Skill: course-build → atomise (architecture steps 1, 2, 6c; standing audits; the no-standard sweep) → write-like-james → review-page @ 936fbb8
MS Physics — course architecture v2 (13 October 2026, James's first rulings applied the same day)
Status: v1 went up at midday with ten cards; James ruled on eight of them within the hour (his words under "Your rulings, applied"). This v2 applies every ruling, runs the full no-standard sweep he asked for, and leaves TWO cards, both with a firm recommendation and a default in force.
Read this in five minutes. It arranges the knowledge graph's grade 6–8 Motion, Forces and Energy atoms into one course: three strands, eighteen topics of content plus two Design and build topics, a test at each strand seam. Nothing below writes a lesson sentence. The atoms stay in the knowledge graph; four register edits his rulings cover are made and logged there.
The takeaways.
- Nineteen atoms cut, because no state framework names them (his ruling, card 6, and the sweep it asked for): the velocity-time graph topic, the acceleration calculation, the four energy calculations, the seven circuit atoms and the two digital-signal atoms. 94 content lessons remain from 113.
- One course across grades 6–8, video-led, weight stays the name of Earth's pull, the released grade-8 forms anchor the exit test, and a seven-topic sample gates the videos (cards 1 to 4, 9 and 10, all his).
- Two cards left: the seven Scientific Reasoning atoms that point at physics, and the twelve Design and build atoms. Neither sibling course teaches any of them, the state tests cover both sets, so my recommendation is to host all nineteen here. With both, the course is 113 lessons in 20 topics.
- Tests: a PP100 bank of six items per atom closes every topic; a static test of three forms sits at each strand seam; the third doubles as the end-of-course test.
Decisions
Two cards. Each has a default in force (my recommendation), so the build never waits.
1. Do the seven Scientific Reasoning atoms that point at physics ride inside this course?
The course says: seven lessons inside the investigations that first need them (the table in Card C), by default.
Why it is a question:
- You asked whether the other courses include them. No. MS Chemistry's fourteen topics and MS Life Science's thirteen hold Matter and Life atoms only; no Scientific Reasoning atom appears in either architecture.
- The reasoning atoms are state-tested: they carry the TEKS process standards (6.1 to 6.5, worded identically at grades 7 and 8 and embedded in every STAAR grade 8 item) and Florida's nature-of-science benchmarks (SC.6.N, 7.N, 8.N), which the grade 8 SSA tests outright.
- The seven have real homes here: reading a value off a chart and describing a pattern on the distance-time graphs; a hypothesis and the strength of evidence in the force-and-mass investigation (NGSS MS-PS2-2); whether the data supports the claim in energy conservation (MS-PS3-5); replication and evidence changing the answer in the thermal investigation (MS-PS3-4).
- The other 41 reasoning atoms are generic (observation and inference, variables, correlation, how science works) and belong to whichever chat you give the strand to.
Cost of changing it: seven lessons here; the strand's other owner then teaches or retrieves them.
My recommendation: host the seven here. Separately, since no sibling course teaches any reasoning atom and the state tests cover them, the strand needs an owner soon: either the MS Scientific Reasoning course the knowledge graph proposed, or each course taking the atoms its investigations use, as Grade 5 did. That is the MS Scientific Reasoning chat's card; I will send it these facts.
A: Host the seven inside their investigations / B: Leave all Scientific Reasoning to its own course
2. Does Design and build fold into Physics, as it did for Grades 4 and 5?
The course says: two Design and build topics inside Physics, by default: "Design a safer collision" after the Newton's-laws topics (SR-090 to 095: the need, criteria, constraints) and "Design a container that keeps heat in" after the heat topics (SR-096 to 101: compare, test, improve).
Why it is a question:
- You asked whether the other courses include them. No. Neither MS Chemistry nor MS Life Science has an engineering atom or topic.
- They are state-required, which the register did not show until today: the twelve atoms cited NGSS MS-ETS1 only, but TEKS 6.1B, 7.1B and 8.1B say "use engineering practices to design solutions to problems" and TEKS 6.2D says "evaluate experimental and engineering designs". Those codes are now on the atoms (logged), and the content passes your no-standard sweep.
