AI Vids

AP BIO UNIT 1

“why is oil liquid but fat solid?” AP Bio 101: one double bond

Saturated vs unsaturated: the one double bond that kinks the tail and turns a solid into an oil bio-w02-1

Payoff Saturated means only single bonds between carbons, nothing left to add: straight tail, solid at room temperature. Unsaturated means at least one carbon-carbon double bond: kinked tail, liquid. More double bonds, more liquid. kills: Saturated and unsaturated are treated as interchangeable or as dietary labels rather than as a statement about carbon-carbon double bonds, so the pair gets inverted under time pressure.

Recap card single bonds - straight - solid · double bond - kinked - liquid · more double bonds, more liquid

Notes Butter, olive oil, spaghetti, pencils and the garden hose are visual stand-ins for solid fat, liquid oil, straight chains, tight packing and a kinked tail. The unit never names any real food or its bond count, so the narration must not claim that butter is saturated or olive oil unsaturated; keep the words to solid fat and liquid oil. Dropped from the unit on purpose: the four lipid jobs (fats, steroids, cholesterol, phospholipids), the fatty-acid-versus-phospholipid trap, and all membrane content (the unit flags the fluid mosaic as Unit 2 material and says the CED never uses the word fluidity; do not let the script use it). Beat 3 rests on the unit's explanation prose (straight chains stack closely and behave like a solid), not on a CED EK, which is why it cites the explanation. Angle asks for solid turning into oil; the unit's worked example runs the rule backwards (liquid oil implies double bonds), which the recap line covers.

AP BIO UNIT 1

“one wrong amino acid, four levels of damage” sickle cell, traced through protein structure

One amino acid substitution tracked through all four levels of protein structure bio-w02-3

Payoff Substituting one amino acid changes the sequence, so it changes primary structure, and whatever it does to higher levels it does because the new R group has different properties. Denaturation is structure disrupted by temperature, pH or chemical environment, which breaks weak interactions and leaves the peptide bonds intact. kills: A mutation denatures the protein it affects.

Recap card one swap hits level one · new R group shifts the fold · name each level in order

Notes The spine is the unit's sickle cell worked example (Glu6Val), which is the only substitution the unit traces; every level's claim comes from that example plus the CED EK it leans on. The GLU6VAL card is 7 characters, within the limit. The unit says secondary structure is 'essentially untouched', so the label says BARELY TOUCHED rather than untouched; the script must not claim helices and sheets are completely unchanged. The unit's sentence that sickled cells carry oxygen less well was dropped for time, as was the second misconception (not every mutation is drastic). The fried egg is a stand-in for heat denaturation only; the unit does not mention eggs, so the narration must not name one. Hook is Family 4 how-to, so the recap beat carries the method line (name each level in order), which is the unit's own closing sentence.

“3 monomers. name the macromolecule.” the third one trips everyone

Identify the macromolecule from its monomer alone, no word bank bio-w02-4

Payoff Ask two questions: what is the repeating unit, and what elements does it carry. Monosaccharide means carbohydrate, a variable R group means amino acid and protein, and nitrogen alone never separates nucleotide from amino acid; the phosphate does, so nitrogen plus phosphorus means nucleic acid. kills: The monomers of the four macromolecule classes are not reliably distinguished from one another, so a described monomer cannot be mapped to its class.

Recap card monosaccharide - carbohydrate · variable R group - protein · phosphate - nucleic acid

Notes Ladder is practice 0 (warmup, band 80-90), 1 (real, 50-65), 4 (stretch, 30-45), all verified match at high confidence. Practice 4 was chosen over practice 2 (nucleotide described as sugar plus phosphate plus base, also nucleic acid) because 2 sits at the same band as question 1 and reads as a definition, while 4 is the unit's stretch item and its trap is answering protein from the nitrogen, which makes the hook's 'most people miss the last one' honest. Both answer nucleic acid, so only one could be used. Practice 3 (which class is not a polymer, lipids) was avoided because it is a different skill from naming a class from its monomer. All three questions are 'from the monomer': a named monomer, a described monomer, a monomer's elements, which is the surface variation the unit's brief itself names. Question 2 keeps all four parts of the amino acid description because the unit says the variable side group is the deciding part; trimming would remove the cue. The unit's answer to question 1 is long; if the screen shows only 'Carbohydrate' the meaning holds, but the answer field stays verbatim as the schema requires. Verifier concern on practice 4: it repeats the answer of practice 2 within the unit, which is irrelevant here since practice 2 is not used.

AP CHEM UNIT 1

“why sodium's last electron barely feels the nucleus” AP Chem 101: effective nuclear charge

Effective nuclear charge: why an outer electron feels far less pull than the proton count suggests chem-w02-1

Payoff Shielding depends on where each electron sits: inner-shell electrons cancel a lot, same-shell neighbours cancel little, so chlorine's 3p electron and sodium's 3s electron feel very different pulls and are not equally easy to remove. kills: The effective nuclear charge felt by an outer electron is the proton count minus the total number of other electrons, one unit per electron

Recap card Zeff is the net pull · Inner shells shield a lot · Same shell shields little

Notes Covers only the shielding idea from the unit; the Coulomb r^2 comparison, the equation-sheet proportionality and the Fe2+/4s-leaves-first material are dropped (wed-a deck carries Coulomb). Beat 5 compresses the unit's period-vs-group contrast to the period half; the group half is in the idea field for the script writer. The unit does not give a numeric Zeff for chlorine's 3p electron, so the payoff only says it is far more than +1, as the unit does. Payoff card '17 - 16 = +1?' is 12 characters, at the Nano Banana limit. 'Zeff' appears on two labels; VO must say 'effective nuclear charge' or 'Z effective', never the letters. Sodium's '+1' in beat 1 is the unit's 'closer to +1', keep the 'roughly'.

