Teacher lens
Stop the tumble.
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 |
| overshoot | — | — | — | 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 | How do you stop something spinning in space, where there is nothing to push against? | Which control choice satisfies the defined stability/performance criterion? |
| Theory | Two runs, one difference: how hard the controller resists the motion. Same starting spin, same limit on the wheels. | Name what you will observe in familiar language. Stage intent: reach/hold. |
| Prediction | Before you run anything: will both settings bring the spin to rest? Say what you expect and why. | Predict a simple trend (higher/lower, sooner/later) before running the Twin. |
| Run | Run the light damping first, then the strong damping. The starting spin is the same both times. | Run the Twin once and describe what you see. Runtime remains the frozen Twin; this plan does not execute physics. |
| Analysis | Follow each line from the start. Look at the highest point, not only the end. | Explain the trend without using hidden hashes or professional jargon. Evidence intent: angle-time/performance plots + criterion-based recommendation. |
| Decision | Which setting would you use, and which result 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 stabilising a real spacecraft. | Name at least one frozen-model limitation that this experiment cannot answer. |