# Intro to Syntax, Computational Logic and MicroWorlds

Software and s/w Development

Oct 30, 2013 (4 years and 5 months ago)

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CyberSTEM
: Fall Activities

ETPRO 2011

Introduction

What is Information Assurance?
Cybersecurity?

Computational Logic? and Syntax?

Preparation:

10 minutes

Activity:

18
0 minutes

Summary:
The first meeting introduces
students to the content they will need to
create simulations and games about
Information Assurance careers and
general cyberethics, cybersafety and
cybersecurity awareness. Computer
programming is made relevant to
students as it is connected to students’
d
on= the= computational= logic= they= use=
solve= common= problems.= = = qhe=
importance= of= pyntax= is= stressed= as=
students= begin= to= write= their= first=
jicrotorlds=Code.
=
In this activity, students will

Share what they know about cyberethics, cybersafety and cybersecurity

Connect Information Assurance careers to national security and the safety of their personal data, identity,

reputation, privacy

Brainstorm a list of cyberethics, cybersafety and cybersec
urity tips

Discuss the logic they use to solve everyday problems and relate this logic to the work of computer
scientists

Watch a video with spelling and grammatical errors to understand syntax

Debug

code with syntax errors

Practice basic MicroWorlds i
nstructions

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Fun Facts

Mimicking the
complexity power and
efficiency of the human
brain has long been
a
goal

of computer
researchers. This is
because the human
brain is much more
powerful than a
computer. CNET
reported that IBM has
created a new computer
algorithm that mimics
the way a cat’s brain
works. A new kind of
computer has to be
created to scale this
ex
periment up to the
size and complexity of
the human brain
.
IBM
researchers think they
will have a working
model completed by
2019!

http://news.cnet.com/83
01
-
13772_3
-
10400362
-
52.html

Stand
ards

AASL: 1.1.8, 1.3.1, 1.3.3, 1.3.5, 2.1.4, 2.3.3, 3.1.6, 3.2.2, 3.3.7,

3.4.2, 4.3.4, 4.4.3, 4.4.4, 4.4.5

ASL/ AECT: 6.2

C3 Matrix

ISTE/ NET*S: 5a, 5b, 5c, 5d, 6a, 6b, 6c, 6d

21
st

Century Skills: 4.1, 4.2, 4.3, 5.2, 6.2, 6.3, 7.2, 9.6, 10.1, 10.2,

10.3, 12.3

National Science Education Standards (Science Content

Standards): Science and Technology: Abilities of technological

science and technology

Standards for Technological Literacy: 1B, 1D, 1E, 1F, 1G, 1H, 1J,

2E, 2F, 2G, 2K, 2M, 2T, 2W, 2Y, 3A, 3C, 3F, 10A, 10B, 10C,

10F, 12H, 12J, 12M, 17C, 17G, 17I, 17 N

National Council of Teachers of M
athematics: Process Standards:

Problem Solving, Connections, Representation

Mathematics Common Core: 1, 2, 6, 8

Rights of copyright holders (proper citation of sources and fair use

can be taught in Language Ar
ts)

Problem Solving (viruses spread like exponent: mathematics)

Critical thinking

Persuasive Language (email hoaxes, chain letters and get
-
rich

quick schemes can be discussed in English class )

Self
-
Defense (Protecting identity information can be taught in

physical education class)

WWI (spyware and adware can be discussed in history when

discussing famous intelligence that helped the Allies succeed)

Power Point Walk Through

Cybersecurity Intro

C3 Presentation: K
ids
&PTA

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Vocabulary

Information Assurance:
The practice of protecting data and communications

Cyberethics
: The discipline dealing with what is good and bad, and with
moral duty and ob
-
ligation as they pertain to online environments and
digital media. Topics that
are often

in
cluded under this tenet are:

Plagiarism

Hacking

Fair use

File sharing

Online etiquette protocols

Posting incorrect/inaccurate information

Cyberbullying

Stealing or pirating software, music, and videos

Online gambling

Gaming

Cybersafety:

Addresses the ability to act in a safe and responsible
manner on the Internet and in online environments. These behaviors can
protect personal information and one’s reputation, and include safe
practices to minimize danger

from behavioral
-
based rather than hard
-
ware/software
-
based problems. Topics that might be included under this
tenet are:

Online predators

Objectionable content

Cyberstalking

Harassment

Pedophiles

Hate groups

Pornography

Unwanted communications

O
nline threats

Good to Know

There is great technology
that can help to keep our
data and communications
safe. But did you know that
the greatest threat to our
computer cannot be
protected using
technology? Humans make
choices which can cause
the loss of data, identity
information and privacy.
Here are some good
choices humans can make
to keep themselves, their
identity
,

information and
their data safe when using
internet capable devices:

Scan attachments
before opening
them

Avoid clicking on links
in emails

Remember that
strangers are people
you have not met face
-

to
-
face

Kee
p identity
information private,
including your full birth
date

scanning software and
operating system up
to date

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Cybersecurity:
Cybersecurity is defined by the HR 4246, Cyber Security Information Act (2000) as "the
vulnerability of any computing system, soft
-
ware program, or critical infrastructure to, or their ability to
resist, intentional interfere
nce, compromise, or incapacitation through the misuse of, or by unauthorized
means of, the Internet, public or private telecommunications systems, or other similar conduct that violates
Federal, State, or international law, that harms interstate commerce o
f the US, or that threatens public
health or safety. Cybersecurity is defined to cover physical protection (both hardware and software) of
personal information and technology resources from unauthorized access gained via technological means.
In contrast, m
ost of the issues covered in Cybersafety are steps that one can take to avoid revealing
information by social

means. Topics that
are often
included

under this tenet are:

Hoaxes

Viruses and other malicious self
-
replicating code

Junk email with links to
malicious sites

Chain letters

Ponzi schemes

Get
-
rich
-
quick schemes

Scams

Criminal hackers

Hacktivists

Spyware

Malware

Trojans

Phishing

Pharming scams

Theft of identity

Spoofing

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Madeline Hunter’s 7 Steps

1.

Learning Objective
s

a.

Discussion of cyberethics, cybersafety, cybersecurity

b.

Introduction to Information Assurance careers

c.

Connect computational logic to problem solving and
career paths

d.

Explain and demonstrate syntax

e.

Practice MicroWorlds
c
ommands

2.

Anticipatory Set

a.

Three Questions (Pre
-
Assessment)

b.

Cyberethics, cybersafety, and cybersecurity
discussion

c.

Video Introduction and discussion of Information Assurance
Jobs

d.

Program a human robot

3.

Input

a.

Directions/ Syntax/ Computers Need Directions

4.

Guided Practice

a.

Introduction into MicroWorlds

b.

Directions/ Shapes

c.

Using Drawing Tools

5.

Independent Practice

a.

T
urtle around a rock

b.

Computer avoid the virus

6.

Check for Understanding

a.

http://illuminations.nctm.org/LessonDetail.aspx?id=L396

7.

Closure

a.

Unplugged Parent Exercise

b.

Family Fun: Computer Jokes

7 Step
Decision Making
Model for planning
instruction:

1.

Learning Objective

2.

Anticipatory Set

3.

Input

4.

Check for
Understanding

5.

Guided Practice

6.

Independent Practice

7.

Closure

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Anticipatory Set:
“Three Questions” Daily Review and Assessment

Introducing Information Assurance

Objective:

Students will use inductive methods to understand Information Assurance

Preparation:

Create Three Posters

each with a different question at the top
. At the bottom

tape a

square of
paper
with the title

“I changed my mind”

o

What is the INFORMATION we are ASSURING (protecting)?

o

Who wants the INFORMATION?

o

What kinds of jobs need to know about INFORMATION ASSURANCE?

Preparation
:

10 minutes

Activity
: 20
minutes

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Materials

Three sticky notes for each student

Penci
l or Pen

Three posters: each with a different question at the top and a square of paper taped to the bottom
with “I changed my mind”

o

What is the INFORMATION we are ASSURING (protecting)?

o

Who wants the INFORMATION?

o

What kinds of jobs need to know about
INFORMATION ASSURANCE?