AP CHEM UNIT 1

“this spectrum is sulfur. here's how to know:” peaks, heights, sum

Reading a PES plot: naming the element from peak position and peak height alone chem-w02-2

Payoff Peaks count occupied subshells; heights count electrons. Sulfur's five peaks carry sixteen electrons, so add the heights, never the peaks. kills: The number of peaks in a photoelectron spectrum is the number of electrons in the species

Recap card Peaks count subshells · Heights are superscripts · Add heights for the element

Notes Spine is the unit's worked example (heights 4, 2, 6, 2, 2 -> sulfur). The angle's 'peak position' is used only as reading order (highest binding energy = 1s); the isoelectronic Na+/F- shift that position also encodes is dropped for time, the sat deck carries it. Beat 4 card '1s2 2s2 2p6 3s2 3p4' is 19 characters, well over the Nano Banana limit; consider showing only the last two subshells '3s2 3p4' or rendering the card as typed overlay. Beat 5 card '4+2+6+2+2=16' is 12 characters, at the limit. The unit's two sanity checks (deepest peak must have height 2; heights must sum to Z) are folded into beats 3 and 5, not given their own beat.

“one of these electron configurations is wrong” chlorine, calcium, titanium

Three electron configurations, one with its orbitals written in the wrong order chem-w02-1

Payoff The count is only the first check. The subshells must also follow Aufbau order, and 4s fills before 3d, so titanium's 3d4 ending fails even though it totals 22. kills: A configuration with the right number of electrons is a correct configuration

Recap card Count the electrons first · Then check Aufbau order · 4s fills before 3d

Notes All three questions are 'is this configuration correct' items on the same skill, exactly one wrong (titanium, 3d written where 4s belongs), so the hook's promise is honest. Order follows the unit bands: chlorine 75-90, calcium and titanium both 40-60, titanium last because it is the reveal. Calcium's trap (students 'correct' it to 3d2) makes it the decoy between two look-alikes; keep its answer visibly 'correct'. On-screen configuration strings run 19-25 characters of notation, far over the Nano Banana limit and the strings are the question, so they cannot be shortened; render them as typed overlay text, not generated. Chlorine's question does not state Z in the unit, so none is added on screen.

AP PSYCH UNIT 1

“a neuron has no volume knob” AP Psych 101: the action potential

The action potential: threshold, all-or-nothing firing, and why the refractory period exists psych-w02-1

Payoff Firing is strictly binary: the stimulus either reaches threshold or it does not, and once it does the neuron fires at full size. A stronger stimulus changes whether the neuron fires, not how big the spike is. kills: A stronger stimulus produces a bigger action potential, the way a louder input produces a louder sound.

Recap card rest, then threshold, then fire · same spike every time · then a pause: refractory

Notes Depolarization is one of the CED's six terms but the unit never defines it (the sodium-potassium pump is excluded), so the video says 'it fires' and never uses the word. Reuptake is the sixth term and is left out because the angle is the firing sequence only. The doorbell, camera flash, dimmer and sprinter are visual metaphors chosen for the collage; nothing in the narration relies on them. The 3x cut-paper card is the only text element on beat 4.

AP PSYCH UNIT 1

“agonist does not mean stimulant” agonist, antagonist, reuptake inhibitor: how to tell

Agonist, antagonist or reuptake inhibitor: reading what a drug does from where it binds psych-w02-1

Payoff The agonist label describes boosting a neurotransmitter's own activity. GABA's own activity damps the brain down, so a GABA agonist damps activity too, which is why depressants act on GABA in the boosting direction. Read the neurotransmitter's direction first, then apply the drug. kills: An agonist always increases arousal and activity, because agonists are the drugs that 'encourage neural firing'.

Recap card agonist boosts the transmitter · antagonist blocks the receptor · reuptake blocked: more, longer

Notes The unit's worked example (three drugs through one synapse) is the spine: beats 2-4 are drugs one, two and three in the unit's order. Beat 4 names cocaine because the unit does; if a named illegal drug is unwanted on the account, the line works as 'A drug blocks dopamine reuptake...' with no loss of substance - human decision. The example's second lesson (agonist/antagonist name a DIRECTION, reuptake inhibition names a MECHANISM, both labels can sit on one drug) is dropped from the beats for time and survives only in the beat 4 idea; flag if it should replace beat 5. Hook sub 'look at what it blocks' is delivered by beat 5.

“which neurotransmitter is missing?” 3 symptoms, 3 seconds each

Dopamine, serotonin, GABA or acetylcholine: 3 symptom scenarios psych-w02-1

Payoff A calming drug can be boosting, not blocking: GABA's own activity damps the brain down, so boosting GABA produces calm. Read the neurotransmitter's direction first, then apply the drug. kills: An agonist always increases arousal and activity, because agonists are the drugs that 'encourage neural firing'.

