Run #759

done rubric v1 session 79314950 gemini-3.7-flash 2026-09-21 02:21

What the student sent the question as it arrived, then each reading of it

OCR of the image GOOGLE_VISION

अभ्यास (सरलता के लिए आंकिक परिकलनाओं में g = 10m s2 लीजिए) 5.1. निम्नलिखित पर कार्यरत नेट बल का परिमाण व उसकी दिशा लिखिए : (a) एकसमान चाल से नीचे गिरती वर्षा की कोई बूंद, (b) जल में तैरता 10g संहति का कोई कार्क, (c) कुशलता से आकाश में स्थिर रोकी गई कोई पतंग, (d) 30 km h' के एकसमान वेग से ऊबड़-खाबड़ सड़क पर गतिशील कोई कार, (e) सभी गुरुत्वीय पिण्डों से दूर तथा वैद्युत और चुंबकीय क्षेत्रों से मुक्त, अंतरिक्ष में तीव्र चाल वाला इलेक्ट्रॉन। 0.05 kg संहति का कोई कंकड़ ऊर्ध्वाधर ऊपर फेंका गया है। नीचे दी गई प्रत्येक परिस्थिति में कंकड़ पर लग रहे नेट बल का परिमाण व उसकी दिशा लिखिए : (a) उपरिमुखी गति के समय । (b) अधोमुखी गति के समय । (c) उच्चतम बिंदु पर जहाँ क्षण भर के लिए यह विराम में रहता है। यदि कंकड़ को क्षैतिज दिशा से 45° कोण पर फेंका जाए, तो क्या आपके उत्तर में कोई परिवर्तन होगा ? वायु-प्रतिरोध को उपेक्षणीय मानिए।

The phone's own reading, which differs:

वायु- प्रतिरोध को उपेक्षणीय मानिए। फेंका जाए, तो क्या आपके उत्तर में कोई परिवर्तन होगा ? fc) उच्चतम बिंदु पर जहाँ क्षण भर कें लिए यह विराम में रहता है। यदि कंकड को क्षैतिज दिशा से 45° कोण पर (b) अधोमुखी गति के समय । a) उपरिमुखी गति के समय । बल का परिमाण व उसकी दिशा लिखिए : 0.05 kg संहति का कोई कंकड़ ऊध्वाधर ऊपर फेंका गया है। नीचे दी गई प्रत्येक परिस्थिति में कंकड पर लग रहे नेट (e) सभी गुरित्वीय पिण्डों से दूर तथा वैद्युत और चुंबकीय क्षेत्रों से मुक्त, अंतरिक्ष में तीव्र चाल वाला इलेक्ट्रॉन। d) 30 Km h* के एकसमान वेग से ऊबड़-खाबड़ सड़क पर गतिशील कोई कार, e कुशलता से आकाश में स्थिर रोकी गई कोई पतंग, 5म्नालिखित पर कार्यरत नेट बल का परिमाण व उसकी दिशा लिखिए : b) जल में तैरता 10 g संहति का कोई कार्क, a) एकसमान चाल से नीचे गिरती वर्षा की कोई बूंद, (सरलता के लिए आकिक परिकलनाओं में g = 10 m s2 लीजिए) अध्यास

The audit's reading of the question, which is what the Product AI judged against:

Audit's summary: The student asked a physics question about calculating net force and its direction in various scenarios. The tutor started explaining the concept of uniform motion and its relation to acceleration, stating that uniform motion implies zero acceleration. The tutor also mentioned Newton's second law in the context of this explanation.

Transcript 741 characters · 51 stripped

Read it no speaker labels — tutor and student run together

Hello. Yes, sir. Good morning, Saloo. Good morning, sir. Sir, this question is... 5.1 or 5.2 is the number. Okay. Nimdiki perkarriyat net balga parimadu उसकी दिशा निकालिये. पहला है एक समान चार्ड से नीचे गिरती वर्सा की कोई बूद. दूसरा है जल में तैरता 10 क्राम सेनती का कोई कार्ग तीसरा है कुशलता से आकास में स्थिर रोकी कई कोई पतं ऐसे चौसा देर खाया हम लोगो 30 किरो मिर्पर ज़िवावर की वेक से उपर ख़वा सड़ब पगती से अब ठीक है वर्षा की बूंद अगर एक समान चार से चल रही है, एक समान चार मतलब constant speed होती है न. Which means that the term of acceleration is zero. Because whenever we have a single move, a single move, always remember that the term is zero. Remember that the term is zero. So according to Newton's second law, a formula is obtained.

