Teacher lens
Survive the dark side.
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 |
|---|---|---|---|---|---|---|
| battery soc | Yes | Yes | Yes | Yes | Yes | Yes |
| solar energy | 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 | When the Sun disappears, which spacecraft copes better - and how would you know? | Can the planned mission activities be completed without violating the energy/resource margin? |
| Theory | Two spacecraft, the same orbit, the same shadow. Only the spacecraft is different, so anything that changes is caused by the spacecraft. | Name what you will observe in familiar language. Stage intent: high vs low load. |
| Prediction | Before you run anything: which spacecraft do you think will have more charge left after the shadow, and why? | Predict a simple trend (higher/lower, sooner/later) before running the Twin. |
| Run | Send the small satellite through first, then the larger one. Same orbit, same shadow, same length of time. | Run the Twin once and describe what you see. Runtime remains the frozen Twin; this plan does not execute physics. |
| Analysis | Look at where the battery falls and where it recovers. The shaded band on the chart is the time in shadow. | Explain the trend without using hidden hashes or professional jargon. Evidence intent: power table/budget + plot + operating recommendation. |
| Decision | Which spacecraft would you send, and which number in your evidence supports that? | Choose a simple next action and say why it is safer or clearer. |
| Limitation | Name one thing this model does not tell you about how a real spacecraft would cope. | Name at least one frozen-model limitation that this experiment cannot answer. |