Description

Every day
students

This activity asks students the
same three questions at several points in the program to confirm that they are learning more about
Information
A
ssurance careers
,
cyberethics, cybersafety and cybersecurity

and how the two connect
.

Activity

Distribute three sticky notes to each student, and ask them to label their notes “what”, “who”, and “jobs”

Ask the students to write their response to the
following question on the “what” note

o

What is the INFORMATION we are ASSURING (protecting)?

Ask the students to write their response to the following question on the “Who” note

o

Who wants the INFORMATION?

Ask the students to write their response to the foll
owing question on the “Jobs” note

o

What kinds of jobs need to know about INFORMATION ASSURANCE?

Explain to your students that each day as they

their
hypothesis about these three questions
may
change
.
Stu
dents should be assured that when they

put
their

current hypothesis on the on the board

they will be able to change their minds. They should be encouraged
to read a few of the other ideas

posted and
look for your past ideas. If they change

you
r mind, they
should
know that it is
OK
. They can move their discarded idea to the “
I changed my mind card.

Students should post their beginning hypothesis on the three posters. As this is an inductive activity, there
is no further discussion required. Students will u
se the information
they gain
every day to sharpen their
hypothesis about the three questions. The last day you will discuss their theories and answer the questions
together.

That is what inductive investigation is all about. Inductive reasoning requires l
ooking for patterns in
observations to generate tentative hypotheses which eventually we confirm to become a general
conclusion or a theory.

As patterns start to emerge hypotheses are rejected. Forensic scientists do this all
the time as more evidence beco
mes available.

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Inductive Reasoning Process:

Observations

Patterns

Tenative
Hypothesis

General
Conclusions or
Theory

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Anticipatory Set: Information Assurance Careers

Objective:

Students will
see several videos that describe and show Information Assurance Careers

Preparation

Test all videos to assure that they will play on your computer at your school.

Mater
ials/Supplies
:

Computer

Projector

Videos

o

Elementary

CyberWATCH.swf (good overview of the field and need for cybersecurity)

http://www.cyberwatchcenter.org/CyberWATCH/

LM_HOW_Cyber_Security
.flv (cyber threats

espionage

likelihood and impact)

Lockheed_Martin_HULC_Exoskeleton
.flv (wearable robots)

Lockhee
d_Martin_Security_Intelligence_Center
.flv (connection with game/chess
moves)

NGC
Battlespace_Command
.flv (military
flavor

Northrop Grumman)

There_May_Be_A_Shortage_of_Cyber_Security_Professionals.flv (brief overview
of jobs in cybersecu
rity)

NSA History (good history overview

some parts bias)

com/watch?v=48dRrNCjLus&feature=related

IWantToPlayWarcraftNow.flv

Trailer for the movie The Net

1995_
-
_The_Net_
-
_Trailer.flv

1995_
-
_The_Net_
-
_Trailer.mp4

http://www.imdb.com/video/screenp
lay/vi2046230809/

NATOTrailer.flv (news brief)

The_DUHS_Of_Security.wmv

Preparation
:

10 minutes

Activity
: 20
minutes

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o

Middle

Any of the above plus….

Are you protected? (iaav8_02.swf, iss3_02.swf, and iaav_08.swf)

cyber_security_awareness_
-
_Missouri_S_amp_T.flv (student made awareness video RE

United_States_Air_Force
-
Cyberspace_Domain.flv (explains cyberspace and how
connects
with cybersecu
rity

and the electromagnetic spectrum)

Trailer for the Movie Hackers

Hackers_Movie_Trailer.flv (NOTE: stop before the las
t 2 seconds

language)

National_CCDC_2009.mov (promo for the National Collegiate Cyber Defense
Competition)

Other videos about Cyber Challenges
http:/
/www.uscyberchallenge.org/

http://www.uscyberchallenge.org/media/video.cfm

NSA_RecruitVideo_Small.wmv (NSA recruitment video)

http://www.nsa.gov/careers/Media_Center/index.shtml

StayingSafeOnlineTheNeedCybersecurity.mp4 (shows the muti dimensions of
cybersecurity)

o

High

Any of the above plus….

How to r
emove fake
malware scanning software
Remove_Cyber_Security_Remov
al_Video.flv walk through step by step how to remove
fake anti
-
malware software

ure=related

Whoa_that_s_Awkward.flv
EDUCAUSE WINNER VIDEO CONTEST
(makes
the
connection with keeping anti

virus up to date and not clicking on things not sure of

NOTE: does not show but references the connection with pornography and malware)

Trailer for the Movie Sneakers

1992_
-
_Sneakers_
-
_Trailer.flv

1992_
-
_Sneakers_
-
_Trailer.flv

http://www.imdb.com/video/screenplay/vi2448753433/

PresidentObamaCybersecurity.mp4 (Securing our Nations Cyber Infrastructure Speech)

Theory_and_Practice_of_Cryptography.flv (Steve Weis Google Tech Talks

excellent
overview)

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Other
Resources

o

20 Coolest Jobs in Information Security

http://www.sans.org/20coolestcareers/

o

Fastest Growing Occupations
Projected between 2006 and 2016

http://career.preferredconsumer.com/fastest_growing/

o

Employment Projections (2008
-
2018)

http://www.bls.gov/news.release/ecopro.nr0.htm

o

Employment Projections

(2006
-
2016)

http://www.kaneland.org/files/OccupaionsReport2006to2016.pdf

o

Never too Early to Learn

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Description
:

In this activity students will discuss some of the
20 Coolest Jobs in
Information Security
.

Activity
:

Distribute the list of the 20 Coolest Jobs in Information Security.

D
escribe the jobs they already know about.

Hypothesize about the jobs they don’t know about

Discuss some of the jobs on the list with
the students. Show some of the videos to provide concrete
examples of the jobs.

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The 20 Coolest Jobs in Information Security

http://www.sans.org/20coolestcareers/

#1 Information Security Crime Investigator/Forensics Expert

#2 System, Network, and/or Web Penetration Tester

#3 Forensic Analyst

#4 Incident Responder

#5 Security Architect

#6 Malware Analyst

#7 Network Security Engineer

#8 Security Analyst

#9 Computer Crime Investigator

#10 CISO/ISO or Director of Security

#11
Application Penetration Tester

#12 Security Operations Center Analyst

#13 Prosecutor Specializing in Information Security Crime

#14 Technical Director and Deputy CISO

#15 Intrusion Analyst

#16 Vulnerability Researcher/ Exploit Developer

#17 Security Audito
r

#18 Security
-
savvy Software Developer

#19 Security Maven in an Application Developer Organization

#20 Disaster Recovery/Business Continuity Analyst/Manager

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Fastest Growing Occupations

Amon
g all occupations in the economy, healthcare occupations are expected to
make up 7 of the 20 fastest growing occupations, the largest proportion of any
occupational group. These 7 healthcare occupations, in addition to exhibiting
high growth rates, will ad
d nearly 750,000 new jobs between 2006 and 2016.
Other occupational groups that have more than one occupation in the 20 fastest
growing occupations are
computer occupations
, personal care and service
occupations, community and social services occupations,
financial operations occupations. High growth rates among occupations in the
top 20 fastest growing occupations reflect projected rapid growth in the health
care and social assistance industries and the
professional, scientific, and
techni
cal services industries.

Occupations Projected to Grow Fastest, 2006
-
2016

Network Systems and Data Communications Analysts

Personal and Home Care Aides

Home Health Aides

Computer Software Engineers, Applications

Veterinary Technologists and Technicians

Makeup Artists, Theatrical and Performance

Medical Assistants

Veterinarians

Substance Abuse and Behavioral Disorder Counselors

Skin Care Specialists

Financial Analysts

Social and Human Service Assistants

Gaming Surveillance Officers and Gaming Investigators

Physical Therapist Assistants

Pharmacy Technicians

Forensic Science Technicians

Dental Hygienists

Mental Health Counselors

Mental Health and Substance Abuse Social Workers

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US Department of Labor
:
Bureau of Labor Statistics

http://www.bls.gov/news.release/ecopro.nr0.htm

Table 3. The 10 industries with the largest wage and salary employment growth, 2008
-
18 (1) (In
thousands)

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Never to Early to Learn

Careers in I nformation
Assurance/I nformation Security and Digital Forensics

What is I nformation Assurance?

