one shape.
Type 6: What a named device gives out; the fixed set light / heat / sound / motion.
Type 7: Pick the device from what the circuit gives out; bulb / buzzer / motor / switch.
Type 8: The true sentence about the current or about a working circuit (every option the same shape); a term from its meaning; the energy followed two moves.
Type 9: Type the science word: a part's name from its job, the term current, or what a device gives out.
Type 10: Multi-select: everything a lit bulb gives out.

Three lessons that follow Topic 9's "the bulb lights only when the loop is complete": each part of a circuit has its own job (the battery gives the energy, the wires join the parts into one loop, the bulb gives out light, the switch completes or breaks the loop); the electricity flowing around the loop is called the current, it carries the energy from the battery to the bulb, and the same current flows on back; a working circuit gives out light, heat, sound or motion. Three beliefs children hold are met by name: the bulb uses up the electricity, the battery is a box full of electricity, the switch makes the electricity. Every key agreed by two cold readers and every changed item re-read twice; the figure review (every loop drawn complete) 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 L02 keep the two-bulb test as its evidence that the current is not used up?

The test: two matching bulbs in one loop glow the same. If the first bulb used up the current, the second would glow dimmer.

A child who believes "used up" needs to see the case that breaks it; stating the rule alone teaches the obvious case only.

Scope line: the two bulbs are compared only with each other, never with the single-bulb loop (two bulbs in one loop do glow dimmer than one bulb alone, and no line, item or caption compares those two cases).

Built: the "Is the current used up?" section of L02's article, one script beat ("Drew adds a matching bulb on the wire back to the battery, and both bulbs glow just the same"), L02 q9 and bank PP-27 and PP-46.

Recommendation: keep it.

Keep / state the rule and drop the test

2. Is "heat" the word for what a warm bulb gives out, not "warmth"?

The register's atom ENE4-065 says "warmth"; TEKS 4.8C says "thermal"; Grade 3 Topic 12 and Grade 4 Topic 4 use "heat" as the carrier word.

Built: "heat" in every rule and item, including the intro's line ("light, heat and sound"); "warm" stays as the felt adjective; typed answers accept warmth.

If you say heat, the atom's title in the knowledge-graph register should change from "warmth" to "heat" (proposed, not done; the register is edited in its own repo).

Recommendation: heat, and change the register title.

Heat and change the title / heat but leave the title / warmth

The lessons

3. L01 What each part of a circuit does – Miss Cruz's class has a battery, wires, a bulb and a switch on every desk. Donna's loop lights; Miss Cruz asks what job each part does. The spare wire on the desk, joined to nothing, has no job. Topic 9's picture of a circuit sits beside this topic's diagram with one bridging line. page

4. L02 The current carries the energy around the loop – Drew's loop is stretched across a long desk and the far bulb still lights. Dylan says the bulb uses up the electricity; a matching bulb on the wire back glows just the same. The flowing electricity is named the current. page

5. L03 Say what a circuit gives out – the three children swap the bulb for a buzzer and then a motor with a fan: light and heat, sound, motion. Dylan opens the switch, and the circuit gives out nothing. page

Applied without asking

Every loop is now drawn complete (the wire runs into each part and out again; an open switch is the only gap anywhere); the two-bulb test says the bulbs match; "open" and "closed" are said of the switch before any item uses them; a four-part loop has three wires; the safety line sits once in L01 ("A small battery like this is safe to touch. A wall outlet is never safe to touch."); the buzzer "stays in place" rather than "does not move"; eight bank keys lost the extra clause that marked them; six bank items got genuinely fresh scenes and three were cut (one handed three others their answers, two leaned on Grade 3's "kinetic energy"); the typed items ask for "the science word", and "button" counts for the switch; the loose-wire item and the "box full of electricity" item were rewritten after the re-read so exactly one option is true in each; the bank is 50 items, 16 or 17 per atom, with the draw-apart pairs listed on the type sheet.

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; "drop the test" is a one-hour pass on L02's article, script, one quiz item and two bank items; "warmth" is a text pass on the rule lines and the typed accept lists. Either way the picture pass starts (five cartoon and four photo placeholders), and the five-video batch, built and checked, goes on your word.

Build record (v1, v2 and the v3 polish)

Grade 4 Topic 10 — What a circuit gives out — build record (v1, 2 October 2026)

What this is, in plain words

Three short lessons that follow Topic 9's "the bulb lights only when the loop is complete". A child who has built a loop now learns what each part is for, how the energy gets from the battery to the bulb (the flowing electricity, named the current, carries it, and is not used up), and what a working circuit gives out: light and heat from a bulb, sound from a buzzer, motion from a motor. Three misconceptions children hold about circuits are met head-on: the bulb uses up the electricity; the battery is a box of electricity; the switch makes the electricity. Everything leans on Grade 3 Topic 12 and Grade 4 Topic 4's energy sentences (giver, receiver, carrier; electricity carries energy along wires) and re-teaches none of them.

Files: content/G4T10.py (TOPIC, intro, summary, practice), content/G4T10_lessons.py (L01–L03), content/figures.py (27 figures), content/G4T10_pp100_bank.py (53 items), records/TYPES_G4T10.md (type sheet + design-move inventory), handoff/G4T10/videos/batch_G4T10.json (built, NOT sent).

Structural decisions (in place of a blueprint)

Lesson order and titles. L01 "What each part of a circuit does" (ENE4-063) → L02 "The current carries the energy around the loop" (ENE4-064, coins current) → L03 "Say what a circuit gives out" (ENE4-065, capstone). The architecture's order; each title names the skill in student words.

One running scene. Miss Cruz's class with a battery, two wires, a bulb and a switch on every desk (Donna's loop). L02 moves to Drew's loop stretched across a long desk; L03 returns to the three children swapping the bulb for a buzzer and a motor. The intro is the same classroom (one scene; the warm bulb and the buzzer pose the gap: how does the energy get out of the still battery, around the loop, and come out as light, warmth and sound?).

Headache per lesson. L01: Miss Cruz asks what job each of the four parts does. L02: Dylan claims the bulb uses up the electricity; Miss Cruz asks how the energy reaches the far bulb and whether Dylan is right. L03: Miss Cruz asks what each of the three circuits (bulb, buzzer, motor) gives out. Every scene could really happen in a Grade 4 circuits lesson; the questions come from the teacher and a child.

Example sequences.

L01, categorical by one frame "The X's job is to Y": E battery → E wires → E bulb → E switch (shown as the closed / open pair) → NE the spare wire joined to nothing (a near miss: the same kind of thing, not in the loop) → rule. The parts' names are everyday words, named not coined. "The switch makes no electricity" and "the battery has energy to give" are said inside the run.
L02, a fact in the universal-attribute form (no honest minimal-difference non-example exists: every complete loop has a current and it always carries the energy), coin after the pattern: E the bulb beside the battery → E the same bulb far away on long wires still lights → the flowing electricity is named the current → E two bulbs, one each side of the battery, glow the same (Shipstone's test: the current is not used up) → rule. The wire itself gives no energy.
L03, categorical sort on the fixed set LIGHT / HEAT / SOUND / MOTION by one frame "The current carries energy from the battery to the X. The X gives out Y": E bulb (light, and heat from the warm bulb) → E buzzer (sound) → E motor with a fan (motion; the spinning fan has kinetic energy, Grade 3's term recalled in one line) → NE the same motor loop with the switch open (no current, nothing given out) → rule. TEKS 4.8C names light and heat; sound and motion are the course's addition (Grade 5 re-enters with the full list).

