Search the California Content Standards

Standard:
Compare and contrast security measures to address various security threats.

Descriptive Statement:
Network security depends on a combination of hardware, software, and practices that control access to data and systems. The needs of users and the sensitivity of data determine the level of security implemented. Potential security problems, such as denial-of-service attacks, ransomware, viruses, worms, spyware, and phishing, present threats to sensitive data. Students compare and contrast different types of security measures based on factors such as efficiency, feasibility, ethical impacts, usability, and security. At this level, students are not expected to develop or implement the security measures that they discuss. For example, students could review case studies or current events in which governments or organizations experienced data leaks or data loss as a result of these types of attacks. Students could provide an analysis of actual security measures taken comparing to other security measure which may have led to different outcomes. Alternatively, students might discuss computer security policies in place at the local level that present a tradeoff between usability and security, such as a web filter that prevents access to many educational sites but keeps the campus network safe.

Standard:
Compare and contrast cryptographic techniques to model the secure transmission of information.

Descriptive Statement:
Cryptography is a technique for transforming information on a computer in such a way that it becomes unreadable by anyone except authorized parties. Cryptography is useful for supporting secure communication of data across networks. Examples of cryptographic methods include hashing, symmetric encryption/decryption (private key), and assymmetric encryption/decryption (public key/private key). Students use software to encode and decode messages using cryptographic methods. Students compare the costs and benefits of using various cryptographic methods. At this level, students are not expected to perform the mathematical calculations associated with encryption and decryption. For example, students could compare and contrast multiple examples of symmetric cryptographic techiques. Alternatively, students could compare and contrast symmetric and asymmetric cryptographic techniques in which they apply for a given scenario.

Standard:
Evaluate computational artifacts with regard to improving their beneficial effects and reducing harmful effects on society.

Descriptive Statement:
People design computational artifacts to help make the lives of humans better. Students evaluate an artifact and comment on aspects of it which positively or negatively impact users and give ideas for reducing the possible negative impacts. For example, students could discuss how algorithms that screen job candidates' resumes can cut costs for companies (a beneficial effect) but introduce or amplify bias in the hiring process (a harmful effect). Alternatively, students could discuss how turn-by-turn navigation tools can help drivers avoid traffic and find alternate routes (a beneficial effect), but sometimes channel large amounts of traffic down small neighborhood streets (a harmful effect). Additionally, students could discuss how social media algorithms can help direct users' attention to interesting content (a beneficial effect), while simultaneously limiting users' exposure to information that contradicts pre-existing beliefs (a harmful effect).

Standard:
Evaluate how computational innovations that have revolutionized aspects of our culture might evolve.

Descriptive Statement:
It is important to be able to evaluate current technologies and innovations and their potential for future impact on society. Students describe how a given computational innovation might change in the future and impacts these evolutions could have on society, economy, or culture. For example, students could consider ways in which computers may support education (or healthcare) in the future, or how developments in virtual reality might impact arts and entertainment. Alternatively, students could consider how autonomous vehicles will affect individuals' car ownership and car use habits as well as industries that employ human drivers (e.g., trucking, taxi service).

Standard:
Evaluate the impact of equity, access, and influence on the distribution of computing resources in a global society.

Descriptive Statement:
Computers, computation, and technology can help improve the lives of humans and support positive developments in society, economy, and/or culture. However, access to such resources is not the same for everyone in the world. Students define and evaluate ways in which different technologies, applications, or computational tools might benefit all people in society or might only benefit those with the greatest access or resources. For example, students could describe ways in which groups of people benefit, do not benefit, or could benefit better by access to high-speed Internet connectivity. Alternatively, students could describe educational impacts of children not having access to a computer in their home.

Standard:
Examine the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.

Descriptive Statement:
Choice of network topology is determined, in part, by how many devices can be supported and the character of communication needs between devices. Each device is assigned an address that uniquely identifies it on the network. Routers function by comparing addresses to determine how information on the network should reach its desgination. Switches compare addresses to determine which computers will receive information. Students explore and explain how network performance degrades when various factors affect the network. For example, students could use online network simulators to describe how network performance changes when the number of devices increases. Alternatively, students could visualize and describe changes to the distribution of network traffic when a router on the network fails.

Standard:
Explain how the characteristics of the Internet influence the systems developed on it.

Descriptive Statement:
The design of the Internet includes hierarchy and redundancy to help it scale reliably. An end-to-end architecture means that key functions are placed at endpoints in the network (i.e., an Internet user's computer and the server hosting a website) rather than in the middle of the network. Open standards for transmitting information across the Internet help fuel its growth. This design philosophy impacts systems and technologies that integrate with the Internet. Students explain how Internet-based systems depend on these characteristics. For example, students could explain how having common, standard protocols enable products and services from different developers to communicate. Alternatively, students could describe how the end-to-end architecture and redundancy in routing enables Internet users to access information and services even if part of the network is down; the information can still be routed from one end to another through a different path.

Standard:
Develop solutions to security threats.

Descriptive Statement:
Designing and implementing cybersecurity measures requires knowledge of software, hardware, and human components and understanding tradeoffs. Students design solutions to security threats and compare tradeoffs of easier access and use against the costs of losing information and disrupting services. For example, students could refine a technology that allows users to use blank or weak passwords. Alternatively, students could implement a firewall or proxy protection between an organization's private local area network (LAN) and the public Internet. Additionally, students could find and close exploitable threats on an infected computer in order to protect information.

Standard:
Analyze cryptographic techniques to model the secure transmission of information.

Descriptive Statement:
Cryptography is essential to many models of cybersecurity. Open standards help to ensure cryptographic security. Certificate Authorities (CAs) issue digital certificates that validate the ownership of encrypted keys used in secured communications across the Internet. Students encode and decode messages using encryption and decryption methods, and they should understand the different levels of complexity to hide or secure information. For example, students could analyze the relative designs of private key vs. public key encryption techniques and apply the best choice for a particular scenario. Alternatively, students could analyze the design of the Diffie-Helman algorithm to RSA (Rivest–Shamir–Adleman) and apply the best choice for a particular scenario. They could provide a cost-benefit analysis of runtime and ease of cracking for various encryption techniques which are commonly used to secure transmission of data over the Internet.