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Impacts of Computing
Impacts of Computing
9-12.IC.1 Evaluate the impact of computing technologies on equity, access, and influence in a global society.
9-12.IC.1 Evaluate the impact of computing technologies on equity, access, and influence in a global society.
The focus should be on how computing technologies can both perpetuate inequalities and help to bring about equity in society.
Ideas:
Have students research history of computers. What factors made computer more commonplace, what effects did that have on society/jobs?
Have students use Newsela: An Online Education Platform for Content to find information on how technologies affect people in today’s society.
Students could explore the digital divide and see what some of the causes of it. Students could also explore what other issues are related to the digital divide (ex. Poverty)
Seeing a Dr. “online” instead of going to them. Discuss how this can help access to healthcare. Internet access across the world, ex. Africa. How to get it to them? Discuss options and plans that already exist.
Have students use Newsela: An Online Education Platform for Content to find information on how technologies affect people in today’s society.
9-12.IC.2 Debate laws and regulations that impact the development and use of computing technologies and digital information.
The focus is on developing and defending a claim about how a specific law related to computing technologies impacts different stakeholders.
Ideas:
Students could research how laws protect intellectual property rights of digital materials and how those laws changed the music industry.
Students could investigate past internet crimes to see impacts on current regulations.
EdLaw 2D Students could research the specifics of laws related to technology use in education, and should develop a presentation either supporting or rejecting these laws.
Students could discuss why copyright protection and attribution are important to intellectual property and how easy it would be to use computer technologies to steal other’s work.
9-12.IC.3 Debate issues of ethics related to real world computing technologies.
9-12.IC.3 Debate issues of ethics related to real world computing technologies.
The focus is on developing and defending a claim about a specific ethical dilemma related to computing technologies.
Ideas:
Use the free the Hacker HighSchool curriculum to teach all about cyber safety and cybersecurity.
NewsELA articles regarding various current events.
Lab-Grown Wooly Mammoths Students can create a slideshow, doc, speech, etc. taking on side of this topic.
Ethical responsibilities of social media and where they fit in reporting world events. Compare and contrast social media news feed to a real news feed about a current event
9-12.IC.4 Assess personal and societal trade-offs related to computing technologies and data privacy.
9-12.IC.4 Assess personal and societal trade-offs related to computing technologies and data privacy.
The focus is on discussing the personal and societal benefits and drawbacks of different types of data collection and use, in terms of ethics, policy, and culture.
Ideas:
Students can create their own Fakebook page, making sure that the only include appropriate information that should be shared publicly
Students could describe how facial recognition surveillance video is used in a store to track customers for security or information about purchase habits. Students might discuss who owns that data and what it is acceptable to do with the data.
Students could discuss the monitoring of road traffic. They might discuss the trade-offs: changing signals in real time to improve road efficiency and safety versus concerns around consent for personal data collection and potential sharing of personal data with other agencies like the police department or insurance companies
Class discussion: How can a user profile (TikTok FYP, targeted sales ads, etc.) be a positive thing? What negative aspects of this data collection exist? Is the privacy trade-off worth the more streamlined user experience?
9-12.IC.5 Describe ways that complex computer systems can be designed for inclusivity and to mitigate unintended consequences.
9-12.IC.5 Describe ways that complex computer systems can be designed for inclusivity and to mitigate unintended consequences.
The focus is on applying an understanding of bias and ethical design in order to make recommendations for designing with inclusivity and social good in mind.
Ideas:
Students might consider the ethical and social implications of police departments using artificial intelligence to identify and respond to potential criminal activity. Then make recommendations for how to make such a tool increase equity in policing and mitigate unintended bias caused by the system
9-12.IC.6 Create accessible computational artifacts that meet standard compliance requirements or otherwise meet the needs of users with disabilities.
9-12.IC.6 Create accessible computational artifacts that meet standard compliance requirements or otherwise meet the needs of users with disabilities.
At this level, considering accessibility becomes part of the design process and awareness of professionally accepted accessibility standards.
Ideas:
Epic Books - Is it easier to read a physical book or an ebook? What are some features that might make an ebook easier to read for certain people?
Students could make sure that a website they are designing is ADA compliant. Students might consider the needs of users with learning disabilities when designing an educational app.
Ask students brainstorm a design for differently abled persons – ex. No movement, missing arm, blind, etc. How can they access technology?