Check types. L01 type (a) fluency on the fixed set of four parts, one Topic 9 recall first, claims, no term items (nothing coined). L02 type (c): two recalls (Topic 4's carrier and giver) → what → why → three claims (used up, no; the same current returns, yes; the wire gives, no) → transfer (two bulbs) → term recognition then "current" typed, last. L03 type (a) fluency on the fixed set with one why: a recall of L02 first, six sorts on fresh devices, the open-switch near miss, two claims, the why, a transfer.

Videos. All three lessons "video and article": each is a sequence of drawn circuits where the chips land on the spoken word, which the video does better than the page. None could do without.

Energy language, as built. The battery HAS energy to give (never "stores electricity"); the current CARRIES energy from the battery to the bulb; the bulb GIVES OUT light and heat, which carry the energy on into the room; the spinning fan HAS kinetic energy. No "used up" outside a corrected claim; no "form of energy"; no "makes energy".

Questions for James

Is Shipstone's two-bulb test (two matching bulbs in one loop glow the same, so the current is not used up) the right evidence at Grade 4, or should L02 state the fact and leave the test out? Context: the atom is one-step; the test is a single observation a child can see, but it adds a second bulb to the drawing register. Recommendation: keep it — a fact a child disbelieves needs a visible breaking case (vault: an always-true fact is tested where students think it switches off). Built: the "Is the current used up?" section of L02's article, one script beat, L02 q9 and bank PP-27 / PP-44.
"Heat" or "warmth" for what the warm bulb gives out? Context: the atom says warmth; TEKS 4.8C says thermal; Grade 3 Topic 12 and Topic 4 use heat as the carrier word. Recommendation and build: heat everywhere in the rule and items; "warmth" once, in the intro's everyday line.

What each lesson teaches

Lesson	Atom	Lesson type	Example sequence (one frame)	Check type	Items
L01 What each part of a circuit does	ENE4-063	Categorical sort by example sequence; no coin	E battery · E wires · E bulb · E switch (closed / open) · NE the spare wire · rule	(a) fluency: 1 recall, 5 which-part, 1 near miss, 4 claims	11
L02 The current carries the energy around the loop	ENE4-064	Fact (universal attribute), coins current after the pattern	E near bulb · E far bulb · coin · E two bulbs the same · rule	(c): 2 recalls, 2 what, 1 why, 3 claims, 1 transfer, 2 term items	11
L03 Say what a circuit gives out	ENE4-065	Categorical sort on the fixed set light / heat / sound / motion	E bulb (light, heat) · E buzzer (sound) · E motor (motion) · NE switch open · rule	(a) + one why: 1 recall, 6 sorts, 1 near miss, 2 claims, 1 why, 1 transfer	11

#### design-check-sequence records

Part: L01 (whole lesson)

Type: (a) — the student places a named part in one of four job classes; one step, four labels.

Plan: 11 items; 1 recall (3 options, Topic 9's loop); 5 four-option sorts on fresh things, stem one sentence plus the ask; 1 near miss (3 options); 4 claims (bare yes / no, the correction in the why). Term items: none (no coin). Keys 2 1 3 0 3 (four-option), 0 2 (three-option), y y n n.

Belongs in practice / test instead: the "which job is undone" failure read (bank PP-24), the job-from-part reverse (bank PP-5–8).

Part: L02 (whole lesson)

Type: (c) — the payoff is a mechanism sentence (the current carries the energy; the same current returns) and the register's misconception (used up).

Plan: 11 items; recalls (Topic 4 carrier, giver) → what ×2 (3 options) → why (3 single-statement reasons) → claims ×3 (bare yes / no) → transfer (two bulbs, 3 options) → term recognition (3 bare options) → "current" typed, last. Keys 1 2 1 0 2 (three-option), 3 0 (four-option), n y n.

Belongs in practice / test instead: the three-bulb judgement (PP-44), the current-and-energy chain (PP-45).

Part: L03 (whole lesson)

Type: (a) — the student sorts a device's output into one of four classes; one step. One why is added for the open switch because the reason (no current, no energy) is the capstone's link to L02.

Plan: 11 items; 1 recall (L02) → 6 sorts (3 options: the fixed set minus the one a bulb also gives, so no second key) → near miss (yes / no) → 2 claims → why (3 reasons) → transfer (3 options). Keys 2 1 0 2 1 0 0 2 (three-option), n y n.

Belongs in practice / test instead: the multi-select set (PP-50), the two-move chain (PP-51), the hot-coil transfer (PP-53).

The key strings

Attached video questions, video order (L01, L02, L03, S1, S2, S3): B C C A B A — no position over 2 of 6.
L01 quiz: four-option 2 1 3 0 3; three-option 0 2; two-option y y n n. L02: three-option 1 2 1 0 2; four-option 3 0; two-option n y n. L03: three-option 2 1 0 2 1 0 0 2; two-option n y n.
Practice: four-option 3 1 2 1; three-option 0 0 0 0 (PR-2, PR-3, PR-7, PR-10 — each a different option set; the three-option keys cluster at the first position and are left as written because PR-2 and PR-3 are Grade 3 recalls whose plain answer belongs first); two-option n n.
Bank MCQ keys (44 items): A 11 · B 15 · C 12 · D 6.

The misconception catalogue rows, and what was done

Row / source	Belief	What this topic does
ENE-07 (Osborne 1983; Shipstone 1984 consumption model)	The bulb uses up the electricity / the current	Confronted by name in L02: Dylan's claim in the headache, the two-bulb test in the article and script, L02 q6 (no), PR-8 (no), bank PP-28, PP-44, PP-45
Osborne 1983 (the battery as a store / box)	The battery stores electricity	Confronted by name: "The battery has energy to give" (L01 article and script); Dylan's "box full of electricity" L01 q11 (no); bank PP-22
Osborne 1983 (the switch as source)	The switch makes the electricity	Confronted by name: "The switch makes no electricity. It only closes or opens the gap." (L01); Dylan's claim L01 q10 (no); bank PP-21
Osborne 1983 (the wire as source)	The wire gives the bulb its energy	L02 line "The wire itself gives no energy"; Donna's claim L02 q8 (no); bank PP-29
Osborne 1983 (clashing currents)	Electricity leaves both ends of the battery and meets in the bulb	Avoided by depiction: every current drawing shows arrowheads one way round the loop; not surfaced as a claim (one-step scope)
ENE-02	A still thing has no energy	The battery on the desk has energy to give (the catalogue's own example), said in L01 and the intro
ENE-06	Light, sound, electricity are kinds of energy	Prevented by wording: "gives out light", "the current carries energy", "the light carries the energy on"; no option says "a form of energy"
TEKS 4.8C pairing (light with thermal)	A lit bulb gives out light only	Donna's warm finger in L03; Drew's "stays cold" claim L03 q9 (no); "what else" items L03 q2, PR-10, PP-36, PP-48*; the multi-select PP-50
ENE-03	Energy is used up / gone	L03's "where the energy goes": the light, heat and sound carry it on; the spinning fan has kinetic energy (PP-38, PP-52)