- Two NGSS physics standards are design tasks and give the atoms their builds: MS-PS2-1 (apply Newton's third law to a collision problem) and MS-PS3-3 (a device that keeps thermal energy in or out). Neither sibling course has a build like them.
- Your 8 October ruling for Grades 4 and 5: "fold all the design and build stuff into Physics, even if it's its own topic."
Cost of changing it: twelve lessons here; otherwise the only state-required engineering content in middle school has no home.
My recommendation: fold them in as the two topics above.
A: Two Design and build topics inside Physics / B: Leave engineering design to the Scientific Reasoning course
Your rulings, applied (13 October 2026)
Your words: "1-4 = approved, 5 = need more context, 6 - Why are you even asking me? If no state requires it, then we shouldn't be including it. Make sure that you've done a full sweep that we're not teaching stuff we don't need to teach! 7-8 - i actually want your recommendation here … 9 - sounds fine; 10 - sounds good, maybe make it 7 topics."
- Card 1, one course across grades 6–8, called Middle School Physics. Applied; the knowledge graph's handoff now records it as confirmed for Physics.
- Card 2, video-led. Applied: every lesson is a video with its attached question and quiz; a short diagram article only where a graph, a force diagram or a labelled wave must stay on screen; the intro and summary videos stay. The vault decision's scope line now names MS Physics.
- Card 3, weight stays the name. Applied: the spotting lesson says once, "On a test paper this force is called the gravitational force, or the force of gravity. It means the same thing: Earth's pull on the object, its weight." Typed items accept both. The register's FOR-013 is reworded to match and logged. The vault rule carries the grade 6–8 section.
- Card 4, cut the velocity-time graph topic. Applied: MOT-029 to 031 are out.
- Card 5, the energy calculations. The context you asked for is in the sweep below; your card 6 ruling settles it: all four are cut. The qualitative dependence (what kinetic and potential energy depend on, ENE-007 and 008) stays, which is what NGSS actually asks for.
- Card 6, cut circuits, and sweep the whole course. Applied: ENE-050 to 056 are out; the sweep is below; the rule is in the vault with your words.
- Card 9, the anchor forms. Applied: STAAR 2022 (PDF) plus the 2023–2025 online released forms, Florida's grade 8 item specifications and sample test, the AzSCI grade 8 sample test; the examiner's record names which form each item shape mirrors.
- Card 10, a seven-topic sample. Applied: Topics 2, 6, 7, 8, 10, 14 and 16 (speed; what a force is; spotting forces; net force; force pairs; kinetic and potential energy; temperature and heat) wait for your taps on the flat scripts page; the rest roll after their own checks once you have ruled on the seven. Topic 1 is read first in any case, as the pilot that tests the recipe.
The no-standard sweep (your card 6 instruction)
The rule applied: an atom stays only if TEKS, Florida or Arizona names its content at grades 6–8 (the three benchmark states), or NGSS names it inside the endpoint the kick-off set (MS-PS2 and MS-PS3). Every atom's standards field was read; the full table is in records/ARCHITECTURE_CHECK_2026-10-13.txt, and the checker now fails if a placed atom has no qualifying code.