Students could do a project where they develop a protype of a device to help students with disabilities use computer technology easier
Students could create a computer application to assist those with disabilities.
9-12.IC.7 Investigate the use of computer science in multiple fields.
9-12.IC.7 Investigate the use of computer science in multiple fields.
At this level, the focus is on making connections between computer science and the fields of interest of individual students.
Ideas:
Research Careers to explore technology used in them
Students could login and use Xello: College & Career Readiness Software that Inspires Students to investigate different technology careers and the important requirements and characteristics of each.
Computational Thinking
Computational Thinking
9-12.CT.1 Create a simple digital model that makes predictions of outcomes.
9-12.CT.1 Create a simple digital model that makes predictions of outcomes.
The focus is on using data to build alternative numerical models that can best represent a data set.
Ideas:
Use robotics kits in class, in small groups. Students can use simple coding that can help them quickly see their input produce an output.
9-12.CT.2 Collect and evaluate data from multiple sources for use in a computational artifact.
9-12.CT.2 Collect and evaluate data from multiple sources for use in a computational artifact.
The emphasis is on designing and following collection protocols. Data sources include, but are not limited to sensors, web or database scrapers, and human input.
Ideas:
Explore data from Information is Beautiful to see the most read Novels from the past 4 years. Explore other data sets to discuss best ways to visualize data.
Students could develop their own Google Forms to survey their classmates about their interests, hobbies, etc. Students could survey students to develop a data table and graph of favorite meals to help develop a menu and then send these suggestions to the school cafeteria staff.
Students could use computational approaches to pull existing data from other sources to create a computational artifact in multiple subject areas.
9-12.CT.3 Refine and visualize complex data sets to tell different stories with the same data set.
9-12.CT.3 Refine and visualize complex data sets to tell different stories with the same data set.
The emphasis is on refining large data sets to create multiple narratives depending upon the audience. Large data sets require use of a software tool or app to cross reference, analyze, refine, and visualize subsets of the data.
Ideas:
Explore topics like Dewey, gentrification and other topics and discuss how to improve findability and accessibility for students.
Students could access government data sets for science (tide, hurricane data, sunrise/sunset) and sort and analyze the data to get specific information to support a claim.
Iditarod Unit- students could analyze temperature and weather charts for different regions of Alaska and create a persuasive letter to write to race organizers, suggesting an alternate location for the starting and/or ending point of the race.
Students could combine a data set on average household income by zip code and a data set on health by zip code in order to identify differences in occurrences of asthma based on locale and income in order to persuade an audience to take action on environmental social justice issues.
9-12.CT.4 Implement a program using a combination of student-defined and third-party functions to organize the computation.
9-12.CT.4 Implement a program using a combination of student-defined and third-party functions to organize the computation.
The focus is on having students think about how to decompose a programming problem into functions and procedures, including working around the constraints imposed by specific functions or features provided in a library.
Ideas:
Brainpop Jr. Computational Thinking video
Code.org abstraction with Mad Glibs
Little Bits in the library
Robotic kids in the library.
Students who want to create an app that solves a community problem might first break down the project as: front-end, back-end, and data/API. They could then take one subsystem at a time and break it down further by programmable features (i.e. The front-end might need a form, a button, a menu, and a list of links.)
9-12.CT.5 Modify a function or procedure in a program to perform its computation in a different way over the same inputs, while preserving the result of the overall program.
9-12.CT.5 Modify a function or procedure in a program to perform its computation in a different way over the same inputs, while preserving the result of the overall program.
The focus is on understanding that the same abstract concept can be performed in different ways in a program, as long as the same inputs yield the same results.
Ideas:
Students can generalize many similar functions to one function such as generalizing individual functions that draw a square, draw a triangle, and draw an octagon to a single function that draws a polygon based on an input for the number of sides.
9-12.CT.6 Demonstrate how at least two classic algorithms work, and analyze the trade-offs related to two or more algorithms for completing the same task.
9-12.CT.6 Demonstrate how at least two classic algorithms work, and analyze the trade-offs related to two or more algorithms for completing the same task.
The focus of this standard is a high-level understanding that algorithms involve tradeoffs, especially related to memory use and speed. Students should understand that classic algorithms are solved problems that can be reused.
