Unit 3. Information and the Internet
Revision Date: Oct 24, 2015 (Version 1.2)Summary
In this lesson, students will analyze what the Internet is and its basic functionality. Students will learn how the Internet works and how the implementation of the Internet has affected our society. They will discuss the idea of the Internet as a delivery service to get bits from one place to another.
Outcomes
Overview
The Internet and the systems built on it have a profound impact on society.
Student computer usage for this lesson is: optional
Blown to Bits (Abelson, Ledeen, Lewis): http://www.bitsbook.com/
Optional Student Handout: Internet Change Student Handout
Answer Key for Teacher: Internet Change Answer Key
The following links provide background on the topics covered in this lesson:
Start with a VERY brief class discussion: How does the Internet work?
Journal: what is the difference between the Internet and a browser? How are they connected?
(Use the optional Student Handout for Unit 3 Lesson 1 if desired to guide all of the activities in this lesson. There is an answer key to the student handout for teachers to use as well.)
Demonstrate, using the following resources, how the Internet has grown from the small ARPANET system to what it is today.
Students read the following sections from the "Blown to Bits" book (Online book link: http://www.bitsbook.com/wp-content/uploads/2008/12/B2B_3.pdf):
These sections are on pages 301-303 in the pdf version.
Students create a diagram of how an email might travel from its start point to the end point.
Demonstrate how to test bandwidth using the following sites:
Students should use the tool to come up with a question that can be answered by the tool. Students write an analysis that asks the question, answers the question and provide proof of why the answer is correct by providing screenshots of the tool in their report. ( http://www.akamai.com/html/technology/nui/industry/ ) or http://www.internetlivestats.com/ for live Internet stats.
(Note: Students can possibly start this assignment in class, but will likely need to complete as homework.)
In this activity, students will each share one thing they have learned from this lesson. This can be done in several ways depending on time constraints or disabilities. All students should participate in some way before leaving the classroom.
Using a real-time network tool that measures the number of views per minute, students generate a question that can be answered using this tool. They will then collect the data and write a report that answers this question. The report should use current real-time screenshots for data and examples. (Note: Students can possibly start this assignment in class, but will likely need to complete as homework.)
Possible question(s) to use for a future test:
Unit 3. Information and the Internet
Revision Date: Oct 24, 2015 (Version 1.2)Summary
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 to a collection of users and "things." In this lesson, the students will conceptualize devices that collect data and send it through the Internet.
Outcomes
Overview
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:
The next three activities are used to generate ideas for examples of "things" that either are connected or could be connected to the Internet.
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/watch9v=fFqEx--b7hU (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.
Analyze with students in discussion what objects they saw in the previous videos and readings that they use. Were there any objects that they did not think about that are connected to the Internet? Adjust the list as needed.
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 submit 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."
The document in the Lesson Resources folder called "Commercial Python Project" is a project designed to give students Python coding practice and allow them to explore more about the "Internet of Things" by creating their own product commercial template. Consider adding the requirement that their program include 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?
Unit 3. Information and the Internet
Revision Date: Nov 12, 2015 (Version 1.2)Summary
This lesson delves deeper into the structure of the Internet and routing protocols. Students will explore the necessity of redundancy by using packets to transmit sections of data. They will then discuss standards for packets and routing. The class will simulate a network in which each student is a node through which they will send email packages from one node to another.
Outcomes
Overview
Students will be able to:
Student computer usage for this lesson is: none
1. Materials required
2. Copies to make
3. Digital resources (check for access)
4. Required background knowledge
Prompt students to respond in their journals to one or more of these questions:
Discussion: Invite students to share their journal entries. The class should come to the general consensus that while their computer doesn’t know where to find everything on the Internet, it is able to pass information or requests from one location to another.
Transition Remark: Previously, we looked at the general structure of the Internet and how it works. Today, we will look more closely at the process of sending information between two locations using the Internet. Let's see what this looks like through a World of Science video. (After video) We are going to simulate this same action by sending packets of information to each other without leaving our seats.
Introduction:
Transition Remark: Our simulation of the protocol system on the Internet has been relatively tame. In reality, it doesn’t always work this nicely. Sometimes packets are lost; not all the information you want to transmit fits in one packet; or some routers are unable to keep working. Fortunately, the Internet is full of redundancy that allows it to keep working even if some parts fail to work, and we can send large data sets through multiple packets. We’re going to run our simulation again, but this time living in the "real world."