The 2 October rules, applied

Rule (vault note)	Where it bites here
Energy is had or carried, never at work	"The battery has energy to give"; "the current carries energy from the battery to the bulb"; "the light and the heat carry the energy on" (grepped "makes energy", "at work", "used up" outside claims: 0)
Light, sound and electricity carry energy; not forms of it	no "form" anywhere; "gives out light" is the verb for the bulb
Lesson text states the fact, never the topic that taught it	"What you already know" states Grade 3's sentence and Topic 4's roles; no "in Topic 4"
A coined term is used from then on, with a one-line recap	"current" never appears before L02 (S12 clean); L03 opens its frame with "The current carries energy…", its recall item first
Coin a term as when X, we call it Y	"The electricity flowing around the loop is called the current."
A second face of one idea is joined with also	"so the bulb gives out heat too"
Every sentence has a subject and a verb (S38)	0 fragments after fixing "Same battery, same wires" and "And now the wires."
Connectives carry cause; But opens a turn	"The battery has energy to give, so…"; "But both bulbs glow just the same."; "But now Dylan opens the switch."
Say the positive word	"the loop is broken", "gives out no light, no heat, no sound and no motion" (never "doesn't work")
No second everyday reading	"loop" for the path (never "ring"); "gives out" (never "makes"); "spare wire" (never "extra")
Pronouns point at one named thing	"the bulb", "the current", "the switch" repeated as nouns; "It only closes or opens the gap" follows one subject
A question in an article is answered in the next sentence, verdict first	"Is the current used up?" → "No, the current is not used up."; script "Is Dylan right? No."
Units as words; biggest / smallest for size only (S29, S39)	"ten minutes", "an hour"; 0 hits
A scene change says "And now"; the rule spoken naturally	every example beat opens "And now…"; L01 "So, each part…", L02 "So, the current…", L03 "So, a working circuit…"
Intro ≤ 120 words, ≤ 3 ?, coins nothing, map line, ready line + poll	118 words, 2 question marks, "To find out, we will look at what each part of the circuit does, how the energy gets around the loop, and what comes out at the end."
Summary opens "Here's everything we found out about …", rules word for word, bare chips	111 words; the six lexicon sentences; every rule beat's screen a chip
An attached question stands alone (S17 / S27)	every attached stem names its own fresh scene (a bike light, two wires and a bulb, a motor's fan, a toy lantern, a buzzer)
Recognition before recall; every coined term recognised and recalled (S33 / S34)	current: L02 q10 (bare options) then q11 typed; PR-11 then PR-12; bank PP-11 then PP-42, PP-43
A quiz climbs recognise → apply → produce (S32)	typed items last in L02 and in the practice
Three image kinds (James, 2 Oct 2026)	18 svg (the loop, cards, pairs, rules); 5 cartoon placeholders (every scene with a child); 4 photo placeholders (the kit, the buzzer, the motor with fan, the flashlight); no person or hand drawn as a glyph; IMAGE_KINDS and IMAGE_BRIEFS complete (asserted)
A verdict mark names its question	every card prints its question above its chips: "What is this part's job?" / "What does the circuit give out?"
The headache figure is the teaching figure with the answer's layer off	`circuit_four_parts` carries labels but no job chips; `three_circuits` carries no out chips; no current arrows before the coin
One depiction per thing, reused everywhere	Topic 12's battery shape, cord colour and carrier fills imported; Topic 4's transfer card imported for the energy card; MOTION gets one new fill, registered
Closing bullets and summary bullets (coordinator, 2 Oct)	every lesson carries 3–4 bullets of a few words; TOPIC["summary_bullets"] four chips; `check_brief.py`: L01, L02, L03, SUMMARY clean
Names from the register, one topic each; a child can spell them	Miss Cruz, Donna, Drew, Dylan — the Topic 10 row; names run exit 0 (below)
US spelling (S14)	0 warnings

Checker: 0 FAIL, 14 WARN (`python3 build_tools_check_topic.py grade4/topic10_build/content/G4T10.py`)

S8 (2) three-sentence beats: L01's switch beat (closed, then open — one screen state in two halves) and L02's "Is Dylan right? No. Drew adds…" (the answer-first rule needs the "No." sentence). Kept.
S13 (3) L01 q2, q3, q5: the stem lists the four parts and the key is one of them — the fixed-set form; the stem names every option, so no cue. Kept.
S36 (10 words), each answered: swaps (everyday Grade 4 verb; "changes" would also mean alters — fine); spare (fine); beeps (the alarm's own sound — fine); lever, blades, helicopter (one bank item on a toy helicopter; a US 9-year-old knows all three — fine); coil (the hand-warmer item needs the thing named; "a thin wire wound round and round" was longer — fine, kept); ambulance, walkie-talkie (US toys — fine); unclipped (in a why line only — fine; the stem says "comes loose"). Swapped before this record: "zooms" → "speeds"; "door chime" → "toy ice-cream truck bell"; "disappears" → "is gone"; "unclipped" in the stem → "comes loose from".
Clean: S1–S7, S9–S12, S14–S35, S37–S39. S30-COUNTS typed=10 fail=0 warn=0.

python3 grade4/check_g4_articles.py: L01 article 286 / script 148 · L02 298 / 149 · L03 256 / 149 · intro 118 · summary 111 · 0 FAIL.

python3 build_tools_video_batch.py → 5 videos, key string B C C A B A. check_brief.py: L01 ✓ L02 ✓ L03 ✓ SUMMARY ✓; INTRO carries the one standing finding "no closing bullets" that the batch builder itself declares not applicable to intros (James 2026-09-25; Topic 4's batch shows the same line). grep -ci strand on the batch: 0. The batch is NOT sent.

Names run (`python3 build_tools_names.py "Miss Cruz" Donna Drew Dylan`)

Miss Cruz free

Donna free

Drew free

Dylan free

exit 0

Figures (27; author's review-figures self-check on ten renders)

Depiction register: in figures.py's docstring (the loop, the battery, the bulb with a coil filament, the buzzer, the motor with fan, the switch open / closed, the current arrowheads, the job and out chips, the energy card imported from Topic 4). Renders opened at 960 px: circuit_four_parts, circuit_current, switch_pair, two_bulbs, out_bulb, out_open, rule_jobs, three_circuits, out_motor, out_buzzer. Fixes applied from the renders: the filament read as the letter M — redrawn as two posts and a short coil; the second bulb's label sat on the wire — moved beneath; three_circuits' labels collided across panels — the three small loops now carry no labels (the caption and the titles name them). Current arrows run one way round the loop and appear only from L02 on. No figure hands over an item's answer: the headache figures carry no chips.

Note for the coordinator: Topic 9 draws the same loop in parallel. circuit(...) here is written to be imported; whichever topic lands second should import the first's drawer so the course has one circuit drawing.

