# MASTERMIND — Campus facilitator guide

## Delivery principle

Every weekly pack supplies its rules, materials, activity, change of situation and explanation. Teach the same conceptual outcomes as the browser route while recording the medium actually used. A paper simulation is not a physical measurement; a browser result is not evidence of hardware handling.

## Room and access

Provide a table, labelled work area, printed packs and an accessible seated route. All activities can pause. Spoken, written and typed communication are equally valid. Use tactile or coordinate descriptions where visual arrangements are inaccessible. No task needs timed competition, costumes or powered hardware to make its core concept assessable.

## Two-hour structure

0–10 briefing; 10–30 separate worked example; 30–60 practice; 60–80 skill check under its published conditions; 80–105 transfer with a changed published condition; 105–120 debrief. Preserve the first prediction before showing the explanation. Hints are teaching material and should be logged rather than penalised automatically.

## Equipment and construction

Weeks 1–3 use paper scene cards, four location cards and an asymmetric L-shaped connector with three level sheets. Week 4 can use a low-force card gear/cam model; label tooth counts and theoretical ratios. Its proposed construction has not been physically validated. A facilitator can move paper components according to the published rules when card gearing is imprecise.

Week 5 prefers an educational battery-powered circuit kit used according to its manufacturer instructions and component ratings. No mains equipment is involved. The browser's node-voltage simplification must not be presented as a full analogue model. Use voltage cards to teach the exact authored model, or record measured values and explain the physical apparatus separately. A facilitator controls isolation and part replacement.

Weeks 6–12 need role cards, records, grids, tokens and plan sheets. Earlier props can be reused. No external account, network target or real security mechanism is required.

## Assessment and evidence

Ask for a prediction, observable action or measurement, result, transfer response and reflection. Students retain failed attempts that support diagnosis. Keep individual contributions traceable during pair and group tasks. Apply published descriptors; neither fast completion nor a dramatic ending determines the academic mark.

## Honest facilitation

Never add secret decisive evidence, silently change rules or imply the constructed apparatus has been tested by this website. Publish all disruptions. Distinguish an actor's delivery from evidence about their claim. Record actual observations without inventing playtesting or calibration.
## Printable source sheets

- [Scene and memory cards](./perception-cards.svg)
- [Connector and paper ratio wheels](./spatial-mechanism-sheet.svg)
- [Circuit and sensor grid](./circuit-sensor-sheet.svg)

The SVG sheets use A4 millimetres and include a 50 mm print-scale line. Cut lines are dashed; use the supplied coordinate/rule sheets to operate the model. Paper ratio wheels are deliberately labelled as manually operated aids, not working transmission gears.


## Facilitate independent reasoning

Begin with the stated question and the model rules. Ask students to predict what competing explanations imply before choosing a test. Keep worked solutions and facilitator explanations separate from the initial student brief; all required evidence remains available. Gradually withdraw suggested sequences, not accessible controls or help. Use the distinct timings in each weekly pack. Investigation, comparison and negotiation records are valid endpoints; require a delivery only where the task calls for one. During the final project, ask why a check is needed for the selected approach and what omission would leave a genuine dependency unsupported. Do not require every earlier station to be repeated.