Discussion: How does redundancy of routers contribute to Internet fault tolerance?
Transition Remark: We just participated in a simulation that allowed us to become nodes within the Internet. By filling out the back side of your IP worksheet, each of you was essentially becoming a router. Each routers contains a configuration table with information that it can use to send packets to the correct location.
Discussion:
Conclusion: This information should be written in the student's journal.
Reflection: This may be completed as an exit ticket for formative assessment or in student journals.
Assessment will occur informally through the discussion questions:
Reflection questions for journal:
Assessment Questions:
Explain the role of the Internet Protocol address for each device on the Internet.
Why is the assignment of an IP address critical to connecting a device to the Internet?
How does Internet router redundancy contribute to Internet fault tolerance?
How does redundancy of routers contribute to the Internet's ability to scale to more connections?
Explain how relatively small packets are used to transmit large files on the Internet and identify what information each packet must possess.
Identify a standard protocol for Internet packet communication.
Unit 3. Information and the Internet
Revision Date: Jul 05, 2015 (Version 1.2)Pre-lesson Preparation
Students must complete the pre-reading assignment: Blown to Bits (pages 303 - 306 in the PDF). They should read the sections about DNS, Protocols, and IP Addresses.
Summary
The purpose of the Domain Name System is to resolve domain names to IP address for computers on the Internet.
For the next two lessons, students will investigate the workings of the Domain Name System (DNS). They will then design and enact a simulation of DNS. Students will use their simulation to request and receive web pages, implement DNS caching, and investigate DNS poisoning.
Outcomes
Overview
Session 1 - Introduce DNS
Session 2 - Create DNS Improvisation
Characteristics of the Internet influence the systems built on it.
Students should be able to explain how computers can be used to get a web page from a new web server.
Student computer usage for this lesson is: required
Blown to Bits (either electronic or hard copy)
Access to the Internet for these sites:
Excel or similar software
"DNSWorksheet" document and "Favorite Domains (Sample List)" spreadsheet in lesson resources folder
Version 1 - If students have access to the system console window, use it to complete the following steps.
Directions for Host Configuration and DNS in Action Using the Console Window:
Version 2 - If the Console is blocked for your students, you can still demonstrate most of the console commands on your computer. If it is blocked for you as well, use a web site such as pingtool.org and the prompts below.
Note: If the Console is blocked, students will need a way to obtain unique IP addresses. A document named "DHCP Simulator" (in the lesson folder) contains 30 unique IP formatted addresses. Print and cut out the blocks and allow a student dubbed DHCP to give them out at random.
Directions for Host Configuration and DNS in Action Activity Without the Console Window:
Journal Questions for Version 1:
Students should attempt to answer these questions based on the previous activity:
Suggested Answers
Journal Questions for Version 2:
Students should attempt to answer these questions based on the previous activity:
Put the following list of DNS and other devices on the board. As a class, students are to create a diagram of the way devices 1 – 5 interact to resolve domain names (similar to the last picture in the overview.) Have students draw the picture on the board and agree that it is correct before they “write” it in their journals.
Have students watch "The Way of Improvisation" https://www.youtube.com/watch?v=MUO-pWJ0riQ with the remainder of class (up to 4 minutes).
The teacher will explain the following activity to the students:
Show DNS explained (https://www.youtube.com/watch?v=72snZctFFtA) 3:20 - 5:39.
Teachers will explain that the Internet is much bigger than the Web, but for our simulation purposes, we will only be trying to access web pages from web servers.
Have students pick one or more of the following questions to answer in their journals:
Tell students that once we get our model working, we will introduce some challenges and investigate strategies to cope with them.
If time permits, the stage setup for the next lesson, "How the Internet Works: DNS Activity", can be started. In particular, it is helpful to work out the number of students you will have in each DNS simulation role. This needs to be determined before the next class. For suggested role group sizes, see the introduction of the next lesson.
When pairing up students in "Think - Pair - Share," use a random generator such as random.org (use list tool) to randomly pair students.
Students create a list of things in their lives that are identified by unique numbers.
