Grades 6-8: Understanding Computing Systems, Data Analysis, and Cybersecurity, Guías, Proyectos, Investigaciones de Visión Computacional

¡Descarga Grades 6-8: Understanding Computing Systems, Data Analysis, and Cybersecurity y más Guías, Proyectos, Investigaciones en PDF de Visión Computacional solo en Docsity! K-12 Computer Science Standards, Revised 2017 This document includes all levels of the 2017 CSTA K-12 Computer Science Standards, which were created by educators and released at the CSTA Annual Conference in July 2017. These standards are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. The K–12 Computer Science Framework, led by the Association for Computing Machinery, Code.org, Computer Science Teachers Association, Cyber Innovation Center, and National Math and Science Initiative in partnership with states and districts, informed the development of this work. About the CSTA K-12 Computer Science Standards Computer science and the technologies it enables rest at the heart of our economy and the way we live our lives. To be well-educated citizens in a computing-intensive world and to be prepared for careers in the 21st century, our students must have a clear understanding of the principles and practices of computer science. The CSTA K–12 Computer Science Standards delineate a core set of learning objectives designed to provide the foundation for a complete computer science curriculum and its implementation at the K–12 level. To this end, the CSTA Standards: • Introduce the fundamental concepts of computer science to all students, beginning at the elementary school level. • Present computer science at the secondary school level in a way that can fulfill a computer science, math, or science graduation credit. • Encourage schools to offer additional secondary-level computer science courses that will allow interested students to study facets of computer science in more depth and prepare them for entry into the work force or college. • Increase the availability of rigorous computer science for all students, especially those who are members of underrepresented groups. The standards have been written by educators to be coherent and comprehensible to teachers, administrators, and policy makers. Levels 1A, 1B, 2, and 3A are the computer science standards for ALL students. The Level 3B standards are intended for students who wish to pursue the study of computer science in high school beyond what is required for all students (specialty or elective courses). Connection to the K-12 Computer Science Framework The K–12 Computer Science Framework (k12cs.org) provides overarching, high-level guidance per grade bands, while the standards provide detailed, measurable student performance expectations. The Framework was considered as a primary input for the standards development process. The CSTA Standards Revision Task Force crafted standards by combining concept statements and practices from the Framework. It also used descriptive material from the Framework when writing examples and clarifying statements to accompany the standards. Concepts 1. Computing Systems 2. Networks and the Internet 3. Data and Analysis 4. Algorithms and Programming 5. Impacts of Computing Practices 1. Fostering an Inclusive Computing Culture 2. Collaborating Around Computing 3. Recognizing and Defining Computational Problems 4. Developing and Using Abstractions 5. Creating Computational Artifacts 6. Testing and Refining Computational Artifacts 7. Communicating About Computing 1A-AP-09 Model the way programs store and manipulate data by using numbers or other symbols to represent information. Information in the real world can be represented in computer programs. Students could use thumbs up/down as representations of yes/no, use arrows when writing algorithms to represent direction, or encode and decode words using numbers, pictographs, or other symbols to represent letters or words. Variables 4.4 1A-AP-10 Develop programs with sequences and simple loops, to express ideas or address a problem. Programming is used as a tool to create products that reflect a wide range of interests. Control structures specify the order in which instructions are executed within a program. Sequences are the order of instructions in a program. For example, if dialogue is not sequenced correctly when programming a simple animated story, the story will not make sense. If the commands to program a robot are not in the correct order, the robot will not complete the task desired. Loops allow for the repetition of a sequence of code multiple times. For example, in a program to show the life cycle of a butterfly, a loop could be combined with move commands to allow continual but controlled movement of the character. Control 5.2 1A-AP-11 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. Decomposition is the act of breaking down tasks into simpler tasks. Students could break down the steps needed to make a peanut butter and jelly sandwich, to brush their teeth, to draw a shape, to move a character across the screen, or to solve a level of a coding app. Modularity 3.2 1A-AP-12 Develop plans that describe a program’s sequence of events, goals, and expected outcomes. Creating a plan for what a program will do clarifies the steps that will be needed to create a program and can be used to check if a program is correct. Students could create a planning document, such as a story map, a storyboard, or a sequential graphic organizer, to illustrate what their program will do. Students at this stage may complete the planning process with help from their teachers. Program Development 5.1, 7.2 1A-AP-13 Give attribution when using the ideas and creations of others while developing programs. Using computers comes with a level of responsibility. Students should credit artifacts that were created by others, such as pictures, music, and code. Credit could be given orally, if presenting their work to the class, or in writing or orally, if sharing work on a class blog or website. Proper attribution at this stage does not require a formal citation, such as in a bibliography or works cited document. Program Development 7.3 1A-AP-14 Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops. Algorithms or programs may not always work correctly. Students should be able to use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms and programs. Program Development 6.2 1A-AP-15 Using correct terminology, describe steps taken and choices made during the iterative process of program development. At this stage, students should be able to talk or write about the goals and expected outcomes of the programs they create and the choices that they made when creating programs. This could be done using coding journals, discussions with a teacher, class presentations, or blogs. Program Development 7.2 Impacts of Computing 1A-IC-16 Compare how people live and work before and after the implementation or adoption of new computing technology. Computing technology has positively and negatively changed the way people live and work. In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility. Culture 7 1A-IC-17 Work respectfully and responsibly with others online. Online communication facilitates positive interactions, such as sharing ideas with many people, but the public and anonymous nature of online communication also allows intimidating and inappropriate behavior in the form of cyberbullying. Students could share their work on blogs or in other collaborative spaces online, taking care to avoid sharing information that is inappropriate or that could personally identify them to others. Students could provide feedback to others on their work in a kind and respectful manner and could tell an adult if others are sharing things they should not share or are treating others in an unkind or disrespectful manner on online collaborative spaces. Social Interactions 2.1 1A-IC-18 Keep login information private, and log off of devices appropriately. People use computing technology in ways that can help or hurt themselves or others. Harmful behaviors, such as sharing private information and leaving public devices logged in should be recognized and avoided. Safety Law & Ethics 7.3 Level 1B: Grades 3-5 (Ages 8-11) Computing Systems Identifier Standard and Descriptive Statement Subconcept Practice 1B-CS-01 Describe how internal and external parts of computing devices function to form a system. Computing devices often depend on other devices or components. For example, a robot depends on a physically attached light sensor to detect changes in brightness, whereas the light sensor depends on the robot for power. Keyboard input or a mouse click could cause an action to happen or information to be displayed on a screen; this could only happen because the computer has a processor to evaluate what is happening externally and produce corresponding responses. Students should describe how devices and components interact using correct terminology. Devices 7.2 1B-CS-02 Model how computer hardware and software work together as a system to accomplish tasks. In order for a person to accomplish tasks with a computer, both hardware and software are needed. At this stage, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage. Students could draw a model on paper or in a drawing program, program an animation to demonstrate it, or demonstrate it by acting this out in some way. Hardware & Software 4.4 1B-CS-03 Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. Although computing systems may vary, common troubleshooting strategies can be used on all of them. Students should be able to identify solutions to problems such as the device not responding, no power, no network, app crashing, no sound, or password entry not working. Should errors occur at school, the goal would be that students would use various strategies, such as rebooting the device, checking for power, checking network availability, closing and reopening an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on, to solve these problems, when possible. Troubleshooting 6.2 1B-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. Decomposition is the act of breaking down tasks into simpler tasks. For example, students could create an animation by separating a story into different scenes. For each scene, they would select a background, place characters, and program actions. Modularity 3.2 1B-AP-12 Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features. Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. For example, students could modify prewritten code from a single-player game to create a two-player game with slightly different rules, remix and add another scene to an animated story, use code to make a ball bounce from another program in a new basketball game, or modify an image created by another student. Modularity 5.3 1B-AP-13 Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences. Planning is an important part of the iterative process of program development. Students outline key features, time and resource constraints, and user expectations. Students should document the plan as, for example, a storyboard, flowchart, pseudocode, or story map. Program Development 1.1, 5.1 1B-AP-14 Observe intellectual property rights and give appropriate attribution when creating or remixing programs. Intellectual property rights can vary by country but copyright laws give the creator of a work a set of rights that prevents others from copying the work and using it in ways that they may not like. Students should identify instances of remixing, when ideas are borrowed and iterated upon, and credit the original creator. Students should also consider common licenses that place limitations or restrictions on the use of computational artifacts, such as images and music downloaded from the Internet. At this stage, attribution should be written in the format required by the teacher and should always be included on any programs shared online. Program Development 5.2, 7.3 1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. As students develop programs they should continuously test those programs to see that they do what was expected and fix (debug), any errors. Students should also be able to successfully debug simple errors in programs created by others. Program Development 6.1, 6.2 1B-AP-16 Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development. Collaborative computing is the process of performing a computational task by working in pairs or on teams. Because it involves asking for the contributions and feedback of others, effective collaboration can lead to better outcomes than working independently. Students should take turns in different roles during program development, such as note taker, facilitator, program tester, or “driver” of the computer. Program Development 2.2 1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations. People communicate about their code to help others understand and use their programs. Another purpose of communicating one's design choices is to show an understanding of one's work. These explanations could manifest themselves as in-line code comments for collaborators and assessors, or as part of a summative presentation, such as a code walk-through or coding journal. Program Development 7.2 Impacts of Computing 1B-IC-18 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. New computing technology is created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, should discuss topics that relate to the history of technology and the changes in the world due to technology. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, or how social media has influenced social and political changes. Culture 3.1 1B-IC-19 Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users. The development and modification of computing technology are driven by people’s needs and wants and can affect groups differently. Anticipating the needs and wants of diverse end users requires students to purposefully consider potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students may consider using both speech and text when they wish to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. Culture 1.2 1B-IC-20 Seek diverse perspectives for the purpose of improving computational artifacts. Computing provides the possibility for collaboration and sharing of ideas and allows the benefit of diverse perspectives. For example, students could seek feedback from other groups in their class or students at another grade level. Or, with guidance from their teacher, they could use video conferencing tools or other online collaborative spaces, such as blogs, wikis, forums, or website comments, to gather feedback from individuals and groups about programming projects. Social Interactions 1.1 1B-IC-21 Use public domain or creative commons media, and refrain from copying or using material created by others without permission. Ethical complications arise from the opportunities provided by computing. The ease of sending and receiving copies of media on the Internet, such as video, photos, and music, creates the opportunity for unauthorized use, such as online piracy, and disregard of copyrights. Students should consider the licenses on computational artifacts that they wish to use. For example, the license on a downloaded image or audio file may have restrictions that prohibit modification, require attribution, or prohibit use entirely. Safety Law & Ethics 7.3 Level 2: Grades 6-8 (Ages 11-14) Computing Systems Identifier Standard and Descriptive Statement Subconcept Practice 2-CS-01 Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices. The study of human–computer interaction (HCI) can improve the design of devices, including both hardware and software. Students should make recommendations for existing devices (e.g., a laptop, phone, or tablet) or design their own components or interface (e.g., create their own controllers). Teachers can guide students to consider usability through several lenses, including accessibility, ergonomics, and learnability. For example, assistive devices provide capabilities such as scanning written information and converting it to speech. Devices 3.3 2-CS-02 Design projects that combine hardware and software components to collect and exchange data. Collecting and exchanging data involves input, output, storage, and processing. When possible, students should select the hardware and software components for their project designs by considering factors such as functionality, cost, size, speed, accessibility, and aesthetics. For example, components for a mobile app could include accelerometer, GPS, and speech recognition. The choice of a device that connects wirelessly through a Bluetooth connection versus a physical USB connection involves a tradeoff between mobility and the need for an additional power source for the wireless device. Hardware & Software 5.1 2-AP-11 Create clearly named variables that represent different data types and perform operations on their values. A variable is like a container with a name, in which the contents may change, but the name (identifier) does not. When planning and developing programs, students should decide when and how to declare and name new variables. Students should use naming conventions to improve program readability. Examples of operations include adding points to the score, combining user input with words to make a sentence, changing the size of a picture, or adding a name to a list of people. Variables 5.1, 5.2 2-AP-12 Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals. Control structures can be combined in many ways. Nested loops are loops placed within loops. Compound conditionals combine two or more conditions in a logical relationship (e.g., using AND, OR, and NOT), and nesting conditionals within one another allows the result of one conditional to lead to another. For example, when programming an interactive story, students could use a compound conditional within a loop to unlock a door only if a character has a key AND is touching the door. Control 5.1, 5.2 2-AP-13 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. Students should break down problems into subproblems, which can be further broken down to smaller parts. Decomposition facilitates aspects of program development by allowing students to focus on one piece at a time (e.g., getting input from the user, processing the data, and displaying the result to the user). Decomposition also enables different students to work on