Teacher lens
Take the picture. Get it home.
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 |
|---|---|---|---|---|---|---|
| mission state | Yes | Yes | Yes | Yes | Yes | Yes |
| nadir eligibility | — | Yes | Yes | Yes | Yes | Yes |
| payload effective activity | — | — | 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 sharper camera takes better pictures. Does it get more of them home? | Which payload/data choice creates the best mission value within the available constraints? |
| Theory | Two runs, one difference: the camera. Same orbit, same pass, same amount of data that can be sent home. | Name what you will observe in familiar language. Stage intent: classify. |
| Prediction | Before you run anything: which camera do you think will deliver more useful pictures to the ground, and why? | Predict a simple trend (higher/lower, sooner/later) before running the Twin. |
| Run | Fly the simple camera first, then the high-detail one. The downlink budget is the same for both. | Run the Twin once and describe what you see. Runtime remains the frozen Twin; this plan does not execute physics. |
| Analysis | Compare the detail first, then the data. The second number is the one the mission depends on. | Explain the trend without using hidden hashes or professional jargon. Evidence intent: payload/image/data-quality report + selection/trade rationale. |
| Decision | Which camera 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 camera in orbit. | Name at least one frozen-model limitation that this experiment cannot answer. |