Recap card low dopamine: Parkinson's · boosted GABA: calm · blocked acetylcholine: weak muscles

Notes The angle lists four transmitters; the serotonin question (practice[8]) was edited after blind verification and has no verdict (verified null), so it is not used. The three chosen are the only remaining 'name the neurotransmitter from a scenario' items, all verified match at high confidence, ordered by the unit's difficulty bands (50, 45, 40). Question 2 is a drug-effect scenario rather than a symptom, so the hook sub 'from the symptom alone' is slightly loose for it - human decision whether that matters; the hook itself is not rewritten here. Parkinson's disease and myasthenia gravis appear only in the why lines (both named in the unit), never in the on-screen questions, so the answers are not given away.

APUSH 101

“gold, furs or land?” APUSH 101: three empires, three Americas

Spain, France and Britain wanted three different things from America, and it shows in what they built apush-w02-1

Payoff The alliances and intermarriage were the method for acquiring furs and other exports with very few Europeans; the strategy was cheap because it was small, not because it was kind. kills: The French and the Dutch were kinder colonizers, so any question about their policy has a benevolence answer.

Recap card Spain: wealth already there · France: furs need partners · England: the land itself

Notes The post angle names Spain, France and Britain; the unit's second model is France AND the Dutch (one CED clause, KC-2.1.I.B), so beat 3 and the payoff say 'France and the Dutch' while labels keep the short 'FRANCE'. The 400 vs 25,000 counts are OpenStax figures, not CED content, and never required of a student; they are used here as scale, as the unit does in its example. Dropped from the unit: the Period 1 vs Period 2 boundary (encomienda, disease), the Genizaros and repartimiento names, the patroonship as an institution, and the causal-arrow stretch question. Label 5 avoids a comma ('25 THOUSAND') because labels allow no punctuation besides ? and -.

APUSH Unit 2

“the sentence that earns the contextualization point:” naming the era scores zero

Contextualizing Period 2 in one paragraph: the exact sentence starters that earn the point apush-w02-3

Payoff An opening that states the century and the topic is 'an overgeneralized statement about the time period referenced in the prompt' and scores zero on Row B; the point needs a described development linked to the prompt. kills: Contextualization means naming the time period the prompt is set in.

Recap card Development before the window · Two clauses of description · Link it to the prompt

Notes The hook says 'guarantee'; the unit describes what earns the point, so the video shows the three parts and the starters and stops short of any promise language in the lines. Three sentence starters from the unit are carried as cut-paper cards (beats 2, 3, 4); two are long strings of text (up to ~40 characters) and Nano Banana may drop or duplicate words, so treat the cards as the fidelity risk of this video. Beat 5 uses the unit's own worked paragraph; 'animals' and 'reduced Native populations' from the example were cut from the line for length and can go back into the script. Dropped from the unit: the thesis sentence that follows the context paragraph, the DBQ Row C rule that outside evidence must differ from the context fact, exam timing and the 15-minute reading period, and the point-share arithmetic (2 of 7, 2 of 6). The Row C rule is the strongest cut if a beat is freed up.

APUSH Unit 2

“grain, cod or tobacco?” place all 3 colonies by their crop

Chesapeake, New England, middle colonies or southern Atlantic coast? Place 3 colony descriptions by their economy apush-w02-2

Payoff Tobacco was cultivated at first by white, mostly male indentured servants and only later by enslaved Africans; a shortage of indentured servants is one of the CED's causes of the turn to the Atlantic slave trade. kills: Chesapeake tobacco was worked by enslaved Africans from the colony's founding.

Recap card Grain exports: middle colonies · Family farms: New England · Tobacco, servants first: Chesapeake

Notes All three questions are 'place this description in one of the four regions' with the economy as the clue, so the hook's 'all 3' promise is honest. The angle names four regions but only three are placed; the southern Atlantic coast and West Indies question (unit index 1, verified match, trap answer Chesapeake) is the ready swap if Julian prefers the enslaved-majority region over the Chesapeake, in which case the payoff becomes misconceptions[3] (the enslaved-majority region was the mainland South). Question 3 is the hardest because its trap is hearing 'later by enslaved Africans' and jumping to the southern Atlantic coast; that is why the payoff kills the 'enslaved from the founding' idea. Question text was shortened for the screen; meaning, region names and answers are verbatim from the unit. Recap line 3 is 5 words plus a comma.

AP HUMAN GEO

“the bridge cut 8 hours to 1. the town never moved.” AP HuG 101: distance decay vs time-space compression

Distance decay and time-space compression are the same graph read two ways hug-w02-1

Payoff Compression rescales relative distance and flattens the decay curve; a shallower slope is still a slope, and the course holds both concepts at once. kills: Modern transport and the internet have ended distance decay, so distance no longer shapes interaction.

Recap card Decay: farther, fewer flows · Compression: same km, less time · Flatter curve, still a curve

Notes Spine is the unit's hospital flow table and bridge example; the graph-read-two-ways angle comes straight from the unit explanation. Two cut-paper cards carry numbers (800 400 200 100 is 15 characters, over the ~12 guide; 8 h to 1 h and 80 km are short). The unit's second misconception (converting travel time back into kilometres) is folded into beat 4 rather than given its own beat; the clustered/dispersed material in this unit is dropped entirely because it belongs to thu-a. Verifier flagged that absolute/relative distance is printed in IMP-1.A.2 (Topic 1.1), not Topic 1.4; the unit already records this, and beat 4 cites 1.1 accordingly.

