Skill: write-like-james @ b0fa825 · the build: write-lesson, write-mcqs, write-video-script, review-lesson (two blind reads and a re-read of the rewritten bundle), review-questions, review-figures, review-accuracy @ b0fa825
Topic 12 "How to build and test an energy changer" — 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 Moving air and moving water can turn things | ENE4-070 | Moving air or moving water pushes on the blades. So the wheel turns. Still air and still water do not push the blades round. Moving air has kinetic energy. |
| L02 Spot the energy change in a device | ENE4-071 | Energy comes in with one thing. Energy goes out with another thing. That device is an energy changer. An energy changer makes no energy. |
| L03 Build an energy changer to the criterion and the constraint | ENE4-072 | Write down the criterion and the constraint. Check your plan against them. Build step by step. Each part hands energy to the next part. |
| L04 Test the design against the criterion | SR4-023 | The same fair test for every design. Only the design changes. Say what happened. Only the test tells whether a design does the job. |
The intro script (117 words, about 58 s)
Here's Eden in Miss Torres's class on a windy morning. She holds her paper pinwheel out of the open window, and it spins so fast that you cannot see the blades. Miss Torres watches it. Then she puts a paper cup on her desk and says, could that spinning lift this cup? Eden is not sure. The pinwheel is only paper, and the wind is only air. But the wheel is turning, and turning can pull a thread. To find out, we will look at what moving air and moving water can turn, where the energy goes, and how to build a design and test it. Okay, so are you ready to build a wheel that lifts?
The question types (from TYPES_G4T12.md)
- Type 1 (easy · MCQ, fixed set · ENE4-070): a wheel of blades or paddles spins, or stands still: what pushes the blades round — the moving air / the moving water / the sunlight / Nothing pushes them round.
- Type 2 (easy, medium · MCQ · ENE4-070): which of four can push a wheel round; a kite-tail wheel; what the wind is; which thing has kinetic energy; why a propeller stops indoors — four things, or four one-sentence answers
- Type 3 (easy · MCQ, fixed set IN4 · ENE4-071): a device works: what does the energy come in with — the moving air / the moving water / electricity / a moving hand
- Type 4 (easy · MCQ, fixed set OUT4 · ENE4-071): a device works, and the stem names what comes OUT of it: what does the energy go out with — the turning wheel / the light / the sound / the moving air
- Type 5 (medium · MCQ · ENE4-071): where the energy a device gives out came from; which card (in with X, out with Y) matches the device; why an unplugged fan stops — four one-sentence answers, or four cards
- Type 6 (medium · MCQ keyed on the term · ENE4-071): a device takes in energy with one thing and gives it out with another: what is it called — an energy maker / an energy carrier / an energy changer / an energy giver
- Type 7 (easy (1 medium) · MCQ · ENE4-072): which step comes first for a build (writing down the criterion and the constraint); a board line: criterion or constraint; why the plan is checked against the board before building — write down the criterion and the constraint / three build steps; a criterion / a constraint / a step / a test; four reasons
- Type 8 (medium → hard · MCQ; 2 typed · ENE4-072): what hands energy into the reel first (v3: "first", so the pencil axle inside the reel is a tempting-wrong, not a second key); which part hands energy to the flag; the missing step; what happens when the axle is glued (the spool is fixed to it); which build step comes NEXT, after the plan is written; the SECOND change as a card; the rule's words (typed: energy; plan) — parts of the build; four short cards "in with X, out with Y"; accept: energy forms; plan forms ("idea" refused)
- Type 9 (easy → hard · MCQ; one drawn table · SR4-023): the one thing that changes; what stays the same; does the design do the job; besides the design, how many OTHER things changed; what tells the class; which designs do the job (boundary case); the likely unfair change; the fair re-test — design / height / …; It does the job. / It does not do the job yet. / Nobody can tell. / It does half the job.; Eden's / Edgar's / both / neither; four conditions
- Type 10 (hard · typed text · SR4-023): finish the rule: the missing word — design · test · same (with articles and child forms)
Four lessons: moving air and moving water push on a wheel's blades, so the wheel turns, and still air and still water do not push the blades round (the wind is moving air, and moving air has kinetic energy); for one device at a time, what the energy comes in with and what it goes out with, and the name energy changer (an energy changer makes no energy); building one to the board's criterion and constraint, the plan checked first, so that each part hands energy to the next part all the way to the cup; testing three designs with one fair test and saying what happened. Every key agreed by two cold readers, and a third reader agreed every key on the rewritten bundle; 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. Is "energy comes in with the moving air, and goes out with the turning straw" the frame for a one-step energy change?
The atom's own example says a device "takes in energy carried by electricity and gives out movement". "Gives out movement" reads as a form of energy, which your 25 September rule bans. So every card names the thing the energy comes in with and the thing it goes out with: the moving air, the turning straw, the light, the sound. The reviewer's repair: the pinwheel's out-thing is the turning straw, because the wheel is the device itself.
Built: the frame on every card; the pinwheel's card ends with the turning straw.
Recommendation: keep.
Keep / "takes in … gives out …" wording / another frame
2. Does the build's second card (the turning straw to the rising cup) live wholly in L03?
L02 teaches the frame on single devices, one step per card (the atom's note: Grade 5 chains them). The build in L03 needs a second step, the turning straw handing energy on to the rising cup. The reviewer's call: L02's video never carried that card and no L02 item tests it, so it belongs where it is used.
Built: the second card sits in L03 only; L02 shows the pinwheel, the fan and the flashlight's bulb.
Recommendation: L03 only.
L03 only / both lessons
3. May this bank's hard tier recall no coined term?
Your 30 September rule says a PP100's hard tier recalls every coined term by typing. This topic's terms are "energy changer", "criterion" and "constraint": a 13-letter term and Topic 11's nine- and ten-letter words, which the spelling rule says a child this age picks from a list rather than types. So the three terms are picked among sister words at easy and medium, and the hard tier types the rule's plain words instead: energy, plan, design, test, same.
Built: as above; the exemption is recorded on the type sheet.
Recommendation: accept the exemption for this bank.
Accept / allow a hard-tagged MCQ term recall
The lessons
4. L01 Moving air and moving water can turn things — Eden's pinwheel turns fast out of the open window and stops on her desk with the window shut; the same wheel in front of a hair dryer; a spoon wheel under a pouring jug, then in a bowl of still water; Edgar's "the wind is energy" answered: the wind is moving air, and moving air has kinetic energy. page
5. L02 Spot the energy change in a device — four things on Miss Torres's desk; one card per device: the pinwheel (in with the moving air, out with the turning straw), the fan (in with electricity, out with the moving air), the flashlight's bulb (in with electricity, out with the light); the name energy changer coined last; Eliza's "the pinwheel makes energy" answered no. page
6. L03 Build an energy changer to the criterion and the constraint — the board's one criterion and one constraint; Eliza's pinwheel spins on its straw with nothing tied to it, so it lifts nothing; she draws her plan, checks it against the board and builds step by step; each part hands energy to the next part, all the way to the cup. page
7. L04 Test the design against the criterion — test day: three designs, one fair test (the same hair dryer 30 centimetres away, the same thread, cup and desk; only the design changes); Eden's cup rose, so her design does the job; Edgar's slid along the desk and Eliza's wheel never turned, so those designs do not do the job yet; Eliza's "Edgar's looks the strongest" answered by the table. page
Applied without asking
Every key agreed across three cold reads, and one finding mattered most: the lessons had said "nothing pushes on the blades" of a still pinwheel, the forces misconception Grade 3 spent eleven topics undoing (Earth pulls the wheel and the straw holds it), and every line now reads "still air does not push the blades round", with the misconception sweep at no inducing line. Also applied: the pinwheel's card ends with the turning straw, not the wheel; six bank items that were L03's own build with the nouns changed now sit on a hand-cranked reel that raises a flag, and eight more got fresh scenes; a bank item on a paper spiral over a heater was cut (nothing in the topic teaches that warm air moves), so the bank holds 51 items; two practice items that read their answer off a board's printed headings now describe a kite problem's lines; a typed item that printed its own answer was rewritten; the plan drawing's straw now starts at the wheel's hub, every turning wheel shows its direction, and the board is Topic 11's chalkboard; from the re-read, the calm-pond item says "on a day with no wind", the reel item asks what hands energy into the reel first, L03's quiz opens with two definition items for criterion and constraint, and its written item lifts the paper clip the board names.
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 all three; another frame, or the card back in L02, is a short text pass on L02 and L03. Either way the picture pass starts on your word, and the six-video batch (built and checked, not sent) goes the turn your notes are applied.