What the student sent the question as it arrived, then each reading of it

OCR of the image GOOGLE_VISION

The phone's own reading, which differs:

The audit's reading of the question, which is what the Product AI judged against:

Transcript 741 characters · 51 stripped

Read it no speaker labels — tutor and student run together

Review team

no_issue

Product AI

nothing found

teaching Yes · mistakes No · satisfactory Yes

Each verdict takes your own. Yours is stored against the stack's, so “where is it wrong most often” is a question with an answer.

Work is the right way up The canvas and question image are upright.

Frame 1 starts rotated 180 degrees, but the tutor quickly corrects it to 0 degrees by Frame 2 and it remains upright for the rest of the session.

seen · 95% confident
Your view
Writing is legible at video size Handwriting on the canvas is clear and legible.

In Frame 8, the Devanagari text 'एकसमान चाल -> त्वरण (शून्य)' is written neatly in high-contrast green ink on the dark canvas.

seen · 95% confident
Your view
The work fills the frame Not applicable to a board session

seen
Nothing distracting in shot Not applicable to a board session

seen
The student's problem is established The textbook problem is clearly captured on screen.

The Hindi textbook problem 5.1/5.2 is visibly displayed starting from Frame 2 through Frame 8.

seen · 95% confident
Your view
Work proceeds in followable steps Whiteboard work is structured alongside the question.

The tutor places diagrams and relevant definitions clearly on the left side of the whiteboard next to the problem in Frames 6–8.

seen · 90% confident
Your view
It reaches an answer The session terminates while only part (a) is being explained.

Frame 8 and the transcript cut off midway through explaining part (a) with Newton's second law, leaving remaining sub-parts unaddressed.

seen · 90% confident
Your view
Something was actually written board went from 12.84% to a peak of 57.38% covered (+44.53 points), ending at 31.61%

measured
Your view
The concept is named before the working The tutor explicitly mentions acceleration and Newton's second law.

The tutor states: 'Which means that the term of acceleration is zero... So according to Newton's second law, a formula is obtained.'

heard · 90% confident
Your view
Explained rather than jumped to the answer The core concept of uniform speed and zero acceleration is set up before calculation.

The tutor explains that constant speed implies zero acceleration before applying Newton's second law to find the net force.

heard · 85% confident
Your view
Solved step by step, not in one leap Working progresses logically through the physical principles.

The tutor relates uniform velocity to zero acceleration first (Frames 6–8) before transitioning to force calculation via Newton's law.

heard · 85% confident
Your view
The session opens properly The tutor exchanges greetings and confirms the question number.

The transcript starts with 'Hello. Yes, sir. Good morning... Sir, this question is... 5.1 or 5.2 is the number. Okay.'

heard · 95% confident
Your view
No long dead air 2 gaps over 6.0s, 16s total (13% of the session), longest 8s

Silence is below -35.0dB — a crude measure on a phone microphone, so treat a low count as weak evidence rather than proof the tutor was talking.

measured
Your view

Observations judged, but not counted as the lab objecting

The camera holds still Not applicable to a board session

Not counted: Measured over 183 known-bad and 29 known-good camera sessions (2026-09-21): raised on 87% of the bad and 86% of the good, and the motion distributions are the same shape — median frame difference 25 on the bad set, 27 on the good. No threshold on this number separates them, so it is reported and not counted.

measured
Exposure is usable Not applicable to a board session

Not counted: Same two sets: it raised 6 of 183 known-bad and 2 of 29 known-good sessions. Both too few to mean anything, and the brightness distributions overlap almost exactly. The earlier reading that it 'fires more on clean sessions' was two sessions out of twenty-nine — noise, not an inverted rule.

measured
Understanding of the concept is checked No deep conceptual check question was posed to the student.