Design-move inventory (lesson side)

Headache and example cases: Donna's four-part loop (L01); the spare wire (L01 NE); Drew's long-wire loop, the two bulbs (L02); Donna's warm bulb, Drew's buzzer, Dylan's motor and fan, the open switch (L03). Quiz and practice moves: L01 — part-from-job on a camping lantern, toy robot, reading light, toy car, doorbell; loose wire; four claims. L02 — carrier and giver recalls; where the current flows; what carries the energy; why the far bulb lights; three claims; two bulbs; term items. L03 — recall of the current; what-else of a bike light's bulb; a doorbell's bell; a toy car's motor; a smoke alarm; a string of small bulbs; the open switch; two claims; the why; an electric toothbrush. Practice — a hand-held fan (Grade 3), a toy car's energy source (Grade 3), a buzzer heard across a room (Grade 3), one wire left off (Topic 9), a camping lantern's battery, a flashlight's switch, the far bulb's why, Donna's less-current claim, a pinwheel motor, a night light's heat, term items, the buzzer FRQ. The bank's lines and the ⟂ list are in TYPES_G4T10.md.

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 switch closes the gap, so the loop is complete and the bulb lights")	Donna, Miss Cruz, the battery, the wires, the bulb, the switch	joins, presses, gives, flows, closes, opens	"has energy to give" → "gives the energy"	yes (six subtitles, nine figures)	the switch pair cut to two lines; "Four parts, and each part does a job" dropped from the script
L02	20	yes	yes ("the current reaches it, so the energy reaches it"; "If the first bulb used up the current, the second bulb would glow dimmer")	Drew, Dylan, Miss Cruz, the battery, the current, the bulb	flows, carries, reaches, gives, glow, leaves	"the electricity flowing around the loop" → current	yes (five subtitles, six figures)	"Here is the test" cut; the closing pair cut to one line (article 312 → 298 words)
L03	18	yes	yes ("No current flows, so no energy reaches the motor, and the fan stops")	Donna, Drew, Dylan, the current, the bulb, the buzzer, the motor	carries, gives out, spins, feels, opens, stops	"feels warm" → heat; "the fan spins" → motion	yes (five subtitles, ten figures)	"Same battery, same wires" given a verb

Judgement calls

The two-bulb test stays in L02 (question for James above). The alternative, stating "the same current flows back" with no evidence, teaches a rule about the obvious case only.
"Heat", not "warmth" (question for James above).
The spare wire is L01's non-example. It is a near miss (the same kind of thing as a part), differs by the one feature (not in the loop), and a child could believe a wire on the desk "belongs". No absurd case anywhere.
L03's sort items offer three options, not four, wherever a bulb is the device: a bulb gives out light AND heat, so a four-option item with both would carry a second key. The bulb items ask for the one you see, or "what else", and the set is asked as the multi-select in the bank.
"Motion" is the card word (the architecture row's word; the atom says movement); the prose always shows the motion ("the fan spins", "the brush head wiggles") before the word. Typed accept lists take motion and movement.
Kinetic energy is recalled, not re-taught, in one line of L03 and two bank items, because "where does the energy go" for a motor has no honest answer without it.
Claim-makers in the quizzes are the row's three children, used more than once each (four claims in L01 across three names); the bank uses "a boy" / "a girl".
One line of L02 says "the energy leaves the bulb with its light and its heat" before L03 teaches the sort — the brief asks L02 to say where the energy goes when it corrects "used up"; L03 then does the sort in full.

Owed

Blind read (two cold readers, every key); review-questions and review-figures by a non-author; review-accuracy against the TEKS 4.8C wording. The author's keys are unverified until then.
The picture pass (5 cartoon, 4 photo placeholders) waits for James's word on the two questions above, per the brief's sequencing rule.
The video batch is built and checked, not sent; Grade 4's first batch needs James's word.
Coordinator: reconcile the circuit drawer with Topic 9's (one depiction per thing).

v2 — reviews applied (2 October 2026)

In plain words. Three reviews landed the same afternoon (the blind read, the guidance / questions / accuracy review, the figure review). Every MCQ key was agreed by both blind readers, so nothing was re-keyed. What changed: the drawings now show every loop complete (the wire runs into each part and out again; the only gap anywhere is an open switch); L01 shows Topic 9's picture of a circuit beside this topic's diagram with one bridging sentence; the two-bulb test says the bulbs match; eight bank keys lost the extra clause that marked them; six bank items got genuinely fresh scenes; three were cut (one handed three others their answers; two leaned on Grade 3's "kinetic energy" and were shaky physics for a steady fan); the typed items ask for "the science word", so "button" and "electricity" are honest wrong answers; "open" and "closed" are said of the switch in L01; the safety line is in L01 once; the buzzer no longer "does not move".