AP HUMAN GEO

“the Netherlands built its own land. that is possibilism.” the one example that always scores

Dutch polders as possibilism: how the Netherlands built the land its environment refused to give hug-w02-2

Payoff Determinism requires the environment to do the deciding; if people responded to a constraint with engineering, the reasoning is possibilist, and an engineered landscape is evidence against determinism, not for it. kills: Any explanation that involves the physical environment is environmental determinism.

Recap card Constraint: land below sea level · Choice: dikes and pumps · Pumps run forever, limits stay

Funny line “The Dutch beat the sea. Terms and conditions: pump forever.”

Notes The worked example is the spine, in the unit's own order: constraint, determinist prediction, response, argument structure, price. Payoff kills misconception 0 (environment-heavy answer read as determinism, the CED's documented distractor); misconception 2 (possibilism means limits are gone) is carried only by the recap beat and card, and misconception 1 (describing the constraint does not satisfy Explain) is dropped as an FRQ-verb point that does not fit a 35-second collage. No cut-paper text cards needed; all beats are pure photo cutouts. The unit asserts no statistics about the Netherlands, so the script must not add any (no percentages of land below sea level).

“clustered or dispersed?” 3 maps, the count is not the pattern

Clustered or dispersed? 3 map snippets where the spacing of the dots is the whole answer hug-w02-10

Payoff Judge by concentration, not extent: ask what share of the features occupies what share of the area. kills: A distribution is dispersed if its features reach across the map, so a few far-flung outliers settle the pattern name.

Recap card Concentration, not extent · Count is not the pattern · No random, no linear here

Notes Unit hug-w02-10 was never in the original blind pass; a blind pass ran 2026-09-09 (verify/hug_w02_unit10_verdicts.json): all 7 questions match. Verifier caught that snippet 2 originally said sixty non-adjacent dots in a 10x10 grid, which is impossible (max 50); stem corrected to fifty, answer unchanged. Q3 (diagonal band) is the deliberate trap: the verifier answered clustered at medium confidence and noted a student could argue dispersed from extent, and that the wider course would call the shape linear - the unit rules via the CED 1.1 two-name criterion (concentration, not extent), so the 'how' scene must say 'extent is not the test' explicitly. On-screen grids should be drawn as typed graphics, not Nano Banana dots, so counts are exact.

ALGEBRA 1 101

“why 0.333... is NOT irrational” endless is not the test

Rational or irrational: where 0.333..., sqrt(2) and pi actually live on the number line algebra1-w02-1

Payoff The test is whether the decimal repeats, not whether it stops. -7/3 is -2.33333333333..., endless and rational, because it is already one integer over another. kills: A decimal that never ends is irrational, so the test for rational is whether the decimal stops.

Recap card stops or repeats: rational · no repeating block: irrational · endless is not the test

Notes Angle delivered from the unit as written: 0.333... (facts[5], practice[0]), sqrt(2) (facts[1], explanation: 'between 1.4 and 1.5'; the unit gives no decimal for sqrt(2), so no decimal is shown), pi and 22/7 (facts[6]). Dropped to fit 7 beats: the simplify-first rule (sqrt(25) = 5, radical is not the thing you classify), the 0.1010010001... pattern trap, and irrational times irrational; the first two are carried by the thu-a countdown and the sun deck. Cards: '0.333... = 1/3' is 14 characters, over the ~12 mark - if Nano Banana drops tokens, fall back to '1/3' alone; '22/7 ≠ π' (8) and '√2' (2) and '-7/3' (4) are short. Beat 4 uses the unit's 'between 1.4 and 1.5' only in narration, not on a card, to avoid a three-token inequality. The pizza (beat 2) and pie (beat 5) visuals are both round food; swap one if they read as the same object.

ALGEBRA 1

“why 5 - 2(x - 3) is not 3x - 9” the minus belongs to the 2

5 - 2(x - 3) worked in the order that never fails, and the two ways students lose the sign algebra1-w02-2

Payoff The -2 multiplies every term inside, so -2 times -3 is +6 and the answer is 11 - 2x. Copying the -3 gives -1 - 2x, and substituting x = 0 (11 against -1) exposes it in one line. kills: A minus sign in front of a parenthesis applies to the first term only; the remaining terms are copied as they stand.

Recap card the factor is -2 · distribute to every term · check one number

Funny line “The photocopier is the only thing allowed to copy that minus.”

Notes Spine is the unit's worked example verbatim: name the factor (-2), distribute both terms, collect, then the two failures the angle asks for (subtract-first = misconceptions[2], lazy-sign = misconceptions[0]), each killed by the unit's own x = 0 check. The payoff is the lazy-sign error because the hook is about distributing a negative; subtract-first is a teaching beat, not the payoff. Cards: '5 - 2(x - 3)' is 12 characters, right at the limit, and Nano Banana may drop a bracket - if it does, keep the hook card as narration only and open on '-2'; '5 - 2x - 6' is 10, '-2x + 6' 7, '11 - 2x' 7, '3x - 9' 6. Labels avoid + and = so '-2 times -3 is +6' lives in the line and on the card, not in the label. Narration says 'minus' for binary subtraction so TTS does not read dashes as pauses. The two-parenthesis scale-up -(2x - 7) - 3(x - 1) from the example is dropped for time.

