Digital Solutions 2019 v1.

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Unit 4 sample teaching, learning and assessment plan

Unit 4: Digital impacts

Unit description
In Unit 4, students learn how data is shared in both local and global contexts, particularly how digital solutions are increasingly required to exchange data securely and efficiently. Students will understand elements of
cybersecurity by exploring the conditions, environment and methods for enabling data to flow between different digital systems. They will analyse data privacy and data integrity risks associated with transferring data between
applications and evaluate the personal, social and economic impacts associated with the use and availability of both public and private data. Students will develop an application that simulates the exchange of data between
two applications.

Unit objectives
By the end of this unit, students will:
1. recognise and describe programming elements, components of data exchange systems, privacy principles and data exchange processes
2. symbolise and explain data structures and specifications, methods for exchanging data, algorithms and data-flow relationships within and between systems
3. analyse problems and information related to digital systems
4. determine solution requirements and prescribed and self-determined criteria
5. synthesise information and ideas to determine possible components of digital solutions
6. generate components of the digital solution
7. evaluate impacts, components and solutions against prescribed and self-determined criteria to make refinements and justified recommendations
8. make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.

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 Assessment plan
Assessment details
Summative internal assessment 3 (IA3):
Project — folio
This assessment focuses on the
problem-solving process in Digital Solutions
that requires the application of a range of
cognitive, technical and creative skills and
theoretical understandings. The response is a
coherent work that documents the iterative
process undertaken to develop a solution to a
problem. It may include written paragraphs and
annotations, data, tables, algorithms, diagrams,
sketches, illustrations, digital prototypes and
models.
This assessment occurs over an extended and
defined period of time. Students may use class
time and their own time to develop the folio.
Summative external assessment (EA):
Examination
Summative external assessment is developed
and marked by the QCAA. In Digital Solutions,
it contributes 25% to a student’s overall subject
result.
The external assessment in Digital Solutions is
common to all schools and administered under
the same conditions, at the same time, on the
same day.
The examination is a supervised test that
assesses the application of a range of
cognitions to multiple provided items.
Student responses must be completed
individually, under supervised conditions, and
in a set timeframe.
Digital Solutions 2019 v1.2
Unit 4 sample teaching, learning and assessment plan
% Objectives to be assessed Conditions Date
25% 1. recognise and describe key elements of an application, components of data exchange systems, • Length Students may work
and data security processes ­ 8–10 A3 pages on the response to
2. symbolise and explain data interface, structures and specifications; data flow relationships ­ 2–4 A4 pages of code with annotations the assessment
within and between systems; and digital methods of exchanging data throughout the unit.
­ 1–2 minute demonstration of the
3. analyse a data exchange problem and information related to data security functionality of the data exchange solution
4. determine data exchange system requirements, a security strategy for data, and prescribed and by video recording
self-determined criteria • Other
5. synthesise information and ideas to determine selected data, algorithms and coded
­ the reference list and appendixes are not
components of data exchange solutions included in the page count
6. generate components of the data exchange solution ­ schools implement authentication
7. evaluate impacts, coded components and a data exchange solution against prescribed and strategies that reflect QCAA guidelines
self-determined criteria to make refinements and justified recommendations (see Section 1.3.2).
8. make decisions about and use mode-appropriate features, written language and conventions
for a technical audience.
25% 1. recognise and describe programming elements, components of exchange systems, privacy • Time: 2 hours plus perusal (15 minutes) External assessment
principles and data exchange processes • Combination response: This assessment will timetable to be set by
2. symbolise and explain programming ideas, data specifications, data exchange processes, and include a combination of one extended QCAA.
data flow within and between systems response, a number of short response
3. analyse problems and information related to a digital problem and/or multiple-choice questions.
5. synthesise information and ideas to determine components of digital solutions • Length
7. evaluate impacts, components and solutions against criteria to make refinements and justified ­ 800–1000 words in total, including
recommendations  50–250 words for short-response
Note: Objectives 4, 6 and 8 are not assessed in the assessment instrument. answers
 400 words or more for the extended
response.
Queensland Curriculum & Assessment Authority
June 2018
Page 2 of 12
 Teaching and learning plan
Please be advised that this resource may contain images, voices, names or references to deceased persons. This may be in the form of photographs, film, audio recordings or printed material included or referenced as part of
this resource. Some references may contain terms or reflect attitudes that are inappropriate today but are provided in a historical context.
Notional Unit objectives Subject matter
hours
3 hours 1, 2, 4, 7, 8 Topic 1: Digital methods for exchanging data
• symbolise and explain
­ how application sub-systems, e.g. front end,
back end, work together to constitute a
solution
­ secure data transmission techniques and
processes, including the use of encryption,
decryption, authentication, hashing and
checksums
• symbolise
­ representations of a digital solution
­ data flow through a system using data flow
diagrams.
Topic 2: Complex digital data exchange
problems and solution requirements
• determine data sources required to generate
data components
• explain the purpose of code and/or algorithm
statements using code comments and
annotations
• communicate using
­ digital technologies–specific language
­ sketches or diagrams to present information
and ideas about the problem and
programmed digital solutions.
Topic 3: Prototype digital data exchanges
• evaluate security impacts of data and its use,
dissemination, storage, accuracy and
ownership on personal, social and economic
needs.
Digital Solutions 2019 v1.2
Unit 4 sample teaching, learning and assessment plan
Sample learning experiences Teaching and learning Possible resources
— underpinning factors
Audiovisual activity: Data openness, linked data and impacts Literacy skills • Tim Berners-Lee — TED2009, ‘The
Individually, students: • comprehending texts through next web’, TED
• view TED talks, ‘The next web’ and ‘The year open data went listening, reading and viewing to www.ted.com/talks/tim_berners_lee
worldwide’. make meaning of digital _on_the_next_web
technologies text, words and • Tim Berners-Lee — TED2009, ‘The
visual knowledge year open data went worldwide’,
In small groups, students:
• composing texts through TED
• explore reasons ‘for’ and ‘against’ sharing data www.ted.com/talks/tim_berners_lee
speaking, writing and creating to
• explain the term ‘linked data’ and provide examples develop annotated drawings and _the_year_open_data_went_world
• explain the term ‘data mash-up’ detailed specifications wide#t-161027
• brainstorm and record the benefits of interconnected systems • composing texts through • Hand, D 2012, ‘Open data is a
speaking, writing and creating to force for good, but not without
• symbolise and explain
communicate information and risks’, The Guardian, 10 July
­ how application sub-systems, for example front-end and back- www.theguardian.com/society/2012
ideas to a variety of audiences
end, work together to solve a problem /jul/10/open-data-force-for-good-
­ secure data transmission techniques and processes, including Numeracy skills risks
use of encryption, decryption, authentication, hashing and • estimating and calculating with • data.gov.au (Australian
checksums. whole numbers Government)
• using numbers and number www.data.gov.au
Individually, students: concepts in programming • Open Data Queensland
• read The Guardian article, ‘Open data is a force for good, but not • interpreting statistical information (Queensland Government)
without risks’ through developing, testing and www.data.qld.gov.au
• evaluate the possible risks and security impacts of linking data and refining components • Google Maps API StreetView
open data. 21st century skills Service
• critical thinking — analysing www.youtube.com/watch?v=Ui8Nd
As a class, students: information to see or make new L0jQ9I
• develop a benefits and risks register of linked data links to digital problems
• discuss the potential issues • collaboration and teamwork —
relating to and interacting with
• suggest ideas to manage risks and flag unknown questions for others to solve problems in digital
further exploration, for example how to manage risk and the technology contexts
processes involved
• personal and social interactions —
• list some of the key technical elements of data linking that Tim developing and demonstrating
Berners-Lee identified, which need further exploration. adaptability and flexibility to create
digital solutions, enhanced
Exploration activity: Exploration of data sources resilience, mindfulness, open- and
In pairs, students: fair-mindedness, self-awareness
and the ability to self-manage
• investigate Australian Government data sources at
­ data.gov.au • Information & communication
technologies (ICT) skills —
­ Open Data Queensland
accessing, collating, evaluating,
• describe some of the data available analysing and presenting
­ what form does it take? information from primary and
­ is it sensitive or personal? secondary sources; being
• determine suitable data sources required to generate data productive ICT users
components by selecting one of the data sources and
­ exploring and evaluating
 rules and limitations associated with using the data
 licenses that have been granted
­ symbolising data flow through a system using data flow
diagrams.
Queensland Curriculum & Assessment Authority
June 2018
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 Notional Unit objectives Subject matter Sample learning experiences Teaching and learning Possible resources
hours — underpinning factors
Audiovisual activity: Investigating data
Individually, students:
• view the YouTube video, Google Maps API StreetView Service
• identify types of data elements capable of being drawn from the
Google street view API
In pairs, students:
• brainstorm how data could be used and what data could be
returned to make the street view API a richer experience for users
• prepare a pitch to Google, which identifies and communicates
improvements to sharing the data
• symbolise their digital solution using a mind map.