Ideas:
Students could model sorting algorithms with books on a bookshelf and contrast different methods in terms of shelf space and the time spent.
9-12.CT.7 Design or remix a program that utilizes a data structure to maintain changes to related pieces of data.
9-12.CT.7 Design or remix a program that utilizes a data structure to maintain changes to related pieces of data.
The focus is on updating the elements or components within a named instance of a data structure, without changing the value associated with the name itself.
Ideas:
Students could program a game that uses a score variable to store the users points while playing the game.
Students could create a list and associate it with a variable name then add elements to the list, observing that the same name can be used to access the updated contents.
Students could create a table of contents or index within a Google document using the bookmark function
9-12.CT.8 Develop a program that effectively uses control structures in order to create a computer program for practical intent, personal expression, or to address a societal issue.
9-12.CT.8 Develop a program that effectively uses control structures in order to create a computer program for practical intent, personal expression, or to address a societal issue.
The focus is on combining different forms of repetition and conditionals, including conditionals with complex Boolean expressions.
Ideas:
Students could use Boolean expressions and conditionals to search the library catalog, identifying how their results change accordingly.
Khan Academy intro to Javascript (requires student data unless aliases are created by teacher/librarian beforehand)
Students could program a choose-your-own-adventure game that uses multiple choice options and probability to determine outcomes.
Students could create their own Escape Rooms using Google slides
9-12.CT.9 Systematically test and refine programs using a range of test cases, based on anticipating common errors and user behavior.
9-12.CT.9 Systematically test and refine programs using a range of test cases, based on anticipating common errors and user behavior.
The emphasis is on perseverance and the ability to use different test cases on their programs and identify what issues are being tested in each case.
Ideas:
Kodable Bug World (free)
Work together as a class to try to solve the Bridge Riddle
Khan Academy intro to Javascript (requires student data unless aliases are created by teacher/librarian beforehand)
9-12.CT.10 Collaboratively design and develop a program or computational artifact for a specific audience and create documentation outlining implementation features to inform collaborators and users.
9-12.CT.10 Collaboratively design and develop a program or computational artifact for a specific audience and create documentation outlining implementation features to inform collaborators and users.
The focus is on the collaborative aspect of software development, as well as the importance of documenting the development process such that the reasons behind various development decisions can be understood by other software developers.
Ideas:
Students could develop a story map or storyboard to illustrate the steps their class takes to walk from their classroom to the cafeteria.
Students could view the fire evacuation map and procedure for the library, and make suggestions based upon the speed, accessibility and distance of alternate routes.
Networks and Systems Design
Networks and Systems Design
9-12.NSD.1 Design a solution to a problem that utilizes embedded systems to automatically gather input from the environment.
9-12.NSD.1 Design a solution to a problem that utilizes embedded systems to automatically gather input from the environment.
The emphasis is on designing (but not necessarily creating) solutions with embedded systems. Systems can be biological, mechanical, social, or some other type of system. Designs could include written descriptions, drawings, and/or 3D prototypes.
Ideas:
Makey-Makey kits
Robotics Kits
Algodoo (free, must be downloaded)
Vid Code *Subscription Needed for use beyond free
Students might propose embedded systems that address public health and safety such as coming up with solutions that use embedded systems in a car to address car accidents, texting while driving, pets overheating when left alone in a car, etc.
Students can design a new hybrid car or household appliance that uses less unrenewable energy.
9-12.NSD.2 Explain the levels of interaction existing between the application software, system software, and hardware of a computing system.
9-12.NSD.2 Explain the levels of interaction existing between the application software, system software, and hardware of a computing system.
Knowledge of specific advanced terms of computer architecture and how specific levels work is not required. Rather the progression, in general terms, from voltage to binary signal to logic gates and so on to the level of human interaction, should be explored.
Ideas:
Students could design an app for finding free filtered water stations in the area that would use GPS, magnetometer, and touch screen sensors as well as the phone’s WIFI and a map API.
Students could create a diagram representing the levels of interaction involved in text editing. They would show that software interacts with the operating system to receive input from the keyboard, convert the input to bits for storage, and interpret the bits as readable text to display on the monitor.
9-12.NSD.3 Develop and communicate multi-step troubleshooting strategies others can use to identify and fix problems with computing devices and their components.
9-12.NSD.3 Develop and communicate multi-step troubleshooting strategies others can use to identify and fix problems with computing devices and their components.