#### Finding → change

Review	Finding	Change
Blind	typed stems let "electricity" / "button" score	L02-11, PR-12, PP-44, PP-45 "…the science word for the electricity flowing around the loop"; PP-42, PP-43 "the science word for that part"; PP-39–41, PP-48 "the science word for what…"; PP-40 accepts spinning, spin, turning; "button" and "light energy" NOT accepted
Blind	PP-05 to 08 one option set, each solves the others	kept as four-option items; ⟂ each other and ⟂ PP-1–4, PP-24 in the type sheet
Blind	bank give-aways (PP-20 B, PP-45 A → 36 / 48 / 50; PP-38 ⟂ PP-52; PP-30 A → 01 / 09 / 13; PP-22 A → L01-11)	PP-30, PP-38, PP-52 CUT; PP-20 re-optioned so every option is a list of the same shape (⟂ PP-37, PP-49); PP-47 (old 45) trimmed and ⟂ PP-35, 48, 49; PP-22's key cut to one clause ("The battery has energy to give.")
Blind	the same page prints the next item's answer	L02-10 → L02-11: Donna's wire claim (prints no term) now sits between the term MCQ and the typed term; PR-11 → PR-12: the night-light item sits between them; L02-05 B stated L02-04's answer: L02-04 now asks what the current CARRIES (energy) and L02-05's key reads "The current reaches the bulb along the wire."; L01-08/09 → L01-03/05 and L03-09 → L03-02 were already five or more items apart (the claims are the lesson's TRUE claims for the key balance) — left, recorded
Blind	a motor also gives out heat and a hum	L03-11 and PR-9 ask what the circuit "mainly" gives out; fb lines say the motor gets only a little warm
Blind	"kinetic energy" untaught; "the switch is open" used before defined	PP-38 / PP-52 cut; L03's one recall line ("The spinning fan is moving, so it has kinetic energy.") stays as Grade 3 Topic 12's word; L01 article: "We say the switch is closed." / "We say the switch is open."; L01 script: "…so the switch is open and the loop is broken."
Blind	PP-34 "on the right side of its loop"	"Which part is in its loop?" (now PP-33)
Blind	PP-45 four long options; PP-19 "that you can see"	PP-47's options trimmed to one short pair each; PP-19 cut the clause and offers "electricity" as the fourth (real) distractor, no heat option
Blind	L01-03 options B and D the same thing	the robot's loop gains a switch; options the bulbs / the wires / the battery / the switch
Blind	PP-24 A arguable	"Which job is left undone?"; A is "giving out light" (a drill has no bulb); ⟂ PP-1–8
Review (Essential)	the two-bulb test needs matching bulbs	L02 article "Drew puts a second bulb, the same as the first, into the loop, on the wire back to the battery."; script "Drew adds a matching bulb on the wire back to the battery, and both bulbs glow just the same."; the location now matches the drawing (one bulb on the right side, one on the bottom wire — the figure review's caption point)
Review (Essential)	eight keys alone carry a second clause	PP-22, 23, 25, 26, 28, 29, 32 (old 33), 46 (old 44) — one clause each, distractors parallel
Review (Essential)	PP-12 and PP-27 were L02 quiz items verbatim	PP-12 a toy boat's battery-switch-motor loop; PP-27 two matching bulbs, one beside the battery, one far on long wires
Review (Essential)	PR-2 option B "from nowhere; the car made its own"	"from nowhere"
Review (Essential)	the freshness step not performed	performed and printed below; PP-18, 26, 35 (old 36), 37 (old 39), 40 (old 47), 50 (old 51) re-scened
Review	four parts need three wires	L01 headache, article, script, cartoon note / alt / brief: "a battery, wires, a bulb and a switch" (the brief says three wires); the intro's three-part loop keeps its two wires
Review	Topic 9's sentence not word for word	"A circuit is a complete loop from one end of the battery, through the bulb, back to the other end." in L01's article, L01 q1 why, PR-4 why and the file header — Topic 9's lexicon exactly
Review	"A buzzer does not move."	summary Q3 fb C and L03 q5 fb A: "A buzzer stays in place. It gives out sound."
Review	L01 forest line 1	"Each part of the loop does one job."
Review	the spare-wire non-example was article-only	L01 script beat 1 names the spare wire; new beat "The spare wire, joined to nothing, has no job."; the script is 150 words exactly (the "And now" openers on the wires and bulb beats were cut to make room; the switch beat keeps its)
Review	key shape, fb give-away, key spread	L01 q7 is yes / no (key no); L02 q9 (two bulbs) moved before q6, whose fb states the two-bulb result; PP-12, 14, 20, 30 (old 31) keyed D; L03 q3 re-optioned (key B) so the three-option keys no longer cycle
Review	lesson and quiz scenes renamed; an LED candle stays cool	PP-18 a model merry-go-round; PP-35 a dollhouse roof bulb on for an hour; PP-37 a toy spaceship's bulb with the switch opened; PP-26 a buzzer moved to long wires
Review	the long tail	PP-33 "in its loop"; PP-24 as above; PP-30 cut; PP-38 (old 53) active voice, medium; PP-39–41 (old 46 / 47 / 49) medium, PP-41 re-asked as a lamp in a dark tent; PP-15, 16, 19, 31 (old 32) real distractors; PP-20 as above; PP-5–8 ⟂; PR-5 a clip-on book light; PR-10 "a battery night light"; PR-9 fb "The pinwheel spins, and spinning is motion."; L02 q1 / PR-1 fb C "Heat is not what travels along the wire. Electricity carries energy along wires."; L01 q3 / summary Q1 "Which part joins the others into one loop?"; `rule_jobs` caption "Each of the four parts has its own job."; "gray" in every alt and brief; the safety line "A small battery like this is safe to touch. A wall outlet is never safe to touch." once in L01's article (the script is at its 150-word ceiling); PP-48 accepts warm, warmness
Review	PP-38, PP-52 kinetic energy	both cut; with PP-30 the bank is 50
Figures	`circuit_body` blanked a 64-unit patch behind every device	the blanks are gone; each filled glyph hides only the wire it covers, so every loop is drawn complete and the open switch's gap is the only gap (nine figures re-rendered and opened: `circuit_four_parts`, `switch_pair`, `circuit_long`, `circuit_current`, `two_bulbs`, `rule_current`, `three_circuits`, `out_open`, `rule_jobs`)
Figures	two circuit drawers in one grade	this topic keeps its schematic for the "current round the loop" job; L01 gains `circuit_two_ways` — Topic 9's pictorial circuit (its drawer imported: `F9.battery`, `F9.holder`, `F9.wire`, `F9.bulb`) beside this topic's diagram of the same battery-two-wires-bulb loop, under "This is the same circuit drawn two ways."
Figures	`two_bulbs` caption; `out_open` chip without its question; `job_switch` orphaned; no safety line in briefs; four briefs without "the eye must see"; the filament read as an M	caption "Two matching bulbs in one loop: one on the right side, one on the bottom wire. Both glow the same."; `out_open` prints "What does the circuit give out?" above its chip; `job_switch` placed after `switch_pair`; `SAFETY` line in the CARTOON and PHOTO constants (every brief); eye-must-see lines on the five briefs that lacked one; the filament is one hump between its two posts

#### Questions for James — built as recommended

The two-bulb test stays (Shipstone): a fact children reject needs a visible breaking case. Built with "a second bulb, the same as the first" / "a matching bulb". Scope line: the two bulbs are compared only with each other, never with the single-bulb loop (two bulbs in one loop DO glow dimmer than one bulb alone; no line, item or caption compares the two cases).
"Heat", not "warmth": heat everywhere, including the intro's line ("light, heat and sound"); "warm" stays as the felt adjective; the atom ENE4-065's "warmth" is PROPOSED for change to "heat" in the knowledge-graph register (not done here — the register is edited in its own repo).

#### The freshness step (performed; the review found the v1 claim false)

Every bank scene noun grepped against every lesson-side string (headaches, article idea lines and captions, script beats, quiz and attached stems and options, practice, summary questions, intro and summary scripts): headlamp 0 · lighthouse 0 · train 0 · fire truck 0 · siren 0 · remote-control 0 · boat 0 · helicopter 0 · lever 0 · ice-cream 0 · merry-go-round 0 · ambulance 0 · kitchen timer 0 · drill 0 · spare bulb 0 · bike horn 0 · dollhouse 0 · walkie-talkie 0 · spaceship 0 · hand warmer 0 · coil 0 · whisk 0 · tent 0 · lamp 0 · three matching 0 · hallway 0 · long wires 8 (L02's lesson scene; PP-26 and PP-27 keep "long wires" on the reviewer's own re-scenes — the far device is the lesson's fact, the devices and arrangement are new). Two hits the grep found and the pass removed: "brush" (old PP-47 vs L03-11's toothbrush → a whisk) and "across the room" (old PP-51 vs PR-3 → a boy out in the hallway).

#### Counts and key strings (v2)

Bank: 50 items — 20 easy · 21 medium · 9 hard; per atom ENE4-063 17 · ENE4-064 17 · ENE4-065 16; typed 8 (5 hard, 3 medium), multi-select 1; MCQ keys A 8 · B 12 · C 11 · D 10. Tags non-decreasing (S11 clean). S31 WARNs that ENE4-065 has more easy (4) than hard (3) items: the reviewer's ruling moved three typed 065 items to medium; 065 is mostly medium (9) and the WARN is accepted with this reason.
Old → new bank ids: PP-1…29 unchanged; PP-30 cut; PP-31→30, 32→31, 33→32, 34→33, 35→34, 36→35, 37→36; PP-38 cut; PP-39→37; PP-53→38; PP-46→39; PP-47→40; PP-49→41; PP-40→42; PP-41→43; PP-42→44; PP-43→45; PP-44→46; PP-45→47; PP-48→48; PP-50→49; PP-51→50; PP-52 cut.
Attached video questions (L01, L02, L03, S1, S2, S3): B C C A B A (unchanged).
L01 quiz: four-option 2 1 3 0 3; three-option 0; two-option n y y n n. L02: three-option 1 2 1 0 2 (q3, q4, q5, q9, q10 in page order); four-option 3 0; two-option n y n. L03: three-option 2 1 1 2 1 0 0 2; two-option n y n.
Practice (page order): PR-1 D, PR-2 A, PR-3 A, PR-4 no, PR-5 B, PR-6 C, PR-7 A, PR-8 no, PR-9 D, PR-10 (term MCQ) B, PR-11 (night light) A, PR-12 typed, PR-13 FRQ.

