Table of Contents

Satellite Communications

Design of a Telecommunication Satellite

Description of Activity

This activity examines the detailed components and systems needed to build and operate a communications satellite. Students will use brainstorming or concept mapping to create a list of components/systems and then compare this with components and systems that exist on Canadian communications satellites. Students complete the activity by building a communications network from materials easily found or obtained in either the home or the classroom.

Purpose

The purpose of this activity is to familiarize students with the components needed to build and operate a communications satellite by designing and constructing a telecommunications satellite system appropriate for Canada.

Preparation Time

Time needed to prepare materials - 10 minutes

Activity Time

Preparing students, discussion and brainstorming followed by construction and debriefing - approximately 50 minutes.

Materials

Procedure

1. Using the background knowledge outlined in the teacher background, challenge your students to brainstorm a list of components needed to communicate using a satellite. You may wish to refer them to the Telesat Canada website to do some research for homework in preparation for the discussion. Divide the class into pairs and ask each pair to brainstorm a list of the components needed to communicate via satellite. Allocate 15 minutes for the brainstorming. Lead a discussion of the components needed eliciting input from the student pairs and use the diagrams given in the teacher background to create the satellite network on an overhead projector. If the students are familiar with concept mapping or mind mapping have them create the appropriate map. Have them hand this in individually as an indicator of their understanding of the discussion at the end of the class. Have the students brainstorm a number of different methods of communication that a satellite might be used for.
   
   
2. Construct a "Chain of events" using the components pictured in the teacher background. Start with a television or computer signal originating in St John's, Newfoundland and Labrador and seen in Whitehorse, Yukon (any two cities in Canada would work). The chain could look something like:
   
   
   • For direct broadcast TV: TV program -TV Station --TV Network -Satellite Provider -Satellite Ground Station -Satellite -Satellite Ground Station - TV Network - TV station -Home.
     
     
   • For Satellite TV users: TV program -TV Station --TV Network -Satellite Provider -Satellite Ground Station -Satellite - Home Satellite Receiver/Decoder - Home TV.

   Satellite communications occur during the steps between Satellite Provider and the second Satellite Ground Station (or Home Receiver/Decoder).

   
3. Design a communications satellite: Have the students brainstorm the components needed for a satellite (see teacher background).
   
   
4. Have the students construct a satellite from the materials given in the material list. Note that the solar panels and antennas can be attached to the body (through the body) by straws. If students are not familiar with making cones from circles show them how to do so. A very flat cone looks something like a transmitor or receiving antenna. Encourage students to include all of the components in their satellites but not to mimic any particular design. Students submit a design diagram of their satellite for assessment. (Template included for the diagram.) Students present their completed satellite models to the class explaining each part and its function in the operation of the satellite. Assessment based on their understanding of the parts and their function and their oral presentation skills.
   
   

5. Design a ground station

   • Building
     
     
   • Antenna (usually steerable)
     
     
   • Connection with outside world
     
     
   • Receiver or a transmitter
     
     
   • Power source