Teacher lens
Point the spacecraft. Change the power.
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 quaternion | — | — | — | — | — | Yes |
| battery soc | Yes | Yes | Yes | Yes | Yes | Yes |
| composition compile identity | — | — | — | — | — | Yes |
| composition semantic hash | — | — | — | — | — | Yes |
| coupling policy hash | — | — | — | — | Yes | Yes |
| equivalent solar incidence | — | Yes | Yes | Yes | Yes | Yes |
| geometry limitation | — | — | 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 | Does the way a spacecraft faces change how much electricity its solar panels make? | How does spacecraft attitude change generated solar energy on the accepted WSC-A6.1 coupling, and what does that coupling not include? |
| Theory | Two runs, one difference: which way the spacecraft is pointing. Everything else stays the same, so anything that changes is caused by the pointing. | Name what you will observe in familiar language. Stage intent: observe battery/solar when sunlight/orientation language is disclosed. |
| Prediction | Before you run anything: which way of pointing do you think will make more electricity, and why? | Predict a simple trend (higher/lower, sooner/later) before running the Twin. |
| Run | Run the first way of pointing, then the second. Same orbit, same spacecraft, same length of time — only the pointing changes. | Run the Twin once and describe what you see. Runtime remains the frozen Twin; this plan does not execute physics. |
| Analysis | Look at what changed between the two runs, and what stayed the same. The energy and incidence lines are the clearest signals. | Explain the trend without using hidden hashes or professional jargon. Evidence intent: solar/SOC comparison + coupling limitation statement. |
| Decision | Which way of pointing do you recommend, and which number in your evidence backs it up? | Choose a simple next action and say why it is safer or clearer. |
| Limitation | Name one thing this software cannot tell you about a real spacecraft. | Name at least one frozen-model limitation that this experiment cannot answer. |