#### Checker results

python3 build_tools_check_topic.py grade4/topic10_build/content/G4T10.py → 0 FAIL, 17 WARN: S8 ×2 (the switch beat and "Is Dylan right? No. Drew adds…", kept as in v1); S13 ×3 (the fixed-set stems name every option, kept); S31 ×1 (above); S36 ×11 — v1's eight answered words plus diagram (the figure's own word; a Grade 4 word — fine), undone (the reviewer's wording "Which job is left undone?" — fine), outlet (the safety line; Topic 9 uses the same word — fine), whisk (PP-40's spun thing after the brush clashed with L03-11's toothbrush; a kitchen whisk is a thing a US 9-year-old knows — fine). S30 typed=10 fail=0 warn=0; S38 fragments=0; S37 strand=0.
python3 grade4/check_g4_articles.py grade4/topic10_build/content/G4T10.py → 0 FAIL: L01 article 322 (WARN > 300: the safety line, the two-ways bridge and the open / closed lines were asked for by the reviews; Grade 3's median is 308) / script 150; L02 300 / 149; L03 256 / 149; intro 118; summary 111.
python3 build_tools_names.py Cruz Donna Drew Dylan → all free, exit 0.
python3 build_tools_build_topic_site.py grade4/topic10_build/content/G4T10.py /tmp/g4t10_v2.html → 3 lessons, 13 practice, 50 pp100, 28 figures.
python3 build_tools_video_batch.py grade4/topic10_build/content/G4T10.py → 5 videos, key string B C C A B A; check_brief.py: L01 ✓ L02 ✓ L03 ✓ SUMMARY ✓, INTRO the one standing line (no closing bullets — not applicable to intros). Not sent.
Figures: all 28 re-rendered with headless Chrome at 1000 px (/tmp/g4t10_figs/render.py, PNGs beside it); opened and read: the nine loop figures above plus circuit_two_ways, job_bulb — every loop complete, arrowheads one way and the same size before and after each bulb, the open switch the only gap, the filament one hump, the question above out_open's chip.

#### Old names grepped (expect 0)

"two wires, a bulb and a switch" 0 · "and back to the other end" 0 · "does not move" 0 (student text) · "on each side of the battery" 0 (student text) · "warmth" 0 outside PP-48's accept list · "Which parts join" 0 · "from nowhere;" 0 · "grey" 0 in alt text and briefs (the drawer docstring keeps the colour words for the author) · the batch JSON: "two wires, a bulb and a switch" 0.

#### Sentence-atomise self-check (the new sentences)

Where	New sentence(s)	Ideas	Actor / verb	Link	Fix
L01 article	"This is the same circuit drawn two ways."	1	this circuit / is drawn	the figure follows at once	the reviewer's wording, kept
L01 article	"We say the switch is closed." / "We say the switch is open."	1 each	we / say	each follows the line that closes or opens the gap	—
L01 article	"A small battery like this is safe to touch. A wall outlet is never safe to touch."	1 each	a battery / is safe; an outlet / is never safe	the pair lined up in one frame	—
L01 script	"The spare wire, joined to nothing, has no job."	1	the spare wire / has	the cause inside the clause	—
L02 article	"Drew puts a second bulb, the same as the first, into the loop, on the wire back to the battery."	1	Drew / puts	—	18 words, under the ceiling
fb lines	"Heat is not what travels along the wire. Electricity carries energy along wires."	2	heat / travels; electricity / carries	—	—
fb lines	"A buzzer stays in place. It gives out sound."	2	a buzzer / stays; it / gives out	"It" follows one named subject	—
bank whys	PP-19 "The current flows through the bulb and on around the loop; the bulb gives out no electricity."	2	the current / flows; the bulb / gives out	one line per idea	—

#### Items whose stem, options, key, model, figure or accept list changed (for the blind re-read)

Lessons and practice: L01-03, L01-07, L02-04, L02-05, L02-09 (stem; moved), L02-08 (moved), L02-11, L03-03, L03-11, PR-2, PR-5, PR-9, PR-11 (stem; moved — was PR-10), PR-12, SUMMARY-01. (Feedback-only changes, keys and options untouched: L02-01, L03-05, PR-1, SUMMARY-03, PR-10 (the term MCQ, was PR-11, moved only).)

Bank (v2 ids): PP-12, PP-14, PP-15, PP-16, PP-18, PP-19, PP-20, PP-22, PP-23, PP-24, PP-25, PP-26, PP-27, PP-28, PP-29, PP-30, PP-31, PP-32, PP-33, PP-35, PP-37, PP-38, PP-39, PP-40, PP-41, PP-42, PP-43, PP-44, PP-45, PP-46, PP-47, PP-48, PP-50. Unchanged in every field (renumbered only where noted): PP-1–11, PP-13, PP-17, PP-21, PP-34, PP-36, PP-49.

Note for the coordinator (Topic 9 in parallel). Topic 9's figures.py changed on disk during this pass (its _wires helper took a new third argument), which broke the first import of its drawer. circuit_two_ways now calls F9._wires(None) with defaults only and falls back to Topic 9's register drawn locally if the import ever raises, so a Topic 9 edit cannot break this topic's page; the rendered figure uses Topic 9's own drawer today.

v3 — polish (2 October 2026, from Reader C's re-read of the v2 bundle)

In plain words. The re-read agreed every key. Two bank items are sharper: the loose-wire item now asks which job the loose wire is no longer doing, and the fourth option is the switch's own job in words that are plainly false of a wire, so exactly one option is true; the "box full of electricity" item now has a key that refutes the box ("Electricity flows only when the loop is complete.") with every option about electricity. "Button" is accepted for the switch. Nothing on a lesson page changed.

#### Finding → change

Finding (Reader C)	Change
PP-24: "completing the loop" and "joining the parts into one loop" are one event when a wire comes loose — two defensible options	Stem "…Which job is that wire no longer doing?"; options "giving the energy" (the battery's job; the wire-as-source belief) · "joining the parts into one loop" · "giving out motion" (the motor's job) · "letting you open or close the loop" (the switch's job, false of a wire). The why no longer says "nothing else in the loop can do its job" (which made the motor's job arguable). Key B, unchanged.
PP-22 (weak): "The battery has energy to give." does not visibly refute "a box full of electricity"	Key "Electricity flows only when the loop is complete."; the other options are about electricity too (sits inside the battery until a bulb is joined to it — her own belief; comes from the switch; comes from the wires), so no clause shape marks the key. Key B, unchanged; 8 words against 12 / 9 / 5. Why: the battery has energy to give → electricity flows around the whole loop, only when it is complete → with the loop broken none flows anywhere, not even inside the battery → so the battery is not a box full of electricity (43 words, one link per line). New ⟂: PP-22 ⟂ PP-30 / 32 / 37 (its key states the broken-loop result).
Accept lists: noise (PP-39), movement (PP-40), button (PP-43), warmth (PP-48)	PP-43 gains button, the / a button, buttons, butten, buton (the bar list on the type sheet now says button IS accepted: L01-04 and PP-4 teach that the button is the switch; the why keeps "so the science word is switch"). PP-39, 40 and 48 already carried noise, movement and warmth in v2; v3 adds plurals and child spellings (noises, noize; a movement, movements, moovment; warmnth, wormth).
⟂ pairs for the type sheet	PP-15 ⟂ PP-28 added; PP-7 ⟂ PP-24 named; PP-47 ⟂ PP-35 / 48 / 49 and PP-11 ⟂ PP-44 / 45 were already listed, confirmed.
The bundle header's title "stale"	Not stale: the architecture row (grade4/00_course_architecture.md, Topic 10) reads "What a circuit gives out", as do G4T10.py, every record and the bundle. "Parts of a circuit and their jobs" was the label in a brief. Nothing renamed; the G4T10.py docstring says so.