“sqrt(25), 22/7 or 0.1010010001...: which one is irrational?” one of them is lying

Three classify-the-number questions built on lookalikes: sqrt(25), 0.1010010001..., 22/7 algebra1-w02-1

Payoff A visible pattern is not a repeating block. Rational needs a fixed block that repeats forever (22/7 has one, 142857); 0.1010010001... never settles, so it is irrational. And sqrt(25) is just 5. kills: A visible pattern in the digits is the same as a repeating block.

Recap card simplify first: sqrt(25) is 5 · 22/7 repeats: rational · a pattern is not a block

Notes unit_id corrected 2026-09-09 from algebra1-w02-7 to algebra1-w02-1 so the countdown carries the angle's three lookalikes (sqrt(25), 22/7, 0.1010010001...), all verified match. Order easy to hard: radical that simplifies, fraction that looks like pi, pattern that looks repeating. Q3 stem shortened from the unit's wording; the on-screen card should show the digits 0.1010010001... large. Cards: 'sqrt(25)' 8 chars, '22/7' 4 chars, '0.1010010001...' 15 chars (over the ~12 guide; it IS the question, so type it as overlay text rather than trusting Nano Banana).

GEOMETRY 101

“the four words that solve every angle problem:” pieces add to whole

Angle Addition: when a ray splits an angle, the two pieces have to sum to the whole geometry-w02-1

Payoff Each half is 47, so angle ABC is 2 x 47 = 94. The value the algebra hands you is a piece; the question asks for the whole. kills: A bisector problem is finished when x is found, so the value substituted back is whatever expression is nearest to hand - and a half is reported as the whole.

Recap card Pieces sum to the whole · Missing piece? Subtract · Bisector: whole is double

Notes Formula cards: '4x + 7 = 6x - 13' is 16 characters and '112 - 47 = 65' is 13, both over the ~12 guide; the other two cards are 12. Dropped from the unit: the whole-is-twice-the-half case (4y + 4 = 2(y + 16), misconceptions[1]) and the 'looks like a bisector is not a bisector' point (facts[5], misconceptions[2]) - both are wed-a deck material and do not fit 35 seconds. Beat 6 label is lifted from the explanation ('Read the last four words of the question before you write anything down').

GEOMETRY

“'14 more than three times the other': make it an equation” the decimal is the alarm

Two angles are complementary and one is 14 more than three times the other: the full solve geometry-w02-2

Payoff Complementary means 90. Read the relationship word before you solve and check the total after: 19 + 71 = 90. A 180 total here gives 41.5 and 138.5, and the decimal is the giveaway. kills: Complementary and supplementary are interchangeable labels for 'two angles that go together', so the total 90 or 180 is chosen by whichever definition is recalled first.

Recap card Plain angle is x · More than means add · Complementary means 90

Notes UNIT MISMATCH, needs a human decision: posts/geometry/w02.json gives this post unit_id geometry-w02-3 (vertical angles), which contains no complementary content and cannot deliver the hook 'complementary means 90'. The post angle is verbatim angles[0] of geometry-w02-2, whose example is exactly this solve, so the brief is written against geometry-w02-2 and unit_id here says so. The posts file was not edited. Formula cards: '4x + 14 = 90' and '19 + 71 = 90' are 12 characters; the full first equation x + (3x + 14) = 90 was collected to keep the card short, the narration line carries the uncollected form. The same worked problem is practice[3] of this unit, so the thu-a countdown avoids it.

“complement or supplement?” 3 angles, one of them is a straight line

Three angle pairs where 90 and 180 get confused geometry-w02-2

Payoff Complementary totals 90, supplementary totals 180, and a straight line is always 180. Check the relationship word against the total before solving, and the total again after: 68 + 112 = 180. kills: Complementary and supplementary are interchangeable labels for 'two angles that go together', so the total 90 or 180 is chosen by whichever definition is recalled first.

Recap card Complementary totals 90 · Supplementary totals 180 · Straight line means 180

Notes UNIT MISMATCH, needs a human decision: posts/geometry/w02.json gives this post unit_id geometry-w02-6 (two-column proofs), whose practice has no complementary/supplementary classification and cannot honour the hook. The post angle is verbatim angles[1] of geometry-w02-2, so the questions are taken from geometry-w02-2 and unit_id here says so. The posts file was not edited. Hook honesty: only Q2 (practice[1]) makes the viewer name the pair from a description; Q1 and Q3 name the pair in the question and test whether the right total is attached. The unit holds only one true classification question, so three genuine 'name it' items are not available without new content. practice[3] (19 and 71) was skipped because it is tue-b's worked example two days earlier; practice[4] (supplement is four times the complement, 60) is the alternative hard slot if the coordinator prefers both totals in one question. Q2 text was shortened: 'adjacent, non-shared sides form a straight line, so together they make a straight angle' became 'together make a straight angle'.

ENGLISH 101

“did the text tell you, or show you?” characterization 101

Direct vs indirect characterization: the STEAL method that answers every character question english-w02-1

Payoff A trait stated outright is direct characterization whoever states it. Capulet calling Romeo 'a virtuous and well-governed youth' is direct even though it came out of a character's mouth mid-quarrel; what changes when a character rather than a narrator states the trait is the reliability, not the mode. kills: Direct characterization only happens when the narrator states the trait; anything a character says is indirect.