Collaborative activity: Internet of things

Following a classroom discussion about what constitutes the
‘internet of things’ and how it can transform society, students break
into pairs to:
• investigate and explore two internet of things products from a
teacher supplied list or brainstorming start map
• symbolise and explain possible data exchanges and data elements
• identify and evaluate constraints, threats, benefits and
opportunities.

4 hours 1, 3, 7 Topic 1: Digital methods for exchanging data
• explain Australian Privacy Principles (2014)
and ethics applicable to the use of personally
identifiable or sensitive data from a digital
systems perspective.
Topic 2: Complex digital data exchange
problems and solution requirements
• analyse problems and information to
determine
­ factors and risks that affect data security,
including confidentiality, integrity and
availability, and privacy
­ prescribed and self-determined criteria to
appraise the implementation, e.g.
protection, security and interactions.
Topic 3: Prototype digital data exchanges
• evaluate
­ security impacts of data and its use,
dissemination, storage, accuracy and
ownership on personal, social and economic
needs
­ and make justified recommendations related
to the security impacts of digital solutions,
taking into consideration changes in
interactivity and ways information and data
are created, used and shared.
Collaborative activity: Data privacy Literacy skills
During a class discussion, students collaborate to: • comprehending texts through
• share their discoveries relating to data sharing listening, reading and viewing to
• identify, explain and record data privacy issues in a mind map make meaning of digital
technologies text, words and
• identify risks and remedy ideas. visual knowledge
• composing texts through
As a class, students: speaking, writing and creating to
• view the YouTube video, Privacy law in Australia, which will communicate information and
introduce the Australian privacy principles. ideas to a variety of audiences
Numeracy skills
In pairs, students:
• using numbers and number
• explore and discuss the question, ‘Is privacy a right or a privilege?’ concepts in programming
• complete answers to questions in the video. • interpreting statistical information
through developing, testing and
refining components
In groups, students:
• explore the Australian privacy principles resource, ‘NPPs — Plain 21st century skills
English summary’ • critical thinking — analysing
• view the YouTube video, That Instagram hack is shaping up to be information to see or make new
way bigger than anyone thought links to digital problems
• collaboration and teamwork —
• analyse the identified problems with Instagram to identify factors
relating to and interacting with
and risks that affect data security, including confidentiality, privacy,
others to solve problems in digital
integrity and availability
technology contexts
• using the Australian privacy principles as prescribed criteria,
• personal and social interactions —
evaluate Instagram to determine whether the business meets or
developing and demonstrating
breaks each principle
adaptability and flexibility to create
• make justified recommendations for improving Instagram data
digital solutions,
sharing.
enhanced resilience, mindfulness,
open- and fair-mindedness,
Class activity: Continuum self-awareness and the ability to
As a class, students: self-manage
• Privacy law in Australia
www.youtube.com/watch?v=MQc-
UjE560A
• Australian Government, Office of
the Australian Information
Commissioner, ‘NPPs — Plain
English summary’
www.oaic.gov.au/privacy-
law/privacy-archive/privacy-
resources-archive/npps-plain-
english-summary
• That Instagram hack is shaping up
to be way bigger than anyone
thought
www.youtube.com/watch?v=MFeP
YnXdIio
Extra information
• HealthITSecurity, ‘What are data
security concerns with healthcare
APIs?’
www.healthitsecurity.com/news/wh
at-are-data-security-concerns-with-
healthcare-apis
• Cimpanu, C 2016, ‘Battery status
API being removed from Firefox
due to privacy concerns’, Bleeping
Computer LLC,
2 November
www.bleepingcomputer.com/news/
software/battery-status-api-being-
removed-from-firefox-due-to-
privacy-concerns/
• Aisling Moloney 2017, ‘Google
Maps now lets anyone add to street