#### Sentence-atomise self-check (the new sentences)

Where	New sentence	Ideas	Actor / verb	Link
PP-22 key	"Electricity flows only when the loop is complete."	1	electricity / flows	—
PP-22 why	"With the loop broken, no electricity flows anywhere, not even inside the battery."	1	electricity / flows	the condition opens the sentence
PP-24 stem	"Which job is that wire no longer doing?"	1	that wire / is doing	—
PP-24 why	"The loose wire no longer touches the battery, so the loop is broken."	2, joined by "so"	the loose wire / touches; the loop / is broken	cause → effect
PP-43 why	"A button or a lever is one kind of switch, so the science word is switch."	2, joined by "so"	a button or a lever / is	—

#### Checks

python3 build_tools_check_topic.py grade4/topic10_build/content/G4T10.py → 0 FAIL, 17 WARN (the same seventeen as v2: S8 ×2, S13 ×3, S31 ×1, S36 ×11). S30 typed=10 fail=0; S38 fragments=0.
python3 grade4/check_g4_articles.py grade4/topic10_build/content/G4T10.py → 0 FAIL (L01 322 words, the v2 WARN, unchanged).
python3 build_tools_build_topic_site.py … /tmp/g4t10_v3.html → 3 lessons, 13 practice, 50 pp100, 28 figures.
Bank: 50 items; MCQ keys A 8 · B 12 · C 11 · D 10 (unchanged — both rewrites kept key B).
Blind bundle v3: grade4/topic10_build/blind/2026-10-02-v3 (90 MCQ, 10 typed, 1 FRQ, 1 multi; keys sequestered). Changed ids for the re-reader: PP-22, PP-24 (stem, options or key); accept lists only, no reader change: PP-39, PP-40, PP-43, PP-48. No lesson, practice or attached item changed.

Guidance, questions and accuracy review (2 October 2026)

Topic 10 — guidance, questions and accuracy review, 2 October 2026

The teaching is sound and the energy language holds (the battery gives, the current carries, the bulb gives out, the same current returns; nothing "used up" outside a corrected claim). Fix before the re-read: (1) the two-bulb test works only with MATCHING bulbs — the article and script say "a second bulb"; (2) eight bank keys alone carry a second clause; (3) the freshness step was not performed — PP-12 and PP-27 are L02 quiz items verbatim, PP-18, 26, 36, 39 are lesson scenes renamed, PR-5 reprints L01 q2; (4) PP-38 and PP-52 test Grade 3's kinetic energy and are shaky physics for a steadily spinning fan — cut; (5) small slips: a four-part loop needs three wires; "a buzzer does not move" contradicts Grade 3's "every sound is made by something vibrating"; no safety line; "grey" in two alts.

The reviewer's view on the author's two questions: keep Shipstone's two-bulb test (the fact children reject most needs a visible breaking case; say "matching"; compare the two bulbs only with each other, never with the single-bulb loop — scope line in the record). "Heat", not "warmth" (the register is already heat; "warm" stays as the felt adjective; the atom's "warmth" should change in the knowledge-graph register, proposed, not done here).

where	finding	rule broken	severity	the rewrite
L02 article; script beat 5	the test needs matching bulbs	a real scene survives the claim	Essential	"Drew puts a second bulb, the same as the first, into the loop, on the other side of the battery." / "Drew adds a matching bulb on the other side of the battery, and both bulbs glow just the same."
PP-22, 23, 25, 26, 28, 29, 33, 44	the key alone joins two clauses	key tells; no verdict + reason	Essential	PP-22 "The battery has energy to give." · PP-23 "The buzzer stays silent." · PP-25 "It has no job in the lamp's circuit." · PP-26 "The bulb still lights." (B "The bulb stays dark.") · PP-28 "The same current flows on back to the battery." · PP-29 "The wire itself gives no energy." · PP-33 "It stops flowing." · PP-44 "All three bulbs glow the same."
PP-12, PP-27	L02 q3 and q9 verbatim	fresh instance	Essential	PP-12: a toy boat's battery, switch and motor loop — where does the current flow?; PP-27: two matching bulbs, one beside the battery, one far away on long wires — how do they glow?
PR-2 opt B	"from nowhere; the car made its own"	no verdict + reason in a practice option	Essential	"from nowhere"
BUILD_RECORD freshness	no noun list, no grep; the claim is false	a record's claimed check is re-performed	Essential	print the list; re-scene the rows below
L01 headache, article, script, briefs "two wires"	four parts in one loop take three wires	scenes tell the truth	Worth fixing	"a battery, wires, a bulb and a switch"
L01 line 5, L01 q1 why, PR-4 why	"…through the bulb, and back…" vs Topic 9's sentence	reused word for word	Worth fixing	match Topic 9's lexicon exactly (the coordinator settles the one wording across Topics 9 and 10)
summary Q3 fb C; L03 q5 fb A	"A buzzer does not move."	the course against itself	Worth fixing	"A buzzer stays in place. It gives out sound."
L01 forest line 1	"lights only when every part does its job" (an open switch is doing its job)	say the specific thing	Worth fixing	"Each part of the loop does one job."
L01 script	the spare-wire non-example article-only; L01 q7 tests it	video and text each teach the whole part	Worth fixing	beat 1 names the desk's parts; add "A spare wire on the desk, joined to nothing, has no job."
L01 q7; L02 q6 fb; bank keys D 6; L03 three-option keys cycle	key shape; feedback give-away; key spread	the standing rules	Worth fixing	q7 yes / no; move L02 q9 before q6; PP-12, 14, 20, 31 to D; L03 q3 re-optioned
PP-18, PP-36, PP-39, PP-26	lesson and quiz scenes renamed; LED candles stay cool	fresh instance; a real thing survives the claim	Worth fixing	a model carousel motor; a dollhouse bulb and a warm hand on the roof; a loop whose switch is opened (no light, no heat, no sound and no motion); a buzzer moved to long wires
PP-34; PP-24; PP-30; PP-53; PP-46, 47, 49; PP-15, 16, 19, 32; PP-20; PP-5–8 ⟂; PR-5; PR-10; PR-9 fb C; L02 q1 / PR-1 fb C; L01 q3 / summary Q1; `rule_jobs` caption; alts "grey"; safety line; PP-48 accept	as the reviewer's table	the standing rules	Worth fixing	"in its loop"; "Which job is left undone?" with ⟂; cut PP-30; PP-53 active and medium; PP-46 / 47 / 49 medium, PP-49 the dark-tent book light; real distractors; "light, heat, sound or motion" against "only…" options; ⟂ PP-5 to 8 and PP-1 to 4, PP-24; a clip-on book light; "a battery night light"; "The pinwheel spins, and spinning is motion."; "Heat is not what travels along the wire. Electricity carries energy along wires."; "Which part joins the others into one loop?"; the caption; gray; "A small battery like this is safe to touch. A wall outlet is never safe to touch."; add warm, warmness
PP-38, PP-52	Grade 3's kinetic energy; shaky for a steady fan	one atom per item; accuracy	Worth fixing	cut both (bank 51)
L03 line 1; PP-21 etc. "Which sentence shows he is wrong?"; PP-45, PP-51	Leave	—	Leave	as noted