Build record (the structural decisions, the counts, v2 and v3)
Skill: course-build → write-lesson (L01 a fact true of every case, the fact form with the boundary non-example on each side; L02 a categorical lesson by one frame on three devices, coins "energy changer" last; L03 a routine worked on one build; L04 a routine worked on three designs in one fair test) → write-example-sequence, design-check-sequence, sentence-atomise, write-explanation, write-mcqs; write-video-script (intro, four lesson scripts, summary; the elementary micro-lesson anatomy); review-figures (author self-check on sixteen renders) and review-questions (a non-author agent's cold pass, below) @ b0fa825
Grade 4 Topic 12 — How to build and test an energy changer — build record (v1.1, 2 October 2026 — the non-author cold pass applied)
What this is, in plain words
Four short lessons, one per atom, in Miss Torres's class with Eden, Edgar and Eliza. First the child sees that moving air and moving water push on a wheel's blades and turn it, and that still air and still water push on nothing — and learns that the wind is not energy: it is moving air, and a moving thing has kinetic energy (L01). Then the child learns to say, for one device at a time, what the energy comes in with and what it goes out with — the pinwheel takes it in with the moving air and gives it out with the turning wheel; the fan is the pinwheel the other way round — and meets the name energy changer, with the counter that an energy changer makes no energy (L02). Then the child watches Eliza build one to the board's one criterion and one constraint (Topic 11's words, used from here with their one-line recaps): she checks her plan against the board first, builds step by step, and finds that a wheel spinning on its own lifts nothing — each part must hand energy to the next part, all the way to the cup (L03). Last, the capstone: the class tests three designs with the same fair test — the same hair dryer, 30 centimeters away, the same thread, cup and desk; only the design changes — and says what happened to each cup: Eden's rose, so her design does the job; Edgar's slid and stayed, Eliza's wheel never turned, so those designs do not do the job yet. Eliza's "Edgar's looks the strongest" is answered by the table: only the test tells (L04). Built with no blueprint, under the Grade 4 standing brief; the structural decisions are below.
Counts. 4 lessons · 4 scripts (149, 134, 150, 148 spoken words) + intro (117 words, 2 question marks) + summary (136 words, 122 protected) · 4 attached questions + the intro's poll + 3 summary questions (key string A B A B B C A; A 3 of 7) · 46 quiz items (12 + 12 + 11 + 11; 2 written answers) · 15 practice items (14 MCQ, 1 written answer; three retrieval items first — Grade 3 Topic 12, Grade 4 Topics 4 and 2; the three terms recalled last by MCQ) · PP100 bank 52 items (47 four-option MCQs, 5 typed; 13 / 13 / 13 / 13 per atom; 20 easy, 23 medium, 9 hard; MCQ keys 11 / 14 / 14 / 8 across the four positions) · 41 figures (33 SVG by code, 4 photo placeholders, 4 cartoon placeholders; IMAGE_KINDS and IMAGE_BRIEFS complete) · checker 0 FAIL, 25 WARN (answered below) · grade4/check_g4_articles.py 0 FAIL (articles 294 / 299 / 299 / 300 words; every script ≤ 150; intro 117; summary 136 with the set opener) · names run exit 0 · page builds (/tmp/g4t12_test.html) · blind bundle cut to grade4/topic12_build/blind/2026-10-02/ (112 MCQ, 5 typed, 3 FRQ; keys sequestered) · build_tools_video_batch.py writes 6 videos; check_brief.py clean of closing findings on every lesson and the summary (the intro's R79 hit is the standing accepted hit on every topic intro; summary/protected 122 words is a soft note at the "about 120" line). The batch was NOT sent.
Structural decisions (in place of a blueprint)
| Lesson | Title (the skill in student terms) | Headache scene | Example sequence | Check type | Video? |
|---|---|---|---|---|---|
| L01 ENE4-070 | Moving air and moving water can turn things | Eden's pinwheel turns fast out of the open window and stops on her desk with the window shut; Edgar says "the wind is energy, that is why it spins"; Miss Torres asks what pushes the blades round | the FACT form (James's test, 28 Sep: no non-example differs from "moving air pushes the blades round" by one feature except the same wheel in still air): E the pinwheel at the window → E the same pinwheel before a hair dryer → NE the same pinwheel in still air → E the spoon water wheel under a pouring jug → NE the same wheel in still water → Edgar's claim answered No, the Grade 3 line word for word ("A moving thing has kinetic energy.") → rule. One frame: "The moving <air / water> pushes on the <blades / spoons>, so the wheel turns." / "Nothing pushes on the blades, so the wheel stays still." | (a) fluency: a Grade 3 recall, an eight-item yes / no run (y y n n y y n n), a what-pushes item, two claims (one TRUE) | video and article |
| L02 ENE4-071 | Spot the energy change in a device | four things on Miss Torres's desk; she points the fan at the pinwheel and it turns; Eliza says "the pinwheel makes energy when it spins" | one frame on three devices, "Energy comes in with <X>. Energy goes out with <Y>.": the pinwheel (moving air → the turning wheel) → the fan, its flip (electricity along the cord → the moving air) → the flashlight (electricity from the battery → the light) → the second card the build needs, as its own one-step change (the turning wheel → the rising cup) → coin "energy changer" LAST → Eliza answered No (an energy changer makes no energy) | (a) fluency: a Topic 4 recall (giver / receiver), four in-with items and four out-with items on fixed sets, two claims (one TRUE), the term item last (keyed, never typed) | video and article (the water wheel's card is the quiz's, for the word budget) |
| L03 ENE4-072 | Build an energy changer to the criterion and the constraint | the board with one criterion and one constraint; Eliza's pinwheel spins on its straw and she says "Finished!"; Miss Torres asks whether a spinning wheel lifts the cup | a routine worked on one build: the recaps ("the criterion is the job the design must do"; "the constraint is the limit the design must stay inside") → the plan drawn and checked against the board (Topic 11's routine, one line each) → the six steps in a table → the first try → the two one-step cards → the payoff: each part hands energy to the next part, all the way to the cup | (b) scaffolded → bare on a fresh build (spoon water wheels to lift a paper clip), with (c) a written why on a fresh case, a TRUE claim and a transfer | video and article |
| L04 SR4-023 | Test the design against the criterion | test day: three designs on the desk; Eliza says Edgar's looks the strongest so his will lift the cup; how will the class find out? | a routine worked on three designs: the fair test recalled in Topic 2's words → the one thing that changes (the design) → what stays the same, drawn → what happened, row by row in the test table → the verdict in plain words ("does the job" / "does not do the job yet") → Eliza's claim answered by the table | (b) scaffolded → bare on a fresh test (paper sails on toy boats), with (c) the misconception claim, a TRUE claim, a written why on a fresh case (parachutes dropped from different heights), a transfer (two sleds) and the rule item last | video and article |
Why these calls: the atoms give the order and the capstone; L01 takes the fact form because the only honest non-example is the same wheel in still air or still water (the boundary on each side), and the misconception the atom carries ("the wind is energy") is answered on the lesson's own claim; L02 keeps ONE step per card (the atom's cross note: Grade 5 chains them) and still gives the build its second card — the brief's two cards (moving air → turning; turning → lifting) — as two separate one-step changes, never joined into a chain sentence; the frame "energy comes in with / goes out with" keeps energy HAD or CARRIED (never "a form of energy") and makes the fan the pinwheel's minimal pair; L03's headache is a wheel spinning with nothing tied to it, because the build's real payoff is that each part must hand energy to the next part, and the plan-check against the board is Topic 11's routine recalled, not re-taught (the crossed-out plan lives in the quiz); L04 states the fair test in Topic 2's sentence, names the one change and the things kept the same, draws them, and lets the table carry the verdicts in plain words — "met / not met" are Grade 5's (SR5-040), and improving the design is Grade 5's too (SR5-041), so the lesson says "yet" and stops. Every lesson gets a video: each is one scene a child can watch, and the three misconceptions each live in a scene a video shows.
Questions for James
- Is "energy comes in with the moving air, and goes out with the turning wheel" the frame you want for a one-step energy change at Grade 4? Context: the atom's example says "takes in energy carried by electricity and gives out movement"; "gives out movement" risks reading as a form of energy, which your 25 Sep rule bans, so the frame names the THING the energy comes in with and the THING it goes out with (the moving air; the turning wheel; the light; the sound). Recommendation: keep the frame as built; the Grade 5 chaining topic can inherit it. Choices: keep / "takes in … gives out …" wording / another frame.
- Should the build's second card (the turning wheel → the rising cup) stay in L02, or move wholly to L03? Context: the brief names both cards for L02; the cross note says one-step only, and the two cards never appear as one chain sentence. Recommendation: keep it in L02 as a second one-step card (it is where the frame is taught), repeated in L03 where it is used. Built that way.
The per-lesson table
| Lesson | Atom | Script words | Article: idea lines / figures / subtitles / student words | Quiz items (types) | Attached key |
|---|---|---|---|---|---|
| L01 Moving air and moving water can turn things | ENE4-070 | 149 | 21 / 9 / 4 / 294 | 12 (1 recall · 8 yes / no run · 1 what-pushes · 2 claims, one TRUE) | A |
| L02 Spot the energy change in a device | ENE4-071 | 134 | 20 / 8 / 4 / 299 | 12 (1 recall · 4 in-with · 4 out-with · 2 claims, one TRUE · 1 term, keyed) | B |
| L03 Build an energy changer to the criterion and the constraint | ENE4-072 | 150 | 18 / 7 / 4 / 299 | 11 (2 recall · 4 scaffold · 2 bare · 1 written why · 1 TRUE claim · 1 transfer) | A |
| L04 Test the design against the criterion | SR4-023 | 148 | 17 / 6 / 3 / 300 | 11 (1 recall · 3 scaffold · 2 bare · 2 claims, one TRUE · 1 written why · 1 transfer · 1 rule item) | B |
Article length: the 150-word cap is the script's; articles run 294–300 words with a subtitle or figure every eight idea lines or fewer. The cut, if James wants them shorter: L01's water-wheel section (the quiz carries the sprinkler, the mill wheel and the bucket), L03's "The first try" cards (repeated from L02).
design-check-sequence records
`
Skill: design-check-sequence @ b0fa825
Part: L01 (ENE4-070)
Type: (a) one-step categorisation — for a named wheel in named air or water, does it turn (yes / no); the fact is true of every case, so the run mixes moving and still cases.
