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{"id": "ca_gBLQtYiA", "discipline": "物理", "track": "DAG", "strand": "物质科学", "topic": null, "dimension": null, "statement": "能列举能量转化和转移的实例", "verb": "列举", "object": "能量转化和转移的实例", "type": "CONCEPTUAL", "literacy": ["物理观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能说出电灯发光时电能转化为光能和热能", "能描述烧水时热量从火焰转移到水壶再传递给水"], "assessment": "{{name}}，你能举出生活中能量转化或转移的例子吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "物理", "srcPage": 32, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "（1）能列举能量转化和转移的实例，知道能量在转化和转移过程中总量保持不变。", "method": "vlm-transcribe+split", "crosscuttingWhy": "能量流动与守恒，建构解释"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["matter-energy"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.5, "verbatimCoverage": 1.0, "facts": ["能量在转化和转移过程中总量保持不变。"]}}
{"id": "ca_hm4wgQNE", "discipline": "物理", "track": "DAG", "strand": "物质科学", "topic": null, "dimension": null, "statement": "能用能量转化与守恒的观点解释常见的自然现象，解决日常生活中的有关问题", "verb": "解释", "object": "常见的自然现象，解决日常生活中的有关问题", "type": "CONCEPTUAL", "literacy": ["物理观念"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举出两个不同生活实例，分别指出其中能量如何转化并说明总量不变", "能对给定的日常现象，指出能量来源、转化去向并判断是否守恒"], "assessment": "{{name}}，你能用能量转化的观点解释一下，为什么过山车从最高点滑下来会越来越快吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "JUDGE", "provenance": {"srcSubject": "物理", "srcPage": 33, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用能量转化与守恒的观点解释常见的自然现象，解决日常生活中的有关问题，形成初步的能量观念。", "method": "vlm-transcribe+split", "crosscuttingWhy": "运用守恒与因果解释现象"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：保留了课标原句的核心能力要求，将泛指的证据具体化为可观察的行为实例，符合G8学段要求。"}, "aiIssues": [{"type": "evidence-weak", "detail": "给的掌握证据是解释具体的能量转化实例，但能力断言是‘解释常见的自然现象，解决日常生活中的有关问题’，证据仅限于特定情景（过山车、手机充电），未能证明其能迁移到更广泛的‘自然现象’和‘日常生活问题’。"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（能量转化与守恒是初中物理九年级的核心内容（对应课标'能量的转化与守恒'主题），标）→ 撤销：课标正文标了第四学段，模型的意见不能盖过课标"}], "crosscutting": ["matter-energy", "cause-effect"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
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{"id": "ca_JFmagfXK", "discipline": "物理", "track": "DAG", "strand": "物质科学", "topic": null, "dimension": null, "statement": "具有根据能量守恒的观点对一些不当说法进行质疑的意识", "verb": "质疑", "object": "意识", "type": "CONCEPTUAL", "literacy": ["科学思维", "科学态度与责任"], "cognitive": "掌握", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["能指出“永动机永远运转”的说法违反了能量守恒定律", "能用能量守恒观点解释为什么“电池能无限次充电再放电”是错误的"], "assessment": "{{name}}，你能用能量守恒的观点指出一些说法的错误吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "JUDGE", "provenance": {"srcSubject": "物理", "srcPage": 33, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "具有根据能量守恒的观点对一些不当说法进行质疑的意识。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "undecidable", "detail": "‘具有……意识’无法判断单个学生是否具备，应改为可观察的行为描述（如‘能运用能量守恒定律反驳……’）"}, {"type": "not-a-capability", "detail": "‘具有……意识’属于课程目标或教学建议，不是学生可被评估的具体能力"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_dyA8AaVY", "discipline": "物理", "track": "DAG", "strand": "物质科学", "topic": null, "dimension": null, "statement": "能根据控制变量法制订简单的探究方案", "verb": "控制", "object": "变量法制订简单的探究方案", "type": "CONCEPTUAL", "literacy": ["科学探究"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能针对“影响摩擦力大小的因素”实验，列出需要保持不变和改变的变量清单", "能设计一个至少包含三组对比实验的步骤，明确每组中应控制的条件和改变的条件"], "assessment": "咱们一起来看看，{{name}}能不能为‘影子长短’设计一个科学的实验计划？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "物理", "srcPage": 33, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能根据控制变量法制订简单的探究方案，会正确使用电压表、电流表测量基本的电学量，正确读取和记录实验数据，并排除简单的实验故障；", "method": "vlm-transcribe+split", "crosscuttingWhy": "设计控制变量探究方案"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": [], "practice": ["investigating", "explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
