AP Computer

Science
Principles
EXPLORE CURRICULAR REQUIREMENT
TEACHER RESOURCES
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2 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

 Contents
5 Explore Curricular Requirement Activities
5 Overview
9 ACTIVITY 1 Selecting Computing Innovations
25 ACTIVITY 2 Analyzing Data for Computing Innovations
45 ACTIVITY 3 Analyzing Impact of Computing

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 3

 Acknowledgements
AP Computer Science Principles
Endorsed Providers
Mobile Computer Science Principles (Mobile CSP)

Project Lead The Way (PLTW)

Carnegie Learning

We would also like to thank the following providers who assisted in the planning of
this resource: Beauty and Joy of Computing (BJC), CodeCombat, CodeHS, Code.org,
Computer Science (CS) Matters, UTeach

College Board Staff

Becky Coutts, Director, Instructional Design and PD Resource Development

Crystal Furman, Director, AP Computer Science Content Development

Erin Spaulding, Senior Director, Instructional Design and PD Resource Development

4 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

Explore Curricular
Requirement Activities
Overview
These materials have been developed in collaboration with AP Computer Science
Principles (AP CSP) endorsed providers. These activities can be used to help students
distinguish between computing and non-computing innovations, determine how a
computing innovation uses data as well as potential data risks, and identify beneficial
and harmful effects of computing innovations. Teachers may wish to complete all
three activities at the same time or integrate them throughout the school year. It is
recommended that teachers maintain the order of the activities.

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 5

 Explore Curricular Requirement Activities

Alignment to Course and Exam Description

Activity Learning Objective Computational Class
Thinking Practice / Periods
Skill
Activity 1: Selecting CRD-2.A: Describe 1A: Investigate the 2–3
Computing the purpose of a situation, context or
Innovations computing innovation. task.
Activity 2: AAP-1.A: Represent a 3A: Generalize data 2–3
Analyzing Data value with a variable. sources through
and Computing variables.
CRD-2.C: Identify
Innovations
input(s) to a program. 5D: Describe the
impact of gathering
CRD-2.D: Identify
data.
output(s) produced by
a program. 5E: Evaluate the use
of computing based
IOC-2.A: Describe the
on legal and ethical
risks to privacy from
factors.
collecting and storing
personal data on a
computing system.
IOC-2.C: Explain how
unauthorized access to
computing resources is
gained.
Activity 3: IOC-1.A: Explain 5C: Describe the 2–3
Analyzing Impact of how an effect of a impact of a computing
Computing computing innovation innovation.
can be both beneficial
and harmful.
IOC-1.B: Explain how a
computing innovation
can have an impact
beyond its intended
purpose.

6 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

Explore Curricular Requirement Activities

Focus Areas
Focus Area Activity
Students are able to select technology innovations, but often have 1
difficulty discerning whether these innovations are computing
innovations.
Students are able to identify the devices that are used to collect and 2
transmit data, but often have difficulty differentiating between these
devices and the actual data being input and output.
Students are able to identify general data concerns, but often have 2
difficulty connecting data privacy, security, or storage concerns to a
computing innovation.
Students are able to identify beneficial effects of a computing 3
innovation, but often have difficulty identifying harmful effects of
computing innovations.
Students are able to identify effects of a computing innovation, but often 3
have difficulty explaining why an effect might be considered beneficial or
harmful depending on the perspective of the affected group.
Students often are able to identify the vulnerabilities that result 3
from a computing innovation being hacked, but may have difficulty
differentiating hacking from other influences that result in altering the
direct effect of a computing innovation.
The classification of an effect as beneficial or harmful is contextual and 3
interpretive. A single effect can be beneficial in some cases and harmful
in others. Classification of an effect needs to include this justification.

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 7

ACTIVITY 1: TEACHER NOTES
Selecting Computing
Innovations
Prepare
Learning Objectives [Skill]
CRD-2.A: Describe the purpose of a computing innovation. [1A]

Materials
§ List of computing and non-computing innovations and references
§ Online collaboration tools
§ Presentation software

Time: 2–3 Class Periods

Teach
Focus
As a group, have students brainstorm computing innovations of interest to them and
compile a class-generated list. Do not make judgements or try to determine if the
innovation is truly computational initially. Capture this list in a shared digital document
or on a whiteboard.

