Table of Contents

Satellite Communications

Space Age Telecommunications in Canada

Description of Activity

This resource/activity introduces teachers and students to the history, terminology and general science concepts associated with Space Age telecommunications by using a graphic organizer technique (concept mapping). This particular resource is directed at senior middle years but can be adapted to high school.

Purpose

This resource/activity introduces teachers and, through them, students to the history, terminology and general science and technology concepts associated with Space Age telecommunications and its importance to Canadian society. This particular resource is directed at senior middle years but can be adapted for high school.

This activity has a second purpose; that is to teach a graphic organizer technique (concept mapping) to help students organize, synthesize and integrate information.

The resource begins with a number of screens of teacher information associated with telecommunications and concept mapping, that sets the stage for the student activity associated with the resource. The purpose of the teacher background information is to give a quick familiarity with the concepts and definitions related to satellite telecommunications. This resource only deals with those telecommunication satellites in geostationary orbit. Some communication satellites do exist in low or middle earth orbit. They require somewhat different and sophisticated transmitter and receiver and the coverage for communications is limited. For information on the Amateur Radio satellites see:

http://www.amsat.org/.

Preparation Time

For those teachers not familiar with concept mapping, some time should be spent becoming familiar with the concepts and examining the web resources. The teacher should attempt to concept map the information presented here. Becoming familiar with the telecommunications information presented here would take between 45 and 60 minutes.

Activity Time

• 1 class period associated with concept mapping
• 2 class periods associated with telecommunications and creating the concept map for it

Materials

• Student Handouts - one for each student.
• Overheads or printouts of the appropriate diagrams and figures.

Procedure

1. Present the idea of concept mapping and walk through the steps of how to carry it out. When teaching concept mapping it is best to use information that is familiar to students so that they are not dealing with both the content and the process while learning to concept map. Perhaps use a section of information from a recent science unit.
   
   
2. Present background information on telecommunications to students. The background information has been divided up into 2 logical chunks of information in the student handouts. Divide the class into two groups and assign one chunk of information to each group. All students will get and be responsible for all the information but will be required to create a concept map of only 1/2 of it. The two parts of the information will eventually be integrated into a class concept map. Sample maps of the two chunks of information are included. Students should work in pairs to create a concept map of the material they've been assigned.
   
   
3. As students are just learning how to map it is best to present them with one or two major sub topics and a list of the concepts under each. As they read the handout and begin to understand the information in it they can create their maps using the lists of words you've given them. They can be expected to provide their own linking words indicating the relationships amongst the words given. Concept mapping is a highly individualized process and individuals will build maps that represent their own unique understanding of the topic under study. However, the understandings that are presented by students must be accurate. As you read down a map following the logic of the propositions, the statements must represent a scientifically accurate understanding even if they are expressed in an individual way.
   
   
   
   

   This proposition is invalid because of the accuracy mistake with respect to the kind of orbit used by telecommunication satellites.

   
   
   
4. Each pair of students produces a map of their assigned part of the handout. To integrate the two parts into one, combine two pairs and have them create one map with all the information in it. Post the completed concept maps around the classroom for the students to look at.

Terms/concepts that may be included in the concept map:

• telecommunications
• Canada's involvement
• satellites
• ground stations
• history
• international control
• orbits
• rockets
• receivers
• transmitters
• broadcast TV
• electromagnetic waves