Teacher lens
Working hard gets hot.
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 |
| thermal exposure | — | 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 | Two spacecraft do exactly the same work. Why does one end up so much hotter? | Does the selected mission/configuration remain within the allowed thermal/resource envelope? |
| Theory | Two spacecraft, the same orbit, the same payload doing the same work. Only the spacecraft is different, so anything that changes is caused by the spacecraft. | Name what you will observe in familiar language. Stage intent: warm/cool. |
| Prediction | Before you run anything: which spacecraft do you think will get hotter, and why? | Predict a simple trend (higher/lower, sooner/later) before running the Twin. |
| Run | Run the small satellite first, then the larger one. The workload is identical. | Run the Twin once and describe what you see. Runtime remains the frozen Twin; this plan does not execute physics. |
| Analysis | Compare the peak temperatures first, then the battery. Both are costs of doing the same work. | Explain the trend without using hidden hashes or professional jargon. Evidence intent: temperature/power plot + envelope/trade explanation. |
| 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 a real spacecraft in orbit. | Name at least one frozen-model limitation that this experiment cannot answer. |