Foundations and orientation¶
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: [T1, T2, T3, T4, G1]
FND-01 — First contact: make a neuron respond¶
| Concept / theme | A neuron model converts controllable input into observable voltage and spike events. |
|---|---|
| Audience / context | Outreach, school or first-year university. Public demonstration, school class, university orientation. Prior modules: None. |
| Logistics | 30 min; 2–6 learners; boards: 1; software: GUI optional; prepared dataset: No. Equipment: Board, laptop optional, light source optional. |
| Mode / stages | Exploratory board activity. Stages: 1 Explore; 2 Observe; 3 Question; 10 Interpret; 11 Limit; 12 Communicate. |
| Spikeling relationship | 1 — Direct physical implementation; 2 — Direct board + GUI |
Learning outcomes.
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Identify and predict the principal behaviour described in a neuron model converts controllable input into observable voltage and spike events.
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Configure or document explore stimulus strength, current control, LED/buzzer and GUI trace and record Vm, stimulus and spike events.
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Measure, calculate or compare explore stimulus strength, current control, LED/buzzer and GUI trace using an explicit operational rule.
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Interpret the result and state why a model spike is not a full biological action potential
Roadmap.
1. Initial prediction or classification.
2. Configure the board, GUI, simulation or dataset and record metadata.
3. Explore stimulus strength, current control, LED/buzzer and GUI trace.
4. Acquire or inspect Vm, stimulus and spike events.
5. Produce annotated observation sheet and one evidence-based claim.
6. Compare conditions or models and justify the chosen measurement.
7. Answer a limitation question: A model spike is not a full biological action potential.
Inputs → outputs. Students receive a configuration/protocol prompt, variable definitions and any required starter data. They manipulate explore stimulus strength, current control, LED/buzzer and GUI trace. The reusable output is annotated observation sheet and one evidence-based claim.
Sources / connections / priority. Sources: [T1, T2, T3, T4, G1]. Natural follow-ons: FND-02, FND-03, NPH-02. Development priority: Core module. Boundary: A model spike is not a full biological action potential.
FND-02 — Neuron, model and instrument¶
| Concept / theme | Students distinguish the biological neuron, the Izhikevich-style model, and the electronic instrument that runs and displays it. |
|---|---|
| Audience / context | Outreach, school or first-year university. Formal practical, workshop or modular course. Prior modules: FND-01 helpful. |
| Logistics | 45 min; 2–6 learners; boards: 1; software: GUI optional; prepared dataset: No. Equipment: Standard USB cable; worksheet/protocol card. |
| Mode / stages | Methodology exercise. Stages: 1 Explore; 2 Observe; 3 Question; 10 Interpret; 11 Limit; 12 Communicate. |
| Spikeling relationship | 7 — Conceptual analogy; 2 — Direct board + GUI |
Learning outcomes.
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Identify and predict the principal behaviour described in students distinguish the biological neuron, the Izhikevich-style model, and the electronic instrument that runs and displays it.
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Configure or document classify board components and GUI variables by representation level and record physical controls, model variables and displayed data.
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Measure, calculate or compare classify board components and GUI variables by representation level using an explicit operational rule.
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Interpret the result and state why no board component should be presented as a literal ion channel, dendrite or patch electrode
Roadmap.
1. Initial prediction or classification.
2. Configure the board, GUI, simulation or dataset and record metadata.
3. Classify board components and GUI variables by representation level.
4. Acquire or inspect physical controls, model variables and displayed data.
5. Produce three-layer representation map.
6. Compare conditions or models and justify the chosen measurement.
7. Answer a limitation question: No board component should be presented as a literal ion channel, dendrite or patch electrode.
Inputs → outputs. Students receive a configuration/protocol prompt, variable definitions and any required starter data. They manipulate classify board components and GUI variables by representation level. The reusable output is three-layer representation map.
Sources / connections / priority. Sources: [T1, T2, T3, T4, G1]. Natural follow-ons: FND-04, EPI-01, CMP-01. Development priority: Core module. Boundary: No board component should be presented as a literal ion channel, dendrite or patch electrode.