Digital Solutions 2019 v1.2 Queensland Curriculum & Assessment Authority

Unit 4 sample teaching, learning and assessment plan June 2018
Page 4 of 12
 Notional Unit objectives Subject matter Sample learning experiences Teaching and learning Possible resources
hours — underpinning factors

• physically position themselves on a ‘right to privacy’ continuum • Information & communication view, if you have a very expensive
relating to open and free information technologies (ICT) skills — camera’, Metro News, 6 October
• explain and justify their position. accessing, collating, evaluating, www.metro.co.uk/2017/10/06/googl
analysing and presenting e-maps-now-lets-anyone-add-to-
information from primary and street-view-if-you-have-a-very-
As a class, students refer to the ‘risks and remedies’ mind map secondary sources; being expensive-camera-6980169
summary previously developed to: productive ICT users • Condé Nast — Wired videos,
• select some security-related elements, including encryption ‘Google Maps Is upgrading street
• explore methods of encryption as they relate to the following view and you can help’
processes: www.wired.com/video/2017/09/goo
­ transmission including key encryption via HTTPS (SSL) gle-maps-is-upgrading-street-view-
­ in-place data including encryption/decryption and hashing and-you-can-help
­ data access including username/passwords, for example
authentication tokens.
Allocate one security measure to each student, then students
individually:
• explore and investigate their security measure
• summarise how and where the security method is used, giving
examples.

8 hours 1, 2, 4, 6, 8 Topic 1: Digital methods for exchanging data
• recognise and describe
­ encryption and authentication strategies
appropriate for securing data transmissions
and their differences
­ how data compression, encryption and
hashing are used in the storage and transfer
of data
­ how simple algorithms consist of input,
process and output at various stages
­ how useability principles are used to inform
solution development
­ how the elements and principles of visual
communication inform user interface
development
• symbolise and explain
­ secure data transmission techniques and
processes, including the use of encryption,
decryption, authentication, hashing and
checksums.
Topic 2: Complex digital data exchange
problems and solution requirements
• determine manageable aspects of a problem
through a decomposition and analysis of
­ constraints
­ risks
­ available tools and code libraries
­ data storage and output requirements
­ data interface
• explain the purpose of code and/or algorithm
statements using code comments and
annotations.
Audiovisual activity: Cryptography/encryption Literacy skills
As a class, students view the video, ‘How encryption works’. • comprehending texts through
listening, reading and viewing to
make meaning of digital
Individually, students:
technologies text, words and
• describe in a summary, the purpose of encryption and decryption
visual knowledge
within databases specifically focusing on how this can be achieved
within data stores • composing texts through
speaking, writing and creating to
• explore, describe, compare and contrast application level
develop annotated drawings and
encryption and storage, and database management system
detailed specifications
storage procedure encryption processes
• composing texts through
• identify and describe other potential encryption methods.
speaking, writing and creating to
communicate information and
In pairs, students: ideas to a variety of audiences
• identify, symbolise, explain, compare and contrast different data Numeracy skills
storage encryption algorithms used in the industry
• estimating and calculating with
• determine quality characteristics and practical usage constraints or
whole numbers
limitations of each type of encryption algorithm.
• using numbers and number
concepts in programming
Class activity: Encryption libraries
21st century skills
Lead the class to explore the resource, ‘.NET framework
• collaboration and teamwork —
cryptography model’, to relate the exploration of cryptographs to
relating to and interacting with
libraries available within visual studio.
others to solve problems in digital
technology contexts
Exploration activity: What is hashing? Exploration of • Information & communication
encryption/decryption data scenario activities
technologies (ICT) skills —
In pairs, students test and explore encryption/decryption data accessing, collating, evaluating,
scenarios (in preparation for later activities where they will verify their analysing and presenting
coded solutions) by: information from primary and
• viewing the following videos and completing the simple secondary sources; being
encryption/decryption activities productive ICT users
­ How to encrypt and decrypt a string in .NET
­ Hashing and password storage (How to store passwords)
­ Encrypt your passwords with MD5 hashing in C#
• using the web resource, ‘Online encrypt decrypt string’, to replicate
• How Stuff Works 2018, ‘How
encryption works’
computer.howstuffworks.com/encry
ption5.htm
• Microsoft, ‘.NET framework
cryptography model’
docs.microsoft.com/en-
us/dotnet/standard/security/cryptogr
aphy-model
• Twenty C# Questions Explained —
How to encrypt and decrypt a string
in .NET
www.youtube.com/watch?v=LbVR
wqrMnZs
• Hashing and password storage
(How to store passwords)
www.youtube.com/watch?v=z8tUW
8Z96dI
• Encrypt your passwords with MD5
hashing in C#
www.youtube.com/watch?v=NiW5R
iPkQdI
• Code Beautify, ‘Online encrypt
decrypt string’
codebeautify.org/encrypt-decrypt
• What is CHECKSUM? What does
CHECKSUM mean? CHECKSUM
meaning, definition & explanation
www.youtube.com/watch?v=9THS
ViMDQf4
Extra information
• MD5 Hash Tutorial — What the
MD5 hash means and how to use it