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{"id": "ca_Tz68nji6", "discipline": "物理", "track": "DAG", "strand": null, "topic": null, "dimension": null, "statement": "有将实验探究方法及安全操作规范等运用于解决日常问题的意识", "verb": "操作", "object": "规范等运用于解决日常问题的意识", "type": "PROCEDURAL", "literacy": ["科学态度与责任"], "cognitive": "应用", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["能指出家中电器使用时的安全隐患并说明正确操作方法", "能设计简单实验验证生活中的物理现象并说明注意事项"], "assessment": "{{name}}，你能告诉我怎么安全地检查家里的电路问题吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "物理", "srcPage": 38, "srcStage": "", "srcAgree": "1.00", "srcText": "有将实验探究方法及安全操作规范等运用于解决日常问题的意识，能根据所学知识和说明书等解决现实中的简单问题。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "undecidable", "detail": "‘有…意识’是态度倾向，无法直接判断一个具体孩子‘会/不会’，更像教学目标而非可测评的能力点"}, {"type": "not-a-capability", "detail": "‘有…意识’是课程目标或教学建议的表述方式，不是学生可观察、可测评的具体能力行为"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_YKSCCYhy", "discipline": "物理", "track": "DAG", "strand": null, "topic": null, "dimension": null, "statement": "能根据所学知识和说明书等解决现实中的简单问题", "verb": "说明", "object": "书等解决现实中的简单问题", "type": "CONCEPTUAL", "literacy": ["科学态度与责任"], "cognitive": "应用", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["能按照说明书步骤组装一个简易电路并点亮灯泡", "能解释如何用杠杆原理撬动一块较重的石头"], "assessment": "你能告诉老师，{{name}}是怎么用科学知识解决生活小难题的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "物理", "srcPage": 38, "srcStage": "", "srcAgree": "1.00", "srcText": "有将实验探究方法及安全操作规范等运用于解决日常问题的意识，能根据所学知识和说明书等解决现实中的简单问题。", "method": "vlm-transcribe+split", "crosscuttingWhy": "运用知识解决实际问题"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：原句本身是可判定的能力断言，诊断有误。保留原句，补充了可观察的动词和对象。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：该断言过于笼统，属于课程目标层面的宏观描述，无法直接判断一个具体学生是否'能解决现实中的简单问题'。"}], "crosscutting": [], "practice": ["explaining-designing"], "adjudication": {"verdict": "overrule", "why": "这条能力断言是课标原文的逐字转述，忠实反映了课标对学生的要求。提意见者忽略了这条断言直接源自课标原文，其关于‘过于笼统’的意见不成立，因为这正是课标的宏观目标之一。", "quote": "能根据所学知识和说明书等解决现实中的简单问题", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_NVssPMVj", "discipline": "物理", "track": "DAG", "strand": null, "topic": null, "dimension": null, "statement": "能根据实验数据通过归纳推理获得探究结论", "verb": "归纳", "object": "推理获得探究结论", "type": "CONCEPTUAL", "literacy": ["科学探究", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["能从多次测量数据中识别出规律并总结出结论", "能用图表展示数据趋势并据此解释实验现象"], "assessment": "{{name}}能从实验数据中发现规律并得出结论吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "物理", "srcPage": 38, "srcStage": "", "srcAgree": "1.00", "srcText": "能根据实验数据通过归纳推理获得探究结论；", "method": "vlm-transcribe+split", "crosscuttingWhy": "分析数据并归纳得出结论"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": [], "practice": ["analyzing-data", "explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
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{"id": "ca_qUTv8rkm", "discipline": "物理", "track": "DAG", "strand": null, "topic": null, "dimension": null, "statement": "能通过信息比较或图像分析发现其中的特点，进行初步的因果判断，形成结论并作出解释", "verb": "比较", "object": "或图像分析发现其中的特点，进行初步的因果判断，形成结论并作出解释", "type": "CONCEPTUAL", "literacy": ["科学思维", "科学探究"], "cognitive": "理解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["能对比两幅电路图，指出其中一处导致灯泡亮度不同的关键差异", "能根据实验数据表中的变化趋势，判断并解释哪个因素对结果影响最大"], "assessment": "{{name}}，你能从这些信息里找出关键不同，并说出为什么会这样吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "物理", "srcPage": 47, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能根据实验目的整理信息，会用简单的图像或表格描述信息，能通过信息比较或图像分析发现其中的特点，进行初步的因果判断，形成结论并作出解释；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "undecidable", "detail": "可判定性过滤器：悬空指代「其中的」：脱离上下文无法判断指什么，需把指代对象写进断言；句末谓语是虚动词「形成」：前面的「比较」只是状语里的动作，真正要求的仍不可判定", "by": "decidability-gate"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议‘能根据实验目的整理信息…’，其中‘能通过信息比较或图像分析发现其中的特点，进行初步的因果判断，形成结论并作出解释’是教师教学要达成的目标描述，而非一个可直接判定学生是否掌握的具体能力断言。断言中的‘其中的’和‘形成结论’等表"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议‘能根据实验目的整理信息…’，其中‘能通过信息比较或图像分析发现其中的特点，进行初步的因果判断，形成结论并作出解释’是教师教学要达成的目标描述，而"}
