MS Physics — the one page for James (14 October 2026, afternoon)
Where the build stands. The architecture is approved (your eight rulings of 13 October and two taps this morning). Topic 1, "Where something is, and whether it moved", is written, reviewed and ready for your read: six video lessons, the Motion strand opener, the topic intro, a two-part summary, 6 to 8 essential questions after each lesson, a 15-item practice set, a PP100 bank of six items per atom, and three recall items for the Grade 3 ideas it leans on. A non-author review (guidance, physics, questions, figures, accuracy) and two cold key readers went over it; the adjudicator applied forty text fixes, every key stands (101 of 101, both readers), and the changed items were read cold again. No video exists yet; nothing renders until you have read these scripts. Topic 2, the speed equation, is being written now.
What to read: every Topic 1 script on one page, narration first, the atom under each title, Fine / Change this under each video. Then the three cards below, which are the teaching decisions that would be costly to change after the videos are made. The student page shows each lesson as a student meets it.
Decisions — Topic 1's key teaching decisions, before its videos are made
1. Is displacement taught in two lessons, "how far from the start" first and the word second?
The course says: Lesson 5 teaches how far something ended from where it started, as the straight line from start to end, in plain words; Lesson 6 adds "which way" and only then says "how far from the start, and which way, is called its displacement."
Why it is a question: - The register splits the idea into two atoms (MOT-005a, MOT-005b); TEKS 7.7B names the word. - Two lessons let the plain idea land before the label, and keep each video under 180 words. - One lesson would coin the word on the same day the idea is first met, and run to two parts.
Cost of changing it: merging rewrites two scripts, two quizzes and twelve bank items.
My recommendation: two lessons, the word in the second.
A: Two lessons, the word in the second / B: One lesson, the word coined at once
2. Do number lines stay sign-free through middle school, with "west" and "east" as words?
The course says: every drawn number line labels a point by its distance and a word ("50 m west"); no minus sign appears, in drawings, stems or explanations.
Why it is a question: - The sign convention (west as negative) is HS Physics's atom (KNM-007); the review found it printed on four Topic 1 drawings, and the adjudicator removed it. - A grade 6–8 student meets "−50 m" nowhere in TEKS 6–8, Florida or Arizona. - Holding the line now means Topics 2 to 5 (speed, velocity, graphs) also describe direction in words.
Cost of changing it: none now; later, the graph topics would draw signed axes.
My recommendation: sign-free through the whole course; HS Physics coins the sign.
A: Sign-free through middle school / B: Signed number lines from Topic 3 (velocity) on
3. Does Lesson 3 keep its answer-first opening, "Is Jordan moving? That depends on the reference point."?
The course says: beat 2 states the rule in a sentence, then four cases (the platform, a tree, his seat, his backpack) show it, and the recap restates it.
Why it is a question: - Your standing order is examples first, the rule last; here the rule's sentence comes second. - The author's reason: the question "Is Jordan moving?" has to be answered in the next sentence, and the honest answer is "it depends", which is the rule. - Cutting beat 2 leaves the question open for eight beats, which your 7 October ruling forbids.
Cost of changing it: one script beat and the recap.
My recommendation: keep it: the "it depends" line answers the question without giving the cases away; the cases then show what it depends on.
A: Keep the answer-first opening / B: Cases first, the rule only at the recap
Applied without asking
Every text finding of the review (forty applied, one line each in the adjudication record); the two quiz drawings that disagreed with their stems; six bank items that re-dressed lesson scenes now carry fresh moves; the intro and strand opener lost their second character (your one-character rule); every question carries its atom (your ruling this morning), register kept in records/; the drawing-numbers sweep that now fails a drawing whose numbers or directions differ from its stem.