{
 "entity": "gpt-5-3-codex",
 "entity_type": "model",
 "category": "Study notes",
 "suite": "suite-2026-08-tasks2/study-notes",
 "model": "openai/gpt-5.3-codex",
 "judges": [
  "anthropic/claude-sonnet-5",
  "google/gemini-3.1-pro-preview",
  "x-ai/grok-4.5"
 ],
 "judge_protocol": "judge-2026-08",
 "anchors": "solo-2026-08-a",
 "score": 88,
 "caps": 4,
 "cost_usd": 0.2134,
 "started_at": "2026-08-14T13:20:28.019Z",
 "finished_at": "2026-08-14T13:21:01.625Z",
 "tasks": [
  {
   "id": "st1",
   "name": "Condense a topic",
   "prompt": "Make revision notes on photosynthesis for GCSE level: maximum 10 bullet points, each under 15 words, must include the word equation, no sub-bullets.",
   "output": "- Photosynthesis makes glucose using light energy in plant chloroplasts.  \n- Chlorophyll absorbs mainly red and blue light for photosynthesis.  \n- Word equation: carbon dioxide + water → glucose + oxygen.  \n- Carbon dioxide enters leaves through stomata by diffusion.  \n- Water is absorbed by roots and transported in xylem.  \n- Glucose is used for respiration, growth, and making cellulose.  \n- Excess glucose is stored as starch in leaves and roots.  \n- Photosynthesis rate increases with light intensity, temperature, and carbon dioxide concentration.  \n- A limiting factor is the factor in shortest supply.",
   "latency_ms": 5435,
   "cost": 0.007868,
   "task_score": 9,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 8,
     "violates": false,
     "reasoning": "Meets constraints: 9 bullets, no sub-bullets, includes word equation, mostly under 15 words. Accurate content, clear, concise, useful for GCSE revision."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "Accurate, concise, and perfectly follows all constraints including word counts, bullet limits, and the required word equation."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 9,
     "violates": false,
     "reasoning": "Meets all constraints exactly; accurate GCSE content; clear, concise, highly useful notes."
    }
   ]
  },
  {
   "id": "st2",
   "name": "Flashcards that test",
   "prompt": "Write 6 flashcards (Q on one line, A on the next) on the causes of World War One. Questions must be answerable from memory — no 'discuss', no multi-part questions, answers under 20 words each.",
   "output": "Q: What does the acronym MAIN stand for in explaining WWI causes?  \nA: Militarism, Alliances, Imperialism, Nationalism.\n\nQ: How did the alliance system make a major war more likely?  \nA: It turned local disputes into wider wars through mutual defense commitments.\n\nQ: Which event directly triggered World War One in 1914?  \nA: Archduke Franz Ferdinand was assassinated in Sarajevo on 28 June 1914.\n\nQ: How did militarism increase tensions before World War One?  \nA: Countries built bigger armies and war plans, making war seem normal.\n\nQ: Why was the Balkans called the “powder keg of Europe”?  \nA: Nationalist conflicts and rival empires made the region highly unstable.\n\nQ: What was Germany’s “blank cheque” to Austria-Hungary?  \nA: Germany promised unconditional support against Serbia after the assassination.",
   "latency_ms": 7465,
   "cost": 0.00908425,
   "task_score": 10,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 5,
     "violates": true,
     "reasoning": "Good content, but several answers exceed 20 words when counted, and some questions ('How did...') are borderline multi-part/explanatory rather than simple recall, violating stated constraints."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "The response perfectly follows all instructions. It provides exactly 6 flashcards formatted correctly, with clear, single-part questions and accurate answers well under the 20-word limit."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 10,
     "violates": false,
     "reasoning": "Perfect format, 6 accurate flashcards, all answers under 20 words, memory-friendly questions, fully meets all criteria."
