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 14 "What mixtures and solutions are" — 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 Say whether it is a mixture | MAT4-020 | Two or more materials, mixed together, make a mixture. You can stir them or shake them. One material on its own is not a mixture. |
| L02 Each part of a mixture is still itself | MAT4-021 | In a mixture, each material is still itself. It keeps its own properties. So you could get each part back again. |
| L03 Say whether it is a solution | MAT4-022 | A solution is a mixture where you cannot see the parts. A solid or a liquid is mixed into a liquid. It breaks into pieces too small to see and spreads all through. |
| L04 Dissolved is not gone | MAT4-023 | Breaks into pieces too small to see. Spreads all through the liquid: it dissolves. A dissolved material is not gone. It is still there, in the liquid. |
The intro script (117 words, about 58 s)
Here's Miss Diaz's class, getting snacks ready for a hike. Enrique pours raisins and peanuts into a big bowl and stirs them. He can still see every raisin and every peanut. Erica stirs a spoon of sugar into a jug of water for lemonade. She looks into the jug, and she cannot see the sugar anywhere. But the raisins stayed in plain sight when Enrique stirred them. So where did Erica's sugar go, and is it still in the drink? To find out, we will look at what Enrique made in his bowl, what happened to each snack in it, and where Erica's sugar went. Okay, so are you ready to find out where the sugar went?
The question types (from TYPES_G4T14.md)
- Type 1: Sort a named thing on the fixed set (what does the bag / glass / puddle hold?).
- Type 2: Pick the one from four things: the mixture; the one material on its own; the solution; the mixture that is not a solution.
- Type 3: The term: recognised among sister words (easy, MCQ) or produced by typing from its meaning (hard, typed).
- Type 4: Still itself: the true sentence about a material after mixing (properties kept; sinking; hardness; smell; picking out).
- Type 5: A claim is fixed as wrong in the stem; pick the sentence that shows it.
- Type 6: What has happened to / where is the dissolved material; what a taste or colour shows.
- Type 7: Melt or dissolve: which word names the change.
- Type 8: Chain two ideas or three materials in one pick.
- Type 9: Multi-select: the set of solutions among four mixtures.
Four lessons: two or more materials mixed together make a mixture, and one material on its own does not; in a mixture each material is still itself, so you could get each part back again; a solution is a mixture where you cannot see the parts; a material that breaks into pieces too small to see and spreads all through a liquid dissolves, and a dissolved material is not gone. Every key agreed by two cold readers and by a third on the re-read; 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 "dissolve" coined in L04, beside the beliefs it replaces, rather than in L03 with "solution"?
L03 sorts solutions on what a child can see: can you see the parts? It says what happens in plain words: the sugar broke into pieces too small to see and spread all through the water.
L04 gives that happening its name, so the word lands next to "disappeared" and "melted", the two words children use instead. The reviewer agreed: one coin per lesson.
Built: L04 coins "dissolves"; L03 carries the plain phrase and never says the word.
Recommendation: L04.
L04 / L03
2. Does L02 keep its two-line note that some changes make a new material instead?
Every mixture in this topic lets you get each part back again. A baked cake does not, and Topic 16 teaches that boundary.
The note stops a child from filing a cake as a mixture. It teaches nothing about the change itself.
Built: "Some changes make a new material instead. Those changes are not mixing." (the reviewer's wording, the last two lines of L02).
Recommendation: keep.
Keep / cut
The lessons
3. L01 Say whether it is a mixture. Enrique stirs raisins and peanuts together; Erica's bowl holds raisins only. Fern adds pretzels, Enrique shakes sand and water in a jar, and Fern's jar holds water only. Two or more materials mixed together are a mixture. page
4. L02 Each part of a mixture is still itself. Fern picks one peanut out of the finished trail mix. Before and after mixing it is light brown, hard and crunchy, so it is still a peanut. A magnet still pulls the paper clips out from the marbles. page
5. L03 Say whether it is a solution. Erica's sugar and Fern's sand, each stirred into a glass of water: can you see the parts? Sugar, salt and a drop of red food colouring hide theirs; sand and a spoon of oil do not. A mixture where you cannot see the parts is a solution. page
6. L04 Dissolved is not gone. Enrique says the sugar disappeared and Fern says it melted. Miss Diaz made the lemonade to drink, so Erica sips it: it is sweet, so the sugar is still there. The sugar dissolved, and a dissolved material is not gone. page
Applied without asking
A fizzy vitamin tablet had been taught as dissolving and still there; fizzing is gas leaving, which Topic 16 teaches as the sign of a new material, so an orange hard candy stirred into warm water as a drink takes its place in all four items. Powdered milk had been called a solution seven times; it turns the water white, so a careful reader could call it a mixture but not a solution, and green sports-drink powder that turns the water pale green and clear replaces it. L02's rule no longer says you could "pick the parts out" of a solution; it says you could get each part back again. L04 names the third belief children hold, that the sugar turned into water, and the video now says the taste rule before Erica sips. Tasting is evidence only where a drink was made for drinking: a mouthful of sea water while swimming, a mother's gargle water, a father's soup. Every claim item carries one true-sounding distractor, and the key is never the lone long option. Two items said the dissolved stuff "has disappeared"; a child reads that as "out of sight", which is true, so both now say "is gone". Thirteen quiz and practice items that reused a lesson scene, or doubled a neighbour, take fresh scenes. The before-and-after card draws the same eight pieces on both sides, and the pieces drawing fills every corner. 54 bank items, 12 to 15 per atom; summary before practice; fourteen picture placeholders (eight photographs, six cartoons) with briefs.
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. Moving the coin to L03 is one idea line in L03 and a one-line recap at the top of L04; cutting the note is two lines. Either way the picture pass starts, and the six-video batch is built and checked and goes on your word.
Build record (the structural decisions, the counts, v2 and v3)
Skill: course-build → write-lesson, write-video-script, write-mcqs, design-check-sequence, write-example-sequence, sentence-atomise, write-explanation @ df153ae
Grade 4 Topic 14 — What mixtures and solutions are — build record (v1 and v2, 2 October 2026)
What this is, in plain words
Four short lessons for a child who has met Grade 3's materials, properties, tiny pieces and melting. The class gets snacks ready for a hike: Enrique stirs raisins and peanuts together, and that is a mixture (L01). Fern picks a peanut out of the trail mix, and it is still a peanut — in a mixture, each material is still itself (L02). Erica stirs sugar into water and cannot see it, while Fern's sand stays in plain sight; a mixture where you cannot see the parts is a solution (L03). Enrique says the sugar disappeared and Fern says it melted; the class tastes the lemonade, and it is sweet — the sugar dissolved, and dissolved is not gone (L04). Three beliefs children hold about dissolving (Driver et al. 1994) are met head-on by name: the sugar disappears; the sugar melts; the sugar turns into water. The mass side is left to Topic 15; separating is left to Grade 5; the baked-cake boundary is left to Topic 16 and named as a simplification.
Files: content/G4T14.py (TOPIC, intro, summary, practice), content/G4T14_lessons.py (L01–L04), content/figures.py (42 figures), content/G4T14_pp100_bank.py (54 items), records/TYPES_G4T14.md (type sheet + design-move inventory + ⟂ list), blind/2026-10-02/ (the blind bundle and the sequestered keys), handoff/G4T14/videos/batch_G4T14.json (built, NOT sent).
Structural decisions (in place of a blueprint)
Lesson order and titles. L01 "Say whether it is a mixture" (MAT4-020, coins mixture) → L02 "Each part of a mixture is still itself" (MAT4-021) → L03 "Say whether it is a solution" (MAT4-022, coins solution) → L04 "Dissolved is not gone" (MAT4-023, coins dissolves; capstone). The architecture's order; each title names the skill in student words.