Below is a provided list of computing and non-computing innovations that may assist
in the classroom discussion in determining what is or is not a computing innovation.

Innovation Computing or Non-computing?

Google Glasses Computing
Self-driving vehicles Computing
WWW (browser and html) Computing
PC/laptop computers Computing
Smart phones Computing
Email Computing

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 9

 Selecting Computing Innovations

Human genome mapping Non-Computing

Microprocessors Computing
Office software (spreadsheets, word Computing
processors)
Non-invasive laser/robotic surgery Non-Computing
(laparoscopy)
Open-source software and services (e.g., Linux, Computing
Wikipedia)
Global Positioning System Computing
Online shopping/auctions (e.g., eBay) Computing
Media file compression (jpeg, mpeg, mp3) Computing
Social networking via the Internet Computing
Graphic user interface (GUI) Computing
RFID Tags Non-Computing
Bar codes Non-Computing
ATMs Computing
Video games Computing
VR glasses and system Computing
Augmented-reality software Computing
3D Printers Computing
Language translation devices or apps (Google Computing
Translate; Pixel Buds; Babel-Fish Earbuds)
GAN—generative adversarial networks Computing
True internet privacy—Zero-knowledge proof Computing
Smart watches Computing
Facial recognition software Computing
Streaming apps Computing

10 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

Selecting Computing Innovations

Model
Using the class-generated list and/or the provided examples, lead a classroom
discussion on whether or not an innovation is a computing innovation. Examine the
features of the innovations, particularly its use of data and information, to establish
the definition of a computing innovation and pare down the list. At the conclusion
of the discussion, students should have developed a common definition that a
computing innovation includes a program as an integral part of its function. It can be
physical, like a self-driving car, non-physical computing software, like a video game or
picture-editing software, or a non-physical computing concept, like eCommerce.

Check for Understanding

Students should be able to identify computing innovations. Ask students:

What makes an innovation “computing” and what doesn’t?

Practice
Present students with the Evaluating A Computing Innovation student sheet which
includes a new list of innovations—some that are computing innovations and some
that are non-computing innovations.

Have students work with a partner to determine which innovations in this list are
computing and non-computing innovations.

Have students share their list and discuss any innovations where the group disagrees.

Students will then select 3 computing innovations to investigate and confirm

their answers.

Focus Alert
A computing innovation includes a program as an integral part of its
function.

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 11

 Selecting Computing Innovations

Assign
Apply
Have students select a computing innovation that is most interesting to them.
Students should address the following prompts as they relate to their selected
computing innovation by creating an infographic, video, podcast or any other medium
acceptable to the teacher:
§ Provide a description of the purpose (what it is used for or why it is used) of the
computing innovation.
§ Describe how a program is an integral part of the computing innovation.
§ A formal presentation is not necessary, however, you may choose to have students
showcase their work via a gallery walk if time allows.

Equity and Access

Providing students with the opportunity to choose which computing
innovation they would like to study increases engagement by encouraging
students to further investigate their interests. A gallery walk provides
exposure to additional computing innovations for more students.

Teacher Talk
Encourage students to select a computing innovation that is established
rather than one that is made up or a concept that is still in development.
Existing computing innovations have more research to draw from making
it easier to answer questions related to the data the computing innovation
uses, the data concerns related to this data, and the effect this computing
innovation has on society, economy, or culture.

12 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

 Name:                  

Date:          

Evaluating a Computing
Innovation
What is a Computing Innovation?
A computing innovation can be physical (e.g., self-driving car), non-physical computing
software (e.g., picture-editing software), or non-physical computing concepts (e.g.,
eCommerce). A computing innovation includes a program as an integral part of its
function. A program is a collection of program statements that performs a specific
task when run by a computer. A program is often referred to as software.

The purpose of computing innovations is to solve problems or pursue interests through

creative expression. An understanding of the purpose of a computing innovation
provides developers with an improved ability to develop the computing innovation.