Nearly every aspect of society today depends on computer systems: transportation, communication, banking, and
manufacturing, to name a few. However, this infrastructure of
computerized systems is increasingly under threat of attack from
viruses, worms, hackers, and information thieves. Every business wants to be assured that their information is safe.

Businesses and government agencies need to protect their systems. A comput
er worm or virus can cause delays and cost
money, but information theft can be disastrous. Business information that is stolen from computers can be used to steal money

from private accounts or reveal trade secrets. It has even been used to blackmail busin
esses and individuals. If information is
obtained from government sites, the results can have even more dire consequences.

Information assurance refers to the people, hardware, software, policies, and procedures that protect information systems.
Definition
s of information assurance list five elements it is meant to protect:

that the information is available when needed

that the integrity of the information is sound

that its authenticity can be verified

that it is kept confidential

that proof of the integr
ity and the origin of the data can be provided

One of the fastest growing fields in computer technology is in information assurance. Although the mission of information
assurance has been around for more than 50 years, the development of the computer and,
more recently, the ever
-
increasing
use of computer systems for the transfer and storage of information have changed the environment and the necessity for
improving the protection of sensitive information.

What Does an I nformation Assurance Grad
uate Do?

Information Assurance
is the process of protecting data from misuse by people inside or outside a business or organization.
This misuse might come from a hacker or corporate spy, but it can also come from a current or former employee who might wan
t
to sabotage a computer database. It is the job of the information assurance professional to create a system designed to preve
nt
this from happening.

Because no system is perfectly secure, it is also the role of the information assurance professional to h
elp create a system of
checks and quality controls that allows an organization to trace transgressors. Technology constantly changes, and with any
online transaction there is always a risk of a security breach. Therefore, the job of information assurance i
s never
-
ending.

The information assurance professional must be knowledgeable in several aspects of computer technology. One of the most
fundamental areas of expertise is computer network design and infrastructure. In creating or working with a network desi
gn, the
professional must understand the needs and business objectives of the client. Some networks are local, to be used only within

the organization itself. Other networks are widespread, used by customers across the country or around the world. With thi
s in
mind, the network is designed to accomplish the goals of the organization while protecting the core information.

Cryptography

is included as a part of this security design. Cryptography has long been used as a means to translate data to a
form that is

nearly impossible to read without the correct key. This process typically uses mathematical algorithms to encrypt the
data. Cryptographic mechanisms are regularly used to control access to such things as a shared disk drive or even pay
-
per
-
view
television

channels.

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Information assurance professionals must also be knowledgeable in
intrusion detection and control
, which is the art of
discovering if an inappropriate activity has occurred. Intrusion detection is not a security system. Instead, it inspects all

inbound
and outbound network activity to identify suspicious patterns that may indicate someone is attempting to break into or
compromise a computer system.

Another aspect of the information assurance process involves creating a system that provides user
a
uthorization and
authentication.

This is granting or denying access to a network resource. Authentication makes certain that users are who they
claim to be. Authorization allows the user access to various resources based upon proof the user's identity.

If
an organization's data center is compromised, the information assurance process is responsible for data integrity and recover
y.
The data can be compromised by human error, system crashes, software bugs or viruses, and even natural disasters such
floods or
fires. Regardless of the size of the organization, the information is valuable and must be recovered whenever possible.
This can be accomplished through backup systems, or with special software products designed to help salvage data or damaged
disks and ta
pes.

The
information assurance specialist
is involved with all these technical aspects, but they are involved in the organizational
functions of creating a security policy for the organization and making sure that people within the organization adhere to i
t. They
must be familiar with national and state laws that regulate privacy concerns and electronic commerce.

Trends in Information Assurance Careers

The federal government and the Department of Homeland Security have made information protection a matter o
f national
security, and that is not limited to just the government information. Access to private data and sensitive business details c
ould
create security problems. Therefore, despite any downturns in the information technology economy, the market for in
formation
assurance and other computer security personnel is likely to remain strong. A shortage of qualified people to take on the rol
es of
information assurance has led several colleges to create new programs or specialties dedicated to helping meet the
demand.

Career Education in Information Assurance

Undergraduate and Graduate Degree and Certificate Programs

Anyone with an interest in computer technology may want to look into a college computer science program, or engineering
degree or even the specific

cybersecurity/IS/IA degree programs that are currently. These programs may have a grade point
average or SAT score requirement. Programs that offer a master's degree generally want students who have completed an
undergraduate degree in computer science/en
gineering/IA/IS/cybersecurity or something similar.

A broad knowledge of computer hardware and software is important, so high school students should take as many
computer classes as possible. Mathematical and analytical skills are useful traits in informat
ion assurance. Problem
-
solving courses that include math and algebra will be beneficial, as will classes that emphasize communication skills
such as writing and public speaking because of the need to pass along vital information to others.

Is an Advanced D
egree Needed to Work in Information Assurance?

The current demand for specialists with information assurance skills means graduates with a bachelor's degree in computer
science and experience can find employment. However, information assurance jobs typical
ly demand knowledge above and
beyond a general computer background. Some programs offer certificates in the specialty, which is helpful. However, more
schools are offering programs at the master's degree level.

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What can you do with a College Degree in
I nformation Assurance?

Career options for aspiring information assurance professionals

Information assurance positions are among the most demanding of the computer specialties. Employers prefer people who have
at least a bachelor's degree, possibly with a
concentration in information assurance. In addition, a broad background and
extensive experience is generally helpful. Some employers ask for a graduate degree as well.

I ndividuals interested in information assurance jobs must be able to communicate effect
ively with team members, other
staff, and customers. They can be involved with a number of tasks simultaneously, so they need the ability to
concentrate and pay attention to detail. Some employers, especially government agencies, might require a security
c
learance before hiring someone for such a sensitive position. A background check is required in such circumstances,
so it is important to have a clean record.

Information assurance jobs at major firms are rarely entry
-
level positions. Often, the people who

fill these jobs will have years of
computer experience and advance into the position or take classes to become more familiar with the requirements. As education

catches up with demand, students might have more of an opportunity to move into these position
s at smaller companies. As they
gain experience, they can move into the more demanding and higher
-
paid positions.

Since the late 1990s, the federal government and private industry have worked together to fight attacks on the nation's compu
ter
infrastructur
e, including its financial infrastructure. Computer security has only become more important in recent years as more
institutions and government agencies pay even more attention to security issues. Federal and state governments are employing
more people in
information assurance capacities. Here are just a few of the major U.S. agencies.

Department of Defense

Defense Department controls all branches of the U.S. military. It operates the Computer Network Defense whose
function is to protect, monitor, analyze,

detect, and respond to unauthorized activity within the department's information
systems and computer networks. It employs information assurance principles and that includes a plan of action against
an information threat.

The department established the De
fense
-
wide Information Assurance Program (DIAP) in January 1998 to plan,
monitor, coordinate, and integrate information assurance activities across the DoD. The agency serves as a facilitator
for program execution by the combatant commanders, the various b
ranches of the military all defense agencies.
DIAP's objective is to provide a "big picture" that identifies redundancies, incompatibilities, and general deficiencies in
informational assurance capabilities.

National Security Agency

The National Security
Agency/Central Security Service coordinates, directs, and performs highly specialized activities
to protect U.S. information systems and produce foreign intelligence information. The high technology organization bills
itself as "America's cryptologic organ
ization." As a leader in the fast
-
changing world of communications and data
processing technology, the NSA Information Assurance Directorate is charged with providing solutions to keep U.S.
information systems safe.