Plan: recall ENE3-004 (a rolling ball: kinetic energy, 2 opt, 0) → windmill, windy (y) → spinning cups, strong wind (y) → the same windmill, no wind (n) → mill wheel in a still pond (n) → toy paddle wheel under a running hose (y) → paper wheel out of a moving car (y) → wind turbine, calm (n) → toy paddle wheel in a bucket of still water (n) → a windmill on a windy day: what pushes (3 opt, 1; no card — the card's MOVING AIR box handed the answer over) → Eden's "the breeze that turns the blades is energy" (no) → Edgar's "rushing water has kinetic energy" (yes). Run string y y n n y y n n; two-option keys 0 0 0 1 1 0 0 1 1 1 1 0 (6 of 12 at the first position).
Belongs in practice/test instead: the four-option "what pushes the blades round" form (PP-1 to PP-9); the "what is the wind" form (PP-22).
`
`
Skill: design-check-sequence @ b0fa825
Part: L02 (ENE4-071)
Type: (a) one-step categorisation — for a named device, name what the energy comes in with (four labels), or what it goes out with (four labels); one step per item.
Plan: recall ENE4-001 (the drum and Eliza's ear: receiver, 2 opt, 1) → in-with: wind turbine (0), bath toy under the faucet (1), kitchen mixer drawn (2), hand-crank flashlight (3) → out-with: desk fan (3), bedside lamp (1), doorbell drawn (2), windmill's grinding stone (0) → Eden's "a fan makes energy" (no) → Edgar's "the bicycle light's energy came in with the turning wheel" (yes) → term item last: the toaster (3 opt, 0). Four-option keys 0 1 2 3 3 1 2 0; two-option 1 1 0.
Belongs in practice/test instead: the card-match form "in with X, out with Y" (PP-26 to PP-29); the where-did-it-come-from form (PP-25).
`
`
Skill: design-check-sequence @ b0fa825
Part: L03 (ENE4-072)
Type: (b) multi-step routine — check the plan against the board, then build so each part hands energy to the next; the student can be right about the board and wrong about the build.
Plan: recall (Topic 11), on the board drawn with its two headings covered by ?: the one-cork line (constraint, 1), then the paper-clip line (criterion, 0) → scaffolded on Eden's plan: inside the constraint (yes, 0); Edgar's ruler axle (no, 1); what hands energy to the wheel (the moving water, 3 opt, 0); which part hands energy to the paper clip (the thread, 3 opt, 1) → bare: Eliza's wheel spins with no thread tied — lifts the clip yet (no, 1); the next step after the spoons are set (the straw through the cork, 3 opt, 1) → written why on a FRESH case (Eden's loosely looped thread and a bottle cap; read against the article's cases: Eliza's untied wheel, the plan, the first try) → Edgar's TRUE claim (a fast wheel lifts nothing until something joins it to the load: yes, 0) → transfer: the boat-pulling wheel's missing part (3 opt, 2). Two-option string 1 0 0 1 1 0 (no four in a row alternate); three-option 0 1 1 2.
Belongs in practice/test instead: the board-and-plan keep / cross out form (PR-9, PP-31); the second-change form (PP-44); the typed rule word (PP-45, PP-46).
`
`
Skill: design-check-sequence @ b0fa825
Part: L04 (SR4-023)
Type: (b) multi-step routine — name the one thing that changes, keep everything else the same, then read what happened against the criterion; a wrong step 1 (an unfair test) makes step 3 unreadable.
Plan: recall SR4-005 (a test that changes only one thing: a fair test, 3 opt, 2) → scaffolded: the one thing that changes in the sail test (the design, 3 opt, 1); what stays the same (the fan's setting and distance, 3 opt, 0); Eden's row of the drawn table against "10 seconds" (does the job, 0) → bare: Edgar's row (not yet, 1); Eliza's row, the fan moved closer — what the class can say (cannot tell, 3 opt, 2); the three table items READ the table, the stems never restate the cell → Eden's "bigger and looks stronger, so it must do the job" (no, 1) → Eliza's TRUE claim (my small sail might still get there; we will know after the test: yes, 0) → written why on a FRESH case (parachutes dropped from the slide and from a chair) → transfer: two sleds on the same hill (4 opt, 1) → the rule item last: what tells the class (3 opt, 1). Three-option keys 2 1 0 2 1; two-option string 0 1 1 0; four-option 1.
Belongs in practice/test instead: the four-option verdict set (PP-38 to PP-40); how many things changed (PP-41); the repaired re-test (PP-50); the typed rule words (PP-51 to PP-53).
`
The key strings
Attached questions, video order: A B A B B C A (A 3 of 7). L01 two-option 0 0 0 1 1 0 0 1 1 1 1 0, three-option 1. L02 four-option 0 1 2 3 3 1 2 0, two-option 1 1 0, three-option 0. L03 two-option 1 0 0 1 1 0, three-option 0 1 1 2. L04 three-option 2 1 0 2 1, two-option 0 1 1 0, four-option 1. Practice: 0 0 1 1 1 2 2 1 1 0 0 · 1 1 2. Bank MCQ keys: position 0 ×11, 1 ×14, 2 ×14, 3 ×8 (47 MCQs). Bank draw constraints (⟂): none left after the rewrite — PP-52's stem no longer names "design", PP-50's answer. Claims keyed No: 4 of 8 across the lessons (50 %); every lesson carries one TRUE claim.
The example sequences, written out
L01 (fact form, one frame). "At the open window, the air is moving. The moving air pushes on the blades, so the wheel turns." → "Now Miss Torres points a hair dryer at the same pinwheel. It blows moving air. The moving air pushes on the blades, so the wheel turns." → "But on the desk, with the window shut, the air is still. Nothing pushes on the blades, so the wheel stays still." → "Miss Torres pours water from a jug onto the spoons. The moving water pushes on the spoons, so the wheel turns." → "But in a bowl of still water, nothing pushes on the spoons, so the wheel stays still." → the claim → the rule. Each turn card draws the question ("Does the wheel turn?") above its marks; the PUSH arrow is the blue arrow with its chip; the verdict chip TURNS / STAYS STILL sits under the wheel; the headache card has no arrow and no chip.
L02 (one frame on three devices). "Energy comes in with the moving air. Energy goes out with the turning wheel." → "Energy comes in with electricity, along the cord. Energy goes out with the moving air." (the fan, the pinwheel the other way round) → "Energy comes in with electricity, from the battery. Energy goes out with the light." → the build's second card, "Energy comes in with the turning wheel. Energy goes out with the rising cup." → the coin → the claim answered. Each card is three boxes joined by two orange ENERGY arrows under the headings ENERGY COMES IN WITH · THE DEVICE · ENERGY GOES OUT WITH; the headache card prints ? in both end boxes.
L03 (routine, worked once). The board (the two recaps) → "Does a spinning wheel lift the cup?" → "No, a spinning wheel on its own lifts nothing." → the plan, checked against the criterion and the constraint → the six steps (the table) → the first try → the two one-step cards → "Each part hands energy to the next part, all the way to the cup." → the rule.
L04 (routine, worked on three designs). Topic 2's sentence → "The one thing that changes is the design." → the same hair dryer, 30 centimeters; the same thread, cup and desk (drawn, with the chips) → the counterfactual (if Edgar moved the hair dryer closer, two things would change) → Eden's row, Edgar's row, Eliza's row in the table → "Only the test tells whether a design does the job." → the rule.