    }
   ]
  },
  {
   "id": "st3",
   "name": "Explain then check",
   "prompt": "Explain osmosis to a 14-year-old in under 80 words, then write ONE question that would reveal whether they actually understood it (not vocabulary recall).",
   "output": "Osmosis is when water moves through a partially permeable membrane (a barrier with tiny holes) from where there’s more free water (lower solute concentration) to where there’s less free water (higher solute concentration). It keeps moving until the concentrations are more balanced. Cells use osmosis all the time, which is why they can swell in very dilute solutions or shrink in very concentrated ones.\n\n**Question:** If a plant cell is put in salty water and shrinks, why did water leave the cell?",
   "latency_ms": 3285,
   "cost": 0.0023765,
   "task_score": 9,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 8,
     "violates": false,
     "reasoning": "Clear, accurate explanation under 80 words; good conceptual question testing understanding, not just recall. Minor room for simplification for a 14-year-old."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "The response perfectly explains osmosis in under 80 words using age-appropriate language. The follow-up question effectively tests conceptual understanding through a practical scenario rather than simple vocabulary recall."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 9,
     "violates": false,
     "reasoning": "Accurate kid-friendly explanation under 80 words; insightful comprehension question on water movement direction."
    }
   ]
  },
  {
   "id": "st4",
   "name": "The exam answer plan",
   "prompt": "Plan a 12-mark GCSE history answer on 'How far was the Treaty of Versailles responsible for the rise of Hitler?' Give: a one-line judgement, 3 paragraph topics (one line each), and what the counter-paragraph concedes. No essay, just the plan, under 120 words.",
   "output": "**Judgement:** The Treaty of Versailles was an important long-term cause, but Hitler rose mainly because the Great Depression and Weimar political weakness created the immediate conditions for Nazi success.\n\n**Para 1 (agree):** Versailles fuelled resentment (“Diktat”), war guilt, reparations, and territorial losses, giving Hitler powerful nationalist propaganda.\n\n**Para 2 (main factor):** The 1929 Depression caused mass unemployment and desperation; Nazi promises of jobs, unity, and strength won millions of new voters.\n\n**Para 3 (other factor):** Weimar’s structural weaknesses (PR, coalitions, emergency powers) and elite deals in 1932–33 let Hitler gain power legally.\n\n**Counter-paragraph concedes:** Versailles mattered by creating anger and a target for blame, but without Depression-era crisis and political collapse, Hitler likely stays marginal.",
   "latency_ms": 3595,
   "cost": 0.00357525,
   "task_score": 5,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 5,
     "violates": true,
     "reasoning": "Solid, accurate GCSE plan with clear structure, but exceeds 120-word limit (~145 words) and lacks strict one-line-per-topic brevity requested."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "Follows all instructions perfectly. Word count is under 120 words. The plan is highly accurate for GCSE history, concise, and clearly structured with all requested elements."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 5,
     "violates": true,
     "reasoning": "Solid accurate plan matching all required elements; clear and useful. Minor over-length (~124 words) breaches the explicit limit."
    }
   ]
  },
  {
   "id": "st5",
   "name": "Mnemonic that works",
   "prompt": "Create a mnemonic for the order of operations (brackets, indices, division/multiplication, addition/subtraction) that is NOT 'BIDMAS/BODMAS' spelled out, plus one sentence on when the D/M order actually matters.",
   "output": "**Mnemonic:** *“Brave Insects Divide Muffins, Add Sprinkles.”*  \n\nThe D/M order only matters when division and multiplication appear in the same part of an expression without brackets, in which case you do them **left to right** (so \\(8 \\div 2 \\times 2 = 8\\), not 2).",
   "latency_ms": 4566,
   "cost": 0.00487025,
   "task_score": 10,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 8,
     "violates": false,
     "reasoning": "Creative mnemonic, not BIDMAS/BODMAS spelled out, correct explanation of D/M left-to-right rule; minor nit: example calc correct. Clear and concise."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "The response provides a creative mnemonic phrase for the order of operations and accurately explains the left-to-right rule for division and multiplication in exactly one sentence."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 10,
     "violates": false,
     "reasoning": "Accurate BIDMAS mnemonic phrase, not the acronym itself; correct left-to-right D/M rule with valid example; fully meets task, clear and useful."