different parts at the same time. For example, animations can be decomposed into multiple scenes, which can be developed independently. Modularity 3.2 2-AP-14 Create procedures with parameters to organize code and make it easier to reuse. Students should create procedures and/or functions that are used multiple times within a program to repeat groups of instructions. These procedures can be generalized by defining parameters that create different outputs for a wide range of inputs. For example, a procedure to draw a circle involves many instructions, but all of them can be invoked with one instruction, such as “drawCircle.” By adding a radius parameter, the user can easily draw circles of different sizes. Modularity 4.1, 4.3 2-AP-15 Seek and incorporate feedback from team members and users to refine a solution that meets user needs. Development teams that employ user-centered design create solutions (e.g., programs and devices) that can have a large societal impact, such as an app that allows people with speech difficulties to translate hard-to- understand pronunciation into understandable language. Students should begin to seek diverse perspectives throughout the design process to improve their computational artifacts. Considerations of the end-user may include usability, accessibility, age-appropriate content, respectful language, user perspective, pronoun use, color contrast, and ease of use. Program Development 2.3, 1.1 2-AP-16 Incorporate existing code, media, and libraries into original programs, and give attribution. Building on the work of others enables students to produce more interesting and powerful creations. Students should use portions of code, algorithms, and/or digital media in their own programs and websites. At this level, they may also import libraries and connect to web application program interfaces (APIs). For example, when creating a side-scrolling game, students may incorporate portions of code that create a realistic jump movement from another person's game, and they may also import Creative Commons-licensed images to use in the background. Students should give attribution to the original creators to acknowledge their contributions. Program Development 4.2, 5.2, 7.3 2-AP-17 Systematically test and refine programs using a range of test cases. Use cases and test cases are created and analyzed to better meet the needs of users and to evaluate whether programs function as intended. At this level, testing should become a deliberate process that is more iterative, systematic, and proactive than at lower levels. Students should begin to test programs by considering potential errors, such as what will happen if a user enters invalid input (e.g., negative numbers and 0 instead of positive numbers). Program Development 6.1 2-AP-18 Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts. Collaboration is a common and crucial practice in programming development. Often, many individuals and groups work on the interdependent parts of a project together. Students should assume pre-defined roles within their teams and manage the project workflow using structured timelines. With teacher guidance, they will begin to create collective goals, expectations, and equitable workloads. For example, students may divide the design stage of a game into planning the storyboard, flowchart, and different parts of the game mechanics. They can then distribute tasks and roles among members of the team and assign deadlines. Program Development 2.2 2-AP-19 Document programs in order to make them easier to follow, test, and debug. Documentation allows creators and others to more easily use and understand a program. Students should provide documentation for end users that explains their artifacts and how they function. For example, students could provide a project overview and clear user instructions. They should also incorporate comments in their product and communicate their process using design documents, flowcharts, and presentations. Program Development 7.2 Impacts of Computing 2-IC-20 Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students should consider current events related to broad ideas, including privacy, communication, and automation. For example, driverless cars can increase convenience and reduce accidents, but they are also susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but will create more software engineering and cybersecurity jobs. Culture 7.2 2-IC-21 Discuss issues of bias and accessibility in the design of existing technologies. Students should test and discuss the usability of various technology tools (e.g., apps, games, and devices) with the teacher's guidance. For example, facial recognition software that works better for lighter skin tones was likely developed with a homogeneous testing group and could be improved by sampling a more diverse population. When discussing accessibility, students may notice that allowing a user to change font sizes and colors will not only make an interface usable for people with low vision but also benefits users in various situations, such as in bright daylight or a dark room. Culture 1.2 2-IC-22 Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact. Crowdsourcing is gathering services, ideas, or content from a large group of people, especially from the online community. It can be done at the local level (e.g., classroom or school) or global level (e.g., age- appropriate online communities, like Scratch and Minecraft). For example, a group of students could combine animations to create a digital community mosaic. They could also solicit feedback from many people though use of online communities and electronic surveys. Social Interactions 2.4, 5.2 3A-NI-07 Compare various security measures, considering tradeoffs between the usability and security of a computing system. Security measures may include physical security tokens, two-factor authentication, and biometric verification, but choosing security measures involves tradeoffs between the usability and security of the system. The needs of users and the sensitivity of data determine the level of security implemented. Students might discuss computer security