The directorate's mission is to detect,
report, and respond to cyber threats; make encryption codes to pass information
securely between computer systems; and embed information assurance measures into the Global Information Grid.
This challenge involves building secure audio and video communicat
ions equipment, making tamper protection
products, and providing trusted microelectronics solutions. The NSA often teams with other agencies across
government, industry, and academia.

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Department of Commerce

U.S. Department of Commerce oversees nearly eve
rything connected with promoting economic growth. It has several
offices related to the regulation, development, and promotion of domestic and international trade. Its many tasks
include gathering economic and demographic data for business and government d
ecision
-
making, issuing patents and
trademarks, and helping to set industrial standards.

The department has implemented an Information Technology Security Program whose role is to assure that
unclassified and classified national security IT systems are per
forming as specified; that unclassified and classified
information is adequately protected; that the integrity of data and software is maintained; and, that unplanned
disruptions of processing will not seriously affect the department's many functions.

Depa
rtment of Energy

The DOE is responsible not only for the nation's energy policy, but it also oversees our nuclear safety. This includes
the nation's nuclear weapons program, nuclear reactor production for the United States Navy. The department has
establi
shed a cyber
-
security program to protect the information and systems as the department increasingly relies
upon new technology.

Department of Homeland Security

This Cabinet department was created soon after the terrorist attacks of September 11, 2001, and

is charged with
preventing any further attacks on the domestic front. It has been a chief sponsor of many information assurance
programs around the country through its university and fellowships program.

Government service is but one direction for informa
tion assurance specialists. A survey indicated that 85% of the firms and
agencies surveyed had detected computer security breaches during the previous year. Of the more than 500 firms, government
agencies, financial institutions, medical institutions, and
universities surveyed, \$455 million was lost because of computer crime
in that year. Because of all this activity, businesses of all types need computer specialists.

Information assurance professionals might start in other computer
-
related careers before a
dvancing up the later. Other jobs
require similar skills, and some simply provide a solid background in computer protection. A few of these job titles and
responsibilities include:

Computer security specialist.

Many basic duties of a computer security spe
cialist might overlap with those of an
information assurance specialist. Security specialists in some organizations plan, coordinate, and implement the
organization's information security. Their responsibilities could include educating users on computer se
curity, installing
security software, monitoring the network for security breaches, and responding to hacker attacks. Security specialists
might also be asked to gather data and evidence for prosecuting a crime. They might work for smaller companies.

Datab

set up computer databases, organize and store data, and test and coordinate changes to
the databases. If they are responsible for the design and implementation of the database, they might also be asked to
plan and coordinate its security

measures.

Computer and information scientists

apply their expertise and innovative techniques to more complex problems of
computer software and hardware. They most often work as theorists, researchers, or inventors. They apply a higher
level of theoretica
l expertise and innovation and develop solutions to complex problems relating to computer hardware
and software. Those with backgrounds in security might work as security specialists for data recovery situations or in
installing custom security software.

Computer support specialists

do not generally have the training and background needed for information assurance.
However, it can be a good launching pad for future specialists. Working in technical support or as help
-
desk

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technicians provides outstanding e
xperience in learning various hardware, software, and systems. Support specialists
often work as troubleshooters in a business or other organization.

Network systems and data communications analysts

design and evaluate network systems. Working day to day
w
ith network modeling, analysis and planning offers some of the fundamental background needed for advancement
into information assurance. They might also be responsible for web site design and creation, including security issues.

The computer systems admini
strator

installs and manages an organization's network or Internet system. They are
responsible for maintaining network hardware and software, analyzing problems, and monitoring to make certain it is
available to the system when needed. This person is ofte
n asked to plan and implement the organization's network
security measures. In some organizations, computer security specialists are responsible for the information security.

Computer and information systems managers

are more directly involved in overseein
g others who work in the
system such as network analysts and computer programmers. This means they must determine the personnel and
equipment needs of the organization. They are usually in charge of coordinating such activities as upgrading the
hardware an
d software, developing computer networks, and programming the system.

Management information systems directors

manage the information system, which includes applications, networks,
personal computers, and hardware and software. This typically involves the
planning, organizing and daily support of
the system under the supervision of the chief information officer. They might oversee user services such as an
organization's help desk.

Project managers

develop requirements, budgets, and schedules information tec
hnology projects. They work with
internal and external clients, vendors, consultants, and computer specialists to coordinate projects from development
through implementation. They have become more involved in projects to upgrade information security.

Local

area network and wide area network managers

can be in charge of everything from setting up the network
through managing and updating it. The configuration of the hardware and software used to create the connections falls
under this job's function. The lar
ger the network, the more security issues can become a problem. As is true with most
of these positions, the job provides extensive knowledge of system setups and the hardware used to operate it. The
managers know the network inside and out.

Although all b
usinesses need some type of computer security protection, not all can afford, or need, to hire a full
-
time information
assurance specialist. Therefore, consultants with a detailed knowledge of computer
-
security programs are in demand. Mid
-
size
companies wh
o deal with online transactions or handle confidential personal information might use these entrepreneurs.

Universities, which have huge amounts of sensitive information stored, are among the prime organizations in need of informati
on
assurance professiona
ls. But, they also need professors and researchers to teach and perform research in this area, especially
since programs and course offerings have expanded in recent years.

Did You Know?

As many as 11 million people have victimized by identity theft in a
given year

Between 200 and 300 computer viruses are created each month

Online thieves who have obtained credit card numbers and other personal information have netted about \$500 million
from victims in the United States

Licensing and Certification

A licens
e is not needed for a career in information assurance. However, certifications in some technologies might be required.
Vendors, some colleges, and others often provide these certifications. Many employers, especially government agencies or
government contr
actors may require background checks. Some government agencies may also require a security clearance.

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The Department of Defense Information Assurance Support Environme
nt

http://en.wikipedia.org/wiki/Depar tment_of_Defense_Infor mation_Assurance_Certification_and_Accreditation_Process

The National Security Agency/Central Security Service Information Assurance Technical Framework Forum
http://www.nsa.gov/

NSA Kids Page
http://www.nsa.gov/kids/index.htm

DISA
http://www.disa.mil/

Computers & I nformation Technology

Cybersecurity Specialist

Source:
http://www.geteducated.com/career
-
center/

Outlook & Growth

This career is expected to grow
34

percent

faster than average

through 2016. An increase in computer security jobs is
expected as technology continues to advance and become more affordable. More bu
sinesses will add computers and will need
specialists
to make their networks secure.

In addition, use of the Internet by businesses should increase the demand for computer security specialists. Some specialists

will
work inside consulting firms dedicated
exclusively to computer security issues.

Salary & Wages

Those in executive roles

with titles such as chief information security officer, chief security officer or security manager

earned
\$106,326 on average. Those in more technical roles (security engine
er, security penetration tester or web security manager
)
earned an average of \$75,275.

What is a Cybersecurity Specialist?

Computer security specialists work with companies to build secure computer systems. They question managers and staff about
their cur
rent security methods. They find out what information the company wants to protect. Specialists also learn what
information employees should be able to access. Computer security specialists use their findings to plan the security system.

They regularly tra
in staff on how to use security software and properly use computers to prevent any problems.

Some computer security specialists write rules and procedures for employees to follow. In some companies, specialists
coordinate security for vendors and customer
s in addition to employees. Specialists evaluate security breaks and determine if
there are problems or errors. If there is a problem, specialists track where the break came from

and shut off the access point.

Education & Degree Path

There are many ways to

become a computer security specialist. Many employers prefer to hire people with some formal college
education. An AS or AAS or BS degree in computer science, engineering, or information systems are all excellent preparation
for this occupation. Another
route is to major in your area of interest and minor in one of these degrees.

Bachelor’s degrees in computer security

some also refer to as cybersecurity or information assurance programs

are also
available online
.

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An important part of preparing for this
field is learning the latest technology. Some people learn through classes and others teach
themselves.

Certification:

As with other computer specialties, you can receive certification in certain products or groups of products, which
can increase your appe
al to employers.

