Teacher lens
Point it where you want it.
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 |
| control error | — | 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 | A stronger controller points more accurately. What does that cost the spacecraft? | How does a commanded actuator response change spacecraft orientation? |
| Theory | Two runs, one difference: the controller. Same spacecraft, same starting position, same limit on how hard the wheels can push. | Name what you will observe in familiar language. Stage intent: direction. |
| Prediction | Before you run anything: which controller will finish closer to the target, and why? | Predict a simple trend (higher/lower, sooner/later) before running the Twin. |
| Run | Run the weak controller first, then the tuned one. Nothing else changes. | Run the Twin once and describe what you see. Runtime remains the frozen Twin; this plan does not execute physics. |
| Analysis | Read both charts. The first is the job being done; the second is what it cost. | Explain the trend without using hidden hashes or professional jargon. Evidence intent: attitude/rate plot + calculated/qualitative response comparison. |
| Decision | Which controller would you fly, 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 control system. | Name at least one frozen-model limitation that this experiment cannot answer. |