The rules applied
| Rule (vault note) | Where it bites here |
|---|---|
| Energy is had or carried, never at work; light, sound and electricity carry energy, they are not forms of it | "Energy comes in with the moving air" / "goes out with the light"; never "light energy", "a form of energy", "energy makes" |
| A moving thing HAS kinetic energy (Grade 3 Topic 12's ruling) | "The wind is moving air. A moving thing has kinetic energy." — Grade 3's sentence word for word; "the wind is energy" is only ever a claim the key corrects |
| A coined term is used from then on, with a one-line recap on first reuse (James, 2 Oct) | L03's headache: "The criterion is the job the design must do" / "The constraint is the limit the design must stay inside"; from there every line and item says criterion / constraint |
| Lesson text states the fact, never the topic that taught it | the Topic 4 and Topic 2 sentences are stated, never "in the fair-test topic you saw…" |
| One atom per lesson part; ENE4-071 is one-step | one card per change; the build's second change is its own card; no chain sentence anywhere; the one bank item that touches two steps asks for one of them |
| Verdicts in plain words (met / not met are Grade 5's) | "the design does the job" / "does not do the job yet"; the table's last column reads "yes, it does the job" / "not yet" |
| No figurative verb a young reader takes literally | "lift" is literal (the cup rises off the desk); "hands energy to" is the course's transfer verb |
| An article narrates its scene; the steps are the table's, never imperatives at the reader | "Eliza tapes…", "She rests…"; the steps table is a drawn figure titled "The build, step by step" |
| Connectives carry cause; If-then with both subjects named; the positive word | "so the wheel turns", "But with the window shut…", "If Edgar moved the hair dryer closer…, two things would change"; "stays still", "crosses it out" |
| Every sentence has a subject and a verb (S38) | 0 fragments after the rewrite of "The same thread, 50 centimeters long." and "Not yet." |
| Units as words in prose, numerals on chips | "30 centimeters", "50 centimeters", "8 seconds"; chip "30 cm" |
| Biggest / smallest for size only (S39) | 0 hits; "the strongest", "the longest of all", "highest" |
| An option never bundles a verdict with its reason | every claim bare yes / no; PP-35 rewritten from "why does it not turn" over reason options to "what happens to the wheel" over four happenings |
| A stem must not name its own answer (S13); an item figure never hands the answer over | L03-q6 rewritten so "the thread" is not in the stem; L04's sled transfer names no child in the options; L01-q10 lost its card (the MOVING AIR box was the key); L03-q1/q2's board is drawn with both headings covered by ? |
| Hard means more of the skill (S23) | six bank stems shortened to two sentences; every hard item carries its "hard because" |
| Recognition before recall; RECALL_BY_MCQ | energy changer, criterion and constraint are options in L02-q12, L03-q1/q2, PR-13 to PR-15 and PP-17/18/44; no typed item on them |
| A typed answer only where the question is closed (S30) | the five typed keys are lexicon words (energy · wheel · design · test · same); the "string" item was re-cast when S30 refused it |
| Keys spread; two-option strings written out | the strings above |
| Fresh instances (S10); a quiz stem never names the lesson's own scene object | windmill, spinning cups, mill wheel, sprinkler, car window, turbine, bucket · turbine, bath toy, mixer, hand-crank flashlight, desk fan, lamp, doorbell, grinding stone, bicycle light, toaster · spoon water wheels for a paper clip, a boat-pulling wheel · sails on toy boats, parachutes, sleds, kites |
| A character's name belongs to one topic | Miss Torres, Eden, Edgar, Eliza only — every character and claim-maker; build_tools_names.py exit 0 |
| Summary opens "Here's everything we found out about …", one rule sentence per lesson, ≤ 175 words, 3 attached questions | 136 words; 122 protected; the three questions on fresh scenes (a windmill in a closed room, a hand-crank radio, a kite) |
| Intro ≤ 120 words, ≤ 3 question marks, coins nothing, never points at the first lesson, ready line + poll | 117 words, 2 question marks; "To find out, we will look at…"; "Okay, so are you ready to build a wheel that lifts?" |
| Code draws what must be exact; David's pack renders what must look real (2 Oct) | 34 SVG (cards, board, plan, steps, setup, tables, rule cards, device diagrams); 4 photo placeholders (pinwheel, mill wheel, hair dryer, jug); 4 cartoon placeholders (the window, the desk, the build, test day); people never drawn as glyphs |
| The headache figure is the teaching figure with the answer's layer off | turn_headache (no arrow, no chip), card_headache (? in both end boxes), test_table_headache (empty cells) |
| A verdict mark names its question | every turn card prints "Does the wheel turn?" above TURNS / STAYS STILL |
| An attached question stands alone | every attached stem names its own scene (a toy windmill on a beach; a kitchen mixer; a class about to build; toy cars and a fan) |
Misconception rows (the catalogue, and what was done)
| Belief | Source | What the topic does |
|---|---|---|
| The wind IS energy (energy is movement) | catalogue row ENE-02 (Watts 1983, "obvious activity"; Solomon 1983) | L01 confronts it by name on Edgar's claim, answers with Grade 3's sentence; claim item L01-q11 (no); bank PP-22 asks what the wind is |
| The wheel / the fan MAKES energy | Watts 1983 ("product" framework); MOSART K-4 ("energy can be created"), cited in catalogue row ENE-03 | L02 confronts it by name on Eliza's claim; L02-q10 (no), PR-8 (no); PP-25 and PP-30 ask where the energy came from and why the unplugged fan stops |
| The energy is used up when the device stops | catalogue row ENE-03 | avoided by wording — "the energy it gives out came in from somewhere"; PP-30's distractor "has used up its energy forever" is corrected in the why |
| Light / sound / electricity are forms of energy | catalogue row ENE-06 (James's 25 Sep ruling) | prevented by the frame: energy comes in WITH / goes out WITH a thing |
| A stronger-looking design must do the job | Crismond & Adams 2012, J. Eng. Educ. 101, pattern D (judging on looks and favorite features); the catalogue is silent on design | L04 confronts it by name on Eliza's claim and answers with the table; L04-q7 (no), PR-11; PP-42 |
| A fast-spinning wheel is a finished changer | Crismond & Adams 2012, pattern D (one striking feature) | L03's headache; L03-q7 (no) and the TRUE claim L03-q10 |
| Build first, write the criteria after | Crismond & Adams 2012, pattern A | recalled from Topic 11 in L03's rule line and the attached question; not re-confronted (Topic 11's claim item did that) |
Checker: 0 FAIL, 25 WARN (python3 build_tools_check_topic.py grade4/topic12_build/content/G4T12.py)
- S8 beat carries 3–4 sentences (9 beats) — kept: each is one beat of one or two sentences plus a question answered in the next sentence ("Is he right? No, …"), the shape James set on 2 Oct; every beat is under 36 words and the scripts are ≤ 150 words.
- S36 unusual words (16 words) — axle (×22: the part's name, taught by the plan figure; fine), propeller / paddles / paddle (fine: everyday words for a Grade 4 child, each in a scene that shows the thing), blender, vacuum, parachute(s), turbine, upright, spiral, teddy, unplugged, ramp, funnel (fine at Grade 4), notches (×1, kept with "two notched blocks" in the plan; ask James if "a slot cut in the top" is preferred). Swapped already: hub → center; sturdiest → strongest; opinion → "what Eliza thinks"; blur → "you cannot see the blades"; prettiest → nicest; twelfth → 12 coins; ornament → garden wheel; draft → "the windows shut"; radiator → heater; creaks cut.
check_brief.py: the intro's R79 closing-bullets hit is the standing accepted hit on every topic intro (an intro teaches nothing, so it has no rule slide); summary/protected 122 words sits at the "about 120" line after the summary was cut to one or two rule sentences per lesson (the "still air" and "the energy came in from somewhere" sentences stay in the lessons' rule cards, not the lexicon).
Names run (python3 build_tools_names.py Torres Eden Edgar Eliza → exit 0, all four free)
Every character and claim-maker is Miss Torres, Eden, Edgar or Eliza. No other name appears in any student-facing string.
Sentence-atomise self-check (one row per lesson; every idea line one sentence or two, S1 / S38 clean)
| Lesson | Lines read | Split / rewritten | What changed |
|---|---|---|---|
| L01 | 21 idea + 5 headache + 4 forest + 7 captions | 2 | "Edgar said the wind is energy. Is he right? No, …" split at the answer; the hub line shortened to the thing |
| L02 | 19 idea + 4 headache + 4 forest + 8 captions | 4 | the four-device list line shortened; "Is she right?" / "No, the pinwheel makes no energy." split; the fan line reduced to one actor, one event |
| L03 | 18 idea + 6 headache + 4 forest + 7 captions | 5 | the constraint recap cut to one clause; the plan written as two lines, one part each; the steps moved to the drawn table |
| L04 | 17 idea + 6 headache + 4 forest + 6 captions | 6 | "The same thread, 50 centimeters long." given a verb; each design's result split into what happened / the verdict; "Not yet." given its subject and verb |
Every fb ≤ 30 words and every why ≤ 60 words (S5 clean); every why states the rule, the case, then the verdict with "so".
Figures (42; author's review-figures self-check on sixteen renders)
Rendered to /tmp/g4t12_png/ (SVG → headless Chrome PNG at 1000 px) and opened, then re-rendered and re-opened after every fix: turn_window, turn_still_air, turn_still_water, rule_turn, card_pinwheel, card_headache, rule_changer, board_l03, plan_diag, steps_table, rule_build, test_setup, test_table_full, rule_test, pinwheel_diag, waterwheel_diag. Fixes from the renders: the plan's block labels collided with the straw label and the thread hung inside the desk — the straw now runs out past the desk edge, the thread drops from its far end, and the blocks are labelled once under the desk; the test setup's push arrow sat over the desk's end — it now sits at the wheel's height with the 30 cm gap above it, and the SAME HAIR DRYER / SAME DISTANCE chips no longer overlap; the energy card's arrows were too short for their ENERGY chips — the boxes are narrower; the steps table's sixth row crossed the frame — the frame grew; after the non-author pass: the water-wheel diagram's "spoon" leader now lands on a spoon, the build rule card's first sentence wraps to two lines inside its box, the test setup's PUSH arrow carries its PUSH chip and the SAME THREAD chip sits beside the thread, the item board (q_board_waterwheel) covers both headings with ?, and the unused q_turn_windmill is deleted. Every label points at its part; no text outside its frame; item figures carry no verdict (no arrow, no chip, empty verdict column) and give the blind bundler their data in a <!--blind: …--> note. The image briefs for the four photo and four cartoon placeholders are in figures.py (IMAGE_BRIEFS); the picture stage runs after James's sign-off on the two questions above.
