Section 8.0.0

• IOC-1.E.3: Students will define citizen science as scientific research conducted in whole or part by distributed individuals, many of whom may not be scientists, who contribute relevant data to research using their own computing devices.

• IOC-1.E.4: Students will define crowdsourcing as the practice of obtaining input or information from a large number of people via the Internet.

  • IOC-1.E.5: Human capabilities can be enhanced by collaboration via computing. 

  • DAT-1.A.5: Abstraction is the process of reducing complexity by focusing on the main idea. By hiding details irrelevant to the question at hand and bringing together related and useful details, abstraction reduces complexity and allows one to focus on the idea. 

• IOC-1.D: Student will explain how bias exists in computing innovations.

  • IOC-1.D.1: Students will describe how computing innovations can reflect human biases because of biases written into the algorithms or biases in the data used by the innovation.

  • IOC-1.D.2: Students will list actions programmers and analysts can do to prevent algorithmic bias.

  • IOC-1.D.3: Students will explain how biases can be embedded at all levels of software development

• DAT-2: Students will use programs to process data allowing them to discover new information and create new knowledge.

  • DAT-2.D: Extract information from data using a program.

    • DAT-2.D.1: Programs can be used to process data to acquire information. 

    • DAT-2.D.2: Tables, diagrams, text, and other visual tools can be used to communicate insight and knowledge gained from data. 

    • IOC-1.B.2: Some of the ways computing innovations can be used may have a harmful impact on society, the economy, or culture. 

    • IOC-1.B.3: Responsible programmers try to consider the unintended ways their computing innovations can be used and the potential beneficial and harmful effects of these new uses.

  • IOC-1.D: Students will take actions to reduce bias in algorithms used for their citizen science study and for data analysis.

  • IOC-1.E: Students will design a citizen science project and explain how collaboration can scale to meet the demand/requirements in a citizen science study.

    • IOC-1.E.2: Science has been affected by using distributed and “citizen science” to solve scientific problems. 

    • IOC-1.E.6: Crowdsourcing offers new models for collaboration, such as connecting businesses or social causes with funding. 

• AAP-3.F: For simulations

a. Explain how computers can be used to represent real-world phenomena or outcomes.

b. Compare simulations with real-world context.

• AAP-3.F.1: Simulations are abstractions of more complex objects or phenomena for a specific purpose. 

• AAP-3.F.2: A simulation is a representation that uses varying sets of values to reflect the changing state of a phenomenon. 

• AAP-3.F.3: Simulations often mimic real-world events with the purpose of drawing inferences, allowing investigation of a phenomenon without the constraints of the real world. 

• AAP-3.F.4: The process of developing an abstract simulation involves removing specific details or simplifying functionality. 

• AAP-3.F.5: Simulations can contain bias derived from the choices of real-world elements that were included or excluded. 

• AAP-3.F.6: Simulations are most useful when real-world events are impractical for experiments (e.g., too big, too small, too fast, too slow, too expensive, or too dangerous). 

• AAP-3.F.7: Simulations facilitate the formulation and refinement of hypotheses related to the objects or phenomena under consideration. 

• AAP-3.F.8: Random number generators can be used to simulate the variability that exists in the real world. 

• AAP-4.A: For determining the efficiency of an algorithm:

b. Identify situations where a heuristic solution may be more appropriate.

• DAT-2.C.5: Problems of bias are often created by the type or source of data being collected. Bias is not eliminated by simply collecting more data.