Evaluating Innovations
Before doing any investigating, use the following reflection questions to evaluate
whether a given innovation is also a computing innovation. Record your answers in the
table below.
§ Does it include a program as an integral part of its function?
§ Is it easy to describe what the program of the innovation does? If you have a hard
time identifying if the innovation has a program in it or can’t easily describe what the
program is doing, it might not be a computing innovation.
§ Is it easy to classify the computing innovation as “physical,” “non-physical computing
software,” or “non-physical computing concept?” If it does not fall into one of these
three categories, it might be not be a computing innovation.
§ Is the computing innovation a reality or is it still theoretical? Computing innovations
that exist and are currently being used by the public can be easier to understand
and describe.

Once you have your initial answers, select three computing innovations to investigate
and confirm your answers. Spend about 5 minutes on each computing innovation.

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14
Innovation Description Program Included? Classify: Existing or Theoretical?
Describe the purpose or Describe what the program § Physical
function of the innovation. does Computing
Innovation
§ Non-Physical
Computing
Software
§ Non-Physical
Computing
Evaluating a Computing Innovation

Concept
§ Non-Computing
Innovation
Smart phone

AP Computer Science Principles Explore Curricular Requirement Teacher Resources

Wireless router
Evaluating a Computing Innovation

Existing or Theoretical?
Classify:
Program Included?
Description
(continued)
Innovation

Augmented

3D printer
reality

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16
Innovation Description Program Included? Classify: Existing or Theoretical?
(continued)
Facial recognition
software
Evaluating a Computing Innovation

Microwave oven

AP Computer Science Principles Explore Curricular Requirement Teacher Resources

 Innovation Description Program Included? Classify: Existing or Theoretical?
(continued)
Zero-knowledge
proof
Evaluating a Computing Innovation

Computer mouse

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17
Evaluating a Computing
Innovation—Solutions
What is a Computing Innovation?
A computing innovation can be physical (e.g., self-driving car), non-physical computing
software (e.g., picture-editing software), or non-physical computing concepts
(e.g., eCommerce). A computing innovation includes a program as an integral part of
its function. A program is a collection of program statements that performs a specific
task when run by a computer. A program is often referred to as software.

The purpose of computing innovations is to solve problems or pursue interests through

creative expression. An understanding of the purpose of a computing innovation
provides developers with an improved ability to develop the computing innovation.

Evaluating Innovations
Before doing any investigating, use the following reflection questions to evaluate
whether a given innovation is also a computing innovation. Record your answers in the
table below.
§ Does it include a program as an integral part of its function?
§ Is it easy to describe what that program of the innovation does? If you have a hard time
identifying if the innovation has a program in it or can’t easily describe what it is doing,
it might not be a computing innovation.
§ Is it easy to classify the computing innovation as “physical,” “non-physical computing
software,” or “non-physical computing concepts?” If it does not
fall into one of these three categories, it might be not be a computing innovation.
§ Is the computing innovation a reality or is it still theoretical? Computing innovations
that exist and are currently being used by the public can be easier to understand
and describe.

Once you have your initial answers, select three computing innovations to investigate
and confirm your answers. Spend about 5 minutes on each computing innovation.

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20
Innovation Description Program Included? Classify: Existing or Theoretical?
Describe the purpose or Describe what the program § Physical
function of the innovation. does Computing
Innovation
§ Non-Physical
Computing
Software
§ Non-Physical
Computing
Concept
§ Non-
Computing
Innovation
Evaluating a Computing Innovation—Solutions

Smart phone Handheld computer Yes. Data Example: Analog Physical Exists
that can be used to audio is translated to Computing
communicate (calls, texts) digital representation Innovation
as well as connect to the and transmitted via
Internet. packets; the reverse
is done taking a digital
signal and translating it to
analog audio through the

AP Computer Science Principles Explore Curricular Requirement Teacher Resources

speaker.
Wireless router A wireless router is Yes. A router connects Physical Exists
a device that enables computers and uses Computing
wireless network packet programs to route data Innovation
forwarding and routing packets.
and serves as an access
point in a local area
network.
 Innovation Description Program Included? Classify: Existing or Theoretical?
(continued)
Augmented An interactive experience Yes. The program takes Non-Physical Exists
reality
of a real-world a digital image feed, Computing
environment where identifies markers (such Software
the objects that reside as eyes and nose), and
in the real world overlays computer-
are “augmented” by generated image.
computer-generated
perceptual information.
Evaluating a Computing Innovation—Solutions

3D printer 3D printing is any of Yes. 3D printing is a Physical Exists

various processes in physical process, however Computing
which material is joined or you could describe the Innovation
solidified under computer software algorithm that
control to create a takes a digital model
three-dimensional object. and translates that into
motion instructions for
the device to place the
additive layers making the
physical model.

