Teacher’s guide

Six guides for Brazilian upper-secondary education, connecting Biology and Physics within Natural Sciences. Initial technical version: teacher review pending. Times are planning suggestions, without a classroom pilot. The curriculum associations below are the authors’ proposals, not MEC endorsement.

Start here

1. Open the laboratory. Preserve important work by exporting its JSON.
2. Choose a lesson under One-click experiments. Switching saves a named checkpoint of the previous terrarium and opens paused A/B worlds; if saving fails, switching does not occur.
3. Record a hypothesis before resuming. A/B advance together; later interventions affect both. Always compare the same model day.
4. To accelerate, pause and use Advance without rendering, with the same destination for the pair. An exhausted budget gives a partial state, not the requested day.
5. Record seed, version, scenario, day, measurements and limitations; preserve checkpoints or export JSON. When finished, restore Antes da aula.

Each displayed day belongs to the accelerated model, not a real species. Prepared recipes do not reconstruct colony history. Pore water is not relative air humidity.

Guides

• Trails, wind and local decisions: 35–40 min.
• Friction, repose and loose soil: 35–40 min.
• Geometry and nest air: 40–45 min.
• Temperature and development: 40–45 min.
• Founding and energy budget: 40–45 min.
• Predictability, intervention and inheritance: 45–50 min.

On GitHub, open the corresponding .md files in this directory. HTML pages are generated from those same files during the build, with no second editable page copy. The local microclimate guide is supplementary and predates this kit.

Proposed curriculum associations

Reference consulted on 2 November 2026: complete BNCC, MEC. Pages below are PDF positions counted from 1.

• EM13CNT101, p. 557: quantitative relations of matter, energy and movement; guides 2,3,5.
• EM13CNT202, p. 559: organization of life and environmental conditions; guides 1,4,5,6.
• EM13CNT203, p. 559: consequences of ecological interventions; guides 1,4,5,6.
• EM13CNT205, p. 559: uncertainty and forecast limitations; guide 6.
• EM13CNT301, p. 561: formulating and testing hypotheses against records; all guides.
• EM13CNT302, p. 561: communicating analyses through different representations; all guides.

Codes suggest possible activities; a single lesson neither certifies full mastery of a skill nor replaces the school network’s curriculum.

Formative assessment and review

Ask for a one-page record: hypothesis, controlled comparison, table or drawing with day and unit, a supported conclusion and one model limitation. Suggested rubric, 0–2 per item: testable hypothesis; comparable record; data-supported argument; recognition of limitations. Do not reward only agreement with the teacher’s hypothesis. Results without differences count.

For review, use the review form: six forms have no submitted opinion. Real Biology and Physics teachers are needed; no review, SUS, pre/post-test or educational validation has occurred. Send suggestions without student data.

Prepare an offline lesson

In the public laboratory, open a version and choose Prepare for offline use. Wait for Ready to open offline before leaving. Reopen that version’s address; external catalogs and links still require a connection. Compatible browsers offer app installation in their menu.

Checkpoints stay local to the same browser and origin. Exporting JSON transfers a copy to another origin. Remove offline copy removes only this version’s files, preserving checkpoints. Browsers can reclaim storage; local copies do not replace exports. The private Site remains online to preserve authentication; offline mode belongs to the public version.