Entering the Field:

Many security specialists learn their skills on the job. They are paired with an experienced specialist who
teaches them the job. This type of training can take between one and two years. The military has become a lead
ing trainer in this
specialty area. If you have skills and employment in any technical aspect of computers

repair, database and office systems

you can retrain to specialize in cybersecurity.

Career Changers:

Many enter this field after working at a related

computer specialty, such as programming or web mastering or
network administration. You can re
-
tool quickly by earning a certificate or taking courses in cybersecurity or information
assurance.

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Tomorrow’s Jobs
Table 1. Fastest growing occupations and
occupations projected to have the largest numerical increases
in employment between 2006 and 2016, by level of postsecondary education or training

Fastest growing occupations

Occupations having the largest numerical job growth

First
-
professional degree

Veterinarians

Physicians and surgeons

Pharmacists

Lawyers

Chiropractors

Pharmacists

Physicians and surgeons

Veterinarians

Optometrists

Dentists

Doctoral degree

Postsecondary teachers

Postsecondary teachers

Computer and information scientists,
research

Clinical, counseling, and school psychologists

Medical scientists, except epidemiologists

Medical scientists, except epidemiologists

Biochemists and biophysicists

Computer and information scientists, research

Clinical, counseling, and school ps
ychologists

Biochemists and biophysicists

Master’s degree

Mental health counselors

Clergy

Mental health and substance abuse social workers

Physical therapists

Marriage and family counselors

Mental health and substance abuse social workers

Physical
therapists

Educational, vocational, and school counselors

Physician assistants

Rehabilitation counselors

Bachelor’s or higher degree, plus work experience

Actuaries

Management analysts

Education administrators, preschool and child care
center/program

Financial managers

Management analysts

Computer and information systems managers

Training and development specialists

Medical and health services managers

Public relations managers

Training and development specialists

Bachelor’s degree

Network systems

and data communications analysts

Computer software engineers, applications

Computer software engineers, applications

Accountants and auditors

Business operations specialists, all other

Substance abuse and behavioral disorder

counselors

Elementary schoolteachers, except special education

Financial analysts

Computer systems analysts

Associate degree

Veterinary technologists and technicians

Registered nurses

Physical therapist assistant

Computer support specialists

Dental
hygienists

Paralegals and legal assistants

Environmental science and protection technicians, including
health

Dental hygienists

Cardiovascular technologists and technicians

Legal secretaries

Postsecondary vocational award

Makeup artists, theatrical and

performance

Nursing aides, orderlies, and attendants

Skin care specialists

Preschool teachers, except special education

Manicurists and pedicurists

Automotive service technicians and mechanics

Fitness trainers and aerobics instructors

practical and licensed vocational nurses

Preschool teachers, except special education

Hairdressers, hairstylists, and cosmetologists

Work experience in a related occupation

Sales representatives, services, all other

Executive secretaries and

Gaming managers

Sales representatives, services, all other

Gaming supervisors

Aircraft cargo handling supervisors

Sales representatives, wholesale and manufacturing, except
technical and scientific products

Self
-
enrichment
education teachers

First
-
line supervisors/managers of food preparation and serving
workers

First
-
line supervisors/managers of office and administrative support workers

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Long
-
term on
-
the
-
job training

Audio and video equipment technicians

Carpenters

Interpreters and translators

Cooks, restaurant

Athletes and sports competitors

Police and sheriff’s patrol officers

Motorboat mechanics

Plumbers, pipefitters, and steamfitters

Automotive glass installers and repairers

Electricians

Moderate
-
term on
-
the
-
job training

Medical assistants

Customer service representatives

Social and human service assistants

Bookkeeping, accounting, and auditing clerks

Gaming surveillance officers and gaming investigators

Truck drivers, heavy and tractor
-
trailer

Pharmacy
technicians

Medical assistants

Dental assistants

Maintenance and repair workers, general

Short
-
term on
-
the
-
job training

Personal and home care aides

Retail salespersons

Home health aides

Gaming and sports book writers and runners

Combined food
preparation and serving workers, including fast
food

Physical therapist aides

Office clerks, general

Amusement and recreation attendants

Personal and home care

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Anticipatory Set: C
yberethics, Cybersafety and Cybersecurity

Objective:

Students will
discuss what they know about cyberethics, cybersafety and cybersecurity

Preparation

Test all videos to assure that they will play on your computer at your school.

Mater
ials/Supplies
:

Computer

Projector

Videos

o

Elementary

IWantToPlayWarcraftNow.flv

NATOTrailer.flv (news brief)

The_DUHS_Of_Security.wmv

George Mason
Humorous video on Passwords

securepswd.wmv

http://security.gmu.edu/security_awareness.html

A zillion really cool well made video and interactive games Federal Trade
Commission. The Kids Love Them!

http://www.onguardonline.gov/

Digital Dossier

http://youthandmedia.org/video/born
-
digital/

Google Digital Literacy Tour

Cyberbullying Prevention Commercial

Flash Mob for Anti
-
bullying campaign

-
bullying_flashmob_video_goes_viral/

o

Middle

Any of the above plus….

Are you protected? (iaav8_02.swf, iss3_02.swf, and iaav_08.swf)

cyber_security_awareness_
-
_Missouri_S_amp_T.flv (
student made awareness video RE

http://

http://www.nsa.gov/careers/Media_Center/index.shtml

Preparation: 10 mintues

Activity
: 20
minutes

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StayingSafeOnlineTheNeedCybersecurity.mp4 (shows the muti dimensions of
cybersecurity)

ital Literacy Tour

Trailer from Digital Sense

feature=related

o

High

Any of the above plus….

How to remove fake malware scanning software
Remove_Cyber_Security_Removal_Video.flv walk through step by step how to remove
fake anti
-
malware software

Whoa_that_s_Awkward.flv EDUCAUSE WINNER VIDEO CONTEST(makes the
connection with keeping anti virus up to date and not click
ing on things not sure of

NOTE: does not show but references the connection with pornography and malware)

Trailer for the

Movie Sneakers

1992_
-
_Sneakers_
-
_Trailer.flv

1992_
-
_Sneakers_
-
_Trailer.flv

http://www.imdb.com/video/screenplay/vi2448753433/

Trailer from Digital Sense

Kaiser Foundation M2 Study Press Release

http://event.netbriefings.com/event/kff/Archives/20jan10media/index.htmletc…
start at 17 m

Other Resources

o

National District Attorneys Association

State Statues

http://www.ndaa.org/ncpca_state_statutes.html
Videos

o

C3 Student Comfort Questionnaire

o

Cyberbullying Research Stats
http://www.cyberbullying.us/
research.php

o

The Berkman Center for Internet & Society at Harvard ISTTF

http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/ISTTF_Final_Report.pdf

o

YOUTH SAFETY ON A LIVING INTERNET: REPORT OF THE ONLINE SAFETY AND
TECHNOLOGY WORKING GROUP

http://www.ntia.doc.gov/reports/2010/OSTWG_Final_Report_060410.pdf

o

Kaiser Fa
mily Foundation

Generation M2 Report
http://www.kff.org/entmedia/

o

Symantec Kids top Searches study
http://onlinefamilyinfo.norton.com/articles/kidsearches_2009.php

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Description
:

In this activity students will discuss what they know about cyberethics, cybersafety and cybersecurity.
There are several videos listed that can supplement this discussion if students have little awareness of the

Activity
:

Activate students’ prior knowledge of cyberethics, cybersafety and cybersecurity by asking probing
questions.

You may also find the C3 Comfort Questionnaire helpful in gaining insight into your students’
awareness of topics of interest.

How many of you
own a computer?

What types of things do you do on your computer
?

What types of data do you have on your computer?

Have you ever heard of any dangers to you or your data when using a computer?

