Outreach and educator practice¶
Curriculum status
These entries are architecture specifications, not final lesson plans. They define teaching intent, logistics, outputs and scientific boundaries; release-ready settings, worksheets, notebooks and answer keys still require empirical validation.
Return to the module catalogue
Family source cluster: [T3 Chs.2–5; G1; O7 Communication guidance]
OSC-01 — Explain a spike without a black box¶
| Concept / theme | Visitors manipulate a visible control, predict the response and explain a spike using an age-appropriate model. |
|---|---|
| Audience / context | Public and school outreach. Formal practical, workshop or modular course. Prior modules: None. |
| Logistics | 30 min; Flexible; boards: 1–3; software: GUI optional; prepared dataset: No. Equipment: Standard USB cable; worksheet/protocol card. |
| Mode / stages | Outreach demonstration. Stages: 1–3, 10–12. |
| Spikeling relationship | 1 — Direct physical implementation; 2 — Direct board + GUI; 7 — Conceptual analogy |
Learning outcomes.
-
Identify and predict the principal behaviour described in visitors manipulate a visible control, predict the response and explain a spike using an age-appropriate model.
-
Configure or document run a short stimulus-strength and threshold demonstration and record control setting, Vm display, LED/sound event.
-
Measure, calculate or compare run a short stimulus-strength and threshold demonstration using an explicit operational rule.
-
Interpret the result and state why avoid channel/receptor language and avoid implying that electronic sound/light is a literal neuron
Roadmap.
1. Initial prediction or classification.
2. Configure the board, GUI, simulation or dataset and record metadata.
3. Run a short stimulus-strength and threshold demonstration.
4. Acquire or inspect control setting, Vm display, LED/sound event.
5. Produce one-sentence explanation plus limitation phrase.
6. Compare conditions or models and justify the chosen measurement.
7. Answer a limitation question: Avoid channel/receptor language and avoid implying that electronic sound/light is a literal neuron.
Inputs → outputs. Students receive a configuration/protocol prompt, variable definitions and any required starter data. They manipulate run a short stimulus-strength and threshold demonstration. The reusable output is one-sentence explanation plus limitation phrase.
Sources / connections / priority. Sources: [T3 Chs.2–5; G1; O7 Communication guidance]. Natural follow-ons: OSC-02, FND-01. Development priority: Outreach module. Boundary: Avoid channel/receptor language and avoid implying that electronic sound/light is a literal neuron.
OSC-02 — Facilitate challenge cards and teacher-LED inquiry¶
| Concept / theme | Educators use modular challenge cards to support prediction, manipulation, evidence and explanation at different levels. |
|---|---|
| Audience / context | Teacher training and outreach staff. Formal practical, workshop or modular course. Prior modules: OSC-01 or FND-01. |
| Logistics | 60 min; Flexible; boards: 1–3; software: GUI optional; prepared dataset: No. Equipment: Standard USB cable; worksheet/protocol card. |
| Mode / stages | Educator workshop. Stages: 1–3, 10–12. |
| Spikeling relationship | 1 — Direct physical implementation; 4 — Multi-board implementation; 7 — Conceptual analogy |
Learning outcomes.
-
Identify and predict the principal behaviour described in educators use modular challenge cards to support prediction, manipulation, evidence and explanation at different levels.
-
Configure or document select and adapt one challenge from threshold, inhibition, light response or paired-board logic and record learner predictions, observations and explanations.
-
Measure, calculate or compare select and adapt one challenge from threshold, inhibition, light response or paired-board logic using an explicit operational rule.
-
Interpret the result and state why challenge language must preserve the distinction between direct behaviour and analogy
Roadmap.
1. Initial prediction or classification.
2. Configure the board, GUI, simulation or dataset and record metadata.
3. Select and adapt one challenge from threshold, inhibition, light response or paired-board logic.
4. Acquire or inspect learner predictions, observations and explanations.
5. Produce adapted challenge card and facilitation plan.
6. Compare conditions or models and justify the chosen measurement.
7. Answer a limitation question: Challenge language must preserve the distinction between direct behaviour and analogy.
Inputs → outputs. Students receive a configuration/protocol prompt, variable definitions and any required starter data. They manipulate select and adapt one challenge from threshold, inhibition, light response or paired-board logic. The reusable output is adapted challenge card and facilitation plan.
Sources / connections / priority. Sources: [T3 Chs.2–5; G1; O7 Communication guidance]. Natural follow-ons: MET-01, EPI-04. Development priority: Outreach module. Boundary: Challenge language must preserve the distinction between direct behaviour and analogy.