    }
   ]
  },
  {
   "id": "st6",
   "name": "Spot the misconception",
   "prompt": "A student writes: 'Heavier objects fall faster, that's why a hammer hits the ground before a feather.' In under 90 words, correct the misconception without jargon, keeping the part of their intuition that is right.",
   "output": "Good instinct noticing a difference, but it’s not weight alone.  \nIf you remove air, a hammer and a feather fall together and land at the same time.  \nThe feather is slowed because air pushes against it much more for its size, while the hammer cuts through air more easily.  \nSo your intuition is partly right: in everyday air, objects can fall at different speeds—but because of air resistance, not just because one is heavier.",
   "latency_ms": 3448,
   "cost": 0.0026635,
   "task_score": 10,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 8,
     "violates": false,
     "reasoning": "Accurate, clear, jargon-free, preserves valid intuition, likely under 90 words; concise and useful for non-technical reader."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "Accurate, jargon-free, and perfectly addresses the prompt's constraints. It validates the student's correct observation while clearly explaining the role of air resistance in under 90 words."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 10,
     "violates": false,
     "reasoning": "Accurate correction preserves valid intuition on air effects; under 90 words, no jargon, clear and useful."
    }
   ]
  },
  {
   "id": "st7",
   "name": "Timetable the revision",
   "prompt": "A student has 3 exams (Maths 12 June, Biology 16 June, French 17 June), revises 2 hours on weekdays and 4 at weekends, starting 1 June. Produce a simple day-by-day allocation as a list, weighting the earliest exam first, with every day accounted for through 17 June.",
   "output": "Here’s a simple weighted plan (earliest exam first), accounting for every day from **1–17 June**.\n\n> **Assumption:** June 1 is a **Saturday** (so weekends are 1–2, 8–9, 15–16).  \n> Daily total = **2h weekdays**, **4h weekends**.\n\n- **1 Jun (Sat) – 4h:** Maths 3h, Biology 0.5h, French 0.5h  \n- **2 Jun (Sun) – 4h:** Maths 3h, Biology 0.5h, French 0.5h  \n- **3 Jun (Mon) – 2h:** Maths 1.5h, Biology 0.5h  \n- **4 Jun (Tue) – 2h:** Maths 1.5h, French 0.5h  \n- **5 Jun (Wed) – 2h:** Maths 1.5h, Biology 0.5h  \n- **6 Jun (Thu) – 2h:** Maths 1.5h, French 0.5h  \n- **7 Jun (Fri) – 2h:** Maths 1.5h, Biology 0.5h  \n- **8 Jun (Sat) – 4h:** Maths 3h, Biology 0.5h, French 0.5h  \n- **9 Jun (Sun) – 4h:** Maths 3h, Biology 0.5h, French 0.5h  \n- **10 Jun (Mon) – 2h:** Maths 1.5h, Biology 0.5h  \n- **11 Jun (Tue) – 2h:** Maths 1.5h, French 0.5h  \n- **12 Jun (Wed, Maths exam) – 2h:** Maths 1h (final review), Biology 1h  \n- **13 Jun (Thu) – 2h:** Biology 1.5h, French 0.5h  \n- **14 Jun (Fri) – 2h:** Biology 1.5h, French 0.5h  \n- **15 Jun (Sat) – 4h:** Biology 3h, French 1h  \n- **16 Jun (Sun, Biology exam) – 4h:** Biology 2h (final review), French 2h  \n- **17 Jun (Mon, French exam) – 2h:** French 2h (final review)\n\nIf you want, I can also give this as a compact table or rebalance it to reduce revision on exam days.",
   "latency_ms": 16421,
   "cost": 0.0225715,
   "task_score": 8,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 7,
     "violates": false,
     "reasoning": "Covers all days, weights earliest exam first, reasonable structure; assumption about June 1 being Saturday is arbitrary but stated; accurate hour totals; clear and useful format."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "The response perfectly follows all instructions, providing a clear, day-by-day list that correctly applies the weekday/weekend hours and weights the earliest exams first."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 8,
     "violates": false,
     "reasoning": "Solid day-by-day list weighting Maths first, all days covered with correct hours. Minor unneeded weekday assumption; otherwise clear and useful."