Cut (19 atoms, no code in any framework, or NGSS outside the endpoint):
| Atoms | What they taught | Why cut |
|---|---|---|
| MOT-028 | Calculate acceleration from a change in velocity and a time | No code. TEKS 8.7A calculates acceleration from force and mass, not from velocity and time; the second-law topic reads its answer in words ("the velocity changes by 2 m/s each second") without this lesson. |
| MOT-029, 030a, 030b, 030c, 031 | Velocity-time graphs | No code (card 4). HS Physics teaches them. |
| ENE-040, 041 | What work means; calculate work | No code anywhere. |
| ENE-042, 043 | Calculate kinetic energy; calculate gravitational potential energy | NGSS only, and NGSS asks for less than a calculation: MS-PS3-1's clarification is "descriptive relationships between kinetic energy and mass separately from kinetic energy and speed"; MS-PS3-2's is "relative amounts of potential energy, not on calculations of potential energy". ENE-007 and 008 carry that. |
| ENE-050, 051, 052, 053, 054, 055, 056 | Electric circuits: current, voltage, resistance, Ohm's law, series and parallel | No code anywhere (card 6). Grade 5 teaches simple circuits (TEKS 5.8B); HS Physics teaches these. |
| ENE-057, 058 | Analogue or digital; why digital survives the journey | NGSS MS-PS4-3 only, outside the kick-off's endpoint (MS-PS2 and MS-PS3). |
Kept with a reason (8 atoms whose only code is a "pre-" code): MOT-003 (pre-7.7); FOR-001, 002, 003, 010, 011, 012 (pre-6.7A); FOR-010b (pre-6.7B). A "pre-" code marks content that a named standard cannot be taught without (what a force is, its size and its direction before TEKS 6.7A's six forces; motion depends on your reference point before 7.7's motion). No student has taken the grade 3–5 courses, so these are the on-ramps, each a short lesson, not assumed knowledge. Your call to overrule any of them is one line. (Eight other atoms carry a pre- code beside a Florida or Arizona code and need no reason.)
Register finding from the sweep, corrected today: the twelve engineering atoms and the hypothesis atom cited NGSS only, so the sweep read them as state-unnamed. TEKS names them (6.1B "use engineering practices to design solutions to problems" at every middle-school grade; 6.2D "evaluate experimental and engineering designs"; 6.1H names hypotheses). The codes are now on the atoms, logged in the register's edit log, and the sweep passes them as state-named.
Kept because a state names it: every other atom carries a TEKS, Florida or Arizona code at grades 6–8.
Applied without asking (unchanged from v1, plus today's)
- The newton (your 13 October ruling): FOR-010b "Read a force in newtons" is in the register and is the fifth lesson of Topic 6.
- Energy forms (your 25 September rule): ENE-002 now names kinetic, thermal, gravitational, elastic and chemical, and treats light, sound and electricity as carriers.
- Strand order Motion → Forces → Energy; one PP100 per topic, a bank of six items per atom (13 October); checkpoints at the three seams, three forms each, the third also the end-of-course test; intro and summary videos per the format ruling; recall items as a separate bank.
- Today's merges after the cuts: acceleration's two remaining atoms (MOT-026, 027) join the velocity topic, which becomes "Velocity and acceleration" (7 lessons); the thermal topic splits into "Temperature, heat and thermal equilibrium" (ENE-020 to 023) and "How thermal energy travels" (ENE-024, 024b, 025), so the Design and build container topic can follow the second and the hosted reasoning atoms keep every topic at eight lessons or fewer; the electromagnetic-spectrum topic loses its two signal lessons and stands at four.
Decided here and recorded, not asked: topic titles name the thing; the normal force is coined "normal force" (TEKS 6.7A's word) after the plain meaning "the push a surface gives back"; "displacement" is coined in Topic 1's last two lessons (TEKS 7.7B names it); within the spotting-forces topic, weight and the normal force come first so a still object has two forces from the first lesson (the catalogue's FOR-03 belief: "nothing pushes a still thing"); the hosted reasoning lessons sit last in their topics, after the content they reason about, except the hypothesis pair, which sits before the second law's calculations because the investigation comes first.
Card A — The strands and their order
The call: Motion → Forces → Energy, each with its own intro video and a static test at its end; the third test is also the end-of-course test. Design and build sits inside Physics as two topics (card 2), one after the Newton's-laws topics and one after the heat topics.
| Strand | Topics | Lessons | Why it sits here |
|---|---|---|---|
| Motion | 1–5 | 33 (31 content + 2 reasoning) | Describe motion first: a reference point, distance and displacement, speed and its equation, velocity and acceleration, the distance-time graph. Forces need "acceleration" before Newton's second law. |
| Forces | 6–13 | 43 (35 content + 2 reasoning + 6 design) | What a force is, spotting six everyday forces, adding them to a net force, then the three laws in the order a student can hold; then the first Design and build topic on the third law's collision problem. |
| Energy | 14–20 | 37 (28 content + 3 reasoning + 6 design) | Kinetic and potential, changes and conservation, temperature and heat, how heat travels, the second Design and build topic on an insulated container, waves, the spectrum. |
Total 113 lessons with both cards; 94 without either.