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21
22
Innovation Description Program Included? Classify: Existing or Theoretical?
(continued)
Facial-recognition A facial recognition Yes. The program takes Non-Physical Exists
software
system is used to a digital image feed, Computing
identify or verify a identifies markers (such Software
person’s identity from a as eyes and nose) and
digital image. compares it to a database
of known images.
Microwave oven A microwave oven (also No program to describe. Non-Computing Exists
Evaluating a Computing Innovation—Solutions

commonly referred Innovation

to as a microwave)
is an electric oven
that heats and cooks
food by exposing it to
electromagnetic radiation
in the microwave
frequency range.

AP Computer Science Principles Explore Curricular Requirement Teacher Resources

 Innovation Description Program Included? Classify: Existing or Theoretical?
(continued)
Zero-knowledge A zero-knowledge proof Yes. An algorithm could Non-Physical Theoretical
proof
or zero-knowledge exist that takes input Computing
protocol is a method from both parties and Software
by which one party can determines a connection
prove to another party without disclosing to both
that they know a value parties how it knew.
x, without conveying any
information apart from
Evaluating a Computing Innovation—Solutions

the fact that they know

the value x.
Computer mouse A hand-held device that No program associated Non-Computing Exists
detects motion relative with the innovation. Innovation
to a surface and allows
input to be sent to the
computer.

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23
ACTIVITY 2: TEACHER NOTES
Analyzing Data and
Computing Innovations
Prepare
Learning Objectives [Skill]
AAP-1.A: Represent a value with a variable. [3A]

CRD-2.C: Identify input(s) to a program. [3A]

CRD-2.D: Identify output(s) produced by a program. [3A]

IOC-2.A: Describe the risks to privacy from collecting and storing personal data on a
computing system. [5D]

IOC-2.C: Explain how unauthorized access to computing resources is gained. [5E]

Materials
§ Internet access
§ Whiteboard and markers

Time: 2–3 Class Periods

Teach
Focus

Review and Reinforce

Prior to starting this activity, take a few minutes to review what it means for
an innovation to be considered a computing innovation.

Distinguish between what is data and what is not data. Provide examples of data and
non-data, such as data-collection devices. Promote the understanding that data is
different from the input device as well as the difference between input and output.

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 25

 Analyzing Data and Computing Innovations

Focus Alert
Data types include: integers, numbers, Booleans, text, image, video,
audio, and signals. Data can also infer these types, such as fingerprints,
temperature, music, length, pictures, etc. Data collection devices (e.g.,
sensors, cameras, etc.) are not data.

Model
Provide students with the Data Collection Devices and Data Types Reference student
sheet. As a large group, brainstorm examples and collection devices for each data type.

Explain how data can be used by a computing innovation, including the difference
between input and output using an Input, Process, Output, Storage (IPOS) Structure
Chart. An IPOS Structure Chart helps to classify data that is being used as input,
processed by a program, output to the user, and stored. For example: Draw, label, and
explain the scenario of having to type a paper for a class (e.g. keyboard is the input
device, printer is the output device).

Practice
Provide each student with the Classifying Data student sheet and ask them to identify
the data used by the computing innovation and classify the data as input or output.

Think-Pair-Share: Give the students 10 minutes on their own to identify the data used
in each of the computing innovations listed. Classify the data as input or output. After
10 minutes, compare answers with a partner for 5 minutes. Finally, share and discuss
answers as a class.

Equity and Access

Prior to beginning this activity be sure to review the list of computing
innovations with the class to ensure each student has the same
understanding of the function of each computing innovation.

Focus
Distinguish between privacy and security. Promote the understanding of the privacy
risks that are involved in collecting and storing personal data on a computing system.
Demonstrate how unauthorized access to computing resources is gained.

