Teacher lens
From launcher to first contact.
The same spacecraft model at all six academic depths. Nothing below is written by hand — every cell is read from the disclosure layer the lesson actually uses.
← PrepareSunlight to energyOrbit pass and linkPower through the shadowTruth and measurementDeployment to first contactCommanding attitudeStabilising the spinSurviving the environmentPlanning the observationConfiguring the spacecraftDiagnosing the missionWriting a safe policyProving it against evidence
What each depth is asked to produce
These requirements drive which inputs the learner sees.
| Depth | Prediction | Two cases | Plot or table | Explanation | Limitation | Provenance |
|---|---|---|---|---|---|---|
| Grade 6 | Yes | — | Yes | Yes | — | — |
| Grade 7 | Yes | Yes | Yes | Yes | — | — |
| Grade 8 | Yes | Yes | Yes | Yes | Yes | Yes |
| Grades 9–10 | Yes | Yes | Yes | Yes | Yes | Yes |
| Grades 11–12 | Yes | Yes | Yes | Yes | Yes | Yes |
| University | Yes | Yes | Yes | Yes | Yes | Yes |
Which evidence channels are visible
A channel hidden at a depth is removed on the server. It never reaches the learner's browser.
| Channel | Grade 6 | Grade 7 | Grade 8 | Grades 9–10 | Grades 11–12 | University |
|---|---|---|---|---|---|---|
| attitude angle | Yes | Yes | Yes | Yes | Yes | Yes |
| mission state | Yes | Yes | Yes | Yes | Yes | Yes |
Learner wording and curriculum wording
Learners read the mission in plain language. The curriculum phrasing signed off in the frozen academic layer is unchanged, and is shown here so you can map one to the other.
| Step | What the learner reads | Academic phrasing |
|---|---|---|
| Mission question | Every step scored something. So which one is actually stopping the mission? | Can the spacecraft move from release to a safe, communicative operating state? |
| Theory | The mission is a chain of steps. Every one has to work, so the mission is only as good as its weakest step. | Name what you will observe in familiar language. Stage intent: observe states. |
| Prediction | Before you run anything: which step do you think will go worst - stopping the spin, finding the Sun, charging, pointing the antenna, or making contact? Say why. | Predict a simple trend (higher/lower, sooner/later) before running the Twin. |
| Run | Run the deployment. Every step is scored as the spacecraft works through the sequence. | Run the Twin once and describe what you see. Runtime remains the frozen Twin; this plan does not execute physics. |
| Analysis | Look for the lowest bar, not the average. That is the step deciding whether the mission works. | Explain the trend without using hidden hashes or professional jargon. Evidence intent: mission-state timeline + subsystem/dependency explanation. |
| Decision | Which step would you fix first, and which number in your evidence decided it? | Choose a simple next action and say why it is safer or clearer. |
| Limitation | Name one thing this model does not tell you about a real deployment. | Name at least one frozen-model limitation that this experiment cannot answer. |