Figure review (2 October 2026)

Topic 10 — figure review, 2 October 2026 (filed by the coordinator from the reviewer's hand-back)

No rejects; one drawer fault touches nine figures: the loop is not drawn as a complete loop. circuit_body blanks a 64-unit patch of wire behind every device and draws a glyph smaller than the patch, so the wire stops short of the bulb, buzzer and motor; in switch_pair's open loop the dark bulb floats between two gaps while the caption says the switch made the one break. Fix once: blank only the glyph's own extent (or draw the filled glyph over the wire). Until it lands none of the nine passes "a complete loop through the bulb and back".

Also: (2) two circuit drawers in one grade — Topic 9 draws a pictorial circuit (flat battery, glass-and-base bulb, red clipped wires), Topic 10 a schematic (upright battery, circle-and-filament bulb, dark loop); the reviewer recommends Topic 10 keeps the schematic for the "current round the loop" job and shows Topic 9's pictorial circuit once in L01 beside it with one bridging sentence — the coordinator's call, carried to Topic 9's review. (3) No brief carries a safety line ("only small batteries; no wall outlet, plug or mains cord anywhere"): add to the CARTOON and PHOTO constants; four briefs lack "what the eye must see". (4) job_switch is orphaned (on no page, in no script line). (5) out_open's verdict chip has no question above it. (6) The filament still reads as an M at 3× (optional: a one-hump coil). (7) two_bulbs caption says "one on each side of the battery" but one bulb is on the bottom wire.

Passed: current arrowheads run one way, the same before and after each bulb; both bulbs in two_bulbs identical; the open switch visibly open and the bulb grey; carrier fills match Grade 3 Topic 12's register (MOTION is new, no clash); every out and job card carries its question; no person or hand; no item carries a figure; every IMAGE_KINDS key exists and every photo / cartoon key has a brief.

key	verdict	fix
circuit_four_parts, switch_pair, circuit_long, circuit_current, two_bulbs, rule_current, three_circuits, out_open	FIX	the `circuit_body` blank; `two_bulbs` caption; `out_open` question
job_switch	FIX	place after `switch_pair` or drop
all nine cartoon / photo briefs	FIX	safety line; eye-must-see line on four
job_bulb	PASS (optional)	one-hump coil
the rest	PASS	—

Best: energy_card_battery_bulb, out_bulb, switch_pair (once fixed). Weakest: out_open, three_circuits, job_switch. Renders: /tmp/g4t10_figs/*.png.

Blind read, re-read and the v2 re-read (2 October 2026)

Every MCQ key agreed by two blind readers; the typed items need their stems to ask for the science word. Bundle: 93 MCQ, 10 typed, 1 written, 1 multi-select; 105 items. Adjudication: A agree 103 of 103 machine-matched, B 103 of 103; MCQ disagreements 0. By hand: PP-50 (A, D) matches both readers; PR-13's written answers carry the model's points. Typed items: both readers typed "electricity" for the two current items (L02-11, PP-43) — the course's own word for the carrier, so the answer is honest; both typed "button" for the switch (PP-41) and "spinning" for motion (PP-47); one typed "light energy" (PP-49). Ruling: the typed stems say "Type the science word" (L02-11, PP-43: "…the science word for the electricity flowing around the loop"; PP-41, PP-47), the lists gain "spinning" and "button" is NOT accepted (the stem rules it out); "light energy" stays out (the course's carriers-not-forms rule). Claim-verdict string Y Y N N N Y N Y N N N: mixed, fine.

Flags carried into the fix pass

Item	Who	Flag	Ruling
PP-05 to PP-08	A, B	one four-job option set shared, each solves the others	⟂ draw constraints; or re-option two of them as three-option items with a fresh fourth
PP-20 B, PP-45 A → PP-36 / 48 / 50; PP-38 ⟂ PP-52 (same answer, same words); PP-30 A ⟂ PP-01 / 09 / 13; PP-22 A ⟂ L01-11	A, B	bank give-aways	⟂ constraints; re-word PP-30 A and PP-22 A
L02-10 → L02-11; PR-11 → PR-12; L01-08 / 09 → L01-03 / 05; L02-05 B and L02-V-01 → L02-04; L03-09 → L03-02	A, B	the same page prints the next item's answer	separate by an item; recall stems describe without printing
L03-11 (toothbrush), PR-09 (pinwheel motor)	A	a motor also gives out heat and a hum	"mainly", as PP-53 does
"kinetic energy" (PP-38, PP-52); "the switch is open" (L03-07 before PP-31 defines it)	A, B	terms the bundle never teaches	"kinetic" is Grade 3 Topic 12's word, recalled by one line in L03's article; "open" defined in L01 where the switch is taught, before any item uses it
PP-34 "on the right side of its loop"	A, B	reads as right-hand side	PP-35's frame: "in its loop"
PP-45 four long two-clause options; PP-19 "that you can see"	B	reading level; the stem hands over the answer	trim; cut the clause
L01-03 options B "the bulbs" and D "the robot's eyes"	B	the same thing twice	re-option
PP-24 A	A, B	arguable	B still wins; sharpen A to a clearly wrong job
PP-38 / PP-52 "the spinning thing has the energy as kinetic energy"	B	a simplification (a steady spinner passes energy on)	leave; name it in the record

Readers' files: blind/2026-10-02/READER_A.md, READER_B.md.

v2 re-read, 2 October 2026 (Reader C on `blind/2026-10-02-v2`, the 48 changed items)

All 48 changed items present and answered; MCQ disagreements 0; typed answers on the accept lists. Two flags to the polish pass: PP-24 has two defensible options ("completing the loop" and "joining the parts into one loop" name the same event when a wire comes loose) — rewrite so the switch's job and the wires' job are told apart by the scene, or re-key to one; PP-22 (weak) — the key "The battery has energy to give" does not visibly refute "a box full of electricity" for a child who treats energy and electricity as one word. Accept-list additions: "noise" (PP-39), "movement" (PP-40), "button" (PP-43 — L01-04 and PP-04 teach the button IS the switch), "warmth" (PP-48); "light energy" stays off PP-41 (the stem asks for the thing that carries energy). ⟂ pairs for the type sheet: PP-47 ⟂ PP-35 / PP-48 / PP-49; PP-11 ⟂ PP-44 / PP-45; PP-15 ⟂ PP-28; PP-07 ⟂ PP-24. The bundle header's stale title ("What a circuit gives out") to be corrected. Reader's file: READER_C.md.