Unit 3. Information and the InternetRevision Date: Jun 11, 2020 (Version 3.0)
The Internet is growing to connect to everything we do in our lives. Over the years, it has grown from being a representation of static content to web 2.0: a place where users interact with a collection of users and "things." In this lesson, the students will conceptualize devices that collect data and send it through the Internet.
The Internet is an ever-evolving system of increasing complexity. It has evolved from representing static information to providing interactivity of data between users and objects (things).
Student computer usage for this lesson is: optional
Students need access to paper for documentation.
Blown to Bits (Abelson, Ledeen, Lewis). Text is free as pdf: http://www.bitsbook.com/
Access to Internet connectivty for these links/videos:
In the Lesson Resources Folder:
Say: Devices connected to the Internet collect data. Sometimes those devices and the programs that store and process the data can have applications that the developers did not intend and may be very significant. For instance, consider this video from CNN about an app called Strava. https://www.cnn.com/2018/01/28/politics/strava-military-bases-location/index.html Play the video.(2:12). Have a brief discussion using the following questions as prompts.
Say: Data collection is not just from devices people knowingly use but increasingly from things connected to the internet they may not be aware of. Many computing innovations affect people in ways that were not anticipated.
Show the video (no audio except music) on how an average everyday person uses objects connected to the Internet in our current society: https://www.youtube.com/watch?v=ZgWbWCv0J5E (3:58)
Summary: A day in the life of the Internet of things shows these things connected to the Internet: cell phone, thermostat in the house, car entry system and radio, car GPS intelligently looking for available parking, parking sensors on the ground using mesh networking (short-range connections to a larger deployment system in a central box), a heart rate monitor with results that can be viewed online in real-time, a watch that connects with a cash register/inventory system, a package pickup system that connects with a drone to take the package directly to the customer.
Say: The data collected today is too large to be processed by people. Two strategies used to analyze large amounts of data are called data mining and artificial intelligence. While both tools regularly find useful results - useful in science and in business - the information obtained may result, in adverse decisions made against individuals or groups.
Students read the May 21, 2019 Guardian article, Facial recognition will soon be everywhere. Are we prepared? (https://www.theguardian.com/commentisfree/2019/may/21/facial-recognition-privacy-prepared-regulation). As students read, have them prepare to respond to the following prompts.
Say: Originally people generated the traffic on the internet. In the future, the vast majority of traffic on the internet will be generated by things.
Show this video about how data is generated by devices connected online:
Ask students if there were any objects that they did not think about earlier that are connected to the Internet. Adjust the list as needed. Analyze which devices would continue to be a high priority or useful if the ability to communicate on the Internet was suddenly diminished by an event like a hurricane or earthquake.
Journal. Pair and share.
With a partner, imagine a device that might someday be a part of the "Internet of Things," but currently does not exist. An example might be a shoe that has its own wireless acquired IP address and keeps track of how many steps one takes each day. (Note: This may already exist.)
As a small group, the students should create a document answering the following questions:
This document should also include a sketch of the device.
Students display a thumbs up or thumbs down to this question: Did this lesson help you comprehend the concept of the Internet as an entity that is comprised of both people (users) and objects or machines?
Read Blown to Bits (Pg 303 - 306) - IP Addresses - stop at "The Key to It All: Passing Packets."
Say: Today we will think about the future of the internet. The internet was designed to be scalable or to be adaptable to serve increasing demands. This ability to adapt to meet increases in demand, or scalability, was a design goal of the original internet. It was not part of the internet's original design to serve commercial needs.
Ask students to respond to these questions about how commercial needs have impacted them.
Say: Revenue from advertising is used to pay many of the expenses for content and services delivered by the internet. Businesses use data they collect about individuals to put them in a group and to target them for ads. Individuals and businesses both can benefit from seeing advertisements that most interest them.
Ask: Think about how individuals and groups could be harmed by the targeting of ads. Have a brief discussion about the possible harms. Be sure to address the three bullet points below.
Students create a story to summarize what they have learned about what the internet is and what they expect it to become in the future. The summary should include what impact the internet has already had, what impacts they think it might be intended to have in the future and what unintended impacts it might have.
Say: As you think about the future of the internet remember that the protocols it uses are open to everyone so technologies not yet developed can be adapted to use them. In this project, you are asked to envision what one of these technologies might be.
Students may present the story in written or other formats.
Questions in the AP Classroom Question Bank may be used for summative purposes.
Sixty of the 80 questions are restricted to teacher access. The remaining 20 questions are from public resources.
Questions are identified by their initial phrases.
Two computers are built by different manufactur...
Which of the following best explains what happens
Using the document in the Lesson Resources folder called "Commercial Python Project", assign students the project to explore more about the "Internet of Things" and think about what the future of the "Internet of Things" might be. In the project, students consider creating their own product commercial template. Consider adding the requirement that their program includes conditional statements. Extra time will be needed.
The rubric for this project can also be found in the Lesson Resources Folder
Ask students to think about and document how their selected device may have an impact on our daily lives. Could their be any controversy associated with their device or the use of their device? If so, what is that controversy? Students should document their opinions and/or findings.
When selecting the pairs, aim for diversity of background, so the students learn how others view technology.
With a partner, imagine a device that might someday be part of the Internet of Things, but currently does not exist.
As a group, the students should submit a document answering the following questions:
This document should also include a sketch of the device.
How does the Internet effectively connect devices and networks?
How do devices and networks that make up the Internet communicate?