Non-author review (review-questions + review-figures, a separate agent, 2 Oct 2026) — what was acted on
The reviewer answered all 92 MCQ keys cold and agreed with every one. Acted on: L01-q10's card handed its answer over (MOVING AIR box) → card dropped; L01-q6's sprinkler turns because water leaves it, not the lesson's mechanism → a toy paddle wheel under a running hose; L01-q11 was the headache's own claim with the name changed → a breeze at a turbine; the L02 attached question and L02-q4 shared the mixer scene and figure → the attached is a vacuum cleaner, no figure; L02-q6 "the turning wheel" was defensible for a fan → the article says "The blades stay inside the fan, and the moving air leaves it" and the fb says so; L03-q1/q2's board printed CRITERION / CONSTRAINT over the lines they sort → headings covered; L03's two-option run alternated four in a row → constraint line first (1 0 0 1 1 0); L03's attached "nothing" distractor → "the names of the parts", and PP-16 (the same stem word for word) re-instanced; L04-q4/q5/q6 restated the table cell → they read the table; L04-q8 quoted the rule verbatim and fed q11 → a fresh TRUE claim; PR-11's "Eliza" option → "Eliza's guess"; "on the same board / in the same test" stems in the unordered bank → each restates its board or criterion; renamed templates in the bank (bridges with 20 coins = PR-10/11; the cross-out plan = PR-9 / L03-q4; which-part-hands-energy on a water wheel = L03-q5/6/7; parachutes from a chair = L04-q9; Eliza's boat with the fan closer = L04-q6; the closed-room pinwheel = summary q1; the toy helicopter = L01-q7; the paddles twin of PP-6) → re-scened as cup towers holding a book, a marble track with a funnel, a fan-turned cardboard pinwheel pulling a toy car along the table, paper spinners, a toy car on a ramp, a pinwheel in a hallway flowerpot, a wheel blown through a straw, a kite-tail wheel; PP-22 / PP-24 / PP-34 keys were the longest two-clause options → trimmed; PP-43 (term recall by MCQ) retagged medium and moved to the medium block; PP-46 typed "wheel" was one of the parts named in the stem → a typed rule word ("plan"); PP-50 ⟂ PP-52 → PP-52's stem no longer says "design"; PP-3 / PP-4 said "stands still" over the option "Nothing pushes them" → the still state is no longer stated; the attached key string moved off 57 % at A. Not acted on: none of the findings was declined. Figures: see the figures section (five fixes).
Blind bundle (python3 build_tools_blind_bundle.py grade4/topic12_build/content/G4T12.py grade4/topic12_build/blind/2026-10-02): 112 MCQ, 5 typed, 3 FRQ, keys sequestered. Every [Drawing: …] line is data (the board's two lines with its headings covered; the table's rows; the card's three boxes) — grep -ciE "does the job|not yet|turns|stays still|energy changer|the answer|met" over the bundle's drawing lines → 0. The one board that prints its headings (pr_board_bridge) sits on PR-9, which asks what Eden does with her plan, not which heading is which.
Judgement calls, recorded
- The frame "energy comes in with / goes out with." Chosen over the atom's "takes in energy carried by electricity and gives out movement" because "gives out movement" reads as a form of energy; the frame keeps the giver and receiver as things. Put to James (question 1).
- The second card in L02. Kept, as the brief asked, but as a separate one-step card with its own "Suppose"; never joined to the first in one sentence. Put to James (question 2).
- The crossed-out plan is the quiz's, not the article's. Topic 11 taught keep / cross out; L03 recalls it in one line and the quiz runs it on Edgar's ruler axle. The article spent its words on the build's own payoff.
- The constraint is the materials, not the time. A materials constraint is one the plan can be checked against on paper and the build can break visibly (a cardboard lid, a ruler axle); a time constraint needs a clock in the scene.
- No "improve the design". SR5-041 is Grade 5's; L04 ends on "does not do the job yet" and the table.
- The typed bank items. S30 refused "string" (not a lexicon word) and the reviewer refused "wheel" (one of four parts named in the stem); the item became the typed rule word "plan". The five typed keys are lexicon words (energy · plan · design · test · same).
- The lexicon. Cut to the sentences the summary speaks (eight lines); the "still air" sentence and "the energy it gives out came in from somewhere" stay in L01's and L02's rule cards as the lessons' own second sentences.
Owed
- Blind review of every key: the bundle is cut (
blind/2026-10-02/); the non-author pass above agreed every key cold, and two further cold readers are owed before the keys ship. - The picture stage (8 placeholders) after James rules on the two questions.
- The video batch: written and checked, NOT sent. Before it goes, the batch tool needs
UNBAN["G4T12"] = {"__all__": ["energy", "lift"]}(its global NOT-list bans both words, and every protected line here says "energy"; "lift" is literal in this topic) and aCONTINUITY["G4T12"]register (the pinwheel, the spoon wheel, the board, the plan, the cards, asfigures.pydraws them) — the pipeline session's additions, flagged here.
v2 — reviews applied (2 October 2026)
Skill: course-build → write-lesson (article and script lines) → write-video-script (the L01 / L02 beats) → write-mcqs (every item change) → write-explanation (fb / why / model lines) → sentence-atomise (every new sentence) @ b0fa825
In plain words. The science and every key held up: two blind readers agreed every answer, and the reviewer confirmed one error only. That error mattered — the lesson said "nothing pushes on the blades" of a still pinwheel, the very sentence Grade 3 spent eleven topics unteaching (Earth pulls the wheel and the straw holds it). The honest sentence scopes the push to turning: Still air does not push the blades round, so the wheel stays still. It now stands everywhere, and the course's misconception checker finds 0 inducing hits (was 11). Around it: one bank item cut, the L03-build cluster re-scened on a hand-cranked reel, eight renamed items given fresh scenes, the two term items that read their answer off a board rewritten as kite-problem items, the pinwheel's out-thing corrected to "the turning straw", the second card moved wholly to L03, and three figure faults fixed (the straw now starts at the hub; every turning wheel shows its direction; the board is the demo's chalkboard, imported). Nothing was sent; the picture stage still waits.
Finding → change
| Record | Finding | Change |
|---|---|---|
| Review (Essential 1) | "Nothing pushes on the blades / spoons" (FOR-03; checker 11 hits) in L01 forest 2, article ideas 17 and 25, the rule, script beat 4, the rule card's text, closing bullet 3; "Nothing pushes them." keyed on PP-3 / 4 / 8 | every one reads "Still air does not push the blades round, so the wheel stays still." (water: "the still water does not push the spoons / paddles / wheel round"); the option is "Nothing pushes them round."; every "pushes on nothing" in a quiz, summary or practice fb / why rewritten the same way; physics_misconceptions.json FOR-03 pattern gains round\b in its exclusion list (the push ROUND is the push that is missing — the honest scope, not a dodge). Checker: 0 inducing hits, 4 distractors working as designed |
| Review (Essential 2) | PP-45 printed its own typed answer | "Finish the rule: in a device you build, each part hands ___ to the next part." (now PP-44) |
| Review (Essential 3) | PR-9's board prints Criterion / Constraint over the lines PR-14 / PR-15 ask the kind of | PR-14 / PR-15 are kite-problem items with the line described, not drawn ("the kite must stay up for 1 minute, and anyone can test that"; "the class may use only two sticks, one sheet of paper and string"); PR-9 keeps its headed board (it asks keep / cross out) |
| Review (Essential 4) | PP-33–36, 38, 44 were L03's own build with the nouns changed | re-scened on a hand-cranked reel (a cardboard spool on a pencil axle, turned by a handle, winding a ribbon that raises a small paper flag): PP-32 what hands energy to the spool; PP-33 which part hands energy to the flag; PP-34 the ribbon not tied; PP-35 the glued axle, "the spool is fixed to its pencil axle"; PP-37 the next build step after the plan is written; PP-43 the second change as four SHORT cards |
| Blind read | PP-21 (paper spiral over a heater): nothing teaches that warm air moves | cut; bank 52 → 51, renumbered (old n > 21 → n − 1) |
| Blind read | PP-42 "how many things changed" — one or two | "Besides the design, how many other things changed?" → one thing (now PP-41) |
| Blind read | L02-06 / PP-15: a fan or blower also has a turning wheel | stems name what comes OUT: "air blows out of it across the room"; "air blows out of it and pushes the leaves" |
| Blind read | L03-08 / PP-38 build order ambiguous; the course's own first step absent | both stems say the plan is written and ask for the NEXT step inside the build ("so that the wheel can turn" / "so that the reel can raise the flag"); PP-16 is the first-step item, keyed on writing down the criterion and the constraint |
| Blind read | PP-36 holds only if the wheel is fixed to the axle | "Eliza's spool is fixed to its pencil axle" (PP-35) |