Card B — The topics
The call: twenty topics of three to eight lessons, each with an intro video, a quiz after every lesson, mixed practice, a summary video and a PP100 bank of six items per atom. Atoms marked † are the hosted reasoning atoms (card 1); the two Design and build topics stand or fall with card 2.
| # | Topic (student-facing title) | Atoms (in teaching order) | Lessons | TEKS stamp | The big idea it serves |
|---|---|---|---|---|---|
| Motion | |||||
| 1 | Where something is, and whether it moved | MOT-001, 002, 003, 004, 005a, 005b | 6 | pre-7.7, 7.7B | Every position and every motion is measured from a reference point; distance along the path is not how far from the start |
| 2 | Speed: how fast something moves | MOT-007, 008, 009, 010, 012a, 012b, 011a, 011b | 8 | 7.7A | Speed is distance divided by time; find any one from the other two; average speed over a journey; steady or changing |
| 3 | Velocity and acceleration | MOT-013, 014, 015a, 015b, 016, 026, 027 | 7 | 7.7B, 8.7A | Some quantities need a direction; same speed, different velocity; turning changes velocity; a change in velocity is acceleration, whether speeding up, slowing down or turning |
| 4 | Drawing and reading a distance-time graph | MOT-017, 018, 019a, 019b, SR-030† | 5 | 7.7C, 6.1F | Lay out the axes, plot the journey, read a distance or a time off the line; read a value off any chart |
| 5 | What the shape of a distance-time graph tells you | MOT-020, 021, 022, 023, 024, 025, SR-031† | 7 | 7.7C, 6.5A | Flat is at rest, straight slope is steady speed, steeper is faster, curved is changing, downward is coming back; the slope is the speed; describe the pattern in words |
| Forces | |||||
| 6 | What a force is and what it does | FOR-001, 002, 003, 010, 010b, 011, 012 | 7 | pre-6.7A | A push or a pull; it changes motion or shape; it has a size, measured in newtons, and a direction; draw it as an arrow |
| 7 | Spotting the forces on an object | FOR-013, 015, 014, 016, 017, 018, 020 | 7 | 6.7A | Earth's pull (weight), the normal force, friction, an applied force, the magnetic force, the electric force; touching or not touching |
| 8 | Adding forces: the net force | FOR-030, 031, 032, 033 | 4 | 6.7B | Same way adds, opposite ways subtracts, several in a line; zero net force means balanced |
| 9 | Balanced forces and motion (Newton's first law) | FOR-050, 051, 052 | 3 | 7.7D | A resting object stays still, a moving object keeps going, while the forces balance; unbalanced forces change motion |
| 10 | Force pairs (Newton's third law) | FOR-040, 041, 042, 045, 043, 044 | 6 | 6.7C | Every force has a partner, equal, opposite, of the same type, on the other object, so the pair never cancels |
| 11 | Force, mass and acceleration (Newton's second law) | FOR-070, 071, SR-012†, SR-006†, FOR-072, 073, 074 | 7 | 8.7A, 6.4B | More force, more acceleration; more mass, less; a hypothesis before the test and why one piece of evidence is stronger; find any one of the three |
| 12 | Newton's three laws in one system | FOR-090, 091, 092 | 3 | 8.7B | State each law plainly, match a situation to its law, explain a seat belt or a rocket with more than one law at once |
| 13 | Design a safer collision (Design and build) | SR-090, 091, 092, 093, 094, 095 | 6 | 6.1B, 6.2D | Engineering asks how well; state the need; criteria and constraints; a bumper or crash cushion judged against both (NGSS MS-PS2-1) |
| Energy | |||||
| 14 | Kinetic and potential energy | ENE-001, 002, 005, 006, 007, 008 | 6 | 6.8A | Energy is involved even when nothing visibly moves; name the form; kinetic or potential; what each depends on |
| 15 | Energy changes form and is conserved | ENE-010, 011, 012, 013, 014, SR-032† | 6 | 6.8B, 6.2B | Name a change, trace it through a system, nothing is created or destroyed, account for what seems lost, kinetic and potential trade off; does the data support the claim |
| 16 | Temperature, heat and thermal equilibrium | ENE-020, 021, 022, 023, SR-062†, SR-081† | 6 | 7.8B, 7.8C, 6.4B | Temperature is average particle motion; thermal energy moves hot to cold until equal; heat is not temperature; someone else gets the same answer; evidence can change the answer |
