Prepare a mission
Can you trust what the spacecraft tells you?
Section 4 of 7
Timing & facilitation
The running order for one session, and what to do while learners work.
Mission & depth
Mission: Truth and measurement · Academic depth: University · Duration: 55–70 minutes
The mission
A spacecraft cannot see itself. Everything it reports comes from instruments, and instruments are never perfect. Your team will fly the same manoeuvre twice, changing nothing except the quality of the instruments, and find out what that does to what the spacecraft knows about itself.
One session of 55–70 minutes at University.
Teaching brief
What to say at University
These prompts come from the academic layer, so they change with the depth you selected.
- Theory
- State professional terminology, lineage, and model-limit questions. Stage intent: processing pipeline.
- Prediction
- Predict where the model is expected to be useful and where it is not.
- Running the Twin
- Inspect allowed lineage/hash channels only if the profile discloses them. Runtime remains the frozen Twin; this plan does not execute physics.
- Checkpoint
- Separate simulated, derived, reference, and (if ever present) measured evidence.
- Analysis
- Design, integrate, verify, and validate within frozen Core V1 limits. Evidence intent: telemetry table/plot + data-quality or provenance statement.
- Engineering decision
- Produce a V&V-style conclusion that does not claim flight qualification.
- Limitation
- Name at least one frozen-model limitation that this experiment cannot answer.
- Provenance
- Keep simulated, simulated_sensor, estimator_state, derived, reference, and measured distinct. Never label simulated as measured.
Diagnostic
Diagnostic answer key
A spacecraft instrument gives a noisy reading. What does that tell you about the spacecraft?
- ✓ Nothing yet - the reading may be wrong while the spacecraft is fine
- · The spacecraft has definitely gone off course
- · The spacecraft has stopped working
Timing & facilitation
Timing
One session of 55–70 minutes. Adjust freely — the sequence matters more than the clock.
| When | Stage | What you are doing |
|---|---|---|
| 0 → 5–6 min | Mission | Set the role, objective, mission question, and success criterion. |
| 5–6 → 17–21 min | Preparation | Diagnostic, theory, and a written prediction before any run. |
| 17–21 → 20–25 min | Readiness | Learners confirm the local formative gate after preparation passes. |
| 20–25 → 35–45 min | Operate | Run the bounded baseline, then the candidate where comparison is disclosed. |
| 35–45 → 47–60 min | Evidence | Inspect provenance, select evidence, decide, state a limitation, and complete the formative assessment. |
| 47–60 → 53–68 min | Complete | Review the result band, reflect, and finalize local practice at any band. |
| 53–68 → 55–70 min | Recognition | Explain the local record and the separate future verified-recognition boundary. |
While they work
- Most learners predict the spacecraft will end up further off with worse instruments. It does not. Let the prediction be wrong before revealing the result - that surprise is the lesson.
- Hold the three ideas apart explicitly: what is true, what was measured, what was concluded.
- The worst estimate error is far larger than the average. Ask what kind of event produces a spike like that.
Can the learner state that the truth error was identical across both runs, and explain why that matters?
Misconceptions
Misconceptions to watch for
Authored lesson design — what a class reliably gets wrong here, and where you can catch it. Not a claim about any learner.
“The reading is noisy, so the spacecraft has drifted off course.”
Put the truth trace and the estimate trace side by side. The spacecraft is where it always was; it is the knowledge of where it is that degraded.
Watch: the "sensor" diagnostic · Code:
truth_estimate_measurement_confusion“The average error tells you how wrong the estimate ever got.”
Ask for the worst value as well as the average. The difference between them is the whole reason engineers quote both.
Watch: evidence — The truth-against-estimate comparison for both sets of instruments · Code:
units_scale_or_sign_error“Worse instruments must mean the spacecraft ends up further off.”
Let the prediction stand before the run, then reveal that it does not. Ask what the instruments actually affect — knowledge, not motion — and let the class rebuild the causal chain.
Watch: evidence — My prediction · Code:
cause_effect_or_control_logic_reversal
Review & extension
What a good reflection contains
Why can a spacecraft be on target while its estimate is wrong, and what additional validation would build confidence?
- Reports that the spacecraft ended up in the same place either way, and explains why that is the surprise.
- Uses three separate words for three separate things: what was true, what was measured, what was concluded.
- Notices the gap between the average error and the worst one, and asks what produced the spike.
If they finish early, or go further
- When would it matter? (Grades 9–10 and above)
The degraded instruments did not move the spacecraft. Describe a mission task where that error would have changed the outcome, and name the figure you would set a limit on.
- Three columns (Grade 7 and above)
Draw three columns headed true, measured and concluded. Place five statements from your run in the right column. Any statement you cannot place is the interesting one.
Home mission
Home mission: the wrong clock
Think of a clock that runs five minutes fast. Write down what is actually true, what the clock says, and what someone reading the clock would believe. Then write one sentence about which of those three a spacecraft engineer would most want to check.
Truth & feedback
Hold this line
- The instrument readings are simulated by a teaching model. No real sensor was measured.
- The onboard estimator here is a teaching estimator, not a flight-certified one.
- This lesson does not show how any particular real instrument would perform.
Tell us what did not work
Ten questions, answered locally. Nothing is submitted or tracked — you download the file and send it if you want to.
Informal educator feedback
This local-first form contains the ten approved pilot-review questions. It does not submit, track, or store data remotely. Optional name/contact should be handled outside this form only if a reviewer volunteers it.