| Blind read | give-aways across items; typed words printed in neighbours | ⟂ pairs on the type sheet (new numbers): 17 ⟂ 18; 1 ⟂ 23; 40 ⟂ 46; 36 ⟂ 45; 42 ⟂ 50; 20 ⟂ 51; 19 / 38 / 39 / 40 ⟂ 49; 49 ⟂ 50 ("for testing" cut from the typed design stem); PR-14 ⟂ PR-15; PP-21 → L01-q11 noted |
| Blind read | PP-16 ≈ L03's attached; joke options on L04-03 and PP-16; PP-44 four long sentences | PP-16 "Which step comes first?" with three real build steps as distractors; L04-q3's third option is "how long each boat takes" (the result, which may differ); PP-43's options are short cards |
| Blind read (adversarial) | "kinetic energy", "the fair test", "unchanged" honest; "idea" for plan not | first three already accepted; "idea" / "the idea" / "your idea" removed from PP-45's accept list |
| Review (Worth fixing) | eight renamed templates (PP-4, 5, 1, 13, 14, 28, 16, 8) | a toy sailboat's propeller on a calm pond; a lawn sprinkler's stream on a garden wheel; a propeller hat on a windy hilltop; an electric piano (the sound); a traffic light (the light); a sawmill's saw (the card); the marble track's first step; a windmill beside a limp windsock in a closed gym |
| Review | turn_headache printed MOVING AIR under "what pushes" | the box is "?" with "at the open window" beneath, under the question "What pushes the blades round?"; the caption asks the same |
| Review | L02 "One change at a time" + card_wheel_cup: article-only, L03's payoff | cut from L02 (273 words now); the card lives wholly in L03 |
| Review | the pinwheel card's out-thing was the device itself | "Energy goes out with the turning straw." on card_pinwheel, L02 forest 2, the article (with the sentence "The pinwheel is taped to its straw, so the straw turns with the wheel."), script beat 2, L03's cards and forest 4 (card_wheel_cup: in with the turning straw → the thread → the rising cup) |
| Review | L02-q9 "the turning wheel" keyed for a stone | "turn a heavy stone wheel inside to grind grain" |
| Review | the flashlight's energy "from the battery" inside the device | device box "the flashlight's bulb" (card, caption, script beat 4); the article says "from the battery inside" |
| Review | L02-q11 dynamo light barred; L02-q5 fb "no battery" | Edgar's wound music box, a TRUE claim (yes); "This flashlight has no cord." |
| Review | L01-q3 "spin" in the stem; L01-q4, L04-q3, PR-15, PP-18 reference back | "Three small cups sit on a pole…"; every stem self-contained |
| Review | L02 script beat 3 "Now consider the fan." | "Now let's look at the fan." (article too) |
| Review | L03 article ideas 10, 14 | "So Eliza stops, and draws her plan."; the plan check as three sentences, one link each |
| Review | "the load" untaught (L03-q7 why, L03-q10) | "the thing it must lift" |
| Review | L03-q9 FRQ on the lesson's own scene; L03-q11 key the long option | Eden's spoon wheel under the pouring water, the loose thread, the bottle cap; "a thread to the boat" |
| Review | "in 10 seconds" two readings (L04-q4 / 5 / 6, fb) | "within 10 seconds" |
| Review | PP-25 key clause; PP-20 long key; PP-23 no-mill distractor; PP-6 silly distractor | "It came in with electricity."; "the book set on top"; "the bridge over the river"; "the sunlight" |
| Review (Leave rows, done as they said) | unused drawers | turn_tap, card_waterwheel, pp_card_turbine deleted (38 figures: 30 SVG, 4 photo, 4 cartoon) |
| Figures | the straw started 24 units right of the hub, flush with the block tops | plan_diag draws the straw from the hub; blocks 56 tall with a 19-deep notch, so the shoulders rise above the straw; rule_build, test_setup, test_setup_plain, rule_test inherit |
| Figures | no wheel showed its direction; the water arrived from the side | motion_arc(): a thin dark arc with a small head, CLOCKWISE on every turned wheel (over the top of the pinwheel; on the water wheel's right side so the water arrow does not cross it); plan_diag(turned=True) for the test setup; the water PUSH arrow rises from the box, runs along and comes DOWN onto the top-left spoon |
| Figures | the board was a local redraw | demo_board imported read-only from grade4/demo_criteria_constraints/content/figures.py; heads={0: "Criterion", 1: "Constraint"} (one line each here, so the indices are 0 and 1, not the demo's four-line 0 and 2); the item board is the demo's no-heads board, and the two L03 recall stems say "with no headings on it" |
| Figures | four photo placeholders on no page | placed in L01 beside the device each shows: pinwheel_photo after the pinwheel diagram, hairdryer_photo after the dryer card, waterwheel_photo (re-briefed as the spoon wheel itself — the mill wheel was no device in the lesson) after the spoon-wheel diagram, jug_photo after the jug card; the "real things" claim is now true |
| Figures (minor) | orphan "it." on q_board_waterwheel; test_setup_plain 44 % empty; briefs | the criterion line is "The wheel must lift a paper clip off the table." (one line; L03-q2 quotes it); H 250 → 200; test_cartoon says dryer LEFT, cup RIGHT; both cartoons carry an "eye must see" line |
| Figures (one sentence) | side-on air versus head-on dryer | the L01 turn cards show the air side-on because the card's pusher box sits beside the wheel; the test setup shows the dryer head-on because that is the test's real geometry — two views of one push, both with the PUSH arrow into the blades (register line in figures.py) |
Questions for James — built as recommended
- Q1 (the frame): kept, "energy comes in with X, goes out with Y"; the pinwheel's out-thing is the turning straw (the wheel is the device), and L02-q9's stone is a stone wheel.
- Q2 (the second card): moved wholly to L03; L02 teaches the frame on single devices and never carries the chain.
One for James
The hard-tier term-recall exemption (the three terms are recalled by MCQ at easy / medium; the hard tier produces the rule's plain words) is recorded on records/TYPES_G4T12.md under "One for James".
Counts and key strings
51 bank items (46 four-option MCQs, 5 typed); per atom ENE4-070 12 · ENE4-071 13 · ENE4-072 13 · SR4-023 13; 20 easy, 22 medium, 9 hard, rising with atom order (ENE4-070 easy and medium only; SR4-023 mostly hard); MCQ keys A 10 · B 13 · C 12 · D 11; bank key string ABDCBDCDDDCBCBDBCAABBCDBACDADCCCDDABBABABCBCAA. Quiz key strings: L01 000110011110, L02 101233120100, L03 1001011102, L04 2100121011; attached and summary A B A B B C A (unchanged). Articles 304 / 273 / 306 / 300 words (two WARNs at the "300" line; Grade 3 median 308); scripts 150 / 137 / 150 / 148; intro 117; summary 140.
Checker results
build_tools_check_topic.py→ 0 FAIL, 28 WARN (the standing S8 beat notes and S36 words — new words: spool, reel, gym, traffic; fine at Grade 4, each in a scene that shows the thing).grade4/check_g4_articles.py→ 0 FAIL.build_tools_physics_misconceptions.py→ 0 inducing hits (was 11), 0 gaps.build_tools_names.py Torres Eden Edgar Eliza→ exit 0, all four free.build_tools_build_topic_site.py→/tmp/g4t12_v2.htmlbuilds (4 lessons, 15 practice, 51 pp100, 38 figures).build_tools_video_batch.py→ 6 videos;check_brief.py✓ on L01–L04; the intro's R79 line is the standing accepted hit; the summary's 122 protected words is the same soft note as v1. Not sent.- Figures re-rendered to
/tmp/g4t12_figs/(SVG → headless Chrome PNG) and opened:turn_headache,turn_window,turn_dryer,turn_jug,turn_still_water,plan_diag,rule_build,test_setup,test_setup_plain,rule_test,rule_turn,board_l03,q_board_waterwheel,pr_board_bridge,card_headache,card_pinwheel,card_wheel_cup,card_flashlight,rule_changer. Two fixes came from the renders: the rule card still printed "push on nothing" (fixed); the water arrow's head landed inside the motion arc (the arc moved to the wheel's right side, the wheel lowered 14 units, the PUSH chip moved off the diagonal). - Fresh bundle
blind/2026-10-02-v2/: 111 MCQ, 5 typed, 3 FRQ; 9[Drawing:lines;grep -ciE "turns|pushes|criterion|constraint|does the job|energy"over them → 0 (the bridge board's blind text says "under the first heading / under the second heading"; PR-9 asks keep / cross out). - Old-name grep over
content/*.py(expect 0 each): "Nothing pushes them." 0 · "pushes on nothing" 0 · "nothing pushes on" 0 · turn_tap 0 · card_waterwheel 0 · pp_card_turbine 0 · paper spiral 0 · "the load" 0 · bicycle light 0 · favorite colors 0 · a shadow 0 · wall of the mill 0 · for testing 0.
Items changed (stem, options, key, model, figure, blind text or accept list)
Lessons: L01-q3, L01-q4, L01-q5, L01-q8, L01-q9 (fb / why wording); L02-q5 (fb), L02-q6 (stem), L02-q9 (stem, fb, why), L02-q11 (whole item); L03-q1, L03-q2 (stems; the board figure's line and blind text), L03-q7 (why), L03-q8 (stem), L03-q9 FRQ (task), L03-q10 (stem, fb, why), L03-q11 (options); L04-q3 (stem, options, fb), L04-q4 (stem, why), L04-q5 (fb, why). Summary q1 (fb, why). Practice: PR-5 (fb, why), PR-9 (figure's blind text), PR-14, PR-15 (whole items). Bank (new numbers): PP-1, 3, 4, 5, 6, 7, 8, 9 (scenes and / or the "round" option), 13, 14, 15, 16, 18, 20, 22, 23, 24, 27, 29 (option order, key), 32, 33, 34, 35, 37, 41, 43, 44, 45, 49; PP-21 (old) cut. Figures changed: turn_headache, turn_window, turn_dryer, turn_jug, card_headache, card_pinwheel, card_flashlight, card_wheel_cup, rule_turn, rule_changer, board_l03, plan_diag, rule_build, test_setup, test_setup_plain, rule_test, q_board_waterwheel, pr_board_bridge, waterwheel_photo (brief), build_cartoon and test_cartoon (briefs); deleted turn_tap, card_waterwheel, pp_card_turbine.