Model
Identify data privacy, data security, and data storage concerns that come with
computing innovations. Provide participants with the following definitions:
§ Privacy—assures that personal information (and sometimes corporate confidential
information as well) are collected, processed (used), protected, and destroyed legally
and fairly.
§ Security—controls access to personal information and protects against its
unauthorized use and acquisition.

26 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

Analyzing Data and Computing Innovations

§ Storage—how data is archived. The two types of storage are hard data (e.g., RAM,
Hard Drive, flash drives, solid state) and remote data (e.g., cloud computing).

Discuss how social media platforms have affected our privacy.

Focus Alert
When making a claim about data and a privacy, security, or storage concern,
a description of how the data might be obtained and used needs to be
included.

Practice
The About My Info website asks for personal data (e.g., birthdate, gender, and zip code)
to determine how easily identifiable someone is from their data. Data such as this is
often used by doctors and schools. Give students 20 minutes to explore the About My
Info website and answer the questions on the Collecting Data student sheet.

Check for Understanding

As students are working on the Collecting Data student sheet, walk around and
monitor for understanding of the concepts and make sure students know the
difference between data privacy and security concerns.

Assign
Apply
Have students select a computing innovation and ask them to independently
complete the following:

1. Identify the data used by the computing innovation.

2. Write a paragraph that explains how the data is consumed, transformed, or

produced by this computing innovation.

3. Write a paragraph that explains any data privacy, security, or storage concerns
related to the computing innovation.

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 27

 Name:                  

Date:          

Data Collection Devices

and Data Types
Reference
Date Types
Data types include: integers, numbers, Booleans, text, image, video, audio, and
signals. Data can also infer these types, such as fingerprints, temperature, music,
length, pictures, etc. Data collection devices (e.g., sensors, cameras, etc.) are not data.

For each data type, provide an example of specific data and a data collection device
for this data.

Data Type Example(s) Data Collection Device

Integers

Numbers

Booleans

Text

Image

Video

Audio

Signals

Date/Time

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 29

 Data Collection Devices and Data Types Reference

IPOS Structure Chart

Data can be used by a computing innovation in different ways. Some data may be
used as input, other data may be used as output. Use this IPOS chart to draw, label,
and explain the scenario of having to type a paper for a class.

30 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

Data Collection Devices
and Data Types
Reference—Solutions
Date Types
Data types include: integers, numbers, Booleans, text, image, video, audio, and
signals. Data can also infer these types, such as fingerprints, temperature, music,
length, pictures, etc. Data collection devices (e.g., sensors, cameras, etc.) are not data.

For each data type, provide an example of specific data and a data collection device
for this data.

Data Type Example(s) Data Collection Device

Integers Temperature Thermometer
Numbers Your age Online Form
Booleans Check Yes/No Online Form
Text Your name Online Form
Image Pictures, Fingerprints Camera, Scanner
Video Movie clips Camera
Audio Music Microphone
Signals GPS location Sensors
Date/Time Your birthday Online Form or Paper
Form

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 31

 Data Collection Devices and Data Types Reference—Solutions

IPOS Structure Chart

Data can be used by a computing innovation in different ways. Some data may be
used as input, other data may be used as output. Use this IPOS chart to draw, label,
and explain the scenario of having to type a paper for a class.

Input Processing Output produced data

consumed data transforming data Strings (paper);
Strings; keyboard formatting of paper printer

Storage
stored in the cloud

32 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

 Name:                  

Date:          

Classifying Data
Brainstorm at least one example of the data used in each of the computing innovations
listed below. Be sure to indicate the data type and whether it is input or output.

Computing Innovation Data Used, Data Type Input or Output

1. Global Positioning System

2. Smart Glasses    

 
3. Social Media    

4. Facial-Recognition Software    

 
5. Virtual Reality    

 
6. Video Conference Software  

 
7. 3D Printing  

 
8. Crowdfunding    

 
9. Self-Driving Cars  

 
10. Phone Monitoring Apps    

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 33

Classifying Data—
Solutions
Brainstorm at least one example of the data used in each of the computing innovations
listed below. Be sure to indicate the data type and whether it is input or output.