| 17 | How thermal energy travels | ENE-024, 024b, 025 | 3 | 7.8A | Conduction, convection or radiation; how each works; conductors and insulators |
| 18 | Design a container that keeps heat in (Design and build) | SR-096, 097, 098, 099, 100, 101 | 6 | 6.1B, 6.2D | Compare rival designs against the same criteria, test them under the same conditions, find each one's failure point, combine the best features, model cheaply, iterate (NGSS MS-PS3-3) |
| 19 | Waves carry energy | ENE-015, 016, 030, 031, 032, 037 | 6 | 6.8C, 8.8A | A wave moves energy, not matter; transverse or longitudinal; amplitude, wavelength, frequency; amplitude shows the energy; wavelength and frequency trade off; reflected, absorbed or transmitted |
| 20 | The electromagnetic spectrum | ENE-033, 034, 035, 036 | 4 | 8.8A, 8.8B | One family from radio to gamma; order it; what each band is used for; reading the universe with it |
Totals: 113 lessons in 20 topics with both cards (94 content lessons + 7 reasoning + 12 design); 20 PP100 banks; 3 checkpoint tests of three forms each (after Topics 5, 13 and 20), the third also the end-of-course test.
Cut on James's ruling (13 October): MOT-028, MOT-029, MOT-030a, MOT-030b, MOT-030c, MOT-031, ENE-040, ENE-041, ENE-042, ENE-043, ENE-050, ENE-051, ENE-052, ENE-053, ENE-054, ENE-055, ENE-056, ENE-057, ENE-058.
Why this grouping
- Every prerequisite edge points backwards in this order, or into grades 3 to 5, or into MS Chemistry's Matter strand (two atoms, Card D). Checked atom by atom today; zero forward references. The cut atoms are prerequisites of nothing that remains.
- Speed (Topic 2) is its own topic because it carries the course's first equation and its two rearrangements (vault ruling: a quantitative subtopic becomes its own topic); so are net force (Topic 8) and the second law (Topic 11).
- The distance-time graph work splits at its natural seam: the routine lessons that build and read the graph, then the lessons that interpret its shape.
- Force pairs (Topic 10) come after net force and the first law, so "why the pair doesn't cancel" (FOR-044) can contrast two forces on different objects with balanced forces on one object.
- Spotting forces (Topic 7) opens on weight and the normal force so the first picture is a still object with two forces, confronting the catalogue's FOR-03 and GRA-01 beliefs from the first lesson.
- Topic 16 leans on MS Chemistry's particle picture (MAT-002, MAT-003) for "temperature measures average particle motion"; it retrieves them in one sentence and one recall item, in MS Chemistry's wording.
- Each Design and build topic follows the content its build uses: the collision cushion after the three laws, the insulated container after heat and its transfer.
What changes: on your two taps the folder gets topicNN_build/ per topic as each is built; Topic 1 is briefed first, in strand order, one agent per topic, no blueprint.
Card C — Where the seven reasoning atoms sit (card 1)
| SR atom | Host topic | The investigation |
|---|---|---|
| SR-030 Read a value off a chart | 4 | the first graph the course draws and reads |
| SR-031 Describe the pattern | 5 | the shape of the distance-time graph in words |
| SR-012 A hypothesis is a testable prediction; SR-006 Why one piece of evidence is stronger | 11 | NGSS MS-PS2-2: change in motion depends on the sum of forces and mass |
| SR-032 Does the data support the claim? | 15 | NGSS MS-PS3-5: when kinetic energy changes, energy was transferred |
| SR-062 Someone else gets the same answer; SR-081 Evidence can change the answer | 16 | NGSS MS-PS3-4: temperature, mass and energy transferred |
Card D — What is taught elsewhere and retrieved here
The call: the prerequisite atoms that live in other courses are not taught here. Each lesson that leans on one states the idea in a sentence and asks one recall item before using it (the stand-alone entry rule: no student has taken the grade 3–5 courses or MS Chemistry yet).
