For teachers | CubeSTEM MissionLab

The mission

A camera that sees more detail makes bigger pictures, and a spacecraft can only send home so much before the pass ends. Your team will fly the same observation with two cameras and work out which one actually delivers more to the ground.

One session of 55–70 minutes at Grade 6.

What to say at Grade 6

These prompts come from the academic layer, so they change with the depth you selected.

Theory: Name what you will observe in familiar language. Stage intent: classify.
Prediction: Predict a simple trend (higher/lower, sooner/later) before running the Twin.
Running the Twin: Run the Twin once and describe what you see. Runtime remains the frozen Twin; this plan does not execute physics.
Checkpoint: Check that your observation matches the mission question in simple words.
Analysis: Explain the trend without using hidden hashes or professional jargon. Evidence intent: payload/image/data-quality report + selection/trade rationale.
Engineering decision: Choose a simple next action and say why it is safer or clearer.
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.

Timing

One session of 55–70 minutes. Adjust freely — the sequence matters more than the clock.

Suggested lesson timing
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

Learners reliably choose the sharper camera on detail alone. Push them to the delivered figure.
The downlink budget is identical in both runs. That constraint is the mission.
Keep captured and delivered separate: a picture taken is not a picture received.

Can the learner distinguish what was captured from what reached the ground, and choose on the latter?

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 sharper camera is better, because more detail is always worth having.”
Ask for the delivered figure rather than the resolution. The budget that decides the mission is the one that did not change between the runs.
Watch: the decision option "Recommend the sharper camera because detail is always better" · Code: constraint_budget_or_tradeoff_omission
“A picture the spacecraft took is a picture the mission has.”
Put captured and delivered in two columns. The gap between them is the mission, and a learner who collapses it has answered a different question.
Watch: evidence — The camera comparison for the two spacecraft · Code: evidence_provenance_or_verification_gap
“Finer detail makes each picture smaller, because the pixels are smaller.”
More detail over the same ground means more pixels, so more data. Have them say what 'finer' is counting before they reason about the size.
Watch: the "detail" diagnostic · Code: units_scale_or_sign_error

What a good reflection contains

What did you give up in order to deliver more useful data, and what real payload evidence is still missing?

Decides on what reached the ground, not on what the camera could resolve.
States the downlink budget as the binding constraint, and notes it is identical in both runs.
Keeps captured and delivered as two different counts.

If they finish early, or go further

Spend the budget deliberately (Grades 9–10 and above)
With the downlink fixed, decide how many high-detail images you would trade for how many simple ones, and state the mission purpose that justifies your split.
What reached the ground (Grade 8 and above)
Write the mission report twice — once counting what was captured, once counting what was delivered. Say which version you would send to whoever funds the mission, and why.

Home mission

Home mission: what fits

Find two photos on a device and check their file sizes. Work out how many of each you could send over a connection that allowed only 10 MB. Write one sentence on what you would give up to send more of them.

Hold this line

These results are produced by a model. No real image was captured and no real downlink took place.
The cameras are teaching profiles, not real instrument designs.
This lesson does not establish how any real payload would perform in orbit.

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.

1. Role (teacher / school leader / university faculty / STEM educator / other)2. Which experience (MLX-15 / Orbit-Pass-Link / both)3. Learning objective clear? (1–5)4. Imagine using with learners at the selected level? (yes / maybe / no)5. Most valuable part6. Confusing part7. Did any wording overclaim reality vs model?8. Academic depth (too easy / appropriate / too advanced)9. What would you need before trying with your own learners?10. Willing to test with a small class? (yes / maybe / no)

Take the picture. Get it home.

Diagnostic

Mission & depth