Computing Innovation Data Used, Data Type Input or Output

1. Global Positioning System signals from input; output
sensors, location
2. Smart Glasses Visual, audio, input
location
3. Social Media Text, images input

4. Facial Recognition Software Digital feed from input

camera, image
5. Virtual Reality Motion from input; output
joystick, image
6. Video Conference Software Account info, video input; output

7. 3D Printing STL file, G-code input

8. Crowdfunding Bank account info, input

text
9. Self-Driving Cars Light, visual data input

10. Phone Monitoring Apps Account info, input; output

location

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 35

 Name:                  

Date:          

Collecting Data
What Data is Collected?
Visit the website aboutmyinfo.org. Examine the section “How unique are you?”

1. What data is being collected here?

2. How is it being collected from you?

3. Why might a person be easily identifiable by this information? (HINT: Estimate the
number of people in your zip code and the number of unique combinations of birth
date and gender. See the About page of the website for more information.)

How Unique Are You?

Input a birthday (does not have to be yours), gender and zip code and click submit.

4. What concerns do you have about sharing your data on this website? Are your
concerns about privacy or security?

5. Record your output.

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 37

 Collecting Data

Data Privacy and Security

You have to provide this information every time you visit the doctor, attend school,
register to vote, and in a number of other situations. Doctors and schools must follow
laws such as HIPAA (Health Insurance Portability and Accountability Act) and
FERPA (Family Educational Rights and Privacy Act) that specify how and when the
data they collect can be shared. However, other websites and organizations don’t
have to follow those rules for data they collect. Let’s take a look at the kind of data
collected by various mobile apps and services.

Examine the Privacy Policy of your favorite social media site. Name of social media
site:

6. What data does your selected social media site collect from you? Is this a privacy or
security concern?

7. What data is required and what data can you opt out of? Is this a privacy or security
concern?

8. How does your selected social media site use the data it collects? Is this a privacy
or security concern?

38 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

Collecting Data

9. Is your data stored permanently or can it be deleted from your selected social
media site? Is this a privacy or security concern?

10. How have social media platforms affected privacy?

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 39

Collecting Data—Solutions
What Data is Collected?
Visit the website aboutmyinfo.org. Examine the section “How unique are you?”

1. What data is being collected here?

The data being collected is the individual’s zip code, date of birth, and
gender.
2. How is it being collected from you?
The data is being collected through an online form on a website. The
form has drop downs, radio buttons, and textboxes that are used to
collect the specific types of data.
3. Why might a person be easily identifiable by this information? (HINT: Estimate the
number of people in your zip code and the number of unique combinations of birth
date and gender. See the About page of the website for more information.)
If there is a small population in your area, you can be very easily
identified by your exact birthdate. The smaller the population, the
more likely you are to be the only one with your birthdate in your
area. Thus, if someone has your birthdate in your zip code they could
easily identify your records and information listed with or under your
birthdate.
How Unique Are You?
Input a birthday(does not have to be yours), gender and zip code and click submit.

4. What concerns do you have about sharing your data on this website? Are your
concerns about privacy or security?
Answers will vary, but may include: Is the connection secure? Could
someone be trying to steal my identity and get access to my birthdate
once it is entered into the form? Will my information be shared
outside of this website? Will my data be saved somewhere?
5. Record your output.
Answers will vary. Example: Inputting January 1, 2004, female, and zip
code 55811 produces the output of 55811 (pop. 26246)
Female
Birthdate 1/1/2004 Easily identifiable by birthdate (about 1)
Birth Year 2004 Lots with your birth year (about 132)
Range 2004 to 2008 Lots in the same age range as you
(about 664)

Explore Curricular Requirement Teacher Resources AP Computer Science Principles 41

 Collecting Data—Solutions

Data Privacy and Security

You have to provide this information every time you visit the doctor, attend school,
register to vote, and in a number of other situations. Doctors and schools must follow
laws such as HIPAA (Health Insurance Portability and Accountability Act) and
FERPA (Family Educational Rights and Privacy Act) that specify how and when the
data they collect can be shared. However, other websites and organizations don’t
have to follow those rules for data they collect. Let’s take a look at the kind of data
collected by various mobile apps and services.