Recap card trait word stated: direct · must infer it: indirect · speaker changes reliability, not mode

Notes The angle's 'answers every character question' is carried by the explanation's opening claim that every character question is tell-or-show underneath; nothing else in the unit supports a stronger promise. Seven beats: two of the unit's four traps are taught (metaphor-is-still-direct as a teaching beat, narrator-only as the payoff); the 'indirect means actions' and 'stated trait is a fact' traps are dropped for time, the latter surviving only as 'then trust' in the recap beat. The STEAL cut-paper card is the only text element (5 characters). facts[2] (rule-5 check) says any card asking direct-or-indirect must state both definitions: beats 2 and 3 are those definitions, so the scene script must not cut them. The milk jug renders the metaphor literally - the narration does not depend on it. The Saturday deck (english-w02-sat) also draws on this unit's practice; no practice items are used here, so no overlap.

ENGLISH

“Lady Macbeth, analysed in five moves:” STEAL, done properly

Running STEAL on Lady Macbeth: pulling traits from what she does, not what she is called english-w02-1

Payoff Run on Lady Macbeth, the sharpest defensible traits - she governs by shame, she believes her own pity is the obstacle - come from Speech and Thoughts, channels with no action in them at all. A page of private thinking or one bystander's reaction is indirect characterization too. kills: Indirect characterization means actions.

Recap card four channels gave every trait · looks empty - say so · labels cheap, inferences score

Notes HUMAN DECISION: the hook promises 5 steps but the schema caps teaching beats at 4, so Looks rides inside the Actions beat's line and the recap instead of getting its own scene; if the hook's '5 steps' should be five visible labels, allow an 8th beat. The angle's 'what she does, not what she is called' has no matching misconception in the unit; the closest is misconceptions[2] (indirect means actions), which the example's Speech and Thoughts channels kill, and the labels-versus-inferences comparison from the example is carried in the final beat and recap. The spirits line is paraphrased as the unit paraphrases it (the unit never quotes the exact words), so the script must not add the quotation. The STEAL cut-paper card is the only text element. The Act 5 re-read of the channels (fragmented speech, handwashing, the doctor) is dropped; it belongs to the change-axis post.

“'brave Macbeth': direct or indirect?” 3 lines, most people get 2

Three character lines where the narrator tells you and two where he only shows you english-w02-1

Payoff A trait word stated in words is direct whoever states it - a wounded Captain about Macbeth, the creature about himself. What the speaker changes is the reliability of the trait, which is a second question answered after the first. kills: Direct characterization only happens when the narrator states the trait; anything a character says is indirect.

Recap card trait word stated: direct · no trait word: infer it · speaker changes reliability, not mode

Funny line “Bleeding out, and still finds time for a character reference.”

Notes HUMAN DECISION: the post spec points this countdown at unit english-w02-8 (writing a character body paragraph). That unit holds no direct-or-indirect question, its answers are paragraph-length, and its only slot is 'd8-teach'; the hook 'direct or indirect' and the angle text are unit english-w02-1's (the angle is listed verbatim in that unit's angles). The brief is built from english-w02-1 and the post spec's unit_id should be corrected; the post spec was not edited. The angle names five lines (three told, two shown) and a narrator; the countdown takes three, and none of the unit's lines has a narrator telling - all three are characters speaking, which is the unit's point. Two direct and one indirect, ordered by the unit's bands: 70-85, 40-60, 40-60. The verifier gave medium confidence on Q1 and Q3 with the same concern: textbooks that restrict direct to the narrator would call both indirect. The unit's explanation rules this the mode-versus-reliability distinction and the payoff is aimed straight at it, but per facts[2] the card must show both definitions, so the scene script needs a definitions card before Q1. Capulet's 'virtuous' (practice[2]) and 'milk of human kindness' (practice[5]) were edited after verification and have no verdict, so they are avoided; practice[9] (one line, two characters) is skipped as a two-part answer that does not fit a countdown reveal. Questions are shortened from the unit text: parentheticals and act references dropped, meaning untouched. The Saturday deck also draws on this unit's practice - coordinator should keep practice[0], [7], [8] out of it.

GRADE 9 BIOLOGY

“carbs, proteins, DNA, fats: what are they made of?” biology 101, lipids break the rule

The four macromolecules told apart by their monomers, not their names grade9-w02-1

Payoff Lipids are the one class that is not a polymer of a single repeating monomer. A triglyceride is one glycerol plus three fatty acids, four pieces of two different kinds, not a chain of identical units. kills: A fatty acid is the monomer of a lipid, so lipids are polymers like the other three classes.

Recap card Glucose, amino acid, nucleotide · Lipids: no repeating monomer · Sort by the block

Notes Hook sub says 'tell them apart by the monomer' but the unit's fifth class has no monomer; the video turns that into the payoff rather than hiding it. The element-list method (facts[6]-[8]: nitrogen, phosphorus, H:O ratio) is deliberately dropped from this video to stay at 7 beats; it is the material of the thu-a countdown. Dehydration synthesis / hydrolysis (facts[5]) also dropped. No formula cards needed. The nucleotide beat carries three parts in one line; if the narration runs long, the label and visual still carry the beat.

GRADE 9 ALGEBRA

“the one phrase that flips your algebra: 'less than'” n - 5, never 5 - n

Translating words to algebra: why 'less than' flips the order you write the terms grade9-w02-2

Payoff Less than names the amount being removed first, so the spoken order reverses: five less than a number is n - 5, and five less than twice a number is 2n - 5. Substituting n = 20 exposes the flipped version as the right size with the wrong sign. kills: Expressions are written in the order the words are spoken, always.

