Teacher lens
Find the pass. Plan the contact.
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 |
| orbit ground track | Yes | Yes | Yes | Yes | Yes | Yes |
| pass window | — | — | — | Yes | Yes | Yes |
| rf eligibility | — | 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 | When can a ground station see the satellite — and does seeing it mean you got the data? | When and where is a selected object observable/contactable in the current Orbit v2 / M3-A teaching environment? |
| Theory | The satellite keeps moving. A ground station can only reach it while it is above the horizon, so contact is a window that opens and closes, not a switch you flip. | Name what you will observe in familiar language. Stage intent: read a pass. |
| Prediction | Before you run anything: in a two-hour window, do you think the satellite will come into view at all? Say why. | Predict a simple trend (higher/lower, sooner/later) before running the Twin. |
| Run | Run the short window first. If nothing appears, that is a real result — then run the longer window and see what changes. | Run the Twin once and describe what you see. Runtime remains the frozen Twin; this plan does not execute physics. |
| Analysis | Compare the two windows. What appeared, when, and how high above the horizon did it get? | Explain the trend without using hidden hashes or professional jargon. Evidence intent: ground track/pass plot + observation/contact plan + model-limitation note. |
| Decision | What is the sensible next step for your contact plan, based only on what you can see in the evidence? | Choose a simple next action and say why it is safer or clearer. |
| Limitation | Your evidence shows the satellite was in view. Explain why that is still not proof that any data arrived. | Name at least one frozen-model limitation that this experiment cannot answer. |