MLX-02Curriculum mappedSpecialist workbench
Read the Spacecraft
Grade 6 · Grade 7 · Grade 8 · Grades 9–10 · Grades 11–12 · University · Physics · Mathematics · Computing
Measurable learning outcomes
- 1By the end of this mission, the learner will be able to predict whether poorer instruments will change where the spacecraft actually ends up, and demonstrate this by recording that prediction before either run.
- 2By the end of this mission, the learner will be able to compare how far out the estimate was with each set of instruments, and demonstrate this by citing the worst estimate error from both runs.
- 3By the end of this mission, the learner will be able to explain why the spacecraft ended up in the same place both times, and demonstrate this by citing the unchanged truth figure alongside the changed estimate figure.
Concepts and evidence
Concepts: units · independent/dependent variable
- telemetry table/plot + data-quality or provenance statement
- engineering decision
- evidence provenance statement
- model limitation
Teacher preparation
- Timing
- 20–30 minutes for curriculum discussion; specialist workbench timing is facilitator-defined
- Vocabulary
- units, independent/dependent variable
- Differentiation
- Use visual comparison and sentence starters for younger learners; reveal quantitative evidence progressively.
- Assessment
- Review the prediction, evidence selection, engineering decision and limitation. This is formative CubeSTEM programme evidence, not an external accredited grade.
Availability and next step
A reusable learner lesson is not yet authorized for this record. Use this page for curriculum planning or open the specialist workbench with a qualified facilitator.
Engineering limitations
- Distinguish truth_state, simulated_sensor, and estimator_state when the ADCS v2 workspace is used as continuity.
- Do not claim: simulated sensor is measured.
- Do not claim: estimator is truth.