Theory
Define quantities, units, and the comparison you will calculate. Stage intent: budget.
For teachers
Prepare a mission
Everything you need to run the lesson: the prompts for this academic depth, the diagnostic answer key, the misconceptions to watch for, and the truth boundary to hold.
Choose the mission and depth
Survive the dark side.
Every orbit, your spacecraft passes behind the Earth. For that stretch there is no sunlight, no power from the panels, and everything has to run off the battery. Your team will send two different spacecraft through the same shadow and work out which one comes through it in better shape.
Pilot lesson
What to say at Grades 9–10
These prompts come from the academic layer, so they change with the depth you selected.
Prediction
Predict a quantitative difference between baseline and candidate.
Running the Twin
Execute baseline/candidate Twin runs and export a table or plot. Runtime remains the frozen Twin; this plan does not execute physics.
Checkpoint
Confirm the calculated difference against the mission criterion.
Analysis
Calculate, model, compare, and test using simulated evidence only. Evidence intent: power table/budget + plot + operating recommendation.
Engineering decision
Recommend the candidate with quantitative support and stated uncertainty.
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 answer key
A spacecraft passes into the Earth shadow. What happens to the electricity its solar panels make?
- ✓ It stops, because no sunlight reaches them
- · It doubles, because the panels are cooler
- · It stays the same, because the panels store light
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. |
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 battery drained because it got cold in the shadow.”
Both traces fall together, which is why the story is tempting. Ask what is actually drawing the charge — the load, which never stopped — and what the cold is: another consequence of the same darkness, not its cause.
Watch: evidence — The battery and temperature comparison between the two spacecraft · Code: cause_effect_or_control_logic_reversal
“The larger spacecraft is better because it generates more.”
It does generate more, and it consumes more. Put both figures side by side and ask which one decides survival through an eclipse.
Watch: the decision option "Recommend the bigger one because bigger is better" · Code: constraint_budget_or_tradeoff_omission
Reflection and extension
What a good reflection contains
What evidence most challenged your first assumption about the two spacecraft, and what remains uncertain?
- Cites the charge left after the shadow, not the size of the spacecraft.
- Acknowledges that both spacecraft spend more than they make across the run, and says why that is normal.
- Keeps temperature and charge as two separate findings.
If they finish early, or go further
- Size the battery instead (Grades 9–10 and above)
Keep the larger spacecraft and work out what would have to change about its battery for it to leave the shadow in the same state as the smaller one. State which figure in your evidence you used.
- The longest night (Grade 8 and above)
The shadow in this run is one crossing. Describe what you would expect after several in a row, and say clearly whether your evidence supports that expectation or only suggests it.
Facilitation and the truth boundary
While they work
- The larger spacecraft generates more and consumes more. Draw that out - learners often expect only the generation to change.
- Both spacecraft consume more than they generate across the run. That is what the battery is for, and it is worth stating explicitly.
- Keep temperature and charge separate. Learners frequently claim the cold drained the battery.
Can the learner cite both the generated and consumed energy, and explain why a shortfall over one orbit is not automatically a failure?
Hold this line
- The battery, voltage and temperature numbers are produced by a model. Nothing here was measured on a real spacecraft.
- The two spacecraft are teaching profiles, not real hardware designs.
- This lesson does not show that either design would survive a real mission, and it is not evidence that a design is ready to fly.
Home mission
Home mission: the energy budget
Over one orbit the small satellite made 5.22 Wh and used 9.54 Wh. Work out the difference. Then write one sentence explaining why a spacecraft can use more than it makes for part of an orbit and still be fine.
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.