1. End to End Architecture 6.1.1B
A. Describe the “end to end” architecture of the Internet.
B. Explain how the “end to end” architecture facilitates connection of new devices.
2. Internet Names and Address Rules 6.1.1 E
A. Describe how computers are uniquely identified and connected on the Internet.
3. DNS Function 6.1.1 G
A. Briefly explain the primary use of the Domain Name System made by users of the Internet.
4. DNS Hierarchy 6.2.1 B
A. Describe the hierarchy of the Domain Name System.
Unit 3. Information and the Internet
Revision Date: Jul 05, 2015 (Version 1.2)Pre-lesson Preparation
This lesson will require some room setup or prep for best delivery of instruction. Some of the setup should have been done in the previous lesson.
Summary
In this lesson, students will expand their knowledge of how DNS works by acting out a simulation of DNS in action and using it to retrieve web pages. This is a two-session lesson. The first session is for students to get the simulation functioning, with the teacher serving as director. As students realize they need to "fix" their implementation of the simulation (modify their scripts), they record the insights in their journals.
In Session Two, students take on different roles and conduct a dress rehearsal that is entirely student-led. Teachers then introduce DNS caching and DNS poisoning. Once the simulation is functioning, students will address both increased efficiency due to DNS caching, and cybersecurity concerns associated with DNS.
Outcomes
Overview
Session 1 - Acting the Simulation
Session 2 - Round 2 of Simulations
The characteristics of the Internet influence the systems built on it.
Domain Name Servers are essentially the "address book" of the Internet and store information to help Internet systems route transmission requests and replies.
A list of character protocols is provided as a resource. These may help students learn their roles.
Student computer usage for this lesson is: required
This lesson requires extensive preparation.
Acquire:
24 envelopes per class – one or two per host per rehearsal and production.
Post-it Notes
One color for students to use to self-select roles.
One color for students to use to record DNS information.
One color for students to use to initiate requests.
Print:
One copy of character protocols for each student.
One copy of Routing Table.docx for each student router.
One copy of DNS cache for each root, TLD, ANS and local DNS server and each host.
Four copies of each device/character role page (web, router, root, TLD, ANS and local DNS and host).
Three or four copies of the first page web page, grouped by domain.
Warm Up:
Distribute post-it notes to each student.
Casting Characters:
Beside each device listed on the board, there should be the number of students needed to play each role. As soon as students complete their post it notes, have them choose their role by placing the post it notes next to the device name.
Below are suggested numbers of actors per role for two class sizes. Students take their seats and add their name and IP address to their router table.
Device List |
16 Students |
30 students |
Host |
4 |
8 |
Local DNS |
2 |
4 |
Root |
1 |
1 |
Top Level Domain |
2 |
3 |
Authoritative Name |
4 |
6 |
Web Server |
4 |
6 |
Router |
1 |
2 |
Once students select a role, each device group should meet briefly to discuss what information they have to collect from the post-it notes on the board. They will go and obtain either a script that informs them what to do during the play, (how their device works) or all the printed web pages from their server.
Gathering Data:
Post this list of directions and allow devices to go to the board and obtain the required IP address information.
Before the play can start, these seven sets of data still have to be collected.
Notes:
Steps to complete the play:
Explain: Both domain names rules name and IP address rules have changed over time.
Have students watch these two videos:
Afterwards, they should record responses to these two prompts:
Set the stage:
Distribute scripts, envelopes, and post-it notes.
Note: Use the character protocols from the previous session during the dress rehearsal, especially if the students are struggling.
This play is improvisational with Hosts requesting whichever pages they want. Restart the system with all Hosts online.
Introduce the security problems associated with plain text messages and with DNS poisoning:
Students will research this topic and report on security issues (among other aspects of DNS) in their summary report.
If the previous lesson has not been assessed, assign the entire summary in the document entitled "DNS Summary."
The simulation will be acted out at least three times. Students should change to a new role each time.
Use the character protocols during the dress rehearsal.
Students are to reopen their spreadsheets from the previous lesson.
Show the students how to create a simple "if statement" in a spreadsheet. The spreadsheet will become a tool where a user can type a domain name into a cell. If the respective IP address of that domain name is found, then that IP address is shown. If it is not then a "0" appears.