policies in place at the local level that present a tradeoff between usability and security, such as a web filter that prevents access to many educational sites but keeps the campus network safe. Network Communication & Organization 6.3 3A-NI-08 Explain tradeoffs when selecting and implementing cybersecurity recommendations. Network security depends on a combination of hardware, software, and practices that control access to data and systems. The needs of users and the sensitivity of data determine the level of security implemented. Every security measure involves tradeoffs between the accessibility and security of the system. Students should be able to describe, justify, and document choices they make using terminology appropriate for the intended audience and purpose. Students could debate issues from the perspective of diverse audiences, including individuals, corporations, privacy advocates, security experts, and government. Cybersecurity 7.2 Data and Analysis 3A-DA-09 Translate between different bit representations of real-world phenomena, such as characters, numbers, and images. For example, convert hexadecimal color codes to decimal percentages, ASCII/Unicode representation, and logic gates. Storage 4.1 3A-DA-10 Evaluate the tradeoffs in how data elements are organized and where data is stored. People make choices about how data elements are organized and where data is stored. These choices affect cost, speed, reliability, accessibility, privacy, and integrity. Students should evaluate whether a chosen solution is most appropriate for a particular problem. Students might consider the cost, speed, reliability, accessibility, privacy, and integrity tradeoffs between storing photo data on a mobile device versus in the cloud. Storage 3.3 3A-DA-11 Create interactive data visualizations using software tools to help others better understand real-world phenomena. People transform, generalize, simplify, and present large data sets in different ways to influence how other people interpret and understand the underlying information. Examples include visualization, aggregation, rearrangement, and application of mathematical operations. People use software tools or programming to create powerful, interactive data visualizations and perform a range of mathematical operations to transform and analyze data. Students should model phenomena as systems, with rules governing the interactions within the system and evaluate these models against real-world observations. For example, flocking behaviors, queueing, or life cycles. Google Fusion Tables can provide access to data visualization online. Collection Visualization & Transformation 4.4 3A-DA-12 Create computational models that represent the relationships among different elements of data collected from a phenomenon or process. Computational models make predictions about processes or phenomenon based on selected data and features. The amount, quality, and diversity of data and the features chosen can affect the quality of a model and ability to understand a system. Predictions or inferences are tested to validate models. Students should model phenomena as systems, with rules governing the interactions within the system. Students should analyze and evaluate these models against real-world observations. For example, students might create a simple producer–consumer ecosystem model using a programming tool. Eventually, they could progress to creating more complex and realistic interactions between species, such as predation, competition, or symbiosis, and evaluate the model based on data gathered from nature. Inference & Models 4.4 Algorithms and Programming 3A-AP-13 Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests. A prototype is a computational artifact that demonstrates the core functionality of a product or process. Prototypes are useful for getting early feedback in the design process, and can yield insight into the feasibility of a product. The process of developing computational artifacts embraces both creative expression and the exploration of ideas to create prototypes and solve computational problems. Students create artifacts that are personally relevant or beneficial to their community and beyond. Students should develop artifacts in response to a task or a computational problem that demonstrate the performance, reusability, and ease of implementation of an algorithm. Algorithms 5.2 3A-AP-14 Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables. Students should be able to identify common features in multiple segments of code and substitute a single segment that uses lists (arrays) to account for the differences. Variables 4.1 3A-AP-15 Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance, and explain the benefits and drawbacks of choices made. Implementation includes the choice of programming language, which affects the time and effort required to create a program. Readability refers to how clear the program is to other programmers and can be improved through documentation. The discussion of performance is limited to a theoretical understanding of execution time and storage requirements; a quantitative analysis is not expected. Control structures at this level may include conditional statements, loops, event handlers, and recursion. For example, students might compare the readability and program performance of iterative and recursive implementations of procedures that calculate the Fibonacci sequence. Control 5.2 3A-AP-16 Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. In this context, relevant computational artifacts include programs, mobile apps, or web apps. Events can be user-initiated, such as a button press, or system-initiated, such as a timer firing. At previous levels, students have learned to create and call procedures. Here, students design procedures that are called by events. Students might create a mobile app that updates a list of nearby points of interest when the device detects that its location has been changed. Control 5.2 3A-AP-17 Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects. At this level, students should decompose complex problems into manageable subproblems that