Theory
Define quantities, units, and the comparison you will calculate. Stage intent: metrics.
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
Stop the tumble.
A spacecraft pushed out of a launcher is tumbling, and until that stops nothing else can happen. No pointing, no charging, no contact. Your team will try two ways of bringing the spin under control and find out that one of them makes things worse before it makes them better.
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: angle-time/performance plots + criterion-based 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 is tumbling in space. Why can it not just grab something to stop?
- ✓ There is nothing to push against, so it has to use its own wheels
- · It could, if it moved slowly enough
- · It stops by itself after a while
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.
“Lighter damping is gentler, so it must be the safer setting.”
Follow the light-damping trace: it peaks higher than it started and never settles. Gentle here means the tumble outlasts the mission.
Watch: the decision option "Recommend the gentler setting because it sounds safer" · Code: cause_effect_or_control_logic_reversal
“The light-damping run has no settling time because the data is missing.”
Never settling is a result. Press any learner who leaves the field blank to write it down as a finding.
Watch: evidence — The spin comparison for the two amounts of damping · Code: evidence_provenance_or_verification_gap
“Stabilising and pointing are the same job.”
Here the target is zero rotation; in the pointing mission it is a direction. Ask what 'success' looks like on the chart in each case — they are different shapes.
Watch: the "spin" diagnostic · Code: reference_frame_or_axis_confusion
Reflection and extension
What a good reflection contains
What trade-off mattered most in stopping the tumble, and what hardware effect is outside this model?
- States when the spin came to rest, or reports plainly that it never did.
- Explains why the gentler setting is not automatically the safer one.
- Keeps this mission's target — zero rotation — distinct from pointing at a direction.
If they finish early, or go further
- Find the setting that just works (Grades 9–10 and above)
Between the two runs there is a damping level that settles the spin without overshooting. Describe how you would search for it and what evidence would tell you that you had found it.
- Why can it not push off something? (Grade 7 and above)
Write an explanation, for someone who has not done this mission, of why a tumbling spacecraft has to use its own wheels. Use the word 'push' at least twice and make both uses correct.
Facilitation and the truth boundary
While they work
- The light damping run peaks higher than it started and never settles. That is the mission - let learners find it in the chart.
- Never settling is a result, not missing data. Press learners who leave it blank.
- Keep this separate from the pointing mission: here the target is zero rotation, not a direction.
Can the learner describe the overshoot, and say why never settling matters for the rest of the mission?
Hold this line
- These results are produced by a model. Nothing here was measured on a real spacecraft.
- The disturbances and reference directions are controlled teaching values, not an orbit-derived environment.
- This lesson does not show that any real spacecraft would stabilise this way.
Home mission
Home mission: the swinging door
Push a door and try to stop it exactly half open, using only one hand and one push. Try it gently and firmly. Write down which overshot, which settled, and what that tells you about damping.
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.