(See the sample spreadsheet in the Lesson Resources folder called "Sample Spreadsheet")
A. Describe one rule change for names used on the Internet. Describe the rule before and after the change.
B. Describe one rule change for IP addresses used on the Internet. Describe the rule before and after the change.
C. Describe briefly the process by which the Domain Name System operates.
D. Briefly describe one way the Domain Name System was not designed to be completely secure.
E. Briefly describe one security concern and one coping strategy for the Domain Name System insecurity.
Unit 3. Information and the Internet
Revision Date: Jul 22, 2015 (Version 1.2)Summary
This lesson investigates how search engines work: the spiders that crawl the web in search of valuable information, the data farms that store the data, and the processes used to organize current and historical data. The search process starts before you ever type a query, by crawling and indexing trillions of documents. Students will create a concept map illustrating their understanding of the operations of a search engine. A concept map is an artifact that could be created as part of the Explore Performance Task at the end of Unit 2.
Outcomes
Students will be able to:
Overview
Source
The slides for the guided exploration of search methods were adapted from slides provided by Marie desJardins at the University of Maryland, Baltimore County.
Students will understand the many processes that are required for an effective search engine.
Students will create diagrams and concept maps, do some investigations and discuss how search engines work, and then will individually use a computational tool to create an online diagram illustrating their understanding.
Student computer usage for this lesson is: required
Students should journal on the following question:
"How many searches do you think are done each day using the Google search engine?"
Pair and share, then show this amazing live counter of internet searches: http://www.internetlivestats.com/google-search-statistics/
Use the slide presentation "About Search Engines" (in Lesson Resources folder) to direct students through this lesson.
Have students create a concept map of ideas relating to search engines, doing additional research to round out their understanding. (See Teacher Resources for online tools that can be used to create concept maps.)
Share ideas from the students' concept maps. Point out that the concept map (if done online) is an artifact that was created using a computer to present information visually.
Optional Extension: (for fast moving classes who need more to do)
Google tracks everything that everyone queries. (Is this an invasion of your privacy?) The results are fascinating.
Look at www.google.com/trends. You can look at trends by region and limit them to a date and/or place. For example search for “Obama, McCain” limiting your search to 2008, and the United States. What conclusions do you draw?
Pick another topic of interest to explore in Google trends to reveal society’s interests.
Students can create diagrams and concept maps on paper by hand if that is helpful.
Be sure to assign roles to pairs when working together. Don't allow one partner to be passive while the other is active.
Students create a concept map of what they learned with additional research on the topic.
Students will develop a visual diagram of the processes involved in indexing the Internet by a search engine.
Unit 3. Information and the Internet
Revision Date: Jul 03, 2015 (Version 1.2)Summary
This lesson has two main objectives.
The first focuses on search engine algorithms and the impact search engines have on our lives. Search engine page rank algorithms rely on many factors to predict what someone is looking for. The business advantage of appearing on the front page of a Google search is tremendous. However, as more information is tracked about our interests and preferences in order to customize the results of our searches, we have to ask whether or not the loss of privacy is worth the results.
The second objective is to introduce students to creating a visual artifact (knowledge required for performance tasks). Students will research a page ranking subtopic, prepare a one minute speech, and (if possible) create a video to accompany the speech.
Outcomes
Session Two
Students will understand that the page rank algorithm depends on many factors, has changed over time, and has a large impact on the traffic that a site gets.
Students will give examples of how their activity online is tracked and how the knowledge of them is used to taylor the results and the possible repercussions.
Students will create an artifact using screen capture of themselves discussing and analyzing an aspect of searching.
Student computer usage for this lesson is: required
Students should take a few minutes to journal on the following question:
Which are you more likely to do if you don't see an answer to a search request on the first page: click forward to page 2 of the results or ask the question differently? Why?
(Encourage students to discover that it is very valuable to a business to appear at the top of the search engine rankings and that often thousands or millions of results are returned in a single search.)
(Use the PageRank presentation in the lesson folder to guide discussion.)
Note: Guidelines for the teacher are in the "Teacher Notes on PageRank Presentation" document. This document also contains an answer key. (Students can record their notes in the "PageRank Student Handout".)
Why could it be beneficial for a search engine to keep track of what people are searching for? Discuss.
(Possible answer to lead students toward: Topics sporadically become popular, and knowing what results people like can make it easy to suggest sites to others looking for similar things. History data can also enable a search engine to suggest a search phrase when a single word or only a few letters are typed in.)