Digital Solutions 2019 v1.2 Queensland Curriculum & Assessment Authority

Unit 4 sample teaching, learning and assessment plan June 2018
Page 5 of 12
 Notional Unit objectives Subject matter
hours
Topic 3: Prototype digital data exchanges
• use a suitable programming environment to
­ implement algorithms using modularisation
­ incorporate existing code libraries (where
applicable)
• manipulate data from an external source
• generate within programmed methods
­ sequence
­ selection, i.e. use of single and nested,
simple or compound conditions
­ iterations, including nesting or simple or
compound conditions
­ use of code-specific arithmetic comparison
and logical operators, including real division,
integer division, modulus
­ use of data types, error-checking functions
and conversions
­ use of structures, including one-dimensional
collections, e.g. arrays and lists.
6 hours 1, 2, 3, 4, 6 Topic 1: Digital methods for exchanging data
• recognise and describe
­ encryption and authentication strategies
appropriate for securing data transmissions
and their differences
­ how data compression, encryption and
hashing are used in the storage and transfer
of data
­ how simple algorithms consist of input,
process and output at various stages
• explain
­ network transmission principles, including
latency, jitter, guarantee and timeliness of
delivery, and protocols relevant to the
transmission of data over the internet, e.g.
HTTP, HTTPS, FTP, VPN, streaming and
broadcasting data packets
­ methods for data exchange used to transfer
Digital Solutions 2019 v1.2
Unit 4 sample teaching, learning and assessment plan
Sample learning experiences Teaching and learning Possible resources
— underpinning factors
these scenarios in a suitable programming environment. to verify file integrity
www.youtube.com/watch?v=33QT7
Individually, students: xohUvI
• explore different hashing algorithms, such as MD5, SHA256 and • Dream in code, ‘AES encryption
SHA512 and C# — A very basic intro to
cryptography In C#’
• evaluate the benefits and weaknesses of using each hashing www.dreamincode.net/forums/topic/
algorithm 156922-aes-encryption-and-c%23
• respond to the question, ‘How can MD5 still be used if weaknesses • Mudassar Ahmed Khan 2013,
exist?’ (Direct students to the concept of salt cryptography.) ‘Encrypt and decrypt username or
• use the YouTube video, Encrypt your passwords with MD5 password stored in database in
hashing in C#, and use teacher supplied code examples to ASP.Net using C# and VB.Net’,
demonstrate MD5 hash (salt cryptography optional) ASP Snippets, 18 October
www.aspsnippets.com/Articles/Encr
Individual activity: Programming ypt-and-Decrypt-Username-or-
Using a teacher provided database with security issues, students Password-stored-in-database-in-
analyse a security problem and individually generate a security ASPNet-using-C-and-VBNet.aspx
solution for the database by: • Nitansh, Agarwal, ‘SQL server
• specifying requirements using a system data flow diagram (DFD) column level encryption example
and user interface (UI) sketch, with justification from a user and using symmetric keys’, MSSQL
programming perspective Tips
www.mssqltips.com/sqlservertip/24
• developing a login algorithm 31/sql-server-column-level-
• generating a sample login page with data linkage encryption-example-using-
• developing an ‘on-the-fly hash’ of a user entered password symmetric-keys
• justifying their reasoning for the selected hash algorithm • C# Corner, ‘Convert string to MD5
• generating code to update the password to the datastore, using in SQL server’
hash and update SQL. www.c-
sharpcorner.com/blogs/convert-
string-to-md5-in-sql-server
Group activity: What is a checksum?
• DreamInHex 2006, ‘Using MD5
Students: encryption with C# and MSSQL
• view the YouTube video, What is CHECKSUM? What does 2000’, Code Project, 10 October
CHECKSUM mean? CHECKSUM meaning, definition & www.codeproject.com/Articles/1260
explanation 2/Using-MD-Encryption-with-C-and-
• use MD5 checksums to apply the instructions to a MSSQL
self-selected file, then transmit the file to another member of the
group via email and perform a checksum on the received file.
Individual activity: Exploring the OSI model Literacy skills • CCNA Training, ‘Open systems
Students: • composing texts through interconnection (OSI) model
• use the ‘Open systems interconnection (OSI) model tutorial’ to speaking, writing and creating to tutorial’
explore and explain the develop annotated drawings and www.9tut.com/osi-model-tutorial
­ OSI model detailed specifications • OSI model explained —
• composing texts through Real-world example
­ seven layers of the OSI model
speaking, writing and creating to www.youtube.com/watch?v=LANW
 application 3m7UgWs
communicate information and
 presentation ideas to a variety of audiences • Lifewire, ‘The layers of the OSI
 session model illustrated’
Numeracy skills
 transport www.lifewire.com/layers-of-the-osi-
• using numbers and number
 network model-illustrated-818017
concepts in programming
 data link
• interpreting statistical information
 physical
through developing, testing and
• summarise definitions for each layer of the OSI model refining components • What is HTTP and why web is built
• identify and describe examples within the application/presentation on it?
21st century skills
and session layers. www.youtube.com/watch?v=4_-
• critical thinking — analysing KdOLZWLs
information to see or make new
Queensland Curriculum & Assessment Authority
June 2018
Page 6 of 12
 Notional Unit objectives Subject matter
hours
data across networked systems, e.g. REST,
JSON and XML
• describe data using appropriate naming
conventions, data formats and structures
• symbolise and explain secure data
transmission techniques and processes,
including the use of encryption, decryption,
authentication, hashing and checksums.
Topic 2: Complex digital data exchange
problems and solution requirements
• analyse and explain a system’s data process
by developing data flow diagrams that link
external entities, data sources, processes and
data storage
• determine data sources required to generate
data components
• symbolise algorithmic steps as pseudocode.
Topic 3: Prototype digital data exchanges
• use a suitable programming environment to
­ receive data from an external source, and
process and display the data in an
appropriate format
­ incorporate existing code libraries (where
applicable)
• manipulate data from an external source
• generate within programmed methods
­ sequence
­ selection, i.e. use of single and nested,
simple or compound conditions
­ iterations, including nesting or simple or
compound conditions
­ use of code-specific arithmetic comparison
and logical operators, including real division,
integer division, modulus
­ use of data types, error-checking functions
and conversions
­ use of structures, including one-dimensional
collections, e.g. arrays and lists
• generate a prototype digital solution that uses
appropriate data structures including JSON or
XML, to exchange data.
Digital Solutions 2019 v1.2
Unit 4 sample teaching, learning and assessment plan
Sample learning experiences Teaching and learning Possible resources
— underpinning factors
In pairs, students use the internet as a resource to: links to digital problems • W3Schools, ‘HTTP request
• view the YouTube video, OSI model explained — Real-world • creative thinking — generating methods: Compare GET vs. POST’
example and applying new ideas to create www.w3schools.com/tags/ref_http
and identify strategies to develop methods.asp
• explore, symbolise and explain network transmission basics,
packet switching across networks and network latency innovative solutions • Man-in-the-Middle Attacks —
• identify which OSI layers are responsible for packet switching, • collaboration and teamwork — CompTIA Security+ SY0–401: 3.2
using standards like TCP/IP relating to and interacting with www.youtube.com/watch?v=p4pLV
others to solve problems in digital N_hVsU
• analyse and explore compounding network issues, including
technology contexts • Comodo CA Limited 2018, ‘What is
bandwidth, throughput, round-trips and latency
HTTPS? HTTP vs HTTPS’
• explore packet jitter and the issues it causes along with network www.instantssl.com/ssl-certificate-
layer (jitter buffer) products/https.html
• write a description of each layer and its purpose.
• REST API concepts and examples
www.youtube.com/watch?v=7YcW
In groups, students symbolise in a mind map the answers to the 25PHnAA
following questions: • Step-by-step tutorial — C# REST
• What is security over networks? client
• Why is it important? www.youtube.com/watch?v=11f5Kz
VNQ90
• What are some real-world examples?
• Microsoft, ‘Build RESTful APIs with
• How do these real-world examples operate?
ASP.NET Web API’
https://docs.microsoft.com/en-
Support students to: us/aspnet/web-api/overview/older-
• read and discuss, ‘The layers of the OSI model illustrated’ and the versions/build-restful-apis-with-
‘OSI model explained — real-world example’ aspnet-web-api
• find examples of data security issues in the stack Extra information
• categorise the examples of ISO levels. • Finjan Team 2016, ‘Application
layer security and the OSI model’,
Finjan Cybersecurity,
In groups, students focus on data security to:
11 October
• identify and explain security and vulnerabilities at each ISO level blog.finjan.com/application-layer-
• compare and contrast security methods between session and security-and-the-osi-model/
application levels
• identify and explain the principles, standards and/or protocols used
at each level.
Audiovisual activity: ‘What is http?’
Students view the YouTube video, What is HTTP and why web is
built on it? and record their understanding of basic network
transmission principles as they relate to the transfer of information.
Analysis activity: HTTP overview, parameters, requests,
responses and methods
Students:
• read the resource, ‘HTTP request methods: Compare GET vs.
POST’, then identify core features of HTTP
• analyse and summarise ‘GET’ and ‘POST’ methods and provide
several examples for each.
Audiovisual activity: Identification of web security problems
In pairs, students:
• view the YouTube video, Man-in-the-Middle Attacks — CompTIA
Security+ SY0–401: 3.2 to better understand security issues and
the importance of web security
• explore the website, ‘What is HTTPS? HTTP VS HTTPS’
Queensland Curriculum & Assessment Authority
June 2018
Page 7 of 12
 Notional Unit objectives Subject matter Sample learning experiences Teaching and learning Possible resources
hours — underpinning factors