Where "dissolve" is coined — L04, the author's call. L03 sorts solutions on evidence a child can see ("can you see the parts?") and explains the happening in plain words ("the sugar broke into pieces too small to see and spread all through the water"); it never says dissolve. L04 opens by giving that happening its name, so the word arrives beside the two words it replaces (disappeared, melted). One coin per lesson; explain, then label.
One running scene. Miss Diaz's class getting snacks ready for a hike: Enrique's bowl of raisins and peanuts (L01), the finished trail mix and Fern's peanut (L02), Erica's sugar and Fern's sand in two glasses (L03), Erica's jug of lemonade (L04). The intro is the same table: the raisins stay in plain sight, the sugar does not — where did it go?
Headache per lesson. L01: Miss Diaz asks what is different about Enrique's bowl. L02: Miss Diaz asks whether Fern's peanut is still the same peanut. L03: Miss Diaz asks what is different about Erica's mixture. L04: Enrique says the sugar disappeared, Fern says it melted; Miss Diaz says the lemonade is for drinking, take a sip, is the sugar gone? Every scene could happen in a Grade 4 classroom; the questions come from a teacher and two children.
Example sequences.
- L01, categorical, one frame "<X> holds <one / two / three> kind(s) of stuff. This is <not> a mixture.": NE Erica's raisins only → E raisins and peanuts, stirred → E raisins, peanuts and pretzels (the count varies) → E sand and water, shaken (a solid and a liquid; shaking) → NE water only (the minimal pair to the jar before it) → rule. Both non-examples are near misses (a bowl of snack; a jar someone shook).
- L02, a fact in the universal-attribute form, one frame "Before mixing, the X was <props>. After mixing, the X is still <props>. The X is still a X.": E peanut → E raisin → E sand and water → E paper clips and marbles with a magnet → rule. No honest minimal-difference non-example exists (a baked cake is a change that makes a new material, Topic 16's boundary) — named as a simplification in two closing lines.
- L03, categorical on the evidence row CAN YOU SEE THE PARTS?, the term coined after the pattern: NE sand in water → E sugar in water (the pieces drawing) → E salt in water → E one drop of red food coloring (a liquid in a liquid) → NE a spoon of oil in water (a liquid in a liquid you can see — the minimal pair) → coin → rule and the summary table.
- L04, a fact with the coin first: coin → E sugar water tastes sweet → E salt water tastes salty → E red drink powder, red water that tastes of fruit punch → "Disappeared? Melted?" confronted by name → rule.
Check types. L01 (a) fluency: Grade 3 recall (material) → seven yes / no sorts → two picks → two claims → term recognition → typed. L02 (a) with claims: Grade 3 recall (property) → three yes items → three no-claims → one yes-claim → two true-sentence items; no coin, no term items. L03 (a): L01 recall → six sorts → one pick → one claim → "is every solution a mixture?" → term recognition (sisters, never "mixture") → typed. L04 (c): two recalls (melting among its Grade 3 sisters; a solution) → what → why on a fresh case (honey in hot tea) → three misconception items (disappeared, melted, turned into water — the third in the stem-fixes-the-verdict form) → one yes-claim → transfer (instant coffee) → two melt-or-dissolve sorts → term recognition among Grade 3's sister words → typed.
Videos. All four "video and article": each is a run of cards where a chip or a tick lands on the spoken word, and L03's pieces drawing and L04's taste cards do their work on screen. None could do without.
Tasting. Grade 3's rule stands ("In science, we don't taste things to observe them"); L04 says it, then says Miss Diaz made the lemonade as a drink before anyone sips. The atom's own behaviour is "sugar water tasting sweet".
Questions for James
- Should "dissolve" be coined in L03 (with "solution") rather than in L04? Context: the brief left it to me. Recommendation and build: L04 — one coin per lesson, and the word lands beside the beliefs it replaces; L03 carries the plain phrase. If James prefers L03, the move is one idea line in L03 and a one-line recap at the top of L04.
- Is the baked-cake simplification note (two lines at the end of L02) wanted, or should the boundary stay silent until Topic 16? Recommendation and build: kept — "Every mixture in this topic is like that: you could pick the parts out again. Some changes make a new material instead, and a later topic explains those changes." Cut on his word.
Counts
4 lessons · 46 quiz items (14 · 10 · 12 · 13) · 4 attached + 3 summary questions · 17 practice items (3 Grade 3 recalls, 3 typed terms, 1 FRQ) · bank 54 (20 easy · 20 medium · 14 hard; 9 typed, 1 multi-select; per atom MAT4-020 15 · MAT4-021 12 · MAT4-022 14 · MAT4-023 13) · 42 figures (27 svg, 9 photo, 6 cartoon placeholders).
Word counts: L01 article 207 / script 149 · L02 297 / 144 · L03 297 / 148 · L04 295 / 146 · intro 117 · summary 138.
What each lesson teaches
| Lesson | Atom | Lesson type | Example sequence (one frame) | Check type | Items |
|---|---|---|---|---|---|
| L01 Say whether it is a mixture | MAT4-020 | Categorical by example sequence; coins mixture at the rule | NE raisins only · E raisins and peanuts · E three kinds · E sand and water shaken · NE water only · rule | (a) fluency: 1 recall, 7 yes/no, 2 picks, 2 claims, 2 term items | 14 |
| L02 Each part of a mixture is still itself | MAT4-021 | Fact (universal attribute); no coin | E peanut · E raisin · E sand and water · E clips and marbles (magnet) · rule | (a) with claims: 1 recall, 3 yes, 4 claims, 2 true-sentence | 10 |
| L03 Say whether it is a solution | MAT4-022 | Categorical on CAN YOU SEE THE PARTS?; coins solution after the pattern | NE sand · E sugar · E salt · E red food coloring · NE oil · coin · rule | (a) fluency: 1 recall, 6 yes/no, 1 pick, 1 claim, 1 every-solution, 2 term items | 12 |
| L04 Dissolved is not gone | MAT4-023 | Fact; coins dissolves first | coin · E sugar sweet · E salt salty · E powder red and fruit punch · the two beliefs · rule | (c): 2 recalls, what, why, 3 misconception, 1 yes-claim, transfer, 2 sorts, 2 term items | 13 |
design-check-sequence records
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Skill: design-check-sequence @ df153ae
Part: L01 (whole lesson)
Type: (a) — the student places a named thing in one of two classes (mixture / not a mixture); one step.
Plan: 14 items; 1 recall (3 options, Grade 3's material); 7 yes / no sorts on fresh things; 2 four-option picks; 2 claims (bare yes / no); term recognition (3 bare options) then "mixture" typed, last. Yes / no string y y n y y n n y n (no four alternate); three-option keys A B; four-option keys B C.
Belongs in practice / test instead: the fixed-set sort against "a solution" and "a new material" (bank type 1), the typed term on a fresh scene (bank type 3).
Part: L02 (whole lesson)
Type: (a) — the fact is one step (is the X still X?); claims carry the misconception side (mixing shares or changes properties).
Plan: 10 items; 1 recall (3 options, Grade 3's property); 3 yes items; 3 claims keyed no; 1 claim keyed yes; 2 three-option true-sentence items. Yes / no string y y y n n n y; three-option keys A C B. No coin, so no term items.
Belongs in practice / test instead: the three-material magnet chain (bank type 8), the ping-pong-ball claim (bank type 5).
Part: L03 (whole lesson)
Type: (a) — the student places a named mixture in one of two classes (solution / not); one step on the evidence "can you see the parts?".
Plan: 12 items; 1 recall (L01); 6 yes / no sorts; 1 four-option pick; 1 claim; "is every solution a mixture?"; term recognition (four options, sisters material / property / solid — never mixture) then "solution" typed, last. Yes / no string y y y n n y n n y; four-option keys B A.
Belongs in practice / test instead: the multi-select set (bank type 9), the liquid-in-liquid typed term (bank type 3).