Explain that students will be creating a presentation on the topic they researched in the last session. This presentation should be scripted, and make use of a PowerPoint and sources from the internet. They will have 30 minutes to make this presentation. (Slide 8 is made for video creation, but works well for general presentations too.)
For classes with enough video recording equipment for all groups:
Explain that students will create their own video explanations of how one feature of search engines works. Go over the "1 minute talk directions.odt" together to help students organize their video.
Students should split into their groups and begin work. Allow only 10 minutes for additional research as needed. They will take the remaining 25 minutes to:
Show as many videos/ group presentations as you can share with the class. If there are videos, assign the remainder to be watched as homework and have students bring in notes on the key points learned from each video.
For a shorter class, don't have students take notes, just discuss the slides.
For the Explore performance task, each student should be able to create their own artifact. You could have the students work on the presentations individually in this lesson, as a practice for the Explore task, if your class is fairly competent with the technology. For students with less experience (or to save time during presentations), it could be beneficial to have students create these artifacts in pairs, with some pairs repeating topics for comparison.
Students share best definitions of page rank related terms
Students analyze web pages for reasons for differences in page rank
Students create a one-minute video clip on a topic related to the operation of search engines.
Unit 3. Information and the Internet
Revision Date: Jul 05, 2015 (Version 1.2)Summary: This lesson is designed for students to review basic statistics, including calculations of the mean, median, mode, and standard deviation. It will also give the students some experience using spreadsheet software to calculate the statistics and to create histograms. Note: This lesson is intended primarily as a review and a reminder of material that should already be familiar to the students. If your students have little familiarity or experience with using Excel to compute statistics or generate plots, you may wish to extend this lesson to two sessions, and provide more scaffolding and instruction on the basic mechanisms.
Outcomes:
Overview:
Source: This lesson was adapted from Unit 2: The Engineering Design Process, Lesson 2: Collecting and Processing Information ©2013 International Technology and Engineering Educators Association Foundations of Technology, Third Edition/ Technology, Engineering, and Design
The students must understand the basic statistical concepts of mean, median, mode, and standard deviation. They must also be able to use spreadsheet software to calculate the statistics and to create histograms.
Students often have some initial difficulty learning how to use formulas in the spreadsheet software to do the calculations.
Student computer usage for this lesson is: required
For Each Student:
Review of Statistics:
Present a review of basic statistics (min, max, mean, median, mode, and range), and use the following board exercise to have the class review their understanding of these basic concepts:
Discussion:
Ask the class to come up with situations where it might be most useful to compute the mean, median, or mode of a set of values. Encourage them to understand that each of these statistics can be useful in different situations, but may be misleading. Have them generate sets of data that would give "misleading values" for mean (if there is an "outlier value"), median (if the values have a longer "tail" on one side than the other), or mode (if there is a frequent value that happens to occur at one end or the other of a wider range).
Note: The teacher may want to do this activity along with the students, displaying the spreadsheet on a screen so that the students may ask questions and see how to do the statistical calculations using the spreadsheet software. Students who do not have much experience with spreadsheets may need more scaffolding and instruction. (If you have many such students, you may wish to spread this lesson out over two class sessions.)
Students will use spreadsheet software, such as Excel, to calculate the average number and standard deviation of candy color in an individual-sized bag of M&Ms, Skittles, or other colored candy. Optionally, students may compare their results to other online published statistics for each candy.
Candy Statistics |
||||||
Trial Number |
1 |
2 |
3 |
4 |
5 |
6 |
Yellow |
17 |
20 |
24 |
19 |
19 |
17 |
Red |
21 |
13 |
19 |
21 |
15 |
18 |
Blue |
10 |
18 |
16 |
18 |
21 |
20 |
Brown |
7 |
12 |
5 |
12 |
12 |
14 |
Green |
26 |
26 |
16 |
17 |
22 |
18 |
Orange |
24 |
16 |
20 |
15 |
15 |
16 |
Package Total |
105 |
105 |
100 |
102 |
104 |
103 |
The students will also need to create columns further to the right labeled Mean, Median, Mode, and Standard Deviation.