• apply the problem-solving process to evaluate whether HTTPS

could be a solution for the identified eavesdropping problem
• investigate web data-interconnections to find information that
justifies the statement, ‘It isn’t just humans generating requests via
a web browser’
• view the YouTube video, REST API concepts and examples and
generate a proposal with examples identifying how RESTful Web
Services and its representational state protocol might also be used
to solve this problem
• write a response to the following questions / tasks
­ How does REST use HTTP to transfer information?
­ What are the characteristics of HTTP requests for REST?
­ describe a header and rest payload and give examples
­ compare and contrast JSON and XML scenarios
­ How is a JSON request made secure using
 access tokens, for oauth or oauth2
 SSL?

Think-Pair-Share activity: What is a REST Web API?

In groups, students:
• identify two different REST Web API services freely available and
explain the features, access methods and sample GET/POST
requests
• share their findings with the class
• summarise the findings and highlight common threads, such as
data requests and data returns. (The teacher should help guide
students to carefully do this.)
Individually, students:
• view the YouTube video, Step-by-step tutorial — C# REST client
and generate a basic REST API from C# using Visual Studio
• generate a simple web API using ASP.NET (C#) by doing the
Microsoft exercises, ‘Build RESTful APIs with ASP.NET Web API’.

6 hours 1, 6, 7 Topic 1: Digital methods for exchanging data
• recognise and describe
­ encryption and authentication strategies
appropriate for securing data transmissions
and their differences
­ how data compression, encryption and
hashing are used in the storage and transfer
of data
• explain
­ network transmission principles, including
latency, jitter, guarantee and timeliness of
delivery, and protocols relevant to the
transmission of data over the internet, e.g.
HTTP, HTTPS, FTP, VPN, streaming and
broadcasting data packets
­ methods for data exchange used to transfer
data across networked systems including
REST, JSON and XML
• describe data using appropriate naming
conventions, data formats and structures.
Investigation activity: Adding a local structured data store to Literacy skills
the application (from the previous activity) using web API • composing texts through
requests speaking, writing and creating to
In pairs, students consider the following two models: develop annotated drawings and
• Model 1 — use structured data and a web API to pass/update data detailed specifications
to/from distant consumers • composing texts through
speaking, writing and creating to
• Model 2 — value add data with mashed data from web REST
services to a data-driven application. communicate information and
For each model: ideas to a variety of audiences
­ explore whether structured local data stores and inter-connected Numeracy skills
data could be used in conjunction with each other • interpreting statistical information
­ read the article, ‘Eagle eye updates its video API platform’ and through developing, testing and
scope out two possible mashed data-driven applications that use refining components
a REST data source and a localised database • using spatial reasoning to work
­ identify a typical REST response dataset and requirements of
with digital models
the solution
• recognising and using patterns
­ list and explain REST calls to be made
and relationships during
­ evaluate it against the following criteria — effectiveness, viability, computational thinking when
performance and need — and justify the chosen solution. planning, developing and
generating best-fit solutions
21st century skills
As a class, students:
• Robles, P 2018, ‘Eagle eye updates
its video API platform’,
Programmable Web, 26 January
www.programmableweb.com/news/
eagle-eye-updates-its-video-api-
platform/brief/2018/01/26
Extra information
• PostgreSQL studio
www.postgresql.org
• W3Resource 2018, ‘PostgresSQL
tutorial’
www.w3resource.com/PostgreSQL/
tutorial.php
• Access PostgreSQL from C# on
Windows 10
www.youtube.com/watch?v=xdkXJ
nyPPBs
• Using PostgreSQL with .NET Core
2.0
www.youtube.com/watch?v=md20l