What are some

What are some things you can do to protect yoursel

How many of you own a computer?

o

however, do not think 100% depending upon which survey,
percentages can be between 55
-
75however, some of these “computers” can be out of date
and/or not c
onnected to internet

US Census on Internet Access and Computing

http://maisonbisson.com/blog/post/11088/us
-
census
-
on
-
internet
-
access
-
and
-
computing/

Pew Internet and American Life Project

-
and
-
Laptop
-
Computers.aspx

As the internet has increasingly
gone mobile
, laptop computers have
grown in popularity. Since 2006, the proportion of Americans who own
a desktop computer has fallen slightly from 68% to 59%, while the
proportion with a laptop computer has inc
reased dramatically

from
30% in April 2006 to 52% in September 2010.

What types of things do you do on your computer?

o

Email

Chat

Games

Research

Homework

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What types of data do you have on your computer?

Also of importance is to note if the student’s
computer is connected at home to the “main” computer (parents computer) then all the information
is accessible

thus, the reason security folks suggest separating the main admin computer
(parents) from studen
ts

o

Contact information

Health information

Financial information

Credit card information

Taxes

Have you ever heard of any dangers to you or your data when using a computer?

o

Predators

Identity theft

Malwa
re

Viruses

Scams

cyber bullies

What are some things you can do to protect yourself, your data, your identity, and your reputation?

o

Don’t give out passwords

Use strong password/pass patterns/phrases

Use separate passwords for important
information

Don’t post things you will be embarrassed about

Monitor your online presence

Make good choices about what you post and what others post and about who you
are “friends” with

Password protect cell phone and com
puter

Turn off / disconnect video cam when not using

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C3 Student Comfort Questionnaire

How knowledgeable and how well prepared are you to respond to the topics listed below. Rate each item on a scale
of 1 to 4 with 1= Not at all prepared (I’m not sure wha
t to do or how to respond in this area) and 4 = very well
prepared (I would feel comfortable about what to do and even sharing guidance in this area to my peers).

Circle one

How well prepared do you feel about ...

Not at all
prepared

Very well
prepared

how to protect from and respond to online/cyberpredators, and identity theft

1

2

3

4

forms of cyberbullying, the legal protections from cyberbullying, and how to report it

1

2

3

4

what precautions
I

need to take to avoid being a victim of cyber
-
crime (identity theft,
predators, cyberbullying, etc.)

1

2

3

4

strategies to protect

my
sel
f

and personal i nformati on i n onl i ne envi ronments l i ke
soci al networki ng si tes and mobi l e devi ces

1

2

3

4

what
I

can downl oad from soci al networki ng si tes or webpages

1

2

3

4

What

I shoul d do i f I

recei ve unsol i ci ted emai l s or i nstant messages (i nformati on
me

to check out a pi cture, vi deo or document, aski ng
me

to update account
i nformati on or i nformi ng

me I

have won a pri ze)

1

2

3

4

copyri ght l aws as appl i ed to di gi tal medi a, el ectroni c i nformati on, and downl oadi ng
fi l es

1

2

3

4

copyri ght l aws as appl i ed to educati onal uses (Fai r Use)

for school proj ects

1

2

3

4

consequences of pl agi ari sm

1

2

3

4

how to
correctl y ci te references

1

2

3

4

how to make sure a websi te i s transmi tti ng i nformati on securel y

1

2

3

4

detecti ng and mi ni mizi ng computer vi rus transmi ssi on from documents, emai l, and
other i nternet communi cati ons

1

2

3

4

the i nstal l ati on,
confi gurati on, and updati ng of fi rewal l s, vi rus protecti on, spyware
detecti on, and anti
-
spam fi l ters

1

2

3

4

how to automate data backups

1

2

3

4

how to update operati ng systems patches, browser(s), and producti vi ty software
(i.e. emai l programs, offi ce
programs) to the l atest versi on

1

2

3

4

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Anticipatory Set: P
rogram a Human Robot

Objective:

Students will
create a list of instructions to “program” the teacher to retrieve an item

Preparation

Show the
students where you are placing an item. It should require that you navigate around
obstacles to retrieve it.

Mater
ials/Supplies
:

Markers

Sentence Strips
or index cards

Introduction:

Future military and law enforcement missions can be made safer by using

unmanned mechanical devices /
robots. Of course the physical part of

a robot

is mechanical and electrical engineering but there is a cybe
r
component as well. Robots do nothing
if they are not told what to do.
In this activity students

are going to
tell th
e robot what to do using step
-
by
-
step instructions.

Activity
:

A
n item

should be placed
in the classroom
so that the students will have to program

a path

around
obstacles to retrieve it
.

Preparation
:

10 minutes

Activity
:

30minutes

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As the students offer their solution to the problem t
he
teacher
(or another student)
should write student
instructions for the robot on sentence strips
. Then the teacher should act like a

“robot”
following

the

instructions

exactly. This means that if the students do not
program an instruction to stop or
turn, t
he robot
will not be able to do that instruction.

Students should be encouraged to
us
e

statements such as
“Go
forward x
feet or steps
”, “turn left

90

degrees”
, and “
raise right arm x inches”.

Instructions such as pick up,
or return the box should be met wi
th the words “does not compute” and the robot should wait for specific
movement instructions.

Ask the students to

debug

their instructions by adding instructions and moving the sentence strip
instructions around.

Variations

1.
Have students write a set
of
instructions to
draw a right triangle or square
.

2.
Cut the items below into strips and hand one to each student. Each student should
write

a set of
directions for their assigned task. Have students follow the directions to complete the task. How well w
ere
the instructions?

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History of the word debug

Source:
www.history.navy.mil/photos/images/h96000/
h96566k.jpg

The terms "bug" and "debugging" are both
often

attributed to

in
the 1940s. While she was
working on a Mark
II Aiken Relay Calculator (a primitive
computer)
at Harvard University, her
associates
started having trouble with the
machine. They
discovered a moth stuck in
R
elay
#70 in Panel F.
The operators removed
the moth and affixed it to the log
. The entry
reads: "First actual case of bug being found."

The word went out that they had "debugged" the machine and the term "debugging a computer program"
was born.
The log (with the moth) can be viewed at the
History of American Technology Museum (part

of
the Smithsonian).

However the term "bug" in the meaning of technical error dates back at least to 1878 and
Thomas Edison
,

and "debugging" seems to have been used as a term in aeronautics before entering the world of
computers. Indeed, in an interview Grace Hopper remarked that she was not coining the
term. The moth fit the already existing terminology, so it was saved.

"Ento
mology of the Computer Bug: History and Folklore",
American Speech

62(4):376
-
378,
1987, by Fred R. Shapiro

Information Assurance Career Connection
:

To bring the discussion to Information Career Connections ask the students to think about how they

would
in
struct another person or a robot to make decisions, a
nd learn from what they do
. In the future,
robots are
going to need to t
hink for themselves, learn,
communicate with other robots and act o
n the information they
--

L
aw enforcement, and soldiers
could use your thinking/learning robots to stay out of harm’s way
if you follow this career path.

If you are not interested in robotics, what other people do every day that could benefit from a thinking
computer? Could you program and teach a computer to
create art? Music? Do your algebra homework?

What challenges do robotics engineers

have in helping

robot
s think, learn and communicate?

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Input:
The Facts about Syntax

Objective

Students will practice
fixing syntax errors to learn about debugging code

Materials

Handout: The Facts about Syntax

Computer

Projector

Pencils

Connect syntax to proper grammatical structure and spelling in English. Humans can interpret
sentences written
with errors
,

but the computer cannot understand your code if you have not used
proper syntax. Just as missing punctuation and misspelled words change the meaning of the
sentence. Programming is just like issuing instructions. In English you also learn how
to organize
ideas to write clearly.

Debugging is the critical thinking and problem process needed to identify errors and correct them in
any subject area.

Preparation
:

10 minutes

Activity
:

30minutes

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Activity

Show Dot Dot Dot

The viral YouTube video
that dramatizes a kid’s post about a video
game. This post is full of grammatical and
spelling errors.