Part: L04 (whole lesson)
Type: (c) — the payoff is a because-clause (the taste is the sugar, so the sugar is still there) and the register names the misconception (disappearing sugar).
Plan: 13 items; recalls (melting among its sisters; a solution) → what (3 bare outcomes) → why on a FRESH case (honey in hot tea; read against the article's cases sugar water, salt water, drink powder) → misconception ×3 (two bare yes / no; the third fixes the verdict in the stem and offers four reasons) → yes-claim → transfer (4 options) → melt / dissolve ×2 → term recognition (dissolves / melts / freezes / evaporates) → "dissolve" typed, last. Three-option keys A B C B; two-option n n y + melts, dissolves(A); four-option C A B.
Belongs in practice / test instead: the two-move chain (bank type 8), the hot-water-melted claim (bank type 5).
`
The key strings
- Attached video questions, video order (L01, L02, L03, L04, S1, S2, S3): A B B A A B B — B 4 of 7 (57 %).
- L01: yes/no y y n y y n n y n; three-option A B; four-option B C. L02: yes/no y y y n n n y; three-option A C B. L03: yes/no y y y n n y n n y; four-option B A. L04: three-option A B C B; two-option n n y A A (melts / dissolves items keyed A A — the second has its options reordered so the string does not alternate); four-option C A B.
- Practice: four-option A B C B D; three-option B B; two-option n y y n y A.
- Bank MCQ keys (44 items): A 9 · B 12 · C 13 · D 10 (max 30 %).
The misconception rows, and what was done
The physics catalogue is silent on matter; the literature used is Driver, Squires, Rushworth and Wood-Robinson (1994), Making Sense of Secondary Science (the brief's "Children's Ideas in Science" is the 1985 Driver, Guesne and Tiberghien volume, which carries the same dissolving findings).
| Source | Belief | What this topic does |
|---|---|---|
| Driver et al. 1994 (dissolving) | The dissolved sugar disappears / is gone | Confronted by name in L04 (headache, "Disappeared? Melted?" section, script beat 3); Enrique's claim L04 q5 (no); bank PP-37, PP-54 |
| Driver et al. 1994 (dissolving) | Dissolving is melting | Confronted by name in L04 with Grade 3's melting sentence and the melt / dissolve pair; Fern's claim L04 q6 (no); the two sorts q10–q11; practice PR-11; bank PP-38, PP-39, PP-53 |
| Driver et al. 1994 (dissolving) | The sugar turns into water | "Water on its own does not taste sweet, so the sweet taste is the sugar" (L04); Erica's claim L04 q7 (verdict fixed, four reasons); summary Q3 distractor; bank PP-19, PP-20 distractors |
| Driver et al. 1994 (mixtures and chemical change) | Mixing makes a new substance / the parts are changed | L02 whole lesson; Fern's "not beans anymore" q5 (no); Enrique's "pebbles turn soft" q6 (no); Fern's "corks become magnetic" q7 (no); bank PP-28, PP-44; the fixed sort set's distractor "a new material made from the two" |
| Everyday | A solution is not a mixture (or: anything mixed is a solution) | L03 "Every solution is a mixture, but not every mixture is a solution"; q10 (yes); Fern's cereal-and-milk claim q9 (no); the sort set's "a mixture, but not a solution" |
| Everyday | Only stirring makes a mixture | L01 "Stirring and shaking both mix materials together"; Enrique's claim q12 (no); bank PP-22 |
The 2 October rules, applied
| Rule (vault note) | Where it bites here |
|---|---|
| Explain, then label; coin as when-X-we-call-it-Y | "When two or more materials are mixed together, what you get is called a mixture."; "A mixture where you cannot see the parts is called a solution."; "When a material breaks into pieces too small to see and spreads all through a liquid, we say it dissolves." |
| A coined term is used only after its lesson (S12) | "mixture" never before L01's frames; "solution" never before L03's coin; "dissolve" never before L04 (S12 clean; the intro and blurb use "mixed together" and "where the sugar went") |
| Lesson text states the fact, never the topic that taught it | Grade 3 sentences quoted word for word with no "in Grade 3": material (L01), property (L02), tiny pieces (L03), melts (L04) |
| A check leaning on earlier knowledge gets one recall MCQ first | L01 q1 material; L02 q1 property; L03 q1 L01's mixture; L04 q1 melting, q2 solution; practice PR-1–3 |
| Say "stuff" beside the term | "one kind of stuff", "two kinds of stuff" beside material / mixture throughout |
| Never "disappears" / "melts" for dissolving | only inside Enrique's and Fern's claims and the items that correct them (grepped: every other hit is a correction line) |
| A process figure draws the moment its caption describes | the food-coloring glass is pale red all through (after), never a drop mid-spread; the pieces drawing carries IF YOU COULD SEE THEM |
| A verdict mark names its question | every card prints its question: Is this a mixture? / Can you see the parts? / Is the sugar still there? |
| The headache figure is the teaching figure with the answer's layer off | two_bowls and two_glasses carry no marks or chips; the cards carry them |
| One depiction per thing, reused everywhere | Grade 3 Topic 21's glass, Topic 20's jar and sand colours, Topic 11/21's dot convention and spread guard, Topic 4's tick and cross, Grade 4 Topic 4's placeholders — all imported; nothing redrawn |
| Figure kind per figure (James, 2 Oct 2026) | 27 svg (cards, glasses, pieces, table, pairs, rules); 9 photo and 6 cartoon placeholders; no person or hand drawn as a glyph; IMAGE_KINDS and IMAGE_BRIEFS complete (asserted) |
| Every sentence has a subject and a verb (S38) | 0 fragments after fixing "One kind of stuff.", "And now a raisin.", "Why?" |
| A question in an article or script is answered in the next sentence, verdict first | "Is the sugar gone? No." / "Did the sugar melt? No." |
| In science, we don't taste things to observe them | said in L04 before the sip; the drink is Miss Diaz's, made for drinking |
| Intro ≤ 120 words, ≤ 3 ?, coins nothing, map line names things a child can picture | 117 words, 2 question marks; "To find out, we will look at what Enrique made in his bowl, what happened to each snack in it, and where Erica's sugar went." |
| Summary opens "Here's everything we found out about …", rules word for word, bare chips | 138 words; the eight lexicon sentences; every rule beat's screen a chip or a still |
| Closing bullets a few words each (R79) | 3–4 per lesson, none over 8 words; check_brief.py L01–L04 and SUMMARY clean |
| An attached question stands alone; keys spread | every attached stem names its own fresh scene; A B B A A B B |
| Recognition before recall; every coined term recognised and recalled (S33 / S34) | mixture: L01 q13 → q14 typed; solution: L03 q11 → q12; dissolve: L04 q12 → q13; practice PR-12 → PR-13/14, PR-15 → PR-16; S33 / S34 clean |
| A stem is a positive question (S22) | the "turned into water" item asks "Which sentence shows the salt is still salt?" |
| Hard means more of the skill (S23) | no bank stem of three sentences below hard; every hard item carries its "hard because" line |
| Four options per bank MCQ (S11) | the sort items read against one fixed set (a mixture / one material on its own / a solution / a new material made from the two); "a mixture, but not a solution" is the solution set's second word |
| Names from the register, one topic each | Miss Diaz, Enrique, Erica, Fern — the Topic 14 row; names run exit 0 |
| US spelling (S14); units as words (S29); biggest / smallest (S39); strand (S37) | 0 hits each |
Checker: 0 FAIL, 50 WARN (python3 build_tools_check_topic.py grade4/topic14_build/content/G4T14.py)
- S8 (15) beats of three to five sentences: the frame form (scene sentence, evidence sentence, verdict sentence — "Erica's bowl holds one kind of stuff. This is not a mixture.") and L04's answer-first beats ("Is the sugar gone? No. …"). Each script is under 150 words; kept.