| Topic | Leans on (other courses' atoms) |
|---|---|
| 1 | MOT3-002 spot the missing reference point; MOT3-004 decide whether something moved; MOT3-005 measure how far it moved |
| 2 | MOT3-024 what speed means; MOT3-025 speeding up |
| 6 | FOR3-001 push or pull; FOR3-002 a push or pull starts things moving; FOR3-005 can change shape; FOR3-009 stronger push, bigger change; FOR3-042 balanced or unbalanced; FOR3-006 which way the force acts; FOR3-010 draw the force as an arrow |
| 7 | FOR5-002 down means toward Earth's centre; FOR4-001 spot friction; FOR4-012 magnets pull together or push apart; FOR5-062 charged pairs attract or repel; FOR3-026 touching or non-touching |
| 8 | FOR3-040 several forces at once; FOR3-044 unbalanced forces speed things up; FOR5-022 equal or unequal forces |
| 9 | FOR3-043 a still object stays still while balanced; FOR5-023 predict motion from unequal forces |
| 14 | ENE3-001 spotting energy; ENE5-001 chemical energy, the stored form; ENE5-002 stored energy is released in use; ENE4-010 speed and energy; ENE5-021 heavier at the same speed, more energy |
| 15 | ENE4-071 the energy change in a device; ENE5-003 trace the energy chain; ENE5-004 where a flat battery's energy went; ENE5-020 where the rolling ball's energy went |
| 16 | MAT-002 matter is made of particles (MS Chemistry); MAT-003 particles are always moving (MS Chemistry); ENE4-021 temperatures change as heat flows; ENE4-020 heat flows hot to cold |
| 17 | ENE4-003 transfer without touching; ENE4-022 heat conductors and insulators |
| 19 | ENE4-040 water waves carry energy; ENE4-041 spot the amplitude; ENE4-042 spot the wavelength; ENE4-032 stronger vibration, louder; ENE4-031 faster vibration, higher pitch; ENE3-016 sort what light did |
The hosted reasoning atoms and the Design and build atoms lean on grade 4 and 5 reasoning atoms (SR4-022, SR5-040, SR5-041) and on reasoning atoms their own strand teaches; the check record lists each.
Card E — Tests and benchmarks
The call: a PP100 bank per topic (six items per atom, drawn from); a static checkpoint test of three forms after Motion (Topic 5), Forces (Topic 13) and Energy (Topic 20); the third is also the end-of-course test, anchored to the released grade-8 forms (your card 9). Every test item is written fresh for the test, a non-author examiner re-performs the freshness claim on scenes, and every form is read cold with keys hidden.
- Topics carrying the heaviest tested content, from the state codes on their atoms: Topic 7 spotting forces; Topic 8 net force; Topic 2 speed and Topics 4 and 5 graphs; Topics 16 and 17 heat; Topics 19 and 20 waves and the spectrum; Topic 11 the second law. The per-topic counts are in the check record.
- Anchor set (card 9): STAAR grade 8 science 2022 (PDF) and the 2023–2025 online released forms; Florida's grade 8 Statewide Science Assessment item specifications and sample test; the AzSCI grade 8 sample test and scoring guide. Fetched when the first checkpoint is authored; only the physics reporting categories are ours.
- The end-of-course test is cumulative over the three strands, as the grade-8 forms are cumulative over grades 6 to 8.
Card F — Register observations, no edits made beyond the three logged
The call: nine observations for your atomisation pass; the first is already corrected in the register.
- SR-090 to SR-101 and SR-012 cited NGSS only; TEKS 6.1A, 6.1B, 6.2D, 6.5A and 6.1H name the content and are now cited on the atoms (edit log, 13 October). The Scientific Reasoning strand's chat, when it opens, is told.