Recap card Less than flips the order · Difference of does not · Check it with n = 20

Notes FORMULA WARNING: beat 3 card 'n - 5 vs 5 - n' is 14 characters, over the ~12 limit; the unit's contrast needs both expressions on one card. Fallback if Nano Banana garbles it: card reads only '5 - n' and the label carries the contrast. All other cards are 5-6 characters (n - 5, n + 12, 2n - 5, n - 6, 5 - 2n). The worked example (five less than twice a number, checked at n = 20) is the spine, split across beats 4 and 6. Dropped to fit 7 beats: subtracted from / fewer than / decreased by (facts[3]), the 'answer is an expression not a number' misconception (misconceptions[2]), the 2(n - 5) bracket error (misconceptions[3]) and the quotient stretch example. The hook is Family 4 'how to' but the video is built on the why (non-commutativity) because that is what the angle asks for; the how (say it as take away) lands in the recap beat.

GRADE 9 BIOLOGY

“C, H and O only. carb or lipid?” 3 molecules, the ratio decides

Three molecules to sort, including the two everyone confuses grade9-w02-1

Payoff Carbohydrates and lipids both contain only carbon, hydrogen and oxygen, so the element list cannot separate them; the ratio can. A carbohydrate carries hydrogen to oxygen at 2 to 1 (glucose, C6H12O6), a fatty acid at about 18 to 1 (stearic acid, C18H36O2). kills: Carbon, hydrogen and oxygen means carbohydrate.

Recap card Nitrogen? Not carb, not lipid · C H O only: check ratio · 2:1 carb, 18:1 lipid

Notes HUMAN DECISION: the hook sub lists three classes (carb, lipid or protein) but every unit stem offers four (Rule 5, facts[9]: the standard does not enumerate the classes, so items must state all four). The on-screen questions keep the four-option stem; dropping nucleic acid would change the item. Alternative is to shorten the screen stem to 'carb, lipid or protein?' and accept the Rule 5 deviation. Question order: unit_index 1 (band 60-75, monomer surface), then 4 and 7 (both band 45-60, element-ratio surface); 7 goes last because it is the direct carrier of the payoff misconception 'C, H, O means carbohydrate'. Questions 4 and 7 are the 'two everyone confuses' pair from the angle. Question 3 (glycerol + 3 fatty acids, Lipid) was the alternative for slot 3 and is verified match; it was passed over because it tests the no-monomer clue rather than the element trap. Unit index 6 (C, H, O, N, P chain) is unverified after edit and was not needed. Question text abbreviated on screen: 'A molecule is built from' kept, the leading 'An unknown molecule contains' dropped; meaning unchanged.

GRADE 10 CHEMISTRY

“why 20.0 is not the same as 20” sig figs 101

Significant figures: why 20.0 tells you more than 20 and which digits actually count grade10-w02-1

Payoff Under the stated convention a trailing zero counts when the number has a written decimal point, so 20.0 has three significant figures and bare 20 has two; a burette reading of 25.00 mL claims more than 25 mL. kills: A trailing zero is never significant, so 20 and 20.0 say the same thing and the decimal point is cosmetic.

Recap card non-zero digits always count · leading zeros never count · trailing zero needs a point

Notes Scope: the video covers only WHICH digits count, per the hook and angle. The unit's multiplication/addition rounding rules (facts[2], facts[3]), exact numbers (facts[4]) and the worked plate example are dropped; they belong to the wed-b deck and would not fit 35 s. Hook label '20.0 IS NOT 20' carries a decimal point inside a numeral - flagging against the no-punctuation rule; swap to 'A PROMISE ABOUT YOUR RULER' if the point is a problem. Cards carry short numerals only (longest: '2.500 x 10^3', 12 characters; '20.0 vs 20', 10 characters). Beat 5 (scientific notation) is the least essential teaching beat and can be cut to reach 6 beats. Payoff visual uses the burette reading 25.00 mL named in misconceptions[1].

GRADE 10 GEOMETRY

“the distance formula is just Pythagoras in disguise” draw the hidden triangle

Midpoint and distance are just averages and Pythagoras wearing formulas grade10-w02-3

Payoff A negative coordinate changes no rule: the horizontal gap from -3 to 5 is 5 - (-3) = 8, not 2, because subtracting a negative adds, and the squares then handle any sign that remains. kills: A negative coordinate needs special handling, so the minus sign in the coordinate can be treated as the subtraction sign in the gap.

Recap card draw the hidden triangle · square add root · subtracting a negative adds

Notes Spine is the unit's worked example A(-3, -2) to B(5, 4). Beat 2 card 'A(-3,-2) B(5,4)' is 15 characters and beat 3 card 'sqrt(64+36) = 10' is 16 characters, both over the ~12-character warning line; fallbacks are '8 and 6' and '64 + 36 = 100'. Beat 5 (midpoint) serves the angle rather than the hook and is the beat to cut if the video must drop to 6 beats; if kept, the between-check ('1 lies between -3 and 5') is in the idea but not the line. The unit's reverse-midpoint, axis-parallel and perimeter material (facts[4], facts[5], misconceptions[2], misconceptions[3]) is dropped. The (-7, -3)/(-1, 9) midpoint trap (misconceptions[0]) is not used because it competes with the distance-panic hook.