- S36 (35 words), each answered: fern (a name from the Topic 14 row — fine); salty, crunchy, wrinkly, runny, fizzy, jumbled, swirl / swirling (everyday describing words a 9-year-old uses — fine); almonds, cashews, apricots, pretzels, pasta, marshmallows, gummy, yogurt, noodles, celery, syrup, vinegar, kernels, crayons, glitter, snacks / snack, hike, trail (US food and classroom things a child knows — fine); disappeared / disappear (the belief's own word, in Enrique's mouth and the lines that correct it — fine); vitamin, globe, packet (fizzy vitamin tablet, snow globe, a packet of sweetener — US household things — fine); fizzes (what the tablet does — fine). Swapped before this record: "bouillon cube" → "soup cube"; "vanish" → "stayed in plain sight".
- Clean: S1–S7, S9–S14, S22, S23, S25, S28–S35, S37–S39. S30-COUNTS typed=15 fail=0 warn=0.
python3 grade4/check_g4_articles.py: L01 article 207 / script 149 · L02 297 / 144 · L03 297 / 148 · L04 295 / 146 · intro 117 · summary 138 · 0 FAIL.
python3 build_tools_video_batch.py → 6 videos, key string A B B A A B B. check_brief.py: L01 ✓ L02 ✓ L03 ✓ L04 ✓ SUMMARY ✓; INTRO carries the one standing finding "no closing bullets" that the batch builder declares not applicable to intros (James 2026-09-25; Topics 4 and 10 show the same line). grep -ci strand on the batch: 0. The batch is NOT sent.
python3 build_tools_build_topic_site.py → /tmp/g4t14_test.html builds: 4 lessons, 17 practice, 54 pp100, 42 figures.
Names run (python3 build_tools_names.py "Miss Diaz" Enrique Erica Fern)
`
Miss Diaz free
Enrique free
Erica free
Fern free
exit 0
`
Blind bundle (python3 build_tools_blind_bundle.py grade4/topic14_build/content/G4T14.py grade4/topic14_build/blind/2026-10-02)
bundled: 110 mcq, 15 text, 1 frq, 1 multi — held 127. No item in this topic carries a figure, so the bundle has no [Drawing: …] line: grep -c 'Drawing' BLIND_BUNDLE_G4T14.md → 0. The coordinator's rule (an item figure's blind text describes what is drawn, never the answer) therefore has nothing to bite on here; every teaching figure's alt text was read for the same fault and names evidence (what lies where, what colour the water is), never a verdict, except the verdict chips it literally prints.
Bank freshness (re-performed before this report)
Scene nouns of every lesson, quiz, attached and summary item: raisin, peanut, pretzel, trail mix, sand, jar, bowl, paper clip, marble, magnet, sugar, lemonade, salt water, food coloring, oil, drink powder, fruit punch, rice, beans, pebbles, cereal, milk, shells, flour, peas, carrots, soap, oats, apple, grapes, nail, cork, walnut, cranberries, almond, gravel, leaves, honey, vinegar, lemon, glitter, soup, noodles, baking soda, nuts, dried fruit, butter, instant coffee, ice cube, tea, bird feeder, sunflower, bath salts, pepper, bead.
Grep of the bank (stems and options) after the re-scening pass: magnet 2 (PP-43, the kitchen-drawer chain — a fresh scene kind), beans 2 (jelly beans), pebbles 2 ("a pile of only pebbles" as a one-material option), peas 1 (PP-42, pasta and peas), leaves 4 (the pond — a fresh scene kind against the quiz's wheelbarrow of gravel and leaves), bead 10 (the bank's own buttons-and-beads tin), oil 6 (all "soil" — the muddy puddle); zero hits for raisin, peanut, pretzel, trail mix, sand, paper clip, marble, sugar, lemonade, salt water, food coloring, drink powder, fruit punch, rice, cereal, shells, flour, carrots, soap, oats, apple, grapes, nail, cork, walnut, cranberries, almond, gravel, honey, vinegar, lemon, glitter, noodles, baking soda, nuts, dried fruit, butter, coffee, bird feeder, sunflower, bath salts, pepper. Re-scened in that pass: beads shaken in a jar of water (was the lesson's sand-and-water jar with a noun changed) → a pond with fallen leaves; washers-and-beads with a magnet → pasta and marshmallows (hardness) and mint and lettuce (smell); blueberries and corks → coins and bottle caps; sand and pebbles in a tub → buttons and beads; washers, beads and marbles under a magnet → spoons, forks and chopsticks in a drawer; corks and pebbles → ping-pong balls and golf balls; "a bag of only white rice" → "a sack of only potatoes". Practice re-scened against the quizzes: sunflower seeds and corn (the summary's) → pennies and rubber bands; bath salts (the summary's) → dish soap in a sink; apple rings and almonds (the attached's almonds) → apricots and cashews; pebbles into sand (L02 q9's pail) → dimes into nickels; pebbles and shells (L01 q6) → acorns and pine cones; honey in warm water (L03 q2) → salt in pasta water; instant coffee (L04 q9) → a packet of sweetener in iced tea. The ⟂ list is in TYPES_G4T14.md.
Figures (42; author's review-figures self-check on fifteen renders)
Depiction register: in figures.py's docstring. Renders opened at 960 px (QuickLook, qlmanage): card_sand_water, ba_clips_marbles, ba_sand_water, ba_peanut, sugar_pieces, solution_table, see_oil, melt_dissolve_pair, rule_solution, rule_mixture, rule_dissolved, rule_still_itself, two_bowls, taste_powder. Fixes applied from the renders: the before / after cards' property lines overran their halves and sat on the drawings — the card grew to 196 tall, the drawings moved up, the property text is wrapped at 34 characters and shortened ("a magnet pulls the clips only"); the rule cards' first sentence overflowed the box — rule_card now wraps any rule line at 68 characters (measured 6.6 px a character at 12 px bold). The pieces drawing passes Topic 21's spread guard (no two centres within 3 r, no three on one row or column) and carries IF YOU COULD SEE THEM. No figure hands over an item's answer: the headache figures carry no chips; the cards are teaching figures, and no item uses a figure.
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 | 19 | yes | yes ("Two kinds of stuff are mixed together, so this is a mixture") | Enrique, Erica, Fern, Miss Diaz, the bowl, the jar | pours, stirs, holds, adds, shakes | "kinds of stuff" → material → mixture | yes (four subtitles, nine figures) | "One kind of stuff." given a verb in the script |
| L02 | 21 | yes | yes ("Each one is still itself, so the magnet pulls the paper clips back out") | Fern, Miss Diaz, the peanut, the raisin, the sand, the water, the magnet | picks, keeps, lies, pulls | "something you can say about an object" → property | yes (five subtitles, six figures) | the Grade 3 magnetic line cut (unused); "the water was clear and poured" → "the water was clear" |
| L03 | 23 | yes | yes ("The drop spreads all through the water, so the water is all one pale red") | Erica, Fern, Miss Diaz, the sand, the sugar, the salt, the drop, the oil | stirs, lies, broke, spread, floats | "a mixture where you cannot see the parts" → solution | yes (four subtitles, twelve figures) | the three-sentence headache line cut to two |
| L04 | 24 | yes | yes ("Water on its own does not taste sweet, so the sweet taste is the sugar") | Erica, Enrique, Fern, Miss Diaz, the sugar, the salt, the powder | stirred, broke, spread, tastes, dissolved | "breaks into pieces too small to see and spreads all through" → dissolves | yes (six subtitles, eight figures) | the 24-word Miss Diaz line cut to 21; the drink-powder pair joined with "so"; the two melt lines joined ("did not warm up, so it did not melt") |
Judgement calls
- "Dissolve" coined in L04 (question for James above).
- The baked-cake simplification named in two lines of L02 (question for James above); nothing is taught about it.