{"id": "ca_DUfEVZ6c", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学态度与责任", "statement": "能列举与二级主题相关的学习活动", "verb": "列举", "object": "与二级主题相关的学习活动", "type": "PROCEDURAL", "literacy": ["科学态度与责任"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["学生能写出至少三个与'声现象'主题相关的学习活动，如'制作土电话'", "学生能列出'光现象'主题下的两个探究活动，如'探究平面镜成像特点'"], "assessment": "{{name}}能说出样例是对相关三级主题的举例说明吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "活动建议列举了与二级主题相关的学习活动，三级主题是具体的内容要求，样例是对相关三级主题的举例说明。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "列举活动属提问与设计方案", "srcPage": 14, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["asking-questions", "explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "overlap": 1.0, "facts": ["活动建议列举了与二级主题相关的学习活动", "三级主题是具体的内容要求", "样例是对相关三级主题的举例说明"], "passed": true}, "statementBefore": "能说出样例是对相关三级主题的举例说明", "repair": {"kind": "undegrade", "why": "将‘说出样例是对相关三级主题的举例说明’改为‘列举与二级主题相关的学习活动’，使用了原文动词‘列举’，对象明确为‘与二级主题相关的学习活动’，符合学生能力要求。", "grounding": 1.0, "srcVerbs": ["说明", "列举", "举例"]}, "aiIssues": [{"type": "not-a-capability", "detail": "这是教学活动设计要求，不是学生应掌握的物理能力；学生不需要具备‘列举与主题相关的学习活动’这一能力"}], "dropReason": "AI 裁决：异议成立。课标原文明确说明'活动建议列举了与二级主题相关的学习活动'，这指的是教材编写或教学建议中的内容，主语是教材编写者或教师，而非学生。能力断言将此改写为'能列举与二级主题相关的学习活动'，误将教学活动设计要求当作学生应具备的能力，不符合学生能力锚点的定位。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"id": "ca_HTfPOEri", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "物质", "dimension": "物理观念", "statement": "能说出常见的物质是由分子、原子构成的", "verb": "说出", "object": "常见的物质是由分子、原子构成的", "type": "KNOWLEDGE", "literacy": ["物理观念"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：常见的物质是由分子、原子构成的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出常见的物质是由分子、原子构成的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "知道常见的物质是由分子、原子构成的", "method": "curriculum-content-rewrite", "crosscuttingWhy": "物质构成属于物质与能量范畴", "srcPage": 17, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.8, "facts": ["常见的物质是由分子、原子构成的"]}, "topicFrom": "curriculum-page-index", "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_MGzElRqE", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "物质", "dimension": "物理观念", "statement": "能说出原子是由原子核和电子构成的", "verb": "说出", "object": "原子是由原子核和电子构成的", "type": "KNOWLEDGE", "literacy": ["物理观念"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：原子是由原子核和电子构成的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出原子是由原子核和电子构成的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "知道原子是由原子核和电子构成的", "method": "curriculum-content-rewrite", "crosscuttingWhy": "描述原子内部结构", "srcPage": 17, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.769, "facts": ["原子是由原子核和电子构成的"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_PeYS7i3J", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "物质", "dimension": "科学态度与责任", "statement": "能说出影视剧拍摄中倒塌的楼房、滚落的石块等道具通常是用泡沫塑料制作的", "verb": "说出", "object": "影视剧拍摄中倒塌的楼房、滚落的石块等道具通常是用泡沫塑料制作的", "type": "KNOWLEDGE", "literacy": ["科学态度与责任"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：影视剧拍摄中倒塌的楼房、滚落的石块等道具通常是用泡沫塑料制作的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出影视剧拍摄中倒塌的楼房、滚落的石块等道具通常是用泡沫塑料制作的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "影视剧拍摄中倒塌的楼房、滚落的石块等道具通常是用泡沫塑料制作的", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解材料属性与功能设计", "srcPage": 20, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "matter-energy"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 1.0, "verbatimCoverage": 0.903, "facts": ["影视剧拍摄中倒塌的楼房、滚落的石块等道具通常是用泡沫塑料制作的"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_5VSlE8B6", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "物质", "dimension": "物理观念", "statement": "能说出体育竞赛中的铅球是用密度大的材料制成的", "verb": "说出", "object": "体育竞赛中的铅球是用密度大的材料制成的", "type": "KNOWLEDGE", "literacy": ["物理观念"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：体育竞赛中的铅球是用密度大的材料制成的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出体育竞赛中的铅球是用密度大的材料制成的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "体育竞赛中的铅球，则是用密度大的材料制成的", "method": "curriculum-content-rewrite", "crosscuttingWhy": "解释结构与材料选择的关系", "srcPage": 20, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "matter-energy"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 0.714, "verbatimCoverage": 0.85, "facts": ["铅球是用密度大的材料制成的"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_mBYsArhX", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出已知最早的汉字是甲骨文", "verb": "说出", "object": "已知最早的汉字是甲骨文", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：已知最早的汉字是甲骨文是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出已知最早的汉字是甲骨文吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "知道甲骨文是已知最早的汉字", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记类知识，无跨学科思维或科学实践"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "overlap": 1.0, "facts": ["甲骨文是已知最早的汉字"], "passed": true}, "dropReason": "模型污染：这句课标原文只存在于历史课标，模型在物理课标的页面上吐出了记忆里的别科原文。接地校验查不出来 —— 引用原文和断言是一起编的，两者当然对得上。"}
{"id": "ca_953qFGvN", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "电和磁", "dimension": "物理观念", "statement": "能说出电磁波在真空中的传播速度约为3×10^8 m/s", "verb": "说出", "object": "电磁波在真空中的传播速度约为3×10^8 m/s", "type": "KNOWLEDGE", "literacy": ["物理观念"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：电磁波在真空中的传播速度约为3×10^8 m/s是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出电磁波在真空中的传播速度约为3×10^8 m/s吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "知道电磁波在真空中的传播速度。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "记住一个物理常数的量级", "srcPage": 25, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 0.9, "verbatimCoverage": 0.706, "facts": ["电磁波在真空中的传播速度是已知的。"]}, "topicFrom": "curriculum-page-index"}
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{"id": "ca_0UrlsCTT", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出\"潭清疑水浅\"反映的光学原理是光的折射", "verb": "说出", "object": "\"潭清疑水浅\"反映的光学原理是光的折射", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：\"潭清疑水浅\"反映的光学原理是光的折射是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出\"潭清疑水浅\"反映的光学原理是光的折射吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "讨论分析“楼台倒影入池塘”“潭清疑水浅”等诗句所反映的光学原理", "method": "curriculum-content-rewrite", "crosscuttingWhy": "解释现象背后的因果机制与结构功能"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "structure-function"], "practice": ["explaining-designing"], "dropReason": "独立验证不通过 —— 没有标准答案：原文是「讨论/探讨」类活动，不是可判定的事实", "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "overlap": 0.0, "facts": [], "passed": false}}
{"id": "ca_wDmg0fve", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出放大镜的成像原理是凸透镜成像", "verb": "说出", "object": "放大镜的成像原理是凸透镜成像", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：放大镜的成像原理是凸透镜成像是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出放大镜的成像原理是凸透镜成像吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "讨论分析放大镜的成像原理和近视眼镜矫正视力的原理", "method": "curriculum-content-rewrite", "crosscuttingWhy": "解释结构如何决定功能及因果机制"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "cause-effect"], "practice": ["explaining-designing"], "dropReason": "独立验证不通过 —— 没有标准答案：原文是「讨论/探讨」类活动，不是可判定的事实", "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "overlap": 0.0, "facts": [], "passed": false}}
