![\"Brownies](\"https:\/\/rsgb.org\/main\/files\/2025\/02\/Brownies-with-Snail-Morse-keys-1024x768.jpeg\")
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\nThese resources are designed to guide you through the whole process of working with schools and youth groups, from making initial contact, through to sample lesson plans and activity worksheets.<\/strong><\/h4>\n<\/blockquote>\n
How to contact a school or college to offer help<\/a><\/h4>\n
Sample risk assessment<\/a><\/h4>\n
Sample lesson plans for school years 10-13<\/strong><\/h3>\n
Fundamentals of radio transmission, reception, propagation and safety \u2013 plan 1<\/a><\/h4>\n
Fundamentals of radio transmission, reception, propagation and safety \u2013 plan 2<\/a><\/h4>\n
Fundamentals of radio transmission, reception, propagation and safety \u2013 plan 3<\/a><\/h4>\n
Activity ideas<\/strong><\/h3>\n
The ideas below offer a starting point and can be tailored to the age of youngsters, and setting they are in. Remember that when working with schools, particularly secondary schools, it is important that any activity suggestions fit in with the curriculum.<\/h4>\n
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Summits on the Air<\/strong> <\/a>(SOTA) activations are a great way to engage with Scouts<\/strong><\/a>, Girlguiding<\/strong> <\/a>and students taking part in the Duke of Edinburgh Award.<\/strong><\/a> These groups are often looking for a licensed radio amateur to get involved<\/h4>\n<\/li>\n
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Demonstrate how amateur radio can help in an emergency zone:<\/strong> build a sustainable system using only solar panels or solar panels that charge a battery. Operate QRP showing that it is possible to be active whilst completely ‘off grid’, such as in an emergency<\/h4>\n<\/li>\n
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Using Data Modes, Digital Voice (e.g DSTAR, Fusion) and FM<\/strong> over internet-enabled repeaters (Echolink and EFN) answer the question: how many contacts can we log and how far can we reach using radio? This is a great activity for primary age schools and for youth groups<\/h4>\n<\/li>\n
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UK Meteor Project<\/strong><\/a> enables studies of meteor events over the UK using simple equipment and making possible a range of STEM<\/strong> <\/a>projects featuring radio and astronomy. Here are some ideas:<\/h4>\n
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Build a Moxon or dipole receiving antenna as part of the project. Watch the Tonight@8 presentation<\/strong><\/a> for specific build instructions<\/h4>\n<\/li>\n
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Use a SDR receiver (webSDRs will also work) and SDR Console to display received signal for yourself. The beacon transmit frequency is 50.408MHz, and Doppler shift can be seen on the SDRConsole display<\/h4>\n<\/li>\n
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Observe the Doppler shift as a result of deceleration of the meteor due to friction<\/h4>\n<\/li>\n
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Observe variations in the ionosphere as a result of meteors. This can be seen in the Tail Echo and is easier because it lasts for minutes<\/h4>\n<\/li>\n
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A six-screen display, which simultaneously displays six (or as many receivers are online at the time) real-time reception charts can be viewed<\/strong><\/a><\/h4>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
Discover more <\/strong><\/h4>\n
Take a look at our Youth web page<\/strong><\/a>\u00a0to find out more about our work with young people.\u00a0Watch our video<\/strong><\/a>\u00a0and be inspired!<\/h4>\n
\nWe love to hear from you! Let us know how you get on by sending a summary of your activity and photos to\u00a0comms@rsgb.org.uk<\/strong><\/h4>\n<\/blockquote>\n","protected":false},"excerpt":{"rendered":"
These resources are designed to guide you through the whole process of working with schools and youth groups, from making initial contact, through to sample lesson plans and activity worksheets. How to contact a school or college to offer help Sample risk assessment Sample lesson plans for school years 10-13 Fundamentals of radio transmission, reception, […]<\/p>\n","protected":false},"author":20395,"featured_media":0,"parent":33813,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-36914","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/rsgb.org\/main\/wp-json\/wp\/v2\/pages\/36914","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/rsgb.org\/main\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/rsgb.org\/main\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/rsgb.org\/main\/wp-json\/wp\/v2\/users\/20395"}],"replies":[{"embeddable":true,"href":"https:\/\/rsgb.org\/main\/wp-json\/wp\/v2\/comments?post=36914"}],"version-history":[{"count":13,"href":"https:\/\/rsgb.org\/main\/wp-json\/wp\/v2\/pages\/36914\/revisions"}],"predecessor-version":[{"id":37124,"href":"https:\/\/rsgb.org\/main\/wp-json\/wp\/v2\/pages\/36914\/revisions\/37124"}],"up":[{"embeddable":true,"href":"https:\/\/rsgb.org\/main\/wp-json\/wp\/v2\/pages\/33813"}],"wp:attachment":[{"href":"https:\/\/rsgb.org\/main\/wp-json\/wp\/v2\/media?parent=36914"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}