Examine the Privacy Policy of your favorite social media site. Name of social media site:
Answers will vary. For example, Instagram.
6. What data does your selected social media site collect from you? Is this a privacy or
security concern?
Answers will vary. For example, Instagram collects data that is entered
directly by the user. This includes:
§ username, password, and email address when you register for an
Instagram account (privacy concern)
§ profile information that you provide for your user profile such as
first and last name, picture, and phone number (privacy concern)
§ user content such as photos, comments, and other materials that you
post (privacy concern)
§ communications between you and Instagram (security concern)
7. What data is required and what data can you opt out of? Is this a privacy or security
concern?
Answers will vary. For example, with Instagram you may opt out
of service-related emails and posting content altogether. All other
Instragram profile information is required. You can choose when to
make posts and also change the settings to make posts private.
8. How does your selected social media site use the data it collects? Is this a privacy
or security concern?
The Answers will vary. For example, the Instagram privacy policy
includes a list of ways that Instagram uses the data it collects from
users. For example, to remember information so you will not have
to re-enter it during your visit or the next time you visit (security
concern). It also uses the data to provide personalized content and
information to you and others (e.g., ads) (privacy concern).

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Collecting Data—Solutions

9. Is your data stored permanently or can it be deleted from your selected social
media site? Is this a privacy or security concern?
Answers will vary. For example, the data you provide to Instagram
is stored and processed in the United States or any other country in
which Instagram, its Affiliates or Service Providers maintain facilities.
The data is stored and kept unless the account is terminated or
deactivated. In which case the data is still kept for an additional
commercially reasonable time for backup, archival, and/or audit purpose.
This is a security concern in which Instagram admits they “cannot
ensure the security of any information you transmit to Instagram
or guarantee that information on the Service may not be accessed,
disclosed, altered, or destroyed.” This is also a privacy concern in which
Instagram says users are responsible for maintaining the secrecy
of their unique password and account information, and for controlling
access to emails between the user and Instagram, at all times.

10. How have social media platforms affected privacy?

This is an open-ended question that should be used to spark discussion
among pairs and the class. Some key things to mention during discussion
are how easily and quickly information is now shared with the world
whether or not we want it to be. An example to discuss includes videos
and photos that are taken in crowds and posted on social media without
consent of everyone involved.

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ACTIVITY 3: TEACHER NOTES
Analyzing Impact
of Computing
Prepare
Learning Objectives [Skill]
IOC-1.A: Explain how an effect of a computing innovation can be both beneficial
and harmful. [5C]

IOC-1.B: Explain how a computing innovation can have an impact beyond its
intended purpose. [5C]

Materials
§ Internet Access

Time: 2–3 Class Periods

Teach
Focus
Have participants read about the advantages and disadvantages of biometric
authentication. Divide the class into small groups. Assign each group one type of
biometric authentication: fingerprint scanner, eye scanner, speaker recognition
and facial recognition. Have the group come to a consensus on the effects, both
beneficial and harmful, of their assigned type of biometric authentication.

Focus Alert
An effect (impact, result or consequence, outcome) is something that
happens as a result of the intended use of the innovation.

Model
Have each small group lead a class discussion on the difference between beneficial
and harmful effects of the type of biometric authentication discussed in their group.

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 Analyzing Impact of Computing

Focus Alert
An effect of the computing innovation must be a result of the intended use
of the computing innovation. Its vulnerability to be hacked is coming from
the outside. The harmful effects of hacking are connected to whatever or
whoever is doing the hacking. The classification of an effect as beneficial
or harmful is contextual and interpretive. A single effect can be beneficial
in some cases and harmful in others. Classification of an effect needs to
include this justification.

Practice
Have students complete the questions on the Biometric Authentication student sheet
based on the text of the assigned article.

Have students work with a partner to compare and contrast their answers.

Teacher Talk
Students should assume that at some point they are going to get hacked!
While this is often harmful to an individual, it is not a direct effect of using
a computing innovation. Students have difficulty differentiating between a
direct effect and an outside influence.

Check for Understanding

As students discuss their answers with their partner, walk around and guide students
to correct answers if necessary.

Equity and Access

Since the beneficial and harmful effects are contextual and interpretive,
pair students who have different perspective on the effect of computing
innovations so they are each introduced to additional effects.