{"id": "ca_UKSei5h6", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "物质", "dimension": "物理观念", "statement": "能说出我国家庭电路的电压是220V", "verb": "说出", "object": "我国家庭电路的电压是220V", "type": "KNOWLEDGE", "literacy": ["物理观念"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：我国家庭电路的电压是220V是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出我国家庭电路的电压是220V吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "例3 了解我国家庭用电的电压和频率，在家庭用电中有保护自己和他人的安全意识。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "记住一个固定数值，无思维训练", "srcPage": 31, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 0.857, "verbatimCoverage": 0.583, "facts": ["我国家庭用电的电压是220伏。", "我国家庭用电的频率是50赫兹。"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_nd6eRPnZ", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "物质", "dimension": "科学态度与责任", "statement": "能说出我国家庭电路的频率是50Hz", "verb": "说出", "object": "我国家庭电路的频率是50Hz", "type": "KNOWLEDGE", "literacy": ["科学态度与责任"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：我国家庭电路的频率是50Hz是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出我国家庭电路的频率是50Hz吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "例3 了解我国家庭用电的电压和频率，在家庭用电中有保护自己和他人的安全意识。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "事实性记忆，无思维或实践动作", "srcPage": 31, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 0.875, "verbatimCoverage": 0.615, "facts": ["我国家庭用电的电压是220伏。", "我国家庭用电的频率是50赫兹。"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_7EUki13p", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "能量", "dimension": "科学态度与责任", "statement": "能说出能量的利用存在效率问题,100%的能量利用率只是一种理想情况", "verb": "说出", "object": "能量的利用存在效率问题,100%的能量利用率只是一种理想情况", "type": "KNOWLEDGE", "literacy": ["科学态度与责任"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：能量的利用存在效率问题,100%的能量利用率只是一种理想情况是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出能量的利用存在效率问题,100%的能量利用率只是一种理想情况吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "知道能量的利用存在效率问题，100%的能量利用率只是一种理想情况", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解能量守恒与效率比例", "srcPage": 33, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy", "scale-proportion"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 1.0, "verbatimCoverage": 0.905, "facts": ["能量的利用存在效率问题", "100%的能量利用率只是一种理想情况"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_QS1cF8jM", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学探究", "statement": "能测量小球通过某段距离的速度", "verb": "测量", "object": "小球通过某段距离的速度", "type": "PROCEDURAL", "literacy": ["科学探究"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["能使用秒表和刻度尺进行测量操作", "能记录小球通过的距离和时间并计算出速度"], "assessment": "{{name}}能说出测量物体运动速度的工具是秒表和刻度尺吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "物理", "srcText": "4.1.5 测量物体运动的速度。例5 用秒表和刻度尺，测量小球通过某段距离的速度。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "测量速度涉及量级与探究分析", "srcPage": 36, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": ["investigating", "analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.929, "facts": []}, "statementBefore": "能说出测量物体运动速度的工具是秒表和刻度尺", "repair": {"kind": "undegrade", "why": "将‘能说出测量工具’改为‘能测量速度’，使用了原文动词‘测量’和具体对象‘小球通过某段距离的速度’，符合课标原文的学生实践要求。", "grounding": 1.0, "srcVerbs": ["测量"]}}