NOTE: Stop after 1 minute 15 sections to not
expose students to the words “Crap” and
“Damn”

Ask students to write down some of the spelling and
grammatical errors found in this video:

i

I

reley

really

wan

want

esey

easy

contrail

control

apout

stranth

strength

buten

button

athore

other

coments

al

all

totol

to
tal

people

people

worthles

worthless

im

I’m

dont

don’t

Blam

blame

Reson
-

reason

Beacuase

because

Where

were

Thats

that’s

Video is available online at
-
FhrEP8

Discuss grammatical and spelling errors for
humans

Humans can interpret spelling and grammatical errors and
make sense of poorly written sentences. However, it is hard
to read writing that is full of errors. We use a common
spelling and grammatical structure because it makes things
easy for us to u
nderstand.

Contrast the human’s ability to interpret to a
computer’s need for proper syntax.

Computers can only understand your code if it is typed
correctly. A computer cannot interpret like a human. If
spaces, capitals, or punctuation is missing, the c
omputer
will not be able to complete the task

or will not do what
you expect it will do.

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Distribute the
Handout: The Facts about
Syntax

Work as a whole group to correct the punctuation and
spelling errors in the written sentence.

Students should work t
ogether in teams to find the syntax
errors in the MicroWorlds code.

Review the syntax errors

Reinforce that when the students begin making
MicroWorlds programs that they must be careful about their
typing. If the turtle is not doing what they expect, the
y
should check the syntax, or find someone who has their
code working and compare what they have typed to the
working code.

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The Facts about Syntax

Rewrite the following sentence using correct spelling and grammar? There is a combination
of
mistakes in spacing, missing punctuation, capitalization and wrong words.

Comehear please She said

(A

mother is calling her son to dinner)

_______________________________
_____________________

Did the meaning change, when you corrected the spelling?
_____

Try these!

Make these two sentences into one question that asks about what is in the path?

Q: What's that in the road? A HEAD!

A:
__________________________________________________________________________________

Change the punctuation to create a sign t
hat forbids U
-
Turns

Q:

No! U
-
Turn

A: ________________________
________________________
_______________
___________________

Change this to one word to indicate you have seized control of something illegally.

Q: Hi! Jack!

A: ____________________________________
___________________________________
____________

BONUS:
Change the punctuation to the following sentence to suggest the opposite
--

that man is
nothing without a woman (hint: add a colon and move the comma)

Q: A woman without her man, is nothing.

A: _______
________________________________________________________________
________

The lesson? If you are working with a computer program
--

and it is not doing what you expect it to

Check the spelling, punctuation, and spaces!

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Rewrite the following sentence using correct spelling and grammar?

(a mother is calling her son to dinner)

Comehear please She said

“Come here please,” she said.

Did the meaning change, when you corrected the spelling?

YES

Make these two sentences into o
ne question that asks about what is in the path?

Q: What's that in the road? A HEAD!

A:

Change the punctuation to create a sign that forbids U
-
Turns

Q:

No! U
-
Turn

A:
No U
-
Turn

Change this to one word to indicate you have
seized control of something illegally.

Q: Hi! Jack!

A: _______________________________________________________________________
____________

BONUS:
Change the punctuation to the following sentence to suggest the opposite
--

that man is
nothing without a woma
n (hint: add a colon and move the comma)

Q: A woman without her man, is nothing.

A:
A woman: without her, man is nothing.

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MicroWorlds

Objective:

Students will
program

using the
LOGO Language

Materials

Computer

Projector

MW Intro PPT

Session1

Basics Handout

Handout:
MicroWorlds Starter Commands

Handout: Online Reputation Checklist

Resources

Logo_in_history_timeline.docx

FMSLogo_workshop_tutorial.docx

Logotreeproject.pdf

The_LOGO_archive_article.docx

MicroWorldsPolygons.doc

MicroWorldsStars.doc

"
Syntax

is the study of the principles and processes by which sentences are constructed

in
particular languages

including computer programming languages.

Writing code is like writing a st
ory.
Correct

syntax
is needed for the computer “to understand what
you want it to do”
. The computer cannot read your code if you have not used proper syntax. Just as
missing punctuation and misspelled words change the meaning of the sentence.

Debugging is

the critical thinking and problem process needed to identify errors and correct them in
any subject area.

Geometry is reinforced with the LOGO language as each student programs the turtle to draw
shapes.

Preparation
:

10 minutes

Activity
:

60

minutes

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Preparation

Copy

Handout:
MicroWorlds Starter
Commands

Take Home: Computer Science Unplugged

Online Reputation Checklist

Materials

Computers with MicroWorlds Installed

Introduction to MicroWorlds PowerPoint

Activity
: Introduction, Hatching a Turtle, Directions and
Shapes

Guided Practice

Introduce MicroWorlds

Introduce MicorWorlds and the LOGO language using the
Introductory PowerPoint

S
how some of the finished MicroWorlds Projects.
Turtle
with Slider
and
Virus Eater

are on the CD you received.
There are many exampl
es in the

samples and

tutorial
section of the MicroWorlds program

Explain that these examples were created by teaching a
turtle what to do.

Getting to Know MicroWorlds

Files are called
Projects

Objects and text are displayed on
pages

Can you find:

bar

Toolbar

Page

Command Center

Status Bar

Procedures area

Tabs

Hatch a Turtle

Ask the students to hatch a turtle

Ask students to find and point to the part of the workspace
where you tell the turtle what to do. (There are two areas,
the
Command Center

and the
Procedure Tab
)

Provide students time to experiment with ways to get the
turtle to move by typing commands in the command center

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D
emonstrate a few
MicorWorlds
commands.

Type the command

Pd

Fd 100

Rt 90

Before hitting the enter key, a
sk students

to predict what
the command will make the turtle do

Execute the command

Check for unders
tanding: circulate and check the screens
to assure that each student has lines on their screens

Distribute
the
Intro to LOGO Programming:
MicroWorlds Introduction

ha
ndout

Ask students to complete the first challenge:

Make a square

The instructor will need to walk around and help students.
Most errors will be spelling and syntax.

Ask students what commands they used to
make a square

Type these commands into the te
acher’s station computer
and demonstrate the success of the instructions.

If students have used various methods of creating a
square, type in their instructions too.

It is important that students know that there are many ways
to use the tools they have to

create a square.

Give students time to experiment with the
other challenges and shapes.

Celebrate and share the students successes

Activity
: Converting Commands to a Procedure and Buttons

Guided Practice

Explain that when you want to reuse code
over and over again, it is best to write a
procedure.

Show students the procedure area on the right side of the
screen

Explain that procedures have special syntax

Explain that there can be many procedures
in a
program so to tell the turtle where to
start and end with each procedure he needs
these special words.

Procedures always begin with the word “To” and end with
the word “end”

Convert the commands for square into a
procedure for making a square

Type the ins
tructions for this procedure to make a square in
the procedure pane

To square

repeat 4 [fd 100 rt 100]

end

Now when the students want to make a square they just
have to type the word “square” into the command
center.

Note: instead of typing the
instructions for creating a
square again, students can cut and paste the
instructions they wrote from the command center.

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Now that you have created a button,
tell the
students that they
can make controlling the
turtle even easier by making a button.

Demo
nstrate making a button for the
students.

In the tool
bar, select the command that looks a

finger
pressing a button

Then click in the
work area

A box will appear on the screen which will prompt you to
enter

The Label: this is a short name that describes yo
ur
button

(i.e. Shape)

Instruction: this is the
name of the procedure

it
must be typed in exactly
as you typed it in the
procedure pane (without the word “To”) ((i.e.
square)

Click Ok

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MicroWorlds
:
Starter Commands

Command

What will the
turtle do?

fd

Move forward in the direction where the turtle
’s

Example: fd 100

makes the turtle travel 100 units forward

rt

Turns the turtle right in the number of degrees you specify.

Example: rt 90

makes the turtle turn 90 degre
es RIGHT from the direction it
was pointing

bk

Move backwards
from

the direction where the turtle
’s

Example: fd 100

makes the turtle travel 100 units backward

lt

Turns the turtle left in the number of degrees you specify.

