Lesson Plan: Light-speed surfing

Objectives

• Students will draw a chart or diagram of the transmission path within telecommunications and label the point where an "opto chip" would be used.
• Students will explain the current emphasis on digital to optical information transfer.

Standards

National science education standards

• Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.

Benchmarks for science literacy

• In designing a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced, disposed of and who will sell, operate and take care of it. The costs associated with these functions may introduce yet more constraints on the design.
• The value of any given technology may be different for different groups of people and at different points in time.

Materials

Posterboard
Pencil and paper
Markers or coloring pencils
Computer with Internet access

Suggested time

2-3 class periods of 45 minutes

Procedures

1. Ask students how they think their voice gets to the other end of a telephone conversation. Ask them how they think light pulses could be used to send information from one point to another.

2. Introduce and define the term "fiber optics."

3. Have students read this CNNfyi article, "Surfing at the speed of light"

4. Ask students:

• Why do you think many companies, including this one, are trying to increase the speed of the Internet?
• What part of the information transfer process "slows things up?"
• What part of the process does the opto-chip address? How does it help unclog telecommunications networks?
• What hardware do you think you would need to take advantage of the opto-chip's speed increase?
• How wide an impact do you think this advance will have in the short term? Long term?

5. Have students use the Internet sites below and other current information sources to trace the path information follows when delivered on an optical fiber network.

6. Have students:

• Draw a chart or diagram showing the starting or transmission point, intermediate points and the ending or reception point. Have them make sure to include whether the information is electronic/digital or laser optical at each stage.
• Label the points where information is translated from one form into another.

7. In a class discussion, have students explain why they think there is a current emphasis on digital to optical information transfer and relate their opinions back to information given in the news story.

Evaluation

1. Have students label the point on their diagram where the opto-chip would be used.

2. Below their charts or diagrams, have students write a one-paragraph summary explaining the information transfer process.