{"id": "ca_3Ed2e2Nh", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学探究", "statement": "能用天平和量筒测量蜡块的密度", "verb": "测量", "object": "蜡块的密度", "type": "PROCEDURAL", "literacy": ["科学探究"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["学生使用天平测量蜡块的质量", "学生使用量筒测量蜡块的体积并计算密度"], "assessment": "{{name}}能说出测量蜡块密度的工具是天平和量筒吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "（1）蜡块会漂浮在水面上，尝试用天平和量筒测量蜡块的密度。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "测量物质属性，涉及量的比较与数据处理", "srcPage": 36, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.2, "verbatimCoverage": 0.923, "facts": ["蜡块会漂浮在水面上"]}, "statementBefore": "能说出测量蜡块密度的工具是天平和量筒", "repair": {"kind": "undegrade", "why": "将「说出工具」改回「测量密度」，恢复了原文的动手操作要求。", "grounding": 1.0, "srcVerbs": ["测量"]}}
{"id": "ca_gmyh3nd3", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学探究", "statement": "能操作电子天平测量家用物品的质量", "verb": "操作", "object": "电子天平", "type": "PROCEDURAL", "literacy": ["科学探究"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["学生使用电子天平称量了橡皮、文具盒等物品的质量", "学生通过操作电子天平，读取并记录了测量结果"], "assessment": "{{name}}能说出测量家用物品质量的工具是电子天平吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "物理", "srcText": "（2）用电子天平测量一些家用物品的质量，感受电子天平在操作上的优点，体会科技进步给人类生活带来的影响。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "测量质量涉及量级感知与数据获取", "srcPage": 36, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": ["investigating", "analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.933, "facts": []}, "statementBefore": "能说出测量家用物品质量的工具是电子天平", "repair": {"kind": "undegrade", "why": "将'说出工具名称'的操作性要求，恢复为原文'用电子天平测量'的动手操作要求。", "grounding": 1.0, "srcVerbs": ["操作", "测量"]}}
{"id": "ca_8alDb665", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学探究", "statement": "能说出探究水沸腾前后温度变化特点需要的器材是酒精灯、烧杯、温度计", "verb": "说出", "object": "探究水沸腾前后温度变化特点需要的器材是酒精灯、烧杯、温度计", "type": "KNOWLEDGE", "literacy": ["科学探究"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：探究水沸腾前后温度变化特点需要的器材是酒精灯、烧杯、温度计是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出探究水沸腾前后温度变化特点需要的器材是酒精灯、烧杯、温度计吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "物理", "srcText": "4.2.1 探究水在沸腾前后温度变化的特点。例1 用酒精灯、烧杯、温度计等，探究水在沸腾前后温度变化的特点。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "界定探究所需器材", "srcPage": 36, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["asking-questions"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.714, "facts": []}}
{"id": "ca_NiHbUvTd", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学探究", "statement": "能说出探究液体压强与哪些因素有关需要的器材是水、盐水、压强计", "verb": "说出", "object": "探究液体压强与哪些因素有关需要的器材是水、盐水、压强计", "type": "KNOWLEDGE", "literacy": ["科学探究"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：探究液体压强与哪些因素有关需要的器材是水、盐水、压强计是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出探究液体压强与哪些因素有关需要的器材是水、盐水、压强计吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "物理", "srcText": "4.2.3 探究液体压强与哪些因素有关。例3 用水、盐水、压强计等，探究液体压强与哪些因素有关。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别探究所需器材", "srcPage": 36, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["investigating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.64, "facts": []}}
{"id": "ca_M8FFDoSf", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学态度与责任", "statement": "能说出物理研究是建立在观察和实验基础上的创造性工作", "verb": "说出", "object": "物理研究是建立在观察和实验基础上的创造性工作", "type": "KNOWLEDGE", "literacy": ["科学态度与责任"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：物理研究是建立在观察和实验基础上的创造性工作是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出物理研究是建立在观察和实验基础上的创造性工作吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "物理", "srcText": "能初步体会物理研究是建立在观察和实验基础上的创造性工作", "method": "curriculum-content-rewrite", "crosscuttingWhy": "强调观察实验与创造性", "srcPage": 38, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["asking-questions", "investigating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.92, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_GSPrA7JH", "discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出杠杆的平衡条件是动力与动力臂的乘积等于阻力与阻力臂的乘积", "verb": "说出", "object": "杠杆的平衡条件是动力与动力臂的乘积等于阻力与阻力臂的乘积", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：杠杆的平衡条件是动力与动力臂的乘积等于阻力与阻力臂的乘积是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出杠杆的平衡条件是动力与动力臂的乘积等于阻力与阻力臂的乘积吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "物理", "srcText": "通过分析数据寻找定量关系——动力与阻力不同时，动力臂与阻力臂也不同，但动力与动力臂的乘积等于阻力与阻力臂的乘积；组织学生根据数据归纳出杠杆的平衡条件", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解因果机制与比例关系，建构解释"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "scale-proportion"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "overlap": 0.538, "facts": ["动力与阻力不同时，动力臂与阻力臂也不同", "动力与动力臂的乘积等于阻力与阻力臂的乘积"], "passed": false}, "dropReason": "原文是面向教师的表述（教学重点/教学建议/引导学生…），主语不是学生，抽成儿童能力锚点属主语错位"}
{"discipline": "物理", "track": "DAG", "strand": null, "topic": null, "dimension": null, "type": "CONCEPTUAL", "literacy": ["科学探究"], "cognitive": "掌握", "stageHint": {"min": "G8", "max": "G8"}, "evidence": ["在电路实验中，发现灯泡不亮后，能检查并重新连接松动的导线", "在天平称量实验中，发现指针偏转后，能通过增减砝码或移动游码使天平平衡"], "assessment": "{{name}}，做实验时遇到问题，你能自己找到原因并解决吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "物理", "srcPage": 47, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能针对提出的问题，运用控制变量法等制订比较合理的科学探究方案，会正确使用学生必做实验所涉及的实验器材，并根据实验方案进行规范、安全的实验操作，会正确读取和记录实验数据，能排除简单的实验故障；", "method": "atomize/atomize-substring", "crosscuttingWhy": "设计实验方案并排除故障", "splitFrom": "ca_AAZznGS9"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "statementBefore": "能排除简单的实验故障", "repair": {"why": "将原句中分散的能力要求整合为一个连贯的、可判定的能力断言，聚焦于‘排除简单的实验故障’这一核心，并补充了‘针对实验问题’这一前提，使其更完整。", "grounding": 1.0}, "crosscutting": [], "practice": ["investigating", "explaining-designing"], "id": "ca_fkCGhTpV", "statement": "能针对实验问题，运用控制变量法等制订方案", "verb": "实验", "object": "问题，运用控制变量法等制订方案", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据描述的是故障排除和操作调整，不是运用控制变量法制订方案的能力证据"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能针对提出的问题，运用控制变量法等制订比较合理的科学探究方案'，改写后的断言'能针对实验问题，运用控制变量法等制订方案'是对此要求的忠实转述，只是将'提出的问题'具体化为'实验问题'，并省略了'比较合理的科学探究方案'中的修饰语，但核心能力要求一致。", "quote": "能针对提出的问题，运用控制变量法等制订比较合理的科学探究方案", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
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{"discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学态度与责任", "type": "KNOWLEDGE", "literacy": ["科学态度与责任"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：物理研究是建立在观察和实验基础上的创造性工作是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出物理研究是建立在观察和实验基础上的创造性工作吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "物理", "srcText": "能初步体会物理研究是建立在观察和实验基础上的创造性工作", "method": "atomize/atomize-substring", "crosscuttingWhy": "强调观察实验与创造性", "srcPage": 38, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_M8FFDoSf"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["asking-questions", "investigating"], "id": "ca_zXUAWguj", "statement": "能说出物理研究是建立在观察基础上的创造性工作", "verb": "说出", "object": "物理研究是建立在观察基础上的创造性工作", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能说出物理研究是建立在观察基础上的创造性工作’是对学科性质的陈述，无法判断一个具体孩子是否会，更像是一个教学目标或课程要求。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能初步体会物理研究是建立在观察和实验基础上的创造性工作’，断言‘能说出物理研究是建立在观察基础上的创造性工作’是对其的忠实转述，主语是学生，且‘说出’是可观察的行为，符合能力锚点的要求。", "quote": "能初步体会物理研究是建立在观察和实验基础上的创造性工作", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学态度与责任", "type": "KNOWLEDGE", "literacy": ["科学态度与责任"], "cognitive": "了解", "stageHint": {"min": "G8", "max": "G9"}, "evidence": ["问：物理研究是建立在观察和实验基础上的创造性工作是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出物理研究是建立在观察和实验基础上的创造性工作吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "物理", "srcText": "能初步体会物理研究是建立在观察和实验基础上的创造性工作", "method": "atomize/atomize-substring", "crosscuttingWhy": "强调观察实验与创造性", "srcPage": 38, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_M8FFDoSf"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["asking-questions", "investigating"], "id": "ca_TcknU9qY", "statement": "能说出物理研究是建立在实验基础上的创造性工作", "verb": "说出", "object": "物理研究是建立在实验基础上的创造性工作", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能说出物理研究是建立在实验基础上的创造性工作’是对学科本质的陈述，无法判断一个具体孩子是否会，更像是一个教学目标或课程理念。