The tutor only asks a rhetorical tag question: 'एक समान चार मतलब constant speed होती है न' without asking an open conceptual question requiring student problem-solving.

Not counted: Raised on 87% of known-bad and 80% of known-good sessions. The criterion is honest about why in its own `why`: the transcript has no speaker labels, so a real check and a rhetorical 'ok?' are often indistinguishable, and the bar ends up one almost no session clears. Still judged and shown, because reading it beside a recording is how it gets better.

heard
Your view

What the model returned verbatim

{"findings": [
  {"key": "orientation", "verdict": "ok", "headline": "The canvas and question image are upright.", "evidence": "Frame 1 starts rotated 180 degrees, but the tutor quickly corrects it to 0 degrees by Frame 2 and it remains upright for the rest of the session.", "confidence": 0.95},
  {"key": "legibility", "verdict": "ok", "headline": "Handwriting on the canvas is clear and legible.", "evidence": "In Frame 8, the Devanagari text 'एकसमान चाल -> त्वरण (शून्य)' is written neatly in high-contrast green ink on the dark canvas.", "confidence": 0.95},
  {"key": "question_captured", "verdict": "ok", "headline": "The textbook problem is clearly captured on screen.", "evidence": "The Hindi textbook problem 5.1/5.2 is visibly displayed starting from Frame 2 through Frame 8.", "confidence": 0.95},
  {"key": "structure", "verdict": "ok", "headline": "Whiteboard work is structured alongside the question.", "evidence": "The tutor places diagrams and relevant definitions clearly on the left side of the whiteboard next to the problem in Frames 6–8.", "confidence": 0.9},
  {"key": "completion", "verdict": "weak", "headline": "The session terminates while only part (a) is being explained.", "evidence": "Frame 8 and the transcript cut off midway through explaining part (a) with Newton's second law, leaving remaining sub-parts unaddressed.", "confidence": 0.9},
  {"key": "concept_named", "verdict": "ok", "headline": "The tutor explicitly mentions acceleration and Newton's second law.", "evidence": "The tutor states: 'Which means that the term of acceleration is zero... So according to Newton's second law, a formula is obtained.'", "confidence": 0.9},
  {"key": "explained_before_solving", "verdict": "ok", "headline": "The core concept of uniform speed and zero acceleration is set up before calculation.", "evidence": "The tutor explains that constant speed implies zero acceleration before applying Newton's second law to find the net force.", "confidence": 0.85},
  {"key": "concept_checked", "verdict": "weak", "headline": "No deep conceptual check question was posed to the student.", "evidence": "The tutor only asks a rhetorical tag question: 'एक समान चार मतलब constant speed होती है न' without asking an open conceptual question requiring student problem-solving.", "confidence": 0.85},
  {"key": "step_by_step", "verdict": "ok", "headline": "Working progresses logically through the physical principles.", "evidence": "The tutor relates uniform velocity to zero acceleration first (Frames 6–8) before transitioning to force calculation via Newton's law.", "confidence": 0.85},
  {"key": "opening", "verdict": "ok", "headline": "The tutor exchanges greetings and confirms the question number.", "evidence": "The transcript starts with 'Hello. Yes, sir. Good morning... Sir, this question is... 5.1 or 5.2 is the number. Okay.'", "confidence": 0.95}
]}

Duration	128s (2.1 min)
Video	1280×800 @ 10.0fps
Audio track	yes
Shot changes
Dead air	2 gaps ≥6.0s · 16.5s total · longest 8.5s
Luma	avg 75.9 · min · max
Medium	board 62.3% flat background
Content written	12.84% → 31.61% (+44.53)
Transcript	741 characters of speech
Frames	8

Run #759

The recording

What the student sent the question as it arrived, then each reading of it

Transcript 741 characters · 51 stripped

What the student sent the question as it arrived, then each reading of it

Transcript 741 characters · 51 stripped

Review team

Product AI

Measured

What the model returned verbatim

Frames in order, one every ~16s