- FOR-013 carries Florida SC.6.P.13.2 ("the force depends on how much mass the objects have and how far apart they are"), but nothing in the band teaches that the pull depends on mass or distance. Candidate atom or two.
- TEKS 7.7A says "differentiate average and instantaneous speed"; no atom names instantaneous speed. Candidate coining in MOT-011b's lesson, or a cross note.
- ENE-006 sorts potential energy into gravitational, elastic and chemical with no definition atom per class before it. The lesson defines each by cases as it sorts.
- ENE-016 sorts waves into transverse and longitudinal with the same shape.
- ENE-024 then ENE-024b: the sort before the mechanism. Kept as what-before-why.
- MOT-007 and MOT-023 each carry an "and"; both halves are taught in one lesson and tested on separate items.
- FOR-002 enumerates five changes in one Fact atom; kept whole as a recap of five grade 3 atoms.
- The four edits made and logged (
docs/EDIT_LOG_6-8.md): FOR-010b added (the newton); ENE-002 reworded (energy carriers); FOR-013 reworded (Earth's pull, its weight; the test's words as a told synonym in the cross note); TEKS codes on the thirteen reasoning atoms above.
Checks run (13 October 2026, build_tools_check_architecture.py, output in records/ARCHITECTURE_CHECK_2026-10-13.txt)
- Atoms placed: 94 content atoms + 7 reasoning + 12 design = 113; 19 atoms listed as cut on James's ruling. Every remaining register atom appears in exactly one topic; none is left over; none is doubled; no cut atom is a prerequisite of a placed one.
- Prerequisites: every prerequisite of every placed atom sits in an earlier topic, earlier in the same topic, in grades 3 to 5, in MS Chemistry's Matter strand, or in the Scientific Reasoning strand (listed as leans). Zero forward references.
- The no-standard sweep: zero placed atoms without a qualifying code; the eight pre-code atoms print as KEPT lines.
- Topic sizes: largest 8 (Topic 2), smallest 3 (Topics 9, 12, 17).
- Standards coverage: every TEKS, Florida and Arizona code the three registers carry is still carried by a placed atom after the cuts; the record names any NGSS code the cuts removed.
About this build (kickoff record)
- Register:
Science Knowledge Graph/data/atoms/06-08/motion.json,forces.json,energy.json, pulled 13 October 2026;scientific-reasoning.jsonfor the hosted atoms. Per-course choices are the register's: K–8 letter-suffixed ids with gaps left for insertion; Fact / Categorical / Transformation / Routine; bare behaviours; verdict and reason split by default; frameworks TEKS, NGSS, Florida, Arizona. - Endpoint: the grade-8 STAAR, Florida SSA and AzSCI physical-science items; NGSS MS-PS2-1 to 5 and MS-PS3-1 to 5 (the kick-off's endpoint; MS-PS4 is not in it, which is why the two digital-signal atoms are cut).
- Sources read: the kick-off notes; the vault's CLAUDE.md, 00 Protocol, the ExplAIn Yourself principles, the PP100, video and test decisions; the knowledge graph's HANDOFF, CLAUDE and decisions files; the MS Chemistry and MS Life Science CLAUDE.md files and architectures; the Grade 5 session start, architecture, authoring brief, systemic-issues and completion records; HS Physics v2's handoff and its learnings report; the Grade 3 Forces MVP pack and feedback log; the HS Physics feedback log; the elementary physics misconceptions catalogue; the NGSS pages for MS-PS3-1 and MS-PS3-2. Nothing from any sibling course's lesson text.
What happens next
You tap the two cards, or leave them on their defaults. The folder gets its topic folders and Topic 1 ("Where something is, and whether it moved") is briefed, then every topic in order, one agent per topic, at most two agents at once: scripts, quizzes, practice, the PP100 bank, the full gate chain to 0 FAIL, a blind read, then the topic on the review site. The seven sample topics wait for your taps on the scripts page before their videos render; the first batch of any kind waits for your word before it leaves the machine. The MS Scientific Reasoning chat is sent the facts under card 1 when it opens.