- Tasting as the evidence. The atom says "sugar water tasting sweet"; Grade 3 says in science we don't taste things to observe them. L04 keeps both: the Grade 3 sentence is said, then the drink is Miss Diaz's, made for drinking. The red drink powder adds colour as a second kind of evidence (and PP-51's powdered milk turns the water white), so "still there" does not rest on taste alone.
- Nothing is weighed and nothing is separated. The mass side is Topic 15's; evaporation leaving salt behind would be Grade 5's separation explanation, so it is not used as evidence even though it is strong. L02 says only "you could pick the parts out again" (and the magnet does pick the clips out, as the register's example).
- A solution is a mixture. L03 says it in so many words and tests it (q10); no item offers "a mixture" as the wrong twin of "a solution" — the bank's fixed sort set uses "a mixture, but not a solution".
- Bank sort items on one fixed four-word set so S11's four-option rule is met without padding: a mixture / one material on its own / a solution / a new material made from the two — the fourth is the belief L02 corrects, not filler.
- Salt in pasta water as the practice's typed-solution scene (PR-14): salt in water is the topic's own example; the practice set is recall of the topic and the bank stays fresh, but it is a scene reuse and is recorded as one.
- "dissolve" typed at Grade 4 (8 letters; the plural form is 9): kept as typed with sixteen accepted spellings, under the near-miss spelling rule; S35 did not warn.
- Claim-makers in the quizzes are the row's three children, used more than once each; the bank uses "a boy" / "a girl".
Owed
- Blind read (two cold readers, every key; the bundle is cut at
blind/2026-10-02/); review-questions and review-figures by a non-author; review-accuracy against TEKS 4.6B and 5.6B/C wording. The author's keys are unverified until then. - The picture pass (6 cartoon, 9 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.
v2 — reviews applied (2 October 2026)
Skill: course-build → write-lesson (article lines), write-video-script (the L04 taste-rule beat), write-mcqs (every item change), write-explanation (fb / why / model lines), sentence-atomise (every new sentence) @ b0fa825
In plain words. Three review records landed on the same day as v1 — the blind read (every key agreed), the guidance / questions / accuracy review, and the figure review. All three are applied here, in that order of authority. The two changes a child would notice: the fizzy vitamin tablet is gone from the bank (fizzing is gas leaving, which Topic 16 teaches as the sign of a new material), replaced by an orange hard candy stirred into warm water to make a drink; and the powdered milk, which the bank had called a solution seven times, is replaced by green sports-drink powder that turns the water pale green and clear. L02's second rule no longer overclaims that you could "pick the parts out" of a solution — it says you could get each part back again. L04 now names the third belief children hold (the sugar "turned into water") and says the taste rule in the video as well as the article. Nothing in Topic 16 was opened (another agent owns it). Nothing was committed.
Finding → change
| Source | Finding | Change |
|---|---|---|
| Blind, Guidance | powdered milk keyed "a solution" (opaque; strictly a suspension) in PP-15, 33, 35, 40, 45, 48, 51 | PP-15, 33 (option), 45, 48 (option), 51 → green sports-drink powder, "the water turns pale green"; PP-35 and PP-40 re-scened away from the powder (two of the over-used scene): PP-35 corn syrup in warm water (where is the syrup now), PP-40 blue plant food in a watering can (the pale blue colour is the evidence) |
| Guidance (Essential), Blind | the fizzy tablet taught as dissolved and still there (PP-19, 37, 50, PP-33's option) | all four → an orange hard candy stirred in warm water; PP-37's stem says "orange" and "to make a drink", so the key "The water tastes of orange." is carried by the stem (the blind flag) |
| Guidance | the soup cube "did not melt" (its fat does melt) — PP-38, PP-53 | PP-38 → a butterscotch candy in warm water; PP-53 → a peppermint candy in hot water, key "The candy broke into pieces too small to see." (the two soup-cube re-scenes the blind read asked for; PP-20, 49, 54 keep the cube) |
| Guidance | type-5 distractors silly, key the longest (PP-22, 23, 28, 34, 37, 44, 53) | one true-sounding distractor each (true, but it does not show the claim wrong): "Crayons and wooden blocks are both solid materials." · "Blueberries can be counted one by one, however many there are." · "Popcorn and candy pieces are both snacks you can eat." · "Soil and water are two different materials." · "The candy was hard before it went in." · "Golf balls are heavier than ping-pong balls, so the golf balls sink to the bottom." · "Hot water is much warmer than the candy was before it went in."; PP-22's key shortened to "Two materials are jumbled together in the tub."; PP-44's stem rewritten without "the golf balls taught them to" (the reviewer's wording was not in the record; written to the row's intent) and its key shortened to "…properties, floating included."; no type-5 key is now the lone longest option (measured) |
| Guidance | tasting outside a drink (PP-36, PR-10, PR-17) | PP-36 a mouthful of sea water while swimming; PR-10 mom's gargle water; PR-17 dad's soup at dinner (model answer re-written on the soup: "the soup did not taste salty before the salt went in") |
| Guidance | L04 q7's key the only two-clause option | key "Plain water never tastes salty." |
| Guidance | L04 script: the taste rule in the article only | beat 3 now "Is the sugar gone? No. In science, we don't taste things to observe them, but this lemonade is a drink Miss Diaz made, so Erica takes a sip. …"; to stay under 150 words, beat 1 drops "in Miss Diaz's class" and beat 4 reads "And now salt dissolved in water tastes salty, so the salt is still there." (149 words) |
| Guidance, Blind | L01 q2 ≈ the video gate; L02 q5, L03 q9, Summary Q3 reuse scenes; named-claim string 3 yes of 12 | L01 q2 scrambled eggs and chopped ham; L02 q5 Fern, pecans and dried apple rings; L03 q9 Fern says petals floating in water are a mixture, but not a solution — yes (claims now 4 yes of 12); Summary Q3 cotton candy in water; L04 q6 / q7 swapped so the two bare-no claims are not three in a row; L03's two-option keys were then 6 of 9 on "yes", so q10 became "Is every mixture also a solution?" — no (5 of 9) |
| Guidance | the third belief unnamed in L04 | heading "Disappeared? Melted? Turned into water?" and the line "Erica thinks the sugar turned into water. Water on its own is not sweet, so the sweet taste is sugar, not water." (L04 article 321 words — the checker's 300-word WARN stands; the line is the reviewer's) |
| Guidance | L02 rule 2 "pick the parts out again" overclaims for solutions | "Each material keeps its own properties, so you could get each part back again." — in the lexicon, the L02 rule, the closing bullets, the closing line, the summary script, rule_still_itself, L02 q8 / q10 and PP-29's why (grep for the old phrase in content/ → 0) |
| Guidance | L01 forest 1 "make something new" (a second reading); L03 forest 1 at 33 words | "A bowl of one kind of stuff is just that stuff. Two kinds of stuff, stirred or shaken together, get a name of their own." · "Sand stirred into water stays in sight. Sugar stirred into water breaks into pieces too small to see and spreads all through it. That kind of mixture gets its own name." |
| Guidance | lemonade photo brief: lemon slices floating in the "cannot see the sugar" jug | "a clear glass jug of pale lemonade, nothing floating in it" (note, alt and brief) |
| Blind | PR-16's stem word for word with PR-15, which prints "dissolves" above | PR-16 re-scened: Epsom salt poured into a warm foot bath |
| Blind | typed accept lists | every mixture list adds mixure / mixsure; every dissolve list adds dissloved / disolvd / dissolvd / "it dissolved" (dissolve / dissolves / dissolved / dissolving and disolve- were already there); PP-52 keeps "it has dissolved" |
| Blind | ⟂ pairs; over-used scenes (sea water, tablet) | the type sheet's ⟂ list rewritten (below); sea water: PP-32's key → corn syrup, PP-47 → the Great Salt Lake (two of the scene); the tablet scene no longer exists |
| Figures | ba_clips_marbles 8 before, 6 after; clips overlapping | AFTER draws all 8 (4 clips, 4 marbles) from a fixed spot list; clip centres ≥ 20 apart, asserted in code; BEFORE clips 22 apart |
| Figures | card_sand_water settled sand under "shaken together" | caption "Sand and water, shaken together. The sand soon sinks to the bottom: two kinds of stuff, so this is a mixture." |
| Figures | sugar_pieces centre-heavy; side text "the sugar's pieces broke into pieces" | even_spread guard: Topic 21's spread guard plus each quarter ≥ 3 dots and each third across and down ≥ 4 (seed 15 passes); title "the sugar" |
| Figures | two_glasses_cartoon no left / right | "Erica on the left, Fern on the right" in note, alt and brief |
| Figures | ba_sand_water BEFORE a local sand redraw with a stray grain | F20.sand_heap(cx, by, 30, 12, dots=4) imported; sand_grains deleted; nothing under grade3/ touched |
| Figures | unplaced / redundant | sugar_photo placed before sugar_water_photo; coloring_photo after see_coloring; drink_powder_photo after taste_powder; salt_photo and salt_pieces deleted (40 figures: 26 svg, 8 photo, 6 cartoon) |
| Figures (minor) | "red" vs a pale fill; the ice unlabelled; PHOTO brief | L04 says "pale red" (article, caption, photo note and brief) and "a glass" not "a jug"; taste_powder label shortened to "drink powder dissolved in water"; "ice" drawn on the cube in melt_dissolve_pair; the PHOTO constant ends "No hands unless named." |
| Guidance (Leave rows) | salt-in-pasta-water reuse; baking soda ×5; "a cup of water" as one material; sand as one material; evaporation omitted | left as they are |
Questions for James — built as recommended
- "Dissolve" is coined in L04, not L03 (the reviewer agreed: one coin per lesson, the word landing beside the beliefs it replaces).
