Morphological Analogues in Grand Unified Theory Pedagogy: An Instructional Proposal for Teaching SO(10) Symmetry Breaking Using Nephelium lappaceum as a Classroom Model

Teaching grand unified theories (GUTs) presents a persistent challenge in undergraduate physics education due to the high level of abstraction involved in group theory, symmetry breaking, and energy-scale separation. This paper proposes an interdisciplinary pedagogical framework that integrates principles from physics education, embodied cognition, and botanical morphology to support conceptual understanding of SO(10) grand unified theory. Using the morphological structure of Nephelium lappaceum L. (rambutan) as a physical analogue, the paper establishes a structured mapping between the fruit’s tripartite radial organization (exocarp, aril, and seed) and the decomposition of the 16-dimensional spinor representation under the symmetry breaking sequence SO(10) → SU(5) × U(1). Particular attention is given to the pedagogical representation of the right-handed neutrino and the see- saw mechanism through everyday embodied experience. The proposed instructional design is intended for future implementation as an instructor-led classroom demonstration. This work does not report empirical classroom data but outlines a structured pedagogical model that may be evaluated using delayed conceptual recall measures in subsequent studies. This paper does not propose new physical theory. Its contribution is pedagogical: it illustrates how culturally familiar, low-cost physical analogues can help ground abstract theoretical structures in accessible classroom practice. PACS numbers: 12.10.Dm, 12.60.Jv, 01.40.Fk, 01.55.+b