Mean |
Median |
Mode |
Standard Deviation |
19.375 |
19 |
19 |
2.199837656 |
18.125 |
19 |
19 |
2.799872446 |
17 |
17.5 |
18 |
3.338091842 |
9.5 |
10 |
12 |
3.380617019 |
21.125 |
22 |
22 |
3.833592124 |
18.25 |
17.5 |
16 |
3.284161124 |
SUM
function.
Yellow Candy σ = |
2.199837656 |
Get on |
3Cs |
25.97451297 |
|
2S |
23.77467531 |
|
1s |
21.57483766 |
|
Mean |
19.375 |
|
-1s |
17.17516234 |
|
-2s |
14.97532469 |
|
-3s |
12.77548703 |
Students will answer the following question in their journals:
Learners may be paired to assist each other in the use of the spreadsheet software.
The teacher should frequently check the students' work for accuracy as the lesson progresses so that misunderstandings may be quickly resolved.
Unit 3. Information and the Internet
Revision Date: Oct 24, 2015 (Version 1.2)Summary
This lesson provides the students with an opportunity to practice the AP CSP Explore Performance Task with a given set of tasks from which they may choose. Students will use a rubric to perform self-assessment of work generated for the Explore Performance Task.
Outcomes
Overview
Session 1
Session 2
Session 3
Source: The lesson models the College Board AP CSP Explore Performance Task.
The students will be able to use reliable research findings to generate a computational artifact and respond to questions on that innovation.
Student computer usage for this lesson is: required
In the Lesson Resources folder:
Instruct the students that they are to use their findings to generate a computational artifact and a one-page paper on an innovation.
The artifact is an original digital artifact screencast or knowledge map diagram that you create to express the effects of your chosen innovation.
Students are to generate a written document in which they respond directly to the following prompts. Their document should be a one-page paper that may include illustrations.
Writing responses to questions posed on "Practice Explore Task Response Document" and creating artifact.
Remind students that brevity is important for the performance tasks, it is a talent to be able to get a message across with real content succinctly.
I have made this letter longer than usual, only because I have not had time to make it shorter. ~Blaise Pascal (1623-1662).
Have students complete the "Practice Explore Task Job Completion" form, indicating where they are in the process of the Practice Artifact.
Complete any additional research needed to complete the document (if needed).
The previous evening's homework was to complete the paper that students were working on in the previous class. Pass out the rubric and have students go through their paper to verify that they have all points covered. Point out that most of the points awarded are based on the report (75% of the total score) and the artifact represents 25% of the score. Teacher will need to circulate to assist where needed.
Have students complete a Job Progress form indicating where they are in the process of the Practice Artifact.
Complete the paper using the rubric as a guide. Complete the plan for the artifact; you will have one more class period to work on the artifact before the project is due.
The previous evening's homework was to complete responses to "Practice Explore Task Response Document" modifications as indicated using the rubric that students received in the previous class. Using the artifact part of the rubric, have students go through their plans for the artifact to verify that they have all points covered. Point out that most of the points awarded are based on the report (75% of the total score) and the artifact represents 25% of the score. Teacher will need to circulate to assist where needed.
The responses to "Practice Explore Task Response Document" for the Practice Explore Performance Task should be complete. Students should be focused on the artifact. The entire project will be collected next class.
Have students complete a Job Progress form indicating where they are in the process of the Practice Artifact.
Complete artifact using the rubric as a guide. The Practice Explore Performance Task is due at the start of the next period.
SPED/LLD: need to be frequently monitored and assisted as needed.
Teachers may choose to spread this activity out into multiple class sessions over a longer period of time, to give students some more time to work on the paper and artifacts at home (especially if the class meets every day, since "overnight homework" is often difficult for students to complete effectively when they are involved in other after-school activities and have assignments for other classes).
Practice Explore Performance Task -- provide feedback, using CSM variant of College Board's rubric (AP CSP Practice Performance Task Rubric.docx and AP CSP Practice Performance Task Rubric.pdf) and the CSM detailed Explore Task writing rubric (CSMattersWritingRubric.docx and CSMattersWritingRubric.pdf) -- both can be found in the lesson folder
Explore Performance Task
Unit 3. Information and the Internet
Revision Date: Jul 03, 2015 (Version 1.2)Pre-lesson Preparation
This lesson does not require computers, but teaching this lesson without computers would require printing the necessary articles and providing textbooks or printed articles about the various cyber-attacks.