- The simplification note is kept, reworded to the reviewer's two sentences: "Some changes make a new material instead. Those changes are not mixing."
Counts and key strings
Bank 54 (20 easy · 20 medium · 14 hard; per atom MAT4-020 15 · MAT4-021 12 · MAT4-022 14 · MAT4-023 13 — the bank file's v1 header said 14 · 13 · 13 · 14 and is corrected); tiers rise with position and atoms rise within each tier; MCQ keys A 9 · B 12 · C 13 · D 10. Bank key string (t = typed, M = multi): ACDBABCDCABDCCACDBDBCABDACACCBDCBBABDBCDttABtttMttttDC. No item cut, so no renumbering. Quiz strings (y / n for two-option items): L01 A y y n y y n n B C y n B t · L02 A y y y n n n y C B · L03 y y y n n y n B y n A t · L04 A B C B n C n y A y y B t · summary y B B · practice A B n y B y n y C B y B t t D t F. Scripts 149 / 144 / 148 / 149; intro 117; summary 138; articles 207 / 295 / 297 / 321.
Checker results
build_tools_check_topic.py → 0 FAIL, 52 WARN (S36 word list and S8 beat-sentence counts as in v1; the S7 key-position warning cleared). grade4/check_g4_articles.py → 0 FAIL (one WARN: L04 article 321 > 300). build_tools_names.py Diaz Enrique Erica Fern → all free, exit 0. build_tools_build_topic_site.py … /tmp/g4t14_v2.html → 4 lessons, 17 practice, 54 pp100, 40 figures. build_tools_video_batch.py rebuilt handoff/G4T14/videos/batch_G4T14.json (6 videos; L04 145 words); check_brief.py → L01–L04 and SUMMARY ✓, the intro's standing closing-bullets line only. Not sent. Fresh bundle at blind/2026-10-02-v2/ (110 mcq, 15 text, 1 frq, 1 multi — held 127; Drawing lines 0). Renders opened at 960 px from /tmp/g4t14_figs/: ba_clips_marbles (counted: 4 clips + 4 marbles before, 4 + 4 after, no clip touching another), sugar_pieces (14 dots, every quarter and third filled, no vertical run), ba_sand_water (Topic 20's heap; one of its own dots sits at the heap's edge, as that drawer draws it), melt_dissolve_pair ("ice" on the cube), rule_still_itself (the new rule wraps inside its box).
Sentence-atomise self-check (the new sentences)
| Sentence | Ideas | Actor | Verb carries | Link stated | Verdict |
|---|---|---|---|---|---|
| Two kinds of stuff, stirred or shaken together, get a name of their own. | 1 | two kinds of stuff | get | — | pass |
| Sand stirred into water stays in sight. | 1 | sand | stays | — | pass |
| That kind of mixture gets its own name. | 1 | that kind of mixture | gets | — | pass |
| Each material keeps its own properties, so you could get each part back again. | 2 (cause → effect) | each material / you | keeps / get back | so | pass |
| Some changes make a new material instead. Those changes are not mixing. | 1 + 1 | some changes | make / are not | — | pass |
| Erica thinks the sugar turned into water. | 1 | Erica | thinks | — | pass |
| Water on its own is not sweet, so the sweet taste is sugar, not water. | 2 (cause → effect) | water / the taste | is / is | so | pass |
| The sand soon sinks to the bottom: two kinds of stuff, so this is a mixture. | 2 | the sand / this | sinks / is | so | pass (the colon carries the card's reading, as every card caption does) |
| In science, we don't taste things to observe them, but this lemonade is a drink Miss Diaz made, so Erica takes a sip. | 3 (rule, exception, action) | we / Miss Diaz / Erica | taste / made / takes | but, so | pass — the reviewer's beat, spoken |
Items changed (stem, options, key, model, figure, blind text or accept list)
L01 q2, L01 q14 (accept); L02 q5, L02 q8 (why), L02 q10 (fb, why); L03 q9 (stem, key), L03 q10 (stem, key), L03 q12 (accept); L04 q6 ↔ q7 (order), L04 q6 (Erica's item: options, fb), L04 q13 (accept); Summary Q3; PR-10, PR-13 (accept), PR-16 (stem, why, accept), PR-17 (task, model); PP-15, 19, 22, 23, 28, 29 (why), 32, 33, 34, 35, 36, 37, 38, 40, 41–42 (accept), 44, 45, 47, 48, 49–52 (accept), 50, 51, 53. Captions changed: card_sand_water, taste_powder; figures redrawn: ba_clips_marbles, sugar_pieces, ba_sand_water, melt_dissolve_pair, rule_still_itself; placeholders changed: two_glasses_cartoon, lemonade_photo, drink_powder_photo; placed: sugar_photo, coloring_photo, drink_powder_photo; deleted: salt_photo, salt_pieces.
For the vault (general, not yet written back — the coordinator's vault-sync)
- A fizzing dissolver is never a dissolving example in a course that later teaches fizzing as a new-material sign (write-mcqs /
Distractors name only what the student has met). - A sort set's standard positive example must be true of the class for a careful adult too (powdered milk is a suspension): check every bank "solution" is clear.
- Tasting as evidence only where the stem says a drink was made for drinking (Grade 3's "In science, we don't taste things to observe them").
- A type-5 (fixed-wrong claim) item carries one true-sounding distractor, and the key is never the lone long option.
v3 — polish (2 October 2026)
Skill: course-build → write-mcqs (every item change), write-explanation (the fb and why lines), sentence-atomise (every new sentence) @ b0fa825
In plain words. Reader C's re-read of the v2 bundle agreed every key and left polish. Two items said the dissolved stuff "has disappeared"; to a nine-year-old that means "out of sight", which is true, so a child could defend "he is right". Both now say "is gone", like their sibling items, and no key moved. PP-54's ask ("follows the cube all the way") was not something a child can act on; it now asks what the cube did and where it is now. Five quiz items that were lesson scenes renamed, and one practice distractor that was itself a solution, take fresh scenes. The type sheet's draw constraints gain the four typed dissolve items against the two items whose keys state the dissolving sentence. The typed accept lists were already complete. Nothing was committed.
