1-2 E-mail Travels At Nearly Light Speed
- Due No Due Date
- Points 10
- Submitting a text entry box, a website url, a media recording, or a file upload
In this lesson you will learn about how e-mail travels from computer to computer or device. You might be surprised to learn how e-mail travels and even more shocked to discover that messages do not travel all in one piece from Point A to Point B but get broken into small packets of information, travel in many directions through numerous e-mail servers, and then reassemble (in the correct order) so the person receiving the message can read it exactly as you wrote it.
Activity 1
Look at the 3 diagrams showing how e-mail travels from your computer or iPad to a recipient.
Diagram 1 - howemailworks-1.png
Download howemailworks-1.png
Diagram 2 - howemailworks-2.png Download howemailworks-2.png
Diagram 3 - howemailworks-3.png Download howemailworks-3.png
Notice each diagram is different but they all illustrate the same information.
Read the following instructions. Then Click on Submit Assignment and choose Text Entry. Complete your answer in the text entry box.
Explain which diagram you like best. What specific parts of the diagram did you find most helpful (colors, graphics, labels, etc)?
Activity 2
Here's a cool, short video that explains how e-mail works. It's always good to have a picture in your head and it will help you with the next part of this assignment so don't skip over it.
Links to an external site.http://safari.sweetwaterschools.org/?g=ba3a8a15-382e-11e4-a128-782bcb619dab Links to an external site. Links to an external site.
YouTube:
https://www.youtube.com/embed/YBzLPmx3xTU
Now create your own diagram of how e-mail works.
For this activity you can use Educreations. Animate the slide so you can see the e-mail traveling from one computer to another. Click on Submit Assignment in Canvas when you are finished making your Educreations slides and upload your Educreations project.
Rubric
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Student was able to analyze 3 diagrams showing how e-mail travels, then explain which diagram he/she liked best with evidence for why the diagram was chosen.
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Student was able to distinguish similarities and differences between diagrams to support their analysis of what the diagrams say explicitly as well as make inferences drawn from the diagrams.
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Student used precise language and domain-specific vocabulary to inform about or explain the topic.
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Student created a diagram of their own showing how e-mail works that reflects their understanding based on the video they watched and information they reviewed in 1-2 Activity 1
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Total Points:
10
out of 10
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