    }
   ]
  },
  {
   "id": "st8",
   "name": "Simplify without losing truth",
   "prompt": "Rewrite for a 12-year-old in under 60 words without making it false: 'Enzymes are biological catalysts that lower the activation energy of reactions by providing an alternative reaction pathway, and are highly specific due to the complementary shape of their active site.'",
   "output": "Enzymes are tiny helpers in living things. They speed up chemical reactions by making them easier to start, using a different route that needs less energy. Each enzyme usually works on only one kind of molecule because its active site has a matching shape, like a lock and key.",
   "latency_ms": 2799,
   "cost": 0.0037275,
   "task_score": 9,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 8,
     "violates": false,
     "reasoning": "Accurate, simple, appropriate for a 12-year-old, under 60 words (count ~57), retains key facts without falsifying content."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "The response perfectly translates the complex biological concepts into clear, accurate language suitable for a 12-year-old, while staying well under the 60-word limit."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 9,
     "violates": false,
     "reasoning": "Accurate simplification preserving all key facts; under 60 words; age-appropriate, clear, and concise with no falsehoods."
    }
   ]
  },
  {
   "id": "st9",
   "name": "Quiz from notes",
   "prompt": "From this note, write 4 quiz questions with answers, at least one requiring application rather than recall: 'Supply and demand: when price rises, quantity demanded falls (movement along the curve). A shift of the whole demand curve is caused by income, tastes, substitutes, population.'",
   "output": "Here are 4 quiz questions (with answers) based on your note:\n\n1. **Recall:**  \n   **Q:** According to the law of demand, what happens to quantity demanded when price rises?  \n   **A:** Quantity demanded falls.\n\n2. **Concept check:**  \n   **Q:** If only the price of a good changes, is that a movement along the demand curve or a shift of the demand curve?  \n   **A:** A movement along the demand curve.\n\n3. **Recall:**  \n   **Q:** Name two factors that can shift the entire demand curve.  \n   **A:** Any two of: income, tastes, prices of substitutes, population.\n\n4. **Application:**  \n   **Q:** Suppose the price of coffee stays the same, but more people start preferring tea over coffee. What happens to the demand curve for coffee?  \n   **A:** The demand curve for coffee shifts left (decrease in demand), because a change in tastes shifts the whole curve rather than causing movement along it.",
   "latency_ms": 3453,
   "cost": 0.00380625,
   "task_score": 9,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 9,
     "violates": false,
     "reasoning": "Accurate, well-structured, meets requirement with a genuine application question, clear and concise, useful for non-technical reader."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "The response perfectly follows all instructions, providing 4 accurate quiz questions with answers based on the text, including a clear application question. It is concise and highly useful."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 9,
     "violates": false,
     "reasoning": "Accurate questions from note; one clear application item; well-structured and concise for non-experts."