Digital Solutions 2019 v1.2 Queensland Curriculum & Assessment Authority

Unit 4 sample teaching, learning and assessment plan June 2018
Page 8 of 12
 Notional Unit objectives Subject matter
hours
Topic 2: Complex digital data exchange
problems and solution requirements
• communicate using
­ digital technologies–specific language
­ language conventions; textual features such
as annotations, paragraphs and sentences;
and referencing conventions to convey
information to particular audiences about
digital solutions
­ the modes of visual, written and spoken
communication to present data and
information about digital solutions.
Topic 3: Prototype digital data exchanges
• generate data structures using
­ SQL CREATE, DROP and ALTER
statements
­ SQL INSERT and UPDATE
­ SQL SELECT query, including WHERE,
GROUP BY, HAVING, ORDER BY,
sub-selection and inner-joins clauses.
16 hours 1, 2, 3, 6, 8 Topic 1: Digital methods for exchanging data
• recognise and describe
­ encryption and authentication strategies
appropriate for securing data transmissions
and their differences
­ how data compression, encryption and
hashing are used in the storage and transfer
of data.
Topic 2: Complex digital data exchange
problems and solution requirements
• analyse problems and information to
determine
­ boundary of scope of given problems
­ constraints and limitations of environments
­ requirements of the solution components
­ necessary coded modularity and features
­ factors and risks that affect data security,
including confidentiality, integrity and
availability, and privacy
­ existing code within inbuilt libraries
­ prescribed and self-determined criteria to
appraise the implementation, e.g.
protection, security and interactions
• analyse, evaluate and make refinements to
data to ensure completeness, consistency and
integrity.
Topic 3: Prototype digital data exchanges
• synthesise information and ideas to determine
prototype components of data exchange
solutions
Digital Solutions 2019 v1.2
Unit 4 sample teaching, learning and assessment plan
Sample learning experiences Teaching and learning Possible resources
— underpinning factors
• vote on the best student-derived solution to be used in the next • critical thinking — analysing Qut9EE
activity information to see or make new
• use a teacher provided database plan, to generate a database for links to digital problems
this solution in PostgreSQL. • creative thinking — generating
and applying new ideas to create
Individual exploration activity: Exploration of SQL and identify strategies to develop
innovative solutions
Students explore how the following SQL statements can be used to
generate and edit a datastore that supports a data exchange • Information & communication
solution: technologies (ICT) skills —
accessing, collating, evaluating,
• SQL CREATE, DROP and ALTER statements
analysing and presenting
• SQL INSERT and UPDATE information from primary and
secondary sources; being
productive ICT users
State crime data case study: Modelling success Literacy skills
Students use systems thinking and a teacher-generated internal • comprehending texts through
simulated QLD Police database including crimes, locations, listening, reading and viewing to
suspects, evidence etc. to generate a proposal of how the class- make meaning of digital
selected case solution (data exchange program) will be developed, technologies text, words and
including the: visual knowledge
• identification of prescribed and self-determined criteria • composing texts through
• database speaking, writing and creating to
• de-identification of data develop annotated drawings and
detailed specifications
• programming environment
• composing texts through
• SQL statements speaking, writing and creating to
• security within the database – hashing of password communicate information and
• transmission security requirements ideas to a variety of audiences
• data flow diagram (DFD) of functionality Numeracy skills
• success criteria — evaluating impacts such as security and privacy • interpreting statistical information
• use of JSON and XML with reasons and justifications through developing, testing and
• pseudocode of data interactions refining components
• testing plan • using spatial reasoning to work
with digital models
• evaluation of the proposed solution against prescribed and
self-determined criteria with justified recommendations for • recognising and using patterns
improvement. and relationships during
computational thinking when
planning, developing and
generating best-fit solutions
21st century skills
• critical thinking — analysing
information to see or make new
links to digital problems
• creative thinking — generating
and applying new ideas to create
and identify strategies to develop
innovative solutions
Queensland Curriculum & Assessment Authority
June 2018
Page 9 of 12
 Notional Unit objectives Subject matter
hours
• generate data structures using
­ SQL CREATE, DROP and ALTER
statements
­ SQL INSERT and UPDATE
SQL SELECT query, including WHERE,
GROUP BY, HAVING, ORDER BY,
sub-selection and inner-joins clauses
• evaluate
­ the solution against prescribed and
self-determined criteria
­ solutions by testing to refine their accuracy,
reliability, maintainability, efficiency,
effectiveness and useability
­ and make justified recommendations related
to the security impacts of digital solutions,
taking into consideration changes in
interactivity and ways information and data
are created, used and shared.
6 hours 6 Topic 3: Prototype digital data exchanges
• generate data structures using
­ SQL CREATE, DROP and ALTER
statements
­ SQL INSERT and UPDATE
­ SQL SELECT query, including WHERE,
GROUP BY, HAVING, ORDER BY,
sub-selection and inner-joins clauses.
Digital Solutions 2019 v1.2
Unit 4 sample teaching, learning and assessment plan
Sample learning experiences Teaching and learning Possible resources