Sentence-atomise, v2 lines
| Where | Lines read | Split / rewritten | What changed |
|---|---|---|---|
| L01 | 6 (the FOR-03 sentence in forest, two ideas, rule, beat 4, beat 7; four photo captions) | 2 | beat 4 split at the full stop ("the air is still. Still air does not push the blades round, so…"); beats 1, 2, 5 trimmed to keep the script at 150 |
| L02 | 4 (the straw sentence, the receiver line, the bulb line, beat 3) | 1 | "The pinwheel is taped to its straw, so the straw turns with the wheel." added before the receiver line — one cause, one effect |
| L03 | 5 (the stop-and-draw line; the plan check as three) | 3 | one link per sentence: check → wheel turns the straw and winds the thread → the thread pulls the cup, so it can rise |
| Bank | 20 new stems and whys | 4 | PP-1, PP-8, PP-35, PP-37 cut from three sentences to two (S23) |
v3 — polish (2 October 2026, the v2 re-read's four flags)
Skill: course-build → write-mcqs (the two bank stems, the two definition items, the cut) → write-explanation (every why and fb line) → sentence-atomise (every new sentence) @ b0fa825
In plain words. Reader C agreed every key on the v2 bundle and left four polish notes. All four are applied. Two bank stems now have one defensible answer each: the calm-pond sailboat item says "on a day with no wind", so still air and still water are both ruled in; the reel item asks what hands energy into the reel FIRST, so the pencil axle (which hands energy on inside the reel) is a tempting-wrong rather than a second key. L03's quiz now opens with two definition items in the article's own recap words, before the two board items that apply them; the near-trivial "Eden's plan lists exactly the constraint's items: inside?" item is cut so the quiz stays at twelve. The written item lifts the paper clip the board names, not a bottle cap.
Changed ids
- PP-04 (stem, why): "On a day with no wind, a toy sailboat floats on a calm pond, with a tiny propeller on its mast. What pushes the propeller's blades round?" Key unchanged (C, "Nothing pushes them round.").
- PP-32 (stem, why): "In a hand-cranked reel build, Eden turns the handle, and the cardboard spool on its pencil axle turns. What hands energy into the reel first?" Key unchanged (C, "Eden's moving hand"); the pencil-axle option stays as the tempting-wrong.
- L03-01, L03-02 (new, recall, two options "a criterion / a constraint"): "One line on a class's board says the job the design must do. Which kind of line is it?" (a criterion); "One line on a class's board says the limit the design must stay inside. Which kind of line is it?" (a constraint). The words are the article's recap lines ("The criterion is the job the design must do"; "The constraint is the limit the design must stay inside"), Topic 11's coin in L03's form.
- Old L03-03 cut ("Eden's plan uses the cork, six spoons, the straw and the thread, and nothing else. Does her plan stay inside the constraint?"): the stem listed the constraint's items word for word, and Reader C graded its distractor absurd. Edgar's ruler item carries the scaffold's constraint judgement.
- L03-11 (was L03-09; the written item): "Explain why the paper clip on the thread does not rise."; the model's "cap" → "paper clip".
- Renumbering: old L03-01 / 02 → L03-03 / 04; old L03-04 … L03-11 → L03-05 … L03-12. The type sheet's type 7 "nearest" pointer and the type 8 stem line updated; the bank and lessons headers say v3.
Counts and key strings
L03 quiz: 12 items (2 definition · 2 board recall · 3 scaffold · 2 bare · 1 written why · 1 TRUE claim · 1 transfer); two-option string 0 1 1 0 1 1 0 (no four in a row alternate); three-option 0 1 1 2; MCQ key string 01101011102. L01, L02, L04, attached, summary, practice and bank keys unchanged (bank MCQ keys A 10 · B 13 · C 12 · D 11). Articles unchanged (304 / 273 / 306 / 300 words).
Checker results
build_tools_check_topic.py→ 0 FAIL, 28 WARN (the standing S36 unusual-word list; nothing new).grade4/check_g4_articles.py→ 0 FAIL.build_tools_physics_misconceptions.py→ 0 inducing hits, 0 gaps (4 distractors working as designed).build_tools_build_topic_site.py→/tmp/g4t12_v3.htmlbuilds (4 lessons, 15 practice, 51 pp100, 38 figures).- Fresh bundle
blind/2026-10-02-v3/: 112 MCQ, 5 typed, 3 FRQ, 120 held; keys sequestered. Not yet read by a fourth reader: the four changes are two stems with their keys unchanged, two definition items and a one-word swap; the adjudicator's call is whether a re-read of those five items is owed before the keys ship. - Reader C's accept-list note ("energey", "desine", "Same", "same." pass through the grader's normalisation) is still to be confirmed on the live site.
- Nothing sent; the picture pass waits on James's read (
records/REVIEW_NEXT_G4T12.md).
Guidance, questions and accuracy review (2 October 2026)
Skill: course-build → review-lesson (Roles B, B2) → review-questions → review-accuracy (non-author pass; filed by the coordinator from the reviewer's hand-back) @ b0fa825
Topic 12 — guidance, questions and accuracy review, 2 October 2026
The topic is sound and teachable: the energy language is right everywhere (moving air and water HAVE energy and hand it to the wheel; no "forms", no "made", no figurative "lift"), the fair test is Topic 2's sentence word for word, criterion and constraint are used by name, the verdicts stay in plain words, checker 0 FAIL re-run, articles 294–300 words, keys spread, one atom per item, the blind bundle's drawing lines carry no answer (0 hits). Four things need fixing before the keys ship.
- The topic plants the forces misconception Grade 3 spent eleven topics on. "Nothing pushes on the blades, so the wheel stays still" is L01's frame, forest line, rule card, script and the bank key "Nothing pushes them." (PP-3, PP-4, PP-8). The catalogue's FOR-03 names this sentence; the checker reports 11 inducing hits. A still pinwheel has Earth's pull and the straw's push on it. The honest sentence scopes the push to turning: "Still air does not push the blades round, so the wheel stays still." Option: "Nothing pushes them round."
- PP-45 (typed, hard) prints its own answer ("in an energy changer you build" → type "energy"). Rewrite: "Finish the rule: in a device you build, each part hands ___ to the next part."
- PR-9's board prints CRITERION and CONSTRAINT over the bridge lines that PR-14 and PR-15 then ask the kind of. Rewrite both as kite-problem items with the line described, not shown.
- The bank-freshness claim is partly false. PP-33–36, 38, 44 are L03's own build (pinwheel, fan, axle, string, toy car for pinwheel, hair dryer, straw, thread, cup); eight singles (PP-4, 5, 1, 13, 14, 28, 16, 8) are quiz or practice items with one noun changed. Re-scene the cluster on a hand-cranked reel that raises a flag; the singles as the table says.
The author's questions, the reviewer's view: Q1 keep the "energy comes in with X, goes out with Y" frame (repair: the pinwheel card's out-thing is "the turning straw", not "the turning wheel", which is the device itself; L02-q9's stem says "a heavy stone wheel"). Q2 move the second card wholly to L03 (L02's video never carries it; no quiz item tests it). "Energy changer" is the register's own word; stands. "Does the job / does not do the job yet" fits the Topic 11 coin; stands.
One for James (not a fix): the vault's 30 Sep refinement says the hard tier recalls every coined term; here the three term items sit at easy/medium under RECALL_BY_MCQ and check 48. Recommend: accept as built and record the exemption on the type sheet.
Science: confirmed error, the FOR-03 sentence (Essential). Simplifications: the flashlight card's energy "comes in from the battery" when the battery is inside the device (device box "the flashlight's bulb"); L02-q11's bicycle dynamo light is barred by the type sheet's own bar list (replace with Edgar's wound music box, a TRUE claim); L02-q5's fb claims a hand-crank flashlight has "no battery" (say "no cord").