could potentially be solved with programs or procedures that already exist. For example, students could create an app to solve a community problem by connecting to an online database through an application programming interface (API). Control 3.2 3A-IC-26 Demonstrate ways a given algorithm applies to problems across disciplines. Computation can share features with disciplines such as art and music by algorithmically translating human intention into an artifact. Students should be able to identify real-world problems that span multiple disciplines, such as increasing bike safety with new helmet technology, and that can be solved computationally. Culture 3.1 3A-IC-27 Use tools and methods for collaboration on a project to increase connectivity of people in different cultures and career fields. Many aspects of society, especially careers, have been affected by the degree of communication afforded by computing. The increased connectivity between people in different cultures and in different career fields has changed the nature and content of many careers. Students should explore different collaborative tools and methods used to solicit input from team members, classmates, and others, such as participation in online forums or local communities. For example, students could compare ways different social media tools could help a team become more cohesive. Social Interactions 2.4 3A-IC-28 Explain the beneficial and harmful effects that intellectual property laws can have on innovation. Laws govern many aspects of computing, such as privacy, data, property, information, and identity. These laws can have beneficial and harmful effects, such as expediting or delaying advancements in computing and protecting or infringing upon people’s rights. International differences in laws and ethics have implications for computing. For examples, laws that mandate the blocking of some file-sharing websites may reduce online piracy but can restrict the right to access information. Firewalls can be used to block harmful viruses and malware but can also be used for media censorship. Students should be aware of intellectual property laws and be able to explain how they are used to protect the interests of innovators and how patent trolls abuse the laws for financial gain. Safety Law & Ethics 7.3 3A-IC-29 Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users. Data can be collected and aggregated across millions of people, even when they are not actively engaging with or physically near the data collection devices. This automated and nonevident collection can raise privacy concerns, such as social media sites mining an account even when the user is not online. Other examples include surveillance video used in a store to track customers for security or information about purchase habits or the monitoring of road traffic to change signals in real time to improve road efficiency without drivers being aware. Methods and devices for collecting data can differ by the amount of storage required, level of detail collected, and sampling rates. Safety Law & Ethics 7.2 3A-IC-30 Evaluate the social and economic implications of privacy in the context of safety, law, or ethics. Laws govern many aspects of computing, such as privacy, data, property, information, and identity. International differences in laws and ethics have implications for computing. Students might review case studies or current events which present an ethical dilemma when an individual's right to privacy is at odds with the safety, security, or wellbeing of a community. Safety Law & Ethics 7.3 Level 3B: Grades 11-12 (Ages 16-18) Computing Systems Identifier Standard and Descriptive Statement Subconcept Practice 3B-CS-01 Categorize the roles of operating system software. Examples of roles could include memory management, data storage/retrieval, processes management, and access control. Hardware & Software 7.2 3B-CS-02 Illustrate ways computing systems implement logic, input, and output through hardware components. Examples of components could include logic gates and IO pins. Troubleshooting 7.2 Networks and the Internet 3B-NI-03 Describe the issues that impact network functionality (e.g., bandwidth, load, delay, topology). Recommend use of free online network simulators to explore how these issues impact network functionality. Network Communication & Organization 7.2 3B-NI-04 Compare ways software developers protect devices and information from unauthorized access. Examples of security concerns to consider: encryption and authentication strategies, secure coding, and safeguarding keys. Cybersecurity 7.2 Data and Analysis 3B-DA-05 Use data analysis tools and techniques to identify patterns in data representing complex systems. For example, identify trends in a dataset representing social media interactions, movie reviews, or shopping patterns. Collection Visualization & Transformation 4.1 3B-DA-06 Select data collection tools and techniques to generate data sets that support a claim or communicate information. Collection Visualization & Transformation 7.2 3B-DA-07 Evaluate the ability of models and simulations to test and support the refinement of hypotheses. Inference & Models 4.4 Algorithms and Programming 3B-AP-08 Describe how artificial intelligence drives many software and physical systems. Examples include digital ad delivery, self-driving cars, and credit card fraud detection. Algorithms 7.2 3B-AP-09 Implement an artificial intelligence algorithm to play a game against a human opponent or solve a problem. Games do not have to be complex. Simple guessing games, Tic-Tac-Toe, or simple robot commands will be sufficient. Algorithms 5.3 3B-AP-10 Use and adapt classic algorithms to solve computational problems. Examples could include sorting and searching. Algorithms 4.2 3B-AP-11 Evaluate algorithms in terms of their efficiency, correctness, and clarity. Examples could include sorting and searching. Algorithms 4.2 3B-AP-12 Compare and contrast fundamental data structures and their uses. Examples could include strings, lists, arrays, stacks, and queues. Variables 4.2 3B-AP-13 Illustrate the flow of execution of a recursive algorithm. Control 3.2