Flag → change
| Flag (v2 re-read) | Change |
|---|---|
| L04 q5 and PP-37: the claim says "has disappeared" | L04 q5: "Enrique says the baking soda is gone." PP-37: "he says the candy is gone", and its why ends "So the candy is not gone." Keys unchanged (no; D). The L04 article's heading "Disappeared? Melted? Turned into water?" and Enrique's headache line keep "disappeared": that is the belief being confronted, in the child's own word, which is right |
| PP-54 stem not actionable | "Which sentence says what the cube did and where it is now?" |
| L02 q2 rice and beans (L01's video gate) | dice and dominoes jumbled in a game box; are the dice still dice? (yes) |
| L03 q4 gravel on the bottom (the gate's scene; the lesson's sand) | pumpkin seeds floating on a bowl of water, in plain sight (no) |
| L03 q6 lemon juice in water (Erica's lemonade) | a capful of blue mouthwash stirred into a cup of water, the mouthwash out of sight (yes; the same shape as q3's vinegar) |
| L01 q14 oats and nuts (the trail mix) | cucumber slices and olives mixed in a bowl; type the word |
| L01 q10 option C "a cup of water" (Fern's jar of water only; also PR-5's key) | "a bowl of only cherries" (key stays C; fb and why re-written on the cherries) |
| PR-9 option A cocoa with marshmallows (cocoa is itself a solution) | "a glass of water with crushed crackers stirred in, with the crumbs floating in it" (a mixture a child would pick; the crumbs are in sight) |
| ⟂ PP-49–52 with PP-35 and PP-53 | on the type sheet: the four typed dissolve stems print the dissolving sentence, which is PP-35's key and PP-53's key |
| accept lists: disolve / disolves / disolved, solushun / soloution, mixtur / mixure | already on every list (a script read the fifteen typed items: nothing missing) |
Type sheet: the bar list adds the new quiz and practice scenes (dice and dominoes; pumpkin seeds in water; blue mouthwash in water; cucumber slices and olives; a bowl of only cherries; crushed crackers in water); inventory lines PP-10, PP-18, PP-37, PP-41 and PP-54 updated; the Skill line says v3.
Sentence-atomise self-check (the new sentences)
| Sentence | Ideas | Actor | Verb carries | Link stated | Verdict |
|---|---|---|---|---|---|
| Enrique says the baking soda is gone. | 1 | Enrique | says | — | pass |
| So the candy is not gone. | 1 | the candy | is not | so (from the taste line before it) | pass |
| Which sentence says what the cube did and where it is now? | 1 ask, two objects the options carry | the sentence | says | — | pass |
| Dice and dominoes are jumbled together in a game box. | 1 | dice and dominoes | are jumbled | — | pass |
| Pumpkin seeds are stirred into a bowl of water, and the seeds float on top in plain sight. | 2 (scene, observation) | pumpkin seeds / the seeds | are stirred / float | and | pass — the sort items' fixed shape (scene, then the evidence) |
| A capful of blue mouthwash is stirred into a cup of water, and you cannot see the mouthwash anymore. | 2 (scene, observation) | mouthwash / you | is stirred / cannot see | and | pass — the same shape as q3 |
| You can see the cracker crumbs in the water, so this is a mixture, but not a solution. | 2 (cause → effect) | you / this | can see / is | so | pass |
| The bowl holds cherries and nothing else. | 1 | the bowl | holds | — | pass |
Checker results
build_tools_check_topic.py → 0 FAIL, 56 WARN (S36 adds cucumber, dice, dominoes, olives — everyday US child words; S8 beat counts as before; S30-COUNTS typed=15 fail=0 warn=0). grade4/check_g4_articles.py → 0 FAIL (the L04 321-word WARN stands). build_tools_build_topic_site.py … /tmp/g4t14_v3.html → 4 lessons, 17 practice, 54 pp100, 40 figures. Fresh bundle at blind/2026-10-02-v3/ (110 mcq, 15 text, 1 frq, 1 multi — held 127). Key strings as in v2: no key moved.
Items changed (v3)
L01-10 (option C, fb, why), L01-14 (stem, why), L02-02 (stem, fb, why), L03-04 (stem, fb, why), L03-06 (stem, fb, why), L04-05 (stem), PR-09 (option A, fb), PP-37 (stem, why), PP-54 (stem). Records: TYPES_G4T14.md (⟂ list, bar list, five inventory lines, Skill line).
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 14 — guidance, questions and accuracy review, 2 October 2026
The teaching is sound and the record's claims re-perform clean (0 FAIL; scripts 149 / 144 / 148 / 146; intro 117; summary 138; articles 207 / 297 / 297 / 295; bank 54, per atom 15 · 12 · 14 · 13, keys spread; no item carries a figure; names clean; the fixed sort set never offers "a mixture" under a solution key). Two things must change before a cold read: the fizzy vitamin tablet is taught as dissolving and still there when fizzing is the gas-making change Topic 16 and Grade 5 teach as "a new material"; and Topic 15 quotes Topic 14's rules in words Topic 14 never says (fixed in Topic 15's pass). Below that: three bank scenes carry 16 items, the type-5 keys are always the long sensible one among silly distractors, and tasting leaks into items where nobody made a drink.
The author's two questions, the reviewer's view: (1) keep "dissolve" in L04 — one coin per lesson, the word landing beside the beliefs it replaces. (2) Keep the note, reworded: "Some changes make a new material instead. Those changes are not mixing."
| where | finding | rule broken | severity | the rewrite |
|---|---|---|---|---|
| PP-19, PP-37, PP-50, PP-33 option | fizzing tablet keyed as dissolved and still there | review-accuracy step 10; Topic 16's new-material sign | Essential | an orange hard candy stirred in warm water until none can be seen (PP-37's key "The water tastes of orange." now carried by the stem's candy) |
| Topic 16 L02 line ~201 | Topic 14's line paraphrased | word-for-word recall | Worth fixing (Topic 16's pass) | "A dissolved material is not gone. It is still there, in the liquid: dissolved sugar is still sugar, mixed into the water." |
| PP-15, 33, 35, 40, 45, 48, 51 | powdered milk as "a solution" (opaque; later the standard non-solution) | category true of every member | Worth fixing | "A scoop of green sports-drink powder is stirred into water until no powder can be seen, and the water turns pale green." |
| PP-38, PP-53 | "she is wrong that it melted" on a fatty soup cube | a real thing survives the claim | Worth fixing | PP-53 peppermint candy in hot water; key "The candy broke into pieces too small to see." |
| PP-22, 23, 28, 34, 37, 44, 53 | silly distractors; key longest | real distractors; key tells | Worth fixing | one true-sounding distractor each (PP-22 "Crayons and blocks are both solids."; PP-44 stem as the reviewer wrote) |
| PP-36, PR-10, PR-17 | tasting outside a drink | Grade 3: we don't taste things to observe them | Worth fixing | a mouthful of sea water while swimming; mom's gargle water; dad's soup at dinner |
| L04 q7 key | the only two-clause option | key alone two clauses | Worth fixing | "Plain water never tastes salty." |
| L04 script beat 3 | taste rule in the article only | video / article parity | Worth fixing | "Is the sugar gone? No. In science we don't taste things to observe them, but this lemonade is a drink Miss Diaz made, so Erica takes a sip." |
| L01 q2; L02 q5; L03 q9; Summary Q3 | same scene as the attached / earlier item; claim string 3 yes of 12 | fresh instance; no give-away; keys spread | Worth fixing | eggs and ham; pecans and apple rings (Fern); flower petals in water (yes); cotton candy in water; swap q6 / q7 |
| L04 "Disappeared? Melted?" | the third belief unnamed | misconception by name | Worth fixing | heading "Disappeared? Melted? Turned into water?" + "Erica thinks the sugar turned into water. Water on its own is not sweet, so the sweet taste is sugar, not water." |
| L02 rule 2, summary, bullets | "pick the parts out" overclaims for solutions | category definition | Worth fixing | "Each material keeps its own properties, so you could get each part back again." |
| L01 forest 1; L03 forest 1 | "make something new"; 33 words | second reading; atomisation | Worth fixing | as the reviewer wrote |
| lemonade_photo brief | lemon slices floating in the "cannot see the sugar" jug | figures tell the truth | Worth fixing | "a clear glass jug of pale lemonade, nothing floating in it" |
| salt-in-pasta-water reuse; baking soda ×5; "a cup of water" as one material; sand as one material; evaporation omitted | — | — | Leave | — |
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 4ed4f4c
Topic 14 — figure review, 2 October 2026
Clean, calm cards: one question, one drawing, one tick or cross, one chip. The solution cards are genuinely clear water; the sand cards show the same low tan band; the pieces drawing says "IF YOU COULD SEE THEM" and never hints the sugar is gone. Mechanical pass clean (42 of 42 rendered; no text outside a frame, no overlap; the author's two wrap fixes held). No item carries a figure, so no blind-text or answer-cue issue. Five fixes before a cold read, five unplaced keys.