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据要求‘答案与课标原文一致’，这测试的是对课标原文的记忆，而非对‘物理研究是建立在实验基础上的创造性工作’这一能力的理解或应用。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能初步体会物理研究是建立在观察和实验基础上的创造性工作’。改写后的断言‘能说出物理研究是建立在实验基础上的创造性工作’是对这一要求的忠实转述，将‘初步体会’具体化为可观察的‘能说出’，且核心内容（物理研究建立在实验基础上的创造性工作）与原文一致。意见中关于‘学科本质陈述’和‘测试记忆’的质疑，不符合课标作为能力要求的定位，且‘能说出’本身是可观察的行为表现。", "quote": "能初步体会物理研究是建立在观察和实验基础上的创造性工作", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "运动和相互作用", "dimension": "科学思维", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "理解", "stageHint": {"min": "G8", "max": "G9"}, "courseType": null, "evidence": ["学生能从一段文字或一个场景中，指出其中描述匀速直线运动、杠杆或光线的部分，并说明它们在这里是作为简化现实的模型被使用", "学生能判断一个新给出的例子（如一个杠杆省力的情景描述）是否符合杠杆作为物理模型的特征"], "assessment": "{{name}}能从一段文字里找出描述匀速直线运动、杠杆或光线的部分，并说明它们是作为简化现实的模型被使用的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "structure-function"], "practice": ["modeling"], "provenance": {"derivedFrom": "ca_YbQu3w5v", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将知识（知道这些是物理模型）应用于新的情境，通过识别和判断的具体行为来展现其对‘物理模型’这一概念的理解和应用能力。", "srcSubject": "物理", "srcPage": 26, "srcText": "知道匀速直线运动、杠杆、光线等物理模型", "crosscuttingWhy": "识别模型属于系统建模，模型本身体现结构功能", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_gFFKP4xB"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_HpBJwzvn", "statement": "能识别给定描述中的匀速直线运动是否被用作物理模型", "verb": "识别", "object": "给定描述中的匀速直线运动是否被用作物理模型", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据描述的是教学活动（从文字中指出、说明），而非学生能力本身；且证据中混入了杠杆、光线，与断言的匀速直线运动不一致"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘知道匀速直线运动…等物理模型’，这包含了识别匀速直线运动作为物理模型的能力。断言‘能识别给定描述中的匀速直线运动是否被用作物理模型’是对‘知道匀速直线运动…等物理模型’这一要求的合理、具体化转述，是学生应具备的能力。意见中关于‘教学活动’和‘混入杠杆、光线’的批评，是基于对课标原文的不了解，因此不成立。", "quote": "知道匀速直线运动、杠杆、光线等物理模型", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
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{"discipline": "物理", "track": "MATRIX", "strand": "学科内容", "topic": "运动和相互作用", "dimension": "科学思维", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "理解", "stageHint": {"min": "G8", "max": "G9"}, "courseType": null, "evidence": ["学生能从一段文字或一个场景中，指出其中描述匀速直线运动、杠杆或光线的部分，并说明它们在这里是作为简化现实的模型被使用", "学生能判断一个新给出的例子（如一个杠杆省力的情景描述）是否符合杠杆作为物理模型的特征"], "assessment": "{{name}}能从一段文字里，指出哪里把光线当成模型来用吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "structure-function"], "practice": ["modeling"], "provenance": {"derivedFrom": "ca_YbQu3w5v", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将知识（知道这些是物理模型）应用于新的情境，通过识别和判断的具体行为来展现其对‘物理模型’这一概念的理解和应用能力。", "srcSubject": "物理", "srcPage": 26, "srcText": "知道匀速直线运动、杠杆、光线等物理模型", "crosscuttingWhy": "识别模型属于系统建模，模型本身体现结构功能", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_gFFKP4xB"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_gp8xHmZP", "statement": "能识别给定描述中的光线是否被用作物理模型", "verb": "识别", "object": "给定描述中的光线是否被用作物理模型", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：能力断言描述的是学生识别模型并说明其作为模型的用途，这更接近教学目标或课程要求，而非直接对应学生具体可观察的能力行为。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘知道…光线等物理模型’，这意味着学生需要能够识别并知道光线是一个物理模型。能力断言‘能识别给定描述中的光线是否被用作物理模型’是对‘知道…光线等物理模型’这一要求的具体化、可操作化转述，是忠实于原文的。意见将‘知道模型’等同于‘说明其用途’，是对原文要求的窄化或误读，因此不成立。", "quote": "知道匀速直线运动、杠杆、光线等物理模型", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}