— underpinning factors
• collaboration and teamwork —
relating to and interacting with
others to solve problems in digital
technology contexts
• personal and social interactions —
developing and demonstrating
adaptability and flexibility to create
digital solutions, enhanced
resilience, mindfulness, open- and
fair-mindedness, self-awareness
and the ability to self-manage
• Information & communication
technologies (ICT) skills —
accessing, collating, evaluating,
analysing and presenting
information from primary and
secondary sources; being
productive ICT users
Individual activity: Advanced SQL tasks Literacy skills • W3Resource 2018, ‘SQL exercises,
Students generate data structures by completing the activities, ‘SQL • comprehending texts through practice, solution’
exercises, practice, solution’ and ‘SQLCourse2.com exercises’ listening, reading and viewing to www.w3resource.com/sql-exercises
relating to: make meaning of digital • IT Business Edge,
• SELECT – multiple conditions technologies text, words and ‘SQLCourse2.com exercises’
• GROUP BY / HAVING visual knowledge www.sqlcourse2.com/intro2.html
• subqueries • composing texts through • PostgreSQL Exercises, ‘Joins and
speaking, writing and creating to subqueries’
• inner joins. communicate information and www.pgexercises.com/questions/joi
ideas to a variety of audiences ns
Supply students with a relational schema and data dictionary, so
Numeracy skills
they can:
• using spatial reasoning to work
• create a new database
with digital models
• create and alter tables
• recognising and using patterns
• generate insert queries to enter new records and relationships during
• provide testing scenarios to update existing data computational thinking when
• generate SQL commands to delete records based on a WHERE planning, developing and
condition. generating best-fit solutions
21st century skills
Individually, students use a teacher-supplied data source and • creative thinking — generating
complex SQL examples from the resource, ‘Joins and subqueries’ to and applying new ideas to create
determine and generate data structures using SQL queries that: and identify strategies to develop
• GROUP data (GROUP BY) innovative solutions
• filter GROUPED data (GROUP BY HAVING) • collaboration and teamwork —
relating to and interacting with
• involve table joins others to solve problems in digital
• involve table joins and grouped data (GROUP BY) technology contexts
• use sub queries to present data results • Information & communication
• use sub queries and data grouping to present data results technologies (ICT) skills —
• could involve a combination of grouping, table joins or subqueries. accessing, collating, evaluating,
analysing and presenting
information from primary and
secondary sources; being
productive ICT users
Queensland Curriculum & Assessment Authority
June 2018
Page 10 of 12
 Notional Unit objectives Subject matter
hours
6 hours 1, 2, 7, 8 Topic 1: Digital methods for exchanging data
• recognise and describe
­ encryption and authentication strategies
appropriate for securing data transmissions
and their differences
­ features of symmetric (Data Encryption
Standard — DES, Triple DES, AES —
Advanced Encryption Standard, Blowfish
and Twofish) and assymetric (RSA)
encryption algorithms
­ how data compression, encryption and
hashing are used in the storage and transfer
of data
­ how simple algorithms consist of input,
process and output at various stages
• symbolise and explain the basic constructs of
an algorithm, including assignment, sequence,
selection, condition, iteration and
modularisation
• symbolise, analyse and evaluate Caesar,
Polyalphabetic (e.g. Vigenere and Gronsfield),
and one-time pad encryption algorithms
• symbolise representations of a digital solution.
Topic 2: Complex digital data exchange
problems and solution requirements
• symbolise algorithmic steps as pseudocode
• communicate using
­ digital technologies–specific language
­ language conventions; textual features such
as annotations, paragraphs and sentences;
and referencing conventions to convey
information to particular audiences about
digital solutions
­ the modes of visual, written and spoken
communication to present data and
information about digital solutions.
Topic 3: Prototype digital data exchanges
• develop simple Caesar, Polyalphabetic
(e.g. Vigenere and Gronsfeld), and one-time
pad encryption algorithms
• generate a well-ordered and unambiguous
algorithm to solve defined problems using
pseudocode
• evaluate by desk checking algorithms to
predict the output for a given input, identify
errors and validate algorithms
• evaluate solutions by testing to refine their
accuracy, reliability, maintainability, efficiency,
effectiveness and useability.
Digital Solutions 2019 v1.2
Unit 4 sample teaching, learning and assessment plan
Sample learning experiences Teaching and learning
— underpinning factors
Audiovisual activity: Overview of symmetric and asymmetric Literacy skills
cryptography • comprehending texts through
Individually, students: listening, reading and viewing to
• view the YouTube video, Symmetric vs. Asymmetric encryption — make meaning of digital
CompTIA Security+ SY0-401:6.1 technologies text, words and
• download, read and explore the ‘Classical encryption techniques’ visual knowledge
application • composing texts through
• using ‘Classical encryption techniques’ explore the application and speaking, writing and creating to
supplied code and test sample (demo) encryptions communicate information and
ideas to a variety of audiences
• summarise their understanding of how encryption algorithms
(ciphers) are deployed by describing symmetric and asymmetric Numeracy skills
cryptography.
• using numbers and number
concepts in programming
Individually, students: • interpreting statistical information