Some examples of multi-step troubleshooting problems include resolving connectivity problems, adjusting system configurations and settings, ensuring hardware and software compatibility, and transferring data from one device to another.
Ideas:
Student Helpdesk to troubleshoot Chromebook issues
Students could follow a troubleshooting flowchart that guides them through a process of checking connections and settings, changing software to see if hardware will work, and swapping in working components.
Students could create a troubleshooting flowchart for anyone using a school device.
9-12.NSD.4 Describe the components and design characteristics that allow data and information to be moved, stored and referenced over the Internet.
9-12.NSD.4 Describe the components and design characteristics that allow data and information to be moved, stored and referenced over the Internet.
The focus is on understanding the design decisions that direct the coordination among systems composing the Internet that allow for scalability and reliability. Discussions should consider historical, cultural, and economic decisions related to the development of the Internet, as well as the core components of servers and routers.
Ideas:
Students can simulate how information is sent in packets by doing a relay race. Each student will have a different part of the message and compete to see who can race to get the whole message to the other side the fastest.
Have students take on the roles of newscasters and demonstrate how they would transmit their news items as a unicast, multicast, or a broadcast
Students could create a computational artifact that explains the path of data transmission from their device to a website hosted on another continent and back using the network (including but not limited to servers, routers, etc.).
9-12.NSD.5 Describe how emerging technologies are impacting networks and how they are used.
9-12.NSD.5 Describe how emerging technologies are impacting networks and how they are used.
The focus is on discussing how specific emerging technologies impact networks in terms of scale, access, reliability, and security, and user behavior.
Ideas:
Students could create a diagram that illustrates the use of remote storage in cloud computing, a school's data server, or distributed media. Students could discuss how local copies of data are synced with data from the remote server.
Assign students random roles (schools, businesses, etc) and varying amounts of “data” and have them estimate what storage size they would need in order to accommodate the storage that they have been allocated.
Students might discuss how cloud computing affects the scale of networks and access to shared resources.
Discuss and research how emerging technologies have advanced health care services.
Cybersecurity
Cybersecurity
9-12.CY.1 Determine the types of personal and organizational information and digital resources that an individual may have access to that needs to be protected.
9-12.CY.1 Determine the types of personal and organizational information and digital resources that an individual may have access to that needs to be protected.
The emphasis is on identifying both personal information and organizational information, and devices and embedded systems, that an individual may have access to and that adversaries may want to compromise, obtain, or leverage.
Ideas:
Explore programs such as:
Students could research events in business, industry, and government involving organizational security breaches and pinpoint the type of data and resources compromised and how it was used.
Students could research past events how some systems are hacked - baby monitors, ring doorbells, Alexa, Nest, etc.
9-12.CY.2 Describe physical, digital, and behavioral safeguards that can be employed to protect the confidentiality, integrity, and accessibility of information.
9-12.CY.2 Describe physical, digital, and behavioral safeguards that can be employed to protect the confidentiality, integrity, and accessibility of information.
The emphasis is on considering the CIA Triad when recommending safeguards for a specific application or device.
Ideas:
Students can identify situations where common safeguards would not work. For example, 2-step authentication will not work if someone is using their mobile phone as the authentication device and they are in an area without cell phone coverage.
Formulate recommendations for setting up a secure home or small business network.
9-12.CY.3 Explain specific tradeoffs when selecting and implementing security recommendations.
9-12.CY.3 Explain specific tradeoffs when selecting and implementing security recommendations.
The focus is on making security recommendations and discussing trade-offs between the degree of confidentiality, the need for data integrity, the availability of information for legitimate use, and assurance that the information provided is genuine.
Ideas:
Students could examine the pros and cons of using different methods of authentication, for example passwords, biometrics, or key-fobs and the trade-offs of using single-factor vs multi-factor authentication.
9-12.CY.4 Evaluate applications of cryptographic methods
9-12.CY.4 Evaluate applications of cryptographic methods
The focus is on analyzing the role that cryptography and data security play in events that have shaped history and impact the future.
Ideas:
Students could use a cipher or Vigenere Square to encrypt a message for a classmate. the classmate can use the same cipher to decrypt the message.