Teacher Talk
Sometimes students select effects that are not related to the computing
innovation they have selected, but instead focus on a separate or secondary
innovation. Clearly label whether an effect of the computing innovation
described is related to the primary computing innovation.
Understanding that a single effect can be viewed as both beneficial and
harmful based on an individual’s perspective is essential knowledge for
AP CSP students. It is necessary that they can identify ways computing
innovations are used that were not originally intended, including potential
harmful impacts on society, the economy, and on culture.

46 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

Analyzing Impact of Computing

Assign
Apply
Have students select a computing innovation that is most interesting to them. Students
should address the beneficial and harmful effect of a computing innovation by creating
an infographic, video, podcast or any other medium acceptable to the teacher.

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 Name:                  

Date:          

Biometric Authentication
Computing innovations can have both beneficial and harmful effects. An effect
(impact, result or consequence, outcome) is something that happens as a result of
the intended use of the innovation. The effects may apply to individuals, our broader
cultures, and may even dramatically affect the economies of nations. The goal of
many computing innovations is to thwart malicious activity targeting individuals,
businesses, social media, and government. Among the ever-growing list of computing
innovations is biometric authentication.

What is Biometric Authentication?

Biometric authentication is a computing innovation that is gaining wide use among
many sectors of society. With it, an individual is identified through one or more
biometric means, including:
§ fingerprint scanning,
§ hand and vein geometry,
§ facial recognition,
§ retinal recognition,
§ iris recognition,
§ voice verification,
§ and signature verification.

Access the following link to learn more about the advantages and disadvantages of
biometric authentication. Use what you learn to answer the following questions.

https://heimdalsecurity.com/blog/biometric-authentication/#Advantages

1. How is the function of biometric authentication different from its purpose?

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 Biometric Authentication

2. What is a beneficial effect of biometric authentication? What is a harmful effect?

3. What vulnerabilities might biometric authentication have that could cause the
computing innovation to not function as intended?

4. What caused the need for biometric authentication? What effect has it had on
consumers?

50 AP Computer Science Principles Explore Curricular Requirement Teacher Resources

Biometric Authentication—
Solutions
Computing innovations can have both beneficial and harmful effects. An effect
(impact, result or consequence, outcome) is something that happens as a result of
the intended use of the innovation. The effects may apply to individuals, our broader
cultures, and may even dramatically affect the economies of nations. The goal of
many computing innovations is to thwart malicious activity targeting individuals,
businesses, social media, and government. Among the ever-growing list of computing
innovations is biometric authentication.

What is Biometric Authentication?

Biometric authentication is a computing innovation that is gaining wide use among
many sectors of society. With it, an individual is identified through one or more
biometric means, including:
§ fingerprint scanning,
§ hand and vein geometry,
§ facial recognition,
§ retinal recognition,
§ iris recognition,
§ voice verification,
§ and signature verification.

Access the following link to learn more about the advantages and disadvantages of
biometric authentication. Use what you learn to answer the following questions.

https://heimdalsecurity.com/blog/biometric-authentication/#Advantages

1. How is the function of biometric authentication different from its purpose?

The purpose of biometric authentication is to verify the identity of
an individual while the function of biometric authentication is to
measure and calculate body attributes, and then compare sets of data
to determine if the data is nearly identical or a complete match.

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 Biometric Authentication—Solutions

2. What is a beneficial effect of biometric authentication? What is a harmful effect?

Beneficial Effects—Answers will vary. For example, voice verification
allows drivers to access their technology without having to take their
hands off the steering wheel, making it safer to use while driving.
Harmful Effects—Answers will vary. For example, family members
with similar voices might inadvertently access data of others which
could cause confusion, such as missed appointments if the wrong
calendar is accessed.
3. What vulnerabilities might biometric authentication have that could cause the
computing innovation to not function as intended?
It is possible for those with advanced coding knowledge to hack into
biometric authentication software to obtain personal biometric data on
individuals.
4. What caused the need for biometric authentication? What effect has it had on
consumers?
Factors—need for access to secure environments, credit card
purchases, unlocking of mobile devices; Biometric authentication allows
for expediency and ease of purchasing products and expanded use of
technology now both expected and demanded by consumers.

52 AP Computer Science Principles Explore Curricular Requirement Teacher Resources