MS Physics — the one page for James (14 October 2026, evening)
Where the build stands. Your Topic 1 rulings are all in hand and being applied now: no strand opener; lesson 2 folded into the contrast lesson; displacement as one lesson coining the word at once; three questions after the two simple lessons and a cap of five everywhere; left and right on the number lines; the summary as one video. Topic 1 comes back to the scripts page as four lessons once a fresh cold read confirms the changed items. Topic 2, "Speed: how fast something moves", is ready for your read: eight lessons, the course's first equation with its two rearrangements, average speed, steady or changing; quizzes already at the new cap (four or five each); the summary one video of 182 words; a 50-item bank of six per atom. A non-author review, two cold readers, adjudication and a cold re-read are done; every key stands (135 items, three reads). Topic 3, velocity and acceleration, is written and awaiting its review.
What to read: Topic 2's scripts on one page, with Fine / Change this under each video, and the one card below. The Topic 2 student page shows each lesson as a student meets it.
Decisions — Topic 2
1. Does Lesson 2 tell students once that a test reference sheet writes the speed equation as s = d/t?
The course says: the equation is coined in words, "speed equals distance divided by time", with its key as a labelled list; the letters s, d and t are not used in any script or working line. The author proposes one told line in Lesson 2's diagram article only: "A test reference sheet may write this as s = d/t, where s is the speed, d is the distance and t is the time."
Why it is a question: - Released STAAR grade 8 forms give students a reference sheet with the equation in letters; a student who has only met the words may not recognise it. - Your rule: a term the released items use is taught at least as a told line; the depth follows the standards. - The lessons stay in words either way; this is one sentence a student reads, never hears.
Cost of changing it: one article line.
My recommendation: tell it once, in the article, as proposed.
A: Tell it once in the article / B: Leave the letters out of this course
Your Topic 1 rulings, applied
Displacement is one lesson, the word coined at once. Number lines are sign-free, left and right preferred (compass words kept only where the scene is a map). Lesson 3 keeps its answer-first opening. The strand opener is deleted. Lesson 2 is deleted and its atom rides in the contrast lesson. Lesson 1 and the distance lesson get three questions; every quiz is capped at five, extras kept in reserve. The summary is one video. Your "T01 intro video" tap was "Other" with a link to the AP Chemistry duration review page; I have asked in chat what you meant by it.
Applied without asking
Every text finding of Topic 2's review (45 applied, one line each in the adjudication record); the practice item where averaging two speeds happened to score was re-valued; instruments now read their real units; the worked blocks' last working line carries its unit; the attached question that asked the order of the routine was replaced by an easy calculation; the quiz cap and the one-video summary from your rulings today; every question carries its atom (register kept in records/).