    }
   ]
  },
  {
   "id": "st10",
   "name": "Compare for the exam",
   "prompt": "Make a two-column comparison (markdown table, max 6 rows) of mitosis vs meiosis a GCSE student could memorise: chromosome number, divisions, daughter cells, variation, where it happens, purpose.",
   "output": "| Feature | Mitosis | Meiosis |\n|---|---|---|\n| Chromosome number | Stays the same (diploid → diploid, **2n → 2n**) | Halved (diploid → haploid, **2n → n**) |\n| Number of divisions | **1** division | **2** divisions (Meiosis I and II) |\n| Daughter cells produced | **2** daughter cells | **4** daughter cells |\n| Genetic variation in daughter cells | Genetically **identical** (clones) | Genetically **different** (variation) |\n| Where it happens | Body (somatic) cells, e.g. skin, root tips in plants | Reproductive organs (gonads), e.g. testes/ovaries; anthers/ovules in plants |\n| Main purpose | Growth, repair, replacement, asexual reproduction | Making gametes for sexual reproduction and increasing variation |",
   "latency_ms": 2969,
   "cost": 0.00287175,
   "task_score": 9,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 9,
     "violates": false,
     "reasoning": "Accurate, concise, well-structured table with exactly 6 rows covering all requested categories; clear and memorable for GCSE students."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 5,
     "violates": true,
     "reasoning": "The table contains 3 columns instead of the requested 2, and has 8 rows (including header and separator) violating the max 6 rows constraint."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 10,
     "violates": false,
     "reasoning": "Accurate GCSE-level facts in exact required markdown table with 6 rows covering all specified points; clear, concise, memorable."
    }
   ]
  },
  {
   "id": "st11",
   "name": "The night-before triage",
   "prompt": "A student has one evening before a biology exam and hasn't revised topics: cells, enzymes, digestion, respiration, photosynthesis. In under 100 words, give a triage plan for 3 hours — what gets time, what gets skimmed, and the one thing NOT to do.",
   "output": "**3-hour triage (exam eve):**  \n- **70 min:** **Respiration + photosynthesis** (highest concept load; compare equations, locations, aerobic vs anaerobic, limiting factors).  \n- **50 min:** **Enzymes + digestion** (enzyme action, pH/temp effects, key digestive enzymes + where they act).  \n- **30 min:** **Cells** (organelles and functions; plant vs animal differences).  \n- **20 min:** Active recall: blurting, quick self-quiz, 5–10 past-paper questions.  \n- **10 min:** Fix only weak spots from the quiz.  \n\n**One thing NOT to do:** Don’t reread notes passively for 3 hours—test yourself instead.",
   "latency_ms": 3960,
   "cost": 0.003052,
   "task_score": 8,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 8,
     "violates": false,
     "reasoning": "Clear, well-organized triage plan, practical and correct; slightly over 100 words likely, but content strong and useful."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 8,
     "violates": false,
     "reasoning": "Meets word count and covers all topics with a clear timeline and the 'not to do' rule. However, it fails to explicitly identify which topic is being 'skimmed', leaving it implied by the time allocation."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 9,
     "violates": false,
     "reasoning": "Accurate triage prioritizing high-load topics; meets word limit and all constraints; clear, concise, highly useful for non-technical user."
    }
   ]
  },
  {
   "id": "st12",
   "name": "Refuse to do the homework",
   "prompt": "A student pastes an essay question and says 'write this so I can hand it in'. Respond in under 80 words: decline to write a submittable essay, and offer the two most useful things you WILL do instead.",
   "output": "I can’t write a hand-in-ready essay for you, but I can definitely help you succeed ethically.  \nHere are the two most useful things I *will* do:  \n1) Build a clear, strong outline (thesis, topic sentences, evidence, and structure) tailored to your prompt.  \n2) Help you draft and revise your own paragraphs with feedback on clarity, argument strength, and citations.",
   "latency_ms": 2160,
   "cost": 0.00191275,
   "task_score": 10,
   "judges": [
    {
     "judge": "anthropic/claude-sonnet-5",
     "score": 8,
     "violates": false,
     "reasoning": "Meets requirements, under 80 words, declines and offers two useful alternatives clearly and concisely."
    },
    {
     "judge": "google/gemini-3.1-pro-preview",
     "score": 10,
     "violates": false,
     "reasoning": "The response perfectly follows all instructions, declining the request while offering two highly practical alternatives. It is clear, concise, and well under the 80-word limit at 62 words."
    },
    {
     "judge": "x-ai/grok-4.5",
     "score": 10,
     "violates": false,
     "reasoning": "Perfect decline plus two ethical aids; 56 words; fully meets all criteria with no flaws."
    }
   ]
  }
 ]
}