Summary
Reflecting on the fact that the Internet was not designed with security in mind, students will examine the devastating impact of cyber attacks. Students will study types of cyber attacks and the vulnerabilities they exploit, and identify the roles of software, hardware, people, and the Internet. Students will identify potential cybersecurity concerns in systems built on the Internet.
Outcomes
Overview
6.3 Cybersecurity is an important concern for the Internet and the systems built on it.
The Internet was not built with security in mind, leaving computers vulnerable to cyber attacks. This makes cybersecurity an extremely important concern when designing and implementing systems that are built on the Internet. Students need to be able to identify potential problems that could arise and potential options for protecting against these problems.
Student computer usage for this lesson is: optional
In the Lesson Resources folder:
Journal Sample Response:
Example for Presentations:
Information to present about firewalls. (Included in the slides)
“You can protect against certain attacks. One way to protect against them is a firewall.”
(Note: There is a PowerPoint to be used with this entire lesson: "Cyber Security Lesson Slides" in the Lesson Resources folder.)
In their journals or as a class, students should discuss the following:
Students will consider the following prompt, and record their thoughts in their journals:
What possible problems are there with the fact that student data (including your courses, grades, attendance, home address, and birthdate) is stored in a database that is easily accessible to teacher, administrators, and other staff from any computer connected to the Internet?
Real World Connection: Protecting your Computer
Choose one of the following articles to read, based on the operating system you have running on one of your home computers, or the computer you normally use.
Answer the following questions:
If yes, answer the following questions:
If no, do the following:
Optional: Use this extended checklist to enhance the security of your computer.
The teacher will see where the students place the cyber attacks as they read about them on the impact graph and give appropriate feedback.
The teacher will monitor the research on cyber attacks and check for accurate information.
The teacher will clarify misconceptions that become evident during the group presentations.
Students will complete a journal entry by responding to questions about their personal and school related data being accessible through the Internet.
Unit 3. Information and the Internet
Revision Date: Sep 07, 2015 (Version 1.2)Summary
Students are introduced to the topic of cryptography and learn to perform two encryption techniques. The students will identify the role of the algorithm and key in the encryption process. Students will use abstraction to see the general process used in symmetric encryption. The students will consider the strength of ciphers and the importance of keeping the key a secret.
Outcomes
Overview
Student computer usage for this lesson is: optional
In the Lesson Resources folder:
Optional: Lesson slides with the key questions, encryption demos, and diagrams (the teacher could simply read the questions and present demos and diagrams by writing on a board).
For examples, consider reviewing <i>The Code Book</i> by Simon Singh.
Journal:
Tell the students, “This problem is not a new one. Throughout history, people, including government and military officials and personnel, business owners, and others, have wanted to send secret messages to someone but worried that the message could be intercepted along the way.”
There are two ways to try to keep the message secret: Steganography and Cryptography.
Explain the basic difference between the two.
Present two different encryption techniques, showing one example of each.
An alternative to this lecture portion above is to have students independently study the same concepts using a reading, video, or online learning tool. Here are some suggested resources:
Summarize with this overview: "Each encryption scheme involves an algorithm and a key. The algorithm is the set of steps that you follow to accomplish the encryption. The key is the secret piece of information that is needed to know exactly how to apply the algorithm in this case. This allows you to securely send encoded information across the Internet and decode it when it arrives. Some codes are more secure than others."
Have the students pair up and practice sending each other encrypted messages, then decrypting them to make sure they end up with the correct message.
A worksheet called "Cryptography Partner Practice" is provided in the Lesson Resources folder.
Ask the students: “How difficult would it be to crack a message that was encrypted using the Caesar (shift) cipher if you didn’t know the key? How would you do it?” (Easy, try each of the 25 possible shifts.)
Present: There are two ways to increase the strength of encryption:
Option #1: Increase the number of possible keys.
A general substitution (not limiting to just a shift) dramatically increases the number of keys. The number of keys in this case is the number of permutations (different orderings) of the 26 letters in the alphabet. This can be computed by multiplying the 26 options for the first letter in the cipheralphabet, by the 25 remaining options for the 2nd letter, 24 remaining options for the 3rd letter, etc. (26! or 26 factorial).
The answer: 4.032914e x 1026 keys (Google will calculate it for you).
This analysis makes it seem as though a substitution cipher would be unbreakable, but clever people have invented tricks (e.g., frequency analysis) that can be used so you don't have to try all of the different keys.