GRADE 10 CHEMISTRY

“45 mph to feet per second, in your head?” 3 conversions, the units do the algebra

Three unit conversions where the units do the algebra for you grade10-w02-2

Payoff Write the factor so the unit you want to remove sits on the opposite level and cancels; the unit left standing is the check that the chain is right, and it fires before any arithmetic happens. kills: Whether to multiply or divide by a conversion factor can be decided by whether the target unit is bigger or smaller, without writing the units down.

Recap card write the units down · unwanted unit goes opposite · surviving unit is the check

Funny line “Multiply both ways and your car hits spacecraft speed.”

Notes All five unit questions verified match; chose indices 1, 2, 3 as one-factor, two-factor and rate conversions, the escalation the unit's explanation describes. Skipped practice[0] (2.50 m to cm) because its answer must be shown as 2.50 x 10^2 cm to hold three sig figs, which the verifier flagged as ambiguous on screen, and practice[4] (density chain, 1.97 kg) as too long for a 30 s slot. Screen text drops 'Show which unit cancels' from question 1 and 'Set the conversion factor up' phrasing; the task and answers are unchanged. Question 2 keeps its sig-fig instruction because the answer 1.3 x 10^4 s depends on it. Answers 1.3 x 10^4 s and 66.0 ft/s carry exponent and unit notation on the answer card (12 and 9 characters).

GRADE 11 PHYSICS

“a braking car is accelerating. here's why.” physics 101, before your first test

Acceleration is any change in velocity, which is why slowing down is still acceleration grade11-w02-1

Payoff Slowing down is acceleration with the opposite sign to the motion, not zero acceleration. The cart's velocity falling 5, 3, 1 m/s gives a = -2.0 m/s squared while it moves forwards. kills: Acceleration means speeding up, and slowing down is a different thing called deceleration that has no acceleration attached to it.

Recap card Any change in velocity counts · Slowing down: opposite sign, not zero · Flat graph line means stopped

Notes Four teaching beats: three on acceleration (the hook's promise) plus one graph beat, because the unit says the graphs are where the topic is marked and thu-a's countdown is built on them; cut beat 5 if 35 s is tight. Cards: '+4 m/s' and '-2.0 m/s^2' are 6 and 10 characters, but the superscript 2 is a known Nano Banana drop, so render 'm/s squared' as 'm/s^2' or accept a plain 'm/s' with the label doing the work. 'slope = velocity' is 16 characters of words, not maths. Beat 6 card 'a is not 0' was chosen over 'a != 0' to avoid a symbol Nano Banana mangles. The unit's third kind of acceleration (turning at steady speed) is only in beat 3's line and visual; the unit's misconceptions[3] on curves is not separately addressed. Nothing added from outside the unit.

GRADE 11 ALGEBRA 2

“left 3, up 2: why the inside sign is backwards” |x + 3| + 2, not x - 3

Writing the equation of a parent function that moved left 3 and up 2 grade11-w02-2

Payoff Inside changes run opposite to their sign: left 3 is |x + 3|. Writing |x - 3| + 2 puts the corner at (3, 2), on the wrong side of the y-axis, and the corner check catches it in one line. kills: An inside change moves the graph in the direction of its sign, so f(x + 3) shifts right 3.

Recap card Outside: same sign · Inside: opposite sign · Check where inside is zero

Notes The hook promises 'any function from its graph'; the unit covers translations (shifts) only, no stretches or reflections, so the video delivers the shift method on the unit's |x| example and nothing else. Cards '|x + 3| + 2' and '|x - 3| + 2' are 11 characters each, right at the ~12-character limit, and absolute-value bars are a Nano Banana risk (rendered as 1s or dropped); the unit's example is |x|, so there is no in-unit swap to a bar-free formula, retry the same card if it fails. Beat 6 label 'PLUS INSIDE IS NOT RIGHT' reads two ways (direction and correctness) on purpose; swap for 'X MINUS 3 IS WRONG' if too cute. The unit's second misconception (f distributes over addition) belongs to fri-a's quiz and is deliberately left out.

GRADE 11 PHYSICS

“flat line, straight line, curve: which one accelerates?” 3 graphs, one trap

Three position-time graphs: the flat line and the curve are the traps grade11-w02-1

Payoff Read the slope, not the shape. Flat is a slope of zero, so the object is stopped, and the height is where it is, not how fast it goes. Only a curve, whose slope changes, shows acceleration. kills: A position-time graph is a picture of the route, so a flat section means steady cruising, a downward section means slowing down or going downhill, and the height of the line is the speed.

Recap card Slope is velocity · Flat line means stopped · Only a curve accelerates

Notes HUMAN DECISION NEEDED: posts/grade11/w02.json gives unit_id grade11-w02-11 (kinematic equations) for this post, but its hook and angle are position-time graphs, which live only in grade11-w02-1 (slot d3-quiz). Unit 11 has zero graph questions, so the brief is built from grade11-w02-1 and unit_id is set to it; fix the post spec or reject this brief. All three questions are verified 'match' and test one skill, reading velocity and acceleration off a position-time graph, on three surfaces: straight line, flat line (the hook's trap), curve (the angle's second trap). Question 3 keeps its 'find each velocity' sub-task because dropping it would change the meaning, but it is long for a countdown card; on screen it needs the four positions as a small table rather than prose. The downward straight line (practice[4], v = -4.0 m/s, a = 0) is an equally strong trap and a ready swap for question 3 if the curve is too heavy. The curve's own trap (steeper curve read as increasing acceleration) is in practice[1].trap, not in the misconceptions list, so payoff uses misconceptions[1], the flat-line trap the hook names.