| where | finding | rule broken | severity | the rewrite |
|---|---|---|---|---|
| L01 forest 2, article ideas 17 and 25, rule text, script beat 4, closing bullet 3; PP-3, PP-4, PP-8 keys and whys | "Nothing pushes on the blades" — a still thing with no pushes | FOR-03 (checker 11 hits) | Essential | "Still air does not push the blades round, so the wheel stays still."; option "Nothing pushes them round." |
| PP-45 | stem prints the typed answer | check 41c | Essential | "Finish the rule: in a device you build, each part hands ___ to the next part." |
| PR-9 figure → PR-14, PR-15 | headings printed beside the items that ask for them | checks 23, 41 | Essential | PR-14 / PR-15 as kite-problem items describing the line |
| PP-33, 34, 35, 36, 38, 44 | L03's build with the nouns changed | fresh instance; check 50 | Essential | hand-cranked reel on a cardboard spool winding a ribbon that raises a flag |
| PP-4, 5, 1, 13, 14, 28, 16, 8 | renamed templates of quiz / practice items | check 43 | Worth fixing | sailboat weather vane on a calm pond; lawn sprinkler's stream; piano (the sound); traffic light (the light); sawmill (the moving saw); marble-track FIRST step; windsock limp in a closed gym |
turn_headache | box prints MOVING AIR while the text asks what pushes | headache = teaching figure with the answer off | Worth fixing | box "?" with "at the open window" beneath |
L02 article "One change at a time" + card_wheel_cup | article-only; untested; L03's payoff | video/text parity | Worth fixing | cut from L02 |
L02 card_pinwheel, forest 2, script beat 2 | device and out-thing one object | one word for one thing | Worth fixing | "Energy goes out with the turning straw." |
| L02-q9 | "the turning wheel" keyed for a grinding stone | check 11 | Worth fixing | "…turn a heavy stone wheel inside to grind grain." |
L02 card_flashlight, article idea 18, script beat 4 | energy "from the battery" inside the device | say the specific thing | Worth fixing | device box "the flashlight's bulb" |
| L02-q11 | dynamo light barred | check 70 | Worth fixing | Edgar's music box, TRUE claim (yes) |
| L02-q5 fb[2] | "no battery" | fb never presumes | Worth fixing | "This flashlight has no cord. Eliza's moving hand turns the handle." |
| L01-q3 | stem says "spin" then asks whether it turns | stem names its answer | Worth fixing | "Three small cups sit on a pole at a weather station in a strong wind." |
| L01-q4, L04-q3, PR-15, PP-18 | "the same", "another line", "also says" reference back | check 71 | Worth fixing | self-contained stems as the reviewer wrote |
| L02 script beat 3 | "Now consider the fan." | scene change says "let's" | Worth fixing | "Now let's look at the fan." |
| L03 article ideas 10, 14 | tense; 22-word triple-causal sentence | sentence atomisation | Worth fixing | "So Eliza stops, and draws her plan."; three sentences |
| L03-q7 why, L03-q10 | "the load" untaught | explain before use | Worth fixing | "…until something joins it to the thing it must lift." |
| L03-q9 FRQ | lesson scene objects | brief | Worth fixing | Eden's spoon wheel, thread looped loosely, bottle cap does not rise |
| L03-q11 | key is the long option | key-length tell | Worth fixing | "a thread to the boat" |
L04-q4/5/6, q_test_table_sails, fb | "in 10 seconds" ambiguous | second everyday reading | Worth fixing | "within 10 seconds" |
| PP-38, PP-25, PP-20, PP-23, PP-6 | second-first option; key clause; long key; no-mill distractor; silly distractor | checks 4, 47, 74 | Worth fixing | as the reviewer wrote |
| ⟂ list | PP-50 prints "fair test" (PP-51 typed); PP-41 ⟂ PP-47; PP-1 ⟂ PP-24 | check 44 | Worth fixing | cut "for testing"; list the pairs |
| hard tier | no coined term at hard | 30 Sep refinement vs check 48 | Leave — James | exemption on the type sheet |
PP-21; steps_table; unused drawers | — | — | Leave | delete turn_tap, card_waterwheel, pp_card_turbine |
Figure review (2 October 2026)
Skill: course-build → review-figures (non-author pass; filed by the coordinator from the reviewer's hand-back) @ b0fa825 — figures at g3-5-science commit 75e6afd
Topic 12 — figure review, 2 October 2026
The topic's figures are sound: every item card is clean (no colour, label, alt or blind text names a key), the energy-change cards read in-left / device / out-right with the carrier named as the caption names it, and every count matches (four blades, six spoons, six steps, three rows). Three things need fixing before a cold read, and seven keys are placed on no page.
- The plan's pinwheel is not on its straw. In
plan_diag,rule_build,test_setup,test_setup_plain,rule_testthe straw starts 24 units right of the hub and sits flush with the block tops. Fix: straw from the hub; deeper notches so the block shoulders rise above the straw. - No wheel shows which way it turns; the water arrives from the side. Fix: a thin curved motion arrow round the hub (one direction on every card and in the test setup), distinct from the thick PUSH arrow; the water PUSH arrow routed down onto the top spoons on
turn_jug,turn_tapand the water-wheel cards. - The board is a local redraw.
board_l03andpr_board_bridgedraw a cream whiteboard with CONSTRAINT in PUSH blue; the demo's board is a green chalkboard, "Criteria" / "Constraints" headings in chalk, constraint fill orange. Fix: import the demo'sboard()fromgrade4/demo_criteria_constraints/content/figures.py(heads={0:"Criterion", 2:"Constraint"}; the covered-headings item is the demo's no-heads board).
Unplaced keys: pinwheel_photo, waterwheel_photo, hairdryer_photo, jug_photo (place in L01 beside each device diagram, or drop them and correct the record's "real things" claim); turn_tap, card_waterwheel (place or delete); pp_card_turbine (delete — "the wind turbine's blades" names the in-carrier).
Minor: q_board_waterwheel orphan "it." (tighten wrap); test_setup_plain H → ~200; rule-card thumbnails at 0.5 scale noted in the record; build_cartoon and test_cartoon need an "eye must see" line, test_cartoon needs left/right (dryer left, cup right); the pinwheel cards' side-on air versus the test setup's head-on dryer is two conventions, one sentence in the record.
| key | kind | used by | verdict | what is wrong | the fix |
|---|---|---|---|---|---|
| pinwheel_diag, waterwheel_diag | svg | L01 | PASS | — | — |
| turn_headache, turn_still_air, turn_still_water | svg | L01 | PASS | — | — |
| turn_window, turn_dryer | svg | L01 + script | FIX | no turn-direction mark | curved motion arrow |
| turn_jug | svg | L01 | FIX | water pushes the hub from the side | arrow onto the top spoons; motion arrow |
| turn_tap | svg | none | FIX | as turn_jug; unplaced | place or delete |
| rule_turn, rule_changer | svg | L01 / L02 | PASS (minor) | thumbnails 5–7 px | note in record |
| card_headache, card_pinwheel, card_fan, card_flashlight, card_wheel_cup | svg | L02 / L03 | PASS | — | — |
| card_waterwheel | svg | none | PASS (unplaced) | — | place in L02 or delete |
| board_l03 | svg | L03 + script | FIX | local redraw; constraint in push blue | import demo board |
| plan_diag, rule_build, test_setup, rule_test | svg | L03 / L04 | FIX | straw short of the hub; flush with blocks | straw from hub; deeper notches |
| test_setup_plain | svg | L04 | FIX (minor) | inherits; 44 % empty | trim H |
| steps_table, test_table_headache, test_table_full | svg | L03 / L04 | PASS | — | optional title row |
| q_board_waterwheel | svg | L03 q1, q2 | PASS (minor) | orphan "it." | tighten wrap |
| q_card_mixer, q_card_doorbell, q_test_table_sails, pp_table_spinners | svg | items | PASS | data only | — |
| pr_board_bridge | svg | practice | PASS | — | same board import |
| pp_card_turbine | svg | none | REJECT | names the in-carrier | delete key |
| window_cartoon, desk_cartoon | cartoon | L01 / L02 | PASS | — | — |
| build_cartoon, test_cartoon | cartoon | L03 / L04 | PASS / FIX (minor) | no eye line; no left/right | add them |
| pinwheel_photo, waterwheel_photo, hairdryer_photo, jug_photo | photo | none | FIX (unplaced) | briefs complete; on no page | place in L01 or delete |
Three best: card_pinwheel, test_setup, q_test_table_sails. Three weakest: plan_diag, turn_jug, board_l03.
Blind read and the v2 re-read (2 October 2026)
Skill: course-build → review-lesson (Role A blind key read, two readers; Role C adjudication by the coordinator) @ b0fa825
Topic 12 — How to build and test an energy changer — blind read, 2 October 2026
Every key agreed by two blind readers; no drawing description stated its answer. Bundle: 92 items. Adjudication: MCQ disagreements 0 for both readers; typed off-list 0 (see the adversarial note). The written items carry their models' points.
Flags carried into the fix pass
| Item | Who | Flag | Ruling |
|---|---|---|---|
| PP-21 (paper spiral turning over a heater) | A, B | nothing teaches that a heater makes air move | cut, or one line in L01's article ("warm air rises and moves") — cut is cheaper |
| PP-42 "How many things changed in Eden's test?" | B | the course frame (design + tray = two) arrives only via a sentence starter | stem: "Besides the design, how many other things changed?" |
| L02-06 (desk fan), PP-15 (leaf blower) | A, B | the device also has a turning wheel; only the verb separates | stems name what comes OUT ("…and air blows out") and ask for the energy change's out side |
| L03-08, PP-38 (build order) | A, B | "set the toy car on the table" is a plausible first move; the course's own first step (write the criterion and constraint) is not an option in PP-38 | the stems say "the build steps, after the plan is written"; PP-38 gains the plan as an option only if it is the key |
| PP-36 (axle glued to blocks → wheel stays still) | A | holds only if the wheel is fixed to the axle | the stem says "the wheel is fixed to the axle" |
| PP-22 → L01-11; PP-37 → PP-46; PP-43 / PR-11 → PP-51; PP-20 → PP-52; PP-19 / 39–41 → PP-50; PP-17 ⟂ PP-18; PR-14 → PR-15 | A, B | give-aways across sections and the typed items' words in neighbours | ⟂ constraints; the typed stems describe without printing |
| PP-16 ≈ L03-V-01; joke options L04-03 (A), PP-16 (A); PP-44's four long options | B | reuse; un-exam-like; reading load | re-scene PP-16; real distractors; trim |
| adversarial: "kinetic energy" (PP-45), "fair test" (PP-51), "unchanged" (PP-52), "idea" (PP-46) | A, B | honest alternatives | accept "kinetic energy", "the fair test"; "unchanged" yes; "idea" for plan — no (the stem asks for the written plan) |
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 whole bundle)
Every key agreed (119 items; MCQ disagreements 0; typed answers on the lists; the three written items in the key's words). No bank item is the lesson's build renamed (the hand-cranked reel is a cousin, not a rename). Figures give nothing away. Four flags to the polish pass: PP-04 two defensible — "a calm pond" rules out moving water, not moving air (add "on a day with no wind"); PP-32 two defensible — by the topic's own hand-the-energy rule, the pencil axle hands energy to the spool as much as the hand does (ask what FIRST hands energy into the reel, or drop the axle option); L03-01 / 02 ask "criterion or constraint?" with no definition item before them (add one, or move PR-14 / 15's defining form up); L03-09 lifts a "bottle cap" where the board and L03-02 / 06 lift a paper clip. Accept: "energey", "desine", "Same", "same." already pass through the grader's normalisation (case, trailing stop) — confirm on the site. Reader's file: READER_C.md.