Option #2: Use a better algorithm.
For example, use a polyalphabetic cipher that combines multiple cipher alphabets.
(If time allows, you can have students explore other ciphers. For further study, see Khan Academy or The Code Book by Simon Singh.)
Present a diagram that shows high-level view of the encryption and decryption process (see The Code Book, p. 11).
Journal:
Use the "Cipher Python Project" worksheet in the Lesson Resources folder. Students are tasked to create a simple Caesar cipher program that uses ASCII values to shift messages by a certain letter. The rubric for this project is also in the Lesson Resources folder.
The teacher will evaluate student responses to the journal entries, class discussion questions, and the students performance during the encryption practice.
Unit 3. Information and the Internet
Revision Date: Sep 14, 2015 (Version 1.2)Summary
In this lesson, students will learn two solutions to the key distribution problem and the mathematical foundations behind these solutions. They will make connections between encryption, the use of SSL/TLS in web browsers, and the use of digital certificates. Students will recognize the value of open standards used in modern cryptography.
Outcomes
Overview
Session 1
Session 2
Student computer usage for this lesson is: optional
In the Lesson Resources folder:
Students should answer the following questions in their journals:
Suggested Review
Motivation: Present the Key Distribution Problem:
Introduce the following topic. Allow for discussion among the class about possible solutions to the problem presented.
After the class has come up with some ideas, reveal a solution to the problem that was found using math.
Present Key Information: Dreamers to the Rescue – Two men, two solutions, one important mathematical idea.
The system also uses powers (base/exponent). Very briefly review power notation.
Students should answer this question in their Journals:
Read Hellman and Diffie’s story (http://www.ics.uci.edu/~ics54/doc/security/pkhistory.html) and identify the big ideas of CS Principles that show up in the story. Alternatively, read about the British Group that developed the same solution in secrecy (http://cryptome.org/ukpk-alt.htm).
Students will read the following question and record their thoughts in their journals:
Have students present ideas from their journal entries. Use this as a way to review the Key Distribution Problem, and the team that tackled the problem.
Present Diffie’s Solution - Public Key Cryptography
Have students act out three short scenes (see "Public Key Encryption Plays") in order to illustrate how the system works. (It is advisable to select "dramatic" students to fill the four roles.)
Roles
Overview
Follow Up question to ask the students: Who do you have to trust for this system to work? (2 min)
What are the mathematical details that enable this idea of work? (Don't worry, we are not going to fully answer this!)
Discussion: Do “Open Standards” make sense in the world of Cryptography?
The systems of encryption used on the web have been "standardized" (meaning that everyone agrees to use the same systems) so that computers all over the world can communicate with each other. These standardized systems could be "proprietary"(meaning the details are kept secret), or they can be "open" (meaning the details are shared for anybody to see).
Students will Think-Pair-Share about the following prompt:
Possible responses
Benefits
Note: Heartbleed vulnerability is a good example of something that was eventually caught because of open standards. (This could be a homework assignment to read about it)
Drawbacks
Students should read this question and record their thoughts in their journals:
Read about Heartbleed vulnerability in SSL. Reflect on how open standards relate to this.
RSA Encryption Algorithm Video: http://youtu.be/M7kEpw1tn50
The teacher will observe and evaluate student responses to journal entries, class discussion questions, and class activities.
Unit 3. Information and the Internet
Revision Date: Jul 05, 2015 (Version 1.2)Summary
This lesson will increase student awareness of the concept that there are dangers associated with Internet usage. It addresses Internet Security with issues inherent to Internet usage: viruses, worms, Trojan horses, and identity theft. The primary objective of this lesson is to equip students with knowledge that will enable them to make responsible choices regarding their Internet use, to prevent security risks.
Outcomes
Overview
Session 1
Session 2
Sources
Students will:
Vocabulary:
Student computer usage for this lesson is: required
Teacher's resources:
Students' resources:
Students will read the following prompt and respond in their journals:
On your home computer, see how vulnerable you are to malware and identity theft:
Unit Assessment and Investigate/Explore Performance Project – at end of unit.
Unit 3. Information and the Internet
Revision Date: Jun 28, 2015 (Version 1.2)A general review of the essential vocabulary and concepts covered in Unit 2.