ba_clips_marbles— the count changes across the pair. BEFORE draws 4 clips + 4 marbles; AFTER draws 3 + 3, on a card whose point is "nothing changed"; the BEFORE clips overlap. Fix: AFTER places all 8; clips spaced ≥ 20.card_sand_water— settled sand under "shaken together". Caption: "Sand and water, shaken together. The sand soon sinks to the bottom: two kinds of stuff, so this is a mixture."sugar_pieces(used 5×) — the spread is centre-heavy (eight of fourteen dots in a vertical run; the left third holds three). Re-roll the seed or add a quadrant-fill guard; title "the sugar" (the side text reads as "the sugar's pieces broke into pieces").two_glasses_cartoonbrief — no left/right. "Erica on the left, Fern on the right."ba_sand_waterBEFORE — a stray grain floats off the heap; local redraw of Grade 3 Topic 20'ssand_heap. ImportF20.sand_heap(cx, by, 30, 12, dots=4).
Unplaced: sugar_photo → L03 before sugar_water_photo; coloring_photo → after see_coloring; drink_powder_photo → after taste_powder; salt_photo → delete; salt_pieces → delete (a relabelled twin).
Minor: pretzel glyph reads as a ring (the photo carries it); taste_powder label tight, "jug" vs a drawn glass, "red" vs a pale pink fill ("pale red"); melt_dissolve_pair cube and puddle unlabelled (add "ice"); card_water_only lidless jar reads as a glass; the PHOTO brief constant lacks "no hands unless named".
| key | kind | used by | verdict | what is wrong | the fix |
|---|---|---|---|---|---|
| intro_cartoon, class_snack_cartoon, peanut_pick_cartoon, lemonade_cartoon | cartoon | intro / L01 / L02 / L04 | PASS | — | — |
| two_glasses_cartoon | cartoon | L03 | FIX | no left/right | add |
| two_bowls, two_glasses | svg | headaches | PASS | no verdict layer | — |
| card_raisins_only, card_raisins_peanuts, rule_mixture, rule_still_itself, rule_solution, rule_dissolved, solution_table | svg | L01–L04 | PASS | — | — |
| card_three, card_water_only | svg | L01 | minor | ring pretzel; lidless jar | accept |
| card_sand_water | svg | L01 | FIX | settled sand under "shaken" | caption |
| ba_peanut, ba_raisin | svg | L02 | PASS | ring lands on the right piece | — |
| ba_sand_water | svg | L02 | FIX | stray grain; local redraw | import F20.sand_heap |
| ba_clips_marbles | svg | L02 | FIX | 8 before, 6 after; clips overlap | draw 8; space |
| see_sand, see_sugar, see_salt, see_coloring, see_oil | svg | L03 | PASS | — | — |
| sugar_pieces | svg | L03, L04 ×2, summary | FIX | centre-heavy; title | re-roll; "the sugar" |
| salt_pieces | svg | none | DELETE | twin | delete |
| taste_sugar, taste_salt | svg | L04 | PASS | — | — |
| taste_powder | svg | L04 | minor | label; jug; "red" | shorten; "pale red" |
| melt_dissolve_pair | svg | L04 | minor | unlabelled | add "ice" |
| trail_mix_photo, sand_water_photo, magnet_clips_photo, sugar_water_photo, oil_water_photo, lemonade_photo | photo | L01–L04 | PASS | — | — |
| sugar_photo, coloring_photo, drink_powder_photo | photo | none | PLACE | unplaced | as above |
| salt_photo | photo | none | DELETE | redundant | delete |
Three best: see_sugar / see_sand, rule_mixture, solution_table. Three weakest: ba_clips_marbles, sugar_pieces, melt_dissolve_pair.
Blind read and 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 14 — What mixtures and solutions are — blind read, 2 October 2026
Every key agreed by two blind readers (127 items each; MCQ disagreements 0; PP-48 multi C, D matched; the FRQ model in the key's words). No item with two defensible options except PP-15 (Reader B, below). No figures carry items. The intro poll is not bundled by design.
Flags carried into the fix pass
| Item | Who | Flag | Ruling |
|---|---|---|---|
| PP-15 powdered milk and its scene (PP-33, 35, 40, 45, 48, 51) | B | "the water turns white" is the one visible cue a child is told to look for, so "a mixture, but not a solution" is defensible; strictly a suspension | rule the scene once: swap powdered milk for a true solution (sugar, salt, drink powder that goes clear) — the guidance review decides the replacement |
| PP-37 | A, B | the stem never says the tablet is orange-flavoured | add "orange" to the stem |
| PP-19, PP-37, PP-50 fizzy tablet | B | fizzing is gas leaving, which Topic 16 teaches as a new-material clue | the guidance review rules; cheapest is a non-fizzing dissolver |
| PR-16 beside PR-15 | A | PR-15's stem word for word with "dissolves" printed as an option above | re-scene PR-16 or move it |
| ⟂ pairs | A, B | PP-01⟂41, 15⟂45, 17⟂47, 30⟂46, 19⟂50, 36⟂52, 38⟂49, 40⟂51; 32⟂33⟂48; PP-35 and PP-53 option A print the dissolving sentence (⟂ PP-40 / 49 / 50 / 51) | on the type sheet |
| video gates ≈ a quiz item (L01-V-01 ≈ L01-02; L03-V-01 ≈ L03-04; L04-V-01 ≈ L04-03) | A, B | fine as gates | leave; vary L01-02's scene |
| typed accept lists | A, B | dissolve / dissolves / dissolved / dissolving, disolve-; solushun, mixtur, mixure; PP-52 wants "dissolved" | add |
| scene reuse: powdered milk ×7, soup cube ×5, sea water ×4, tablet ×4 | B | pattern | re-scene two of each |
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 (127 items; MCQ disagreements 0; PP-48 multi C, D matched; the fifteen typed answers on the lists; the FRQ model in the key's words). The sort items are clean: wherever the case is a solution the mixture option reads "a mixture, but not a solution", so "a mixture" is never a second right answer. Two one-line fixes to the polish pass: L04-05 and PP-37 — a child says the dissolved stuff "has disappeared", which to a nine-year-old means "out of sight" (true), so "he is right" is defensible on the plain meaning: reword to "is gone", like the sibling items; PP-54 "Which sentence follows the cube all the way?" is not actionable: "Which sentence says what the cube did and where it is now?". Lesser: L02-02, L03-04, L03-06, L01-14 and L01-10 C are lesson scenes renamed (vary them); PR-09 C's cocoa is itself a solution (a near-miss distractor — swap); ⟂ PP-49–52 (stems print the dissolve definition) with PP-35 and PP-53; accept lists take disolve(s), solushun / soloution, mixtur / mixure. Reader's file: READER_C.md.