Pigpen Cipher- Students can take turns creating and cracking messages created using the PigPen cipher
https://www.brainpop.com/science/famousscientists/alanturing/ Brainpop video about Alan Turing who cracked the ENIGMA code
9-12.CY.5 Recommend multiple actions to take prior and in response to various types of digital security breaches.
9-12.CY.5 Recommend multiple actions to take prior and in response to various types of digital security breaches.
The emphasis is on analyzing different types of breaches and planning appropriate actions that might be taken to prevent and respond to a security breach.
Ideas:
Students could recommend changing passwords immediately after an account is compromised and create sample secure passwords and passphrases.
Digital Literacy
Digital Literacy
9-12.DL.1 Type proficiently on a keyboard.
9-12.DL.1 Type proficiently on a keyboard.
The focus is to demonstrate proficient keyboarding skills by the end of 12th grade.
Ideas:
Use www.typing.com - 3-minute typing tests, keep track of weekly scores and use online graphing software to create a digital representation of their progress in the areas of both speed and accuracy.
9-12.DL.2 Communicate and work collaboratively with others using digital tools to support individual learning and contribute to the learning of others.
9-12.DL.2 Communicate and work collaboratively with others using digital tools to support individual learning and contribute to the learning of others.
Digital tools and methods should include both social and professional (those predominantly used in college and careers). Collaboration should occur in real time and asynchronously, and there should be opportunities for students to both seek and provide feedback on their thoughts and products.
Ideas:
When using a shared online document, students know how to share a document with other students so that they can work on the document collaboratively.
Use a shared resource like Padlet
Note: There is no DL3 at this level. It is expected that students have reached mastery of using search tools.
Note: There is no DL3 at this level. It is expected that students have reached mastery of using search tools.
9-12.DL.4 Independently select advanced digital tools and resources to create, revise, and publish complex digital artifacts or collection of artifacts.
9-12.DL.4 Independently select advanced digital tools and resources to create, revise, and publish complex digital artifacts or collection of artifacts.
Mastery of this standard implies an ability to choose and use the technology tool or resource best suited for a task or purpose.
Ideas:
9-12.DL.5 Transfer knowledge of technology in order to use new and emerging technologies on multiple platforms.
9-12.DL.5 Transfer knowledge of technology in order to use new and emerging technologies on multiple platforms.
New technologies could include different tools for collaboration, creation, etc. that the student has not used before. Platforms could include devices running different operating systems or could be emerging STEAM technologies. Digitally fluent individuals can move between platforms and can use that knowledge when encountering new technology.
Ideas:
Students familiar with spreadsheets can start to explore database software. (i.e. Google Sheets vs. Excel
Students can create Google Slideshows and then use online software such as Prezi: Presentations and videos with engaging visuals for hybrid teams and evaluate the effectiveness of each tool.
9-12.DL.6 Actively manage digital presence and footprint to reflect an understanding of the permanence and potential consequences of actions in online spaces.
9-12.DL.6 Actively manage digital presence and footprint to reflect an understanding of the permanence and potential consequences of actions in online spaces.
Active management implies an understanding of how intentional and unintentional actions can affect a digital presence.
Ideas:
Complete lessons on copyright
Explore visual literacy with these resources
Students use a tool that displays archived versions of websites (such as “Wayback Machine”) to research how information is available even if it seems to be deleted.
Have students review the “terms and conditions” of a commonly used site/app. Have them note anything surprising or confusing.
Students can research how someone’s digital footprint negatively impacted their life.
9-12.DL.7 Design and implement strategies that support safety and security of digital information, personal identity, property, and physical and mental health when operating in the digital world.
9-12.DL.7 Design and implement strategies that support safety and security of digital information, personal identity, property, and physical and mental health when operating in the digital world.
Strategies that support positive mental health in the digital world include both ways to avoid or handle cyberbullying and ways to interact positively and constructively with others in connected spaces.
Ideas:
Interland Kind Kingdom
NetSmartz Kids Be Safer Online
Review class rules regarding interactions within Google Classroom
Have students create digital escape rooms (centered around the theme of online safety and digital citizenship) using Google slides. Then challenge their classmates to escape from their creations!
Students could identify why they should find and use truthful information online.
Students can investigate sites such as those listed below, and evaluate each one according to our class criteria. They can then decide in the end which of the websites they deem to be legitimate and trustworthy, and those that they believe are a hoax.
Dihydrogen Monoxide Research Division - dihydrogen monoxide info
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