FND-03 — The stimulus–response chain¶
| Concept / theme | A controlled stimulus passes through input, model state, threshold/reset and output stages. |
|---|---|
| Audience / context | Outreach, school or first-year university. Formal practical, workshop or modular course. Prior modules: FND-01. |
| Logistics | 30 min; 2–6 learners; boards: 1; software: GUI optional; prepared dataset: No. Equipment: Standard USB cable; worksheet/protocol card. |
| Mode / stages | Guided exploration. Stages: 1 Explore; 2 Observe; 3 Question; 10 Interpret; 11 Limit; 12 Communicate. |
| Spikeling relationship | 1 — Direct physical implementation; 2 — Direct board + GUI; 7 — Conceptual analogy |
Learning outcomes.
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Identify and predict the principal behaviour described in a controlled stimulus passes through input, model state, threshold/reset and output stages.
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Configure or document trace one perturbation from stimulus to Vm to spike/axon output and record stimulus, total current, Vm, trigger and spike.
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Measure, calculate or compare trace one perturbation from stimulus to Vm to spike/axon output using an explicit operational rule.
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Interpret the result and state why temporal ordering does not by itself establish a biological causal mechanism
Roadmap.
1. Initial prediction or classification.
2. Configure the board, GUI, simulation or dataset and record metadata.
3. Trace one perturbation from stimulus to Vm to spike/axon output.
4. Acquire or inspect stimulus, total current, Vm, trigger and spike.
5. Produce causal-chain diagram with measured and inferred nodes.
6. Compare conditions or models and justify the chosen measurement.
7. Answer a limitation question: Temporal ordering does not by itself establish a biological causal mechanism.
Inputs → outputs. Students receive a configuration/protocol prompt, variable definitions and any required starter data. They manipulate trace one perturbation from stimulus to Vm to spike/axon output. The reusable output is causal-chain diagram with measured and inferred nodes.
Sources / connections / priority. Sources: [T1, T2, T3, T4, G1]. Natural follow-ons: NPH-03, DAT-02, MET-02. Development priority: Core module. Boundary: Temporal ordering does not by itself establish a biological causal mechanism.
FND-04 — Signals, variables and units¶
| Concept / theme | Analogue, digital, model and metadata variables require different interpretation. |
|---|---|
| Audience / context | Outreach, school or first-year university. Formal practical, workshop or modular course. Prior modules: FND-01. |
| Logistics | 45 min; 2–6 learners; boards: 1; software: GUI optional; prepared dataset: No. Equipment: Standard USB cable; worksheet/protocol card. |
| Mode / stages | Instructor-LED practical. Stages: 1 Explore; 2 Observe; 3 Question; 10 Interpret; 11 Limit; 12 Communicate. |
| Spikeling relationship | 1 — Direct physical implementation; 2 — Direct board + GUI; 7 — Conceptual analogy |
Learning outcomes.
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Identify and predict the principal behaviour described in analogue, digital, model and metadata variables require different interpretation.
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Configure or document compare analogue Vm output, digital spike output, GUI channels and csv columns and record voltage-like values, a.u. current, percentage stimulus, trigger.
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Measure, calculate or compare compare analogue Vm output, digital spike output, GUI channels and csv columns using an explicit operational rule.
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Interpret the result and state why model current units must remain a.u. unless separately calibrated
Roadmap.
1. Initial prediction or classification.
2. Configure the board, GUI, simulation or dataset and record metadata.
3. Compare analogue Vm output, digital spike output, GUI channels and CSV columns.
4. Acquire or inspect voltage-like values, a.u. current, percentage stimulus, trigger.
5. Produce variable dictionary and units/meaning table.
6. Compare conditions or models and justify the chosen measurement.
7. Answer a limitation question: Model current units must remain a.u. unless separately calibrated.
Inputs → outputs. Students receive a configuration/protocol prompt, variable definitions and any required starter data. They manipulate compare analogue Vm output, digital spike output, GUI channels and csv columns. The reusable output is variable dictionary and units/meaning table.
Sources / connections / priority. Sources: [T1, T2, T3, T4, G1]. Natural follow-ons: EPH-03, DAT-01, MET-02. Development priority: Core module. Boundary: Model current units must remain a.u. unless separately calibrated.