• view the video, ‘The Caesar cipher’ through developing, testing and
refining components
• use the ‘Classical encryption techniques’ application to generate
examples of Caeser ciphers • using spatial reasoning to work
with digital models
• complete the ‘Cryptography worksheet —The Caesar Shift’
• recognising and using patterns
• symbolise algorithmic steps as pseudocode by generating an
and relationships during
encryption and decryption algorithm
computational thinking when
• complete further activities from the ‘Cryptography worksheet’ and planning, developing and
unpack classical encryption algorithms (ciphers) with increased generating best-fit solutions
complexity.
21st century skills
• critical thinking — analysing
The following three encryption algorithms (ciphers) demonstrate information to see or make new
symmetric encryption: Vigenère Cipher, One-time Pad and Playfair links to digital problems
Cipher. Students individually:
• creative thinking — generating
• explore and identify three online examples for each and then and applying new ideas to create
symbolise them in pseudocode and identify strategies to develop
• ‘Bench test’ algorithms by swapping with another student across innovative solutions
the classroom. • collaboration and teamwork —
relating to and interacting with
In pairs, students: others to solve problems in digital
technology contexts
• use annotated pseudocode to symbolise and explain a unique
encryption/decryption algorithm (could use a combination of • personal and social interactions —
existing algorithms) developing and demonstrating
• generate sample code snippets to test and evaluate the adaptability and flexibility to create
algorithms. digital solutions, enhanced
resilience, mindfulness,
open- and fair-mindedness,
At home, students view the video, 5. Simplified Data Encryption
self-awareness and the ability
Standard (SDES) — Simplified DES — with an example, and read
to self-manage
the PDF document, ‘Block ciphers and DES’.
• Information & communication
technologies (ICT) skills —
In groups, students:
accessing, collating, evaluating,
• explore commonly used modern encryption algorithms (ciphers), analysing and presenting
for example AES, PGP, Triple-DES and Blowfish information from primary and
secondary sources; being
• identify and describe the following features used in the encryption
algorithms (ciphers) productive ICT users
­ rearrangement
­ shifts
­ swaps
­ XOR
­ expansion
Page 11 of 12
Possible resources
• Symmetric vs. Asymmetric
encryption — CompTIA Security+
SY0-401:6.1
www.youtube.com/watch?v=z2aue
ocJE8Q
• Salem, O 2013. ‘Classical
encryption techniques’,
CodeProject,1 March
www.codeproject.com/Articles/6343
2/Classical-Encryption-Techniques
• Khan Academy 2018, ‘The Caesar
cipher’
www.khanacademy.org/computing/
computer-
science/cryptography/crypt/v/caesa
r-cipher
• Crypto Corner, ‘Cryptography
worksheet —The Caesar Shift’
(PDF)
www.crypto.interactive-
maths.com/uploads/1/1/3/4/113457
55/shift.pdf
• The John Hopkins University
Applied Physics Laboratory LLC,
‘Cryptography worksheet’ (PDF)
https://secwww.jhuapl.edu/MESA/H
ome/MESADays
• 5. Simplified Data Encryption
Standard (SDES) — Simplified
DES — with an example
www.youtube.com/watch?v=QcKHf
Mgcnbw
• Gordon, S 2011, ‘Block ciphers and
DES’ (PDF), Sirindhorn
International Institute of Technology
Thammasat University, 29
December
ict.siit.tu.ac.th/~steven/css322y11s
2/unprotected/CSS322Y11S2L03-
Block-Ciphers-and-DES.pdf
• Matovic, S 2003, ‘The RSA
algorithm explained using simple
pencil and paper method’, Serge
Matovic, 14 August
sergematovic.tripod.com/rsa1.html
• Rhyous, ‘The step-by-step RSA
algorithm’
www.rhyous.com/2011/10/27/the-
step-by-step-rsa-algorithm
Extra information
• Michigan Technological University
— Information Technology, ‘The
Vigenère cipher encryption and
decryption’
www.pages.mtu.edu/~shene/NSF-
4/Tutorial/VIG/Vig-Base.html
Queensland Curriculum & Assessment Authority
June 2018
 Notional Unit objectives Subject matter Sample learning experiences Teaching and learning Possible resources
hours — underpinning factors
­ split • Tutorials Point, ‘Cryptography just
• use the flow chart algorithm from 5:36 minutes into the video, for beginners’ (PDF)
5. Simplified Data Encryption Standard (SDES) — Simplified DES www.tutorialspoint.com/cryptograph
— with an example’, and the PDF document, ‘Block Ciphers and y/cryptography_tutorial.pdf
DES’ to develop a key generation algorithm in pseudocode • Khan Academy 2018, ‘The one-
• use these ideas to develop an encryption/decryption algorithm in time pad’
pseudocode. www.khanacademy.org/computing/
computer-
science/cryptography/crypt/v/one-
As a class, students:
time-pad
• discuss asymmetric cryptography
• Code.Org, ‘Lesson 6: Encryption
• review the YouTube video, Symmetric vs. Asymmetric encryption with keys and passwords’
— CompTIA Security+ SY0-401:6.1. (The teacher should highlight curriculum.code.org/csp/unit4/6/#en
links to the OSI model, specifically SSL and TLS in HTTPS.) cryption-with-keys-and-passwords9
• Khan Academy 2018, ‘Encryption
In pairs, students: and public keys’
• read ‘The RSA algorithm explained using simple pencil and paper www.khanacademy.org/computing/
method’ and complete ‘The step-by-step RSA algorithm’ learning computer-science/internet-
exercise intro/internet-works-intro/v/the-
• generate an algorithm in pseudocode to desk check (The teacher internet-encryption-and-public-keys
should support students to do this by reviewing individual progress
and offering help as needed)
• demonstrate a desk check of the algorithm to ensure it encrypts
and decrypts
• refine the solutions’ accuracy, reliability, maintainability, efficiency,
effectiveness and useability after desk checking.

Digital Solutions 2019 v1.2 Queensland Curriculum & Assessment Authority

Unit 4 sample teaching, learning and assessment plan June 2018
Page 12 of 12