Example: lt

90

makes the turtle turn 90 degrees LEFT from the direction it
was pointing

pd

Puts the pen down so that when the turtle moves, it will leave a line

pu

Lifts the pen up so that when the turtle moves, it will NOT leave a line

repeat

Allows you to
repeat the commands that are within the brackets

Example: repeat 4 [fd 100 rt 100]

the turtle will go forward 100 units and
turn 90 degrees four times. This will make a square.

setc

Sets the color of the pen

Example: setc 290

this will change the col
or to light pink. The turtle turns
light pink to show you it has changed.

setpensize

Sets the thickness of the line

Example: setpensize 30

changes the pen size to the thickest possible size

cg

Clear graphics will erase everything but the turtle

Microworlds Challenge
s

Can you…

Make a square
?

Make a triangle
?

Make a Hexagon
?

Make a Pentagon
?

What is the formula for making a polygon?

___________________________________________________________________

Bonus: Make a star!

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Activity
: Using the
Drawing Tools

Guided Practice

Explain that students will be using the
drawing tools to create and obstacle for the
turtle to navigate around.

Demonstrate the drawing tools

From the toolbar, select the painting/clipart tool. This tool
looks like a yellow

sticky note with a paint brush in front of
it.

Then select the Paintbrush, the pencil tool, a brush size
and a color.

Draw a “rock” in the work area
=
=
=
events=are=triggered=by=specific=actions.=
=
ff=mac
J
jan=eats=a=
ghost=he=diesI=if=you=click=on=the=
doorknob=you=can=walk=through=the=doorI=if=you=walk=far=
enough=into=a=room=a=boss=will=come=out.
=
bxplain=jicrotorlds=allows=events=to=be=
triggered=to.=fn=this=case=we=are=going=to=
make=an=announcement=if=the=turtle=should=
touch the “rock”.
=
aemonstrate=the=edit=function=for=colors.
=
Right click on the “rock”
=
A=box=will=prompt=you=to=enter=an=
instruction=for=the=mouse=
or=the=turtle.=fn=this=case=we=want=something=to=happen=
when=the=turtle=touches=the=green.=qype=the=following=in=the=
box after the word “turtle” and be sure the box “once” is
checked.
=
announce=xluch!=qhat=hurt!zI=clickoff
=
=
aemons
trate=testing=the=announcement
=
Drag the turtle to the “rock” to be sure the announcement
works.
=
duided=mractice
=
Challenge=the=students=to=create=a=rock
=
qhen=challenge=them=to=write=a=program=that=makes=the=
turtle navigate around the “rock” without touchin
g=it.
=
=
create=a=button=that=makes=the=turtle=navigate=the=rocks.
=
=
Check for Understanding: Circulate and verify that all
students have created a rock and that their program
makes the turtle go around
the “rock” without touching
it.

Connect the programming the students did
today with the information assurance career.

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Information Assurance Connection

Computer
Scientists

Salary Range

\$50,000
-

\$130,000 +

Job Description

Computer programmers write computer instructions, called code, to solve problems. They
allow repetitive or complex tasks to be completed faster and easier than a human could do
alone.

Education

Math

Computer Science

Information Security

What do they do?

Computer programmers must know a lot about information assurance. They have to write code
that makes it hard for criminals to use the programs that programmers write for evil purposes.
Computer programs run on all of our electronic devices

computers, TV
s, Phones,
Microwaves, and even hearing aids! Computer programmers are needed for almost any field
you can think of

Medical fields use programmers to help with their robotic surgery equipment.
Anthropologists, use programmers to help them automate the tr
anslation of texts. Race car
drivers use computer programmers to improve how their car functions.

Information Assurance Connection

Show the students the Digital Dossier video from the CD. Let them know that everything on the
computer is remembered and tracked like the lines the turtle leaves behind him when he moves. They
should be careful about what they do online so that if anyone w
ere to look at a student’s digital
footprint, they would find only nice things about that person, and no identity information.

Give students the
Handout: Online Reputation Checklist

to take home and share with their families.

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Free and Safe Computer Check
-
ups

Bit Defender:
http://www.bitdefender.com/scan8/ie.html

Microsoft:
http://onecare.live.com/si te/enus/defaul t.htm?s_cid=sah

Symantec:

http://www.symantec.c
om/securitycheck

Qualys:

https://browsercheck.qualys.com

Take Home: Computer
Science Unplugged

Instructions: Ask your parent, brother, sister, or friend, to write a
list of instructions
on a separate piece of paper,
to create this
simple lapt
op. Then give the instructions to someone else to
follow.

Compare the two images.

Were they close?

What changes in the directions should be made?

Today you learned about Syntax (a
programming language’s rules). Explain to your
parent how syntax
could have helped create
more accurate directions.

Use these free and safe
resources to perform a
check
-
up on your computer

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Computer Jokes To Share with your Family

What is a politically correct virus:

One that n
ever calls itself a "virus", but

instead refers to itself a
s an
"electronic microorganism".

What is a
Texas virus:

One that m
akes sure that it's bigger than any other file.

What is a
Paul Revere virus:

A

revolutionary virus
that
does not horse around. It warns you of impending
hard disk

attack
---
once if by LAN, twice if by C:.

En
ter

means: Come on in

Windows

means:
What you must shut when the temperature hits 10 below

Chip means:

What you munch during a football games

Microchip means:

What's left in the bag when the normal chips are gone

Laptop means:

Where the grandkids sit

Software

means: Plastic picnic utensils

Mouse

means:

What leaves those little turds in the cupboard

Random Access Memory

: When you can't remember how much yo
u spent on the new gadgets when

The programmer's cheer

Shift to the left, shift to the right!

Pop up, push down, byte, byte, byte!

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P
ossible computer bumper stickers

Can you or your family think of others?

1
. <
--------

The in
formation went data way

2
--
nah nah na nah nah!

3
. C:V> Bad command or file name! Go stand in the corner.

4
. .... File not found. Should I fake it? (Y/N)

5
. Ethernet (n): something used to catch the etherbunny

6
. CONGRESS.SYS Corrupted:
Re
-
boot Washington D.C (Y/N)?

7
. Windows: Just another pane in the glass.

8
. SENILE.COM f
ound . . . Out Of Memory . . .

9
. Smash forehead on keyboard to continue...

1
0
. ASCII stupid question, get a stupid ANSI!

11
. E
-
mail returned to sender
--

insuffi
cient voltage.

12
. Error: Keyboard not attached. Press F1 to continue.

1
3. Press any key... no, no, no, NOT THAT ONE!

1
4. Press any key to continue or any other key to quit...

1
5. REALITY.SYS corrupted: Reboot universe? (Y/N/Q)

1
6. Error reading FAT
record: Try the SKINNY one? (Y/N)

1
7. Hit any user to continue.

18
. Backup not found: (A)bort (R)etry (P)anic

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Online Reputation Checklist

Words to Know

Digital Footprints

Text, images, audio, or video on the Internet that is posted by you

or by a
nyone else about you.

Online Reputation

Any text, image, audio, or video posted to the Internet that helps people make judgments about you. This
content could be posted by you or by anyone else.

Online Reputation Management

Thoughtful posting and moni
toring of information on the Internet about yourself to create a positive image.

What you can do

Evaluate your Digital Footprints for content that is:

Offensive,

Negative,

Illegal, or

Too revealing of private information.

Questions to think about when looking at your digital footprints:

Would you want a trusted adult, employer, sports recruiter, or college admissions officer to
see your digital footprints?

Do you have music files or movies on your site? Were they legally
obtained? Do they
portray you in a positive light?

Have you posted anything that could hurt another person’s feelings or reputation?

Have you posted information that could help someone find you in real life?

Checklist for a creating a great online repu
tation:

I have pictures that show I would be a good employee/student/team member/citizen.

I have posted only nice comments.

I have music and video that is not copyrighted on my site.

I have included only my name and email address on my site.

I partici
pate in online discussions and Interest sites in a positive manner.

Watch this video with your family to learn more about Playing and Staying Safe Online:
http://www