ITGS Case Study 2014: Cobb Publishing and E-Books

Irish TypePad CC-NC-ND
The 2014 ITGS Case Study was released recently, providing the background material for the May and November 2014 Paper 3 exam (the November 2013 exam is still based on the Red Dragon Taxi Company case study).

The 2014 case study is titled Cobb Publishing and E-Books, and focuses (as the title suggests) on the e-book publishing industry, including technologies related to self-publishing, Digital Rights Management (DRM), e-book readers, and interactive e-books. It looks like the case study will provide an excellent opportunity for students to explore all three strands of the ITGS triangle and (as is required in Paper 3) perform their own in-depth research related to the case study scenario.

To provide some background information I have added links to relevant background material and articles over at the ITGS textbook web site. The case study document can be downloaded from the IB's Online Curriculum Centre.

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Tools for teaching Geographic Information Systems (GIS)

Geographic Information Systems (GIS) are in section 2.3 Environment of the ITGS syllabus. There are several quite expensive high-end GIS programs available, but schools cannot always afford them. This post will cover some free GIS programs and data sources to help ITGS students understand this topic. The ITGS textbook support site also contains several examples of GIS lessons for ITGS that use Google Earth as a base (though they could be easily adapted to use other programs).

Google Earth
Google Earth is probably the most obvious choice for teaching Geographic Information Systems, as it is free and is available on Windows, Mac OS, and Linux.

Data layers can be created by importing KML or KMZ files, which are becoming increasingly common on the Internet. It is not possible to import CSV files directly, but there are several free online services to convert CSV to KML files.


Google Map Engine Lite
Another free option from Google is Google Map Engine Lite. This looks like a regular Google Map but offers the ability to create multiple data layers and add points of interests, notes, and shapes.The advantage of Google Map Engine is that it is browser-based, meaning no installation is necessary.

The map to the right was created in Google Map Engine by the MAPA Project, and shows the location of shark spotters on the coast of South Africa.

CSV data can be imported straight into Google Map Engine, though the file must first be uploaded to Google Docs - there is no direct upload option. KML files cannot be imported directly, but a workaround is to import the KML into regular Google Maps and then import the map into Google Map Engine. Given how closely related the technologies are, I would not be surprised if KML import became available soon.


Data sources
Many sites offer downloadable data that can be imported in GIS programs. The following sites all offer data in common formats such as CSV or KML:

Additionally, the United States National Library of Medicine and GIS in Ecology have dozens of links to sites containing GIS data.


Linking to other topics and subjects
GIS can be linked to other areas of ITGS and other IBDP courses. The amount of data available online can be used as a starting point to discuss open government initiatives, and how releasing data can benefit society. 

Data logging (also 2.3 Environment) also ties closely to this topic, which in turns relates to Hardware in Strand 3 of the ITGS triangle. Students could, for example, consider the types of mobile devices and other hardware the police would need in order to collect the data described above.

For the more adventurous teachers, there are also various Arduino kits available that can be connected to various sensors and used to log data. This could be collated into a spreadsheet and imported into a GIS. Perhaps this could be linked with a Biology or Environmental Systems and Societies project?

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Animated explanation videos for ITGS topics

Explania is a web site I haven't seen before which looks like it could be very useful for ITGS teachers and students. It features videos ("animated explanations") covering a wide range of topics, many of which are on the ITGS syllabus. The videos are cartoon-style but professionally made and very clear - quite similar to the Creative Commons videos which were popular some time ago.

All the videos can be watched online or embedded to other sites such as class wikis. The two main 'channels' of interest to ITGS students and teachers are technology and software: several topics that students often find difficult are covered, including RFID, cookies, and Software as a Service (SaaS) - which is also part of the 2013 ITGS case study.


What is RFID? - Explania


As with all resources, it is also worth noting that some of the videos are created by organisations that may have particular agendas - the cookie explanation, for example, neatly omits any discussion of third party cookies and privacy. Similarly, the RFID explanation covers a wide range of applications for RFID chips, but skips over any potential drawbacks or concerns quite quickly. Nevertheless, these videos can provide a good basis for discussion with ITGS classes.


How to sit and stand up safely while working at your desk? - Explania

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Quick ITGS revision questions: Computer security

Here is a rather scary 7-second video:


Ouch! Despite the very obvious nature of the theft - the thief just casually walked up and took the laptop - the computer was not recovered. Let's assume the owner was a businessman and he used the laptop to perform his work. Since the ITGS paper 1 exam is tomorrow(!), try these practice questions:
  1. Explain two impacts of a lost laptop. [6 marks]
  2. Explain the security measures the man could take to prevent these impacts. [6 marks]

ITGS Paper 2 Practice Articles

The final ITGS exams are only a week away! To help prepare for Paper 2, I have created a new practice news article about mobile phone apps that are used to monitor the location of children. Based on the New York Times article Digital Guardians that Help Ease the Fear of Parents, the article is a similar length to the specimen IB Paper 2 articles (20 to 25 lines).

In addition to the new article, the ITGS textbook support web site features a number of practice articles covering a variety of topics, including:
  • GPS prisoner monitoring systems
  • Digital manipulations of photographs used as evidence in court
  • Online bullying
  • Electronic waste (e-waste)
  • Biometric facial recognition systems
  • The use of QR codes by paramedics
    Online crime updates
All practice paper 2 news articles are available on the ITGS textbook support website.

Technology and the Boston Marathon Bombings

The Boston Marathon bombings on 15 April 2013 shook the US, killing three and injuring dozens more, and sparking a man-hunt that shut down parts of Boston during the following days. By the end of the week the two time the suspects had been identified, one had been killed, and the other captured - and technology had played a significant role - good and bad - in the events, rather a number of social and ethical issues that are directly related to ITGS.

Citizen Journalism
Almost immediately after the attacks, police began to gather hundreds of hours of CCTV footage from local businesses and TV crews in an attempt to piece together the day's events and identify suspects. The FBI also appealed to the members of the public to submit their photos and videos of the marathon to aid their investigation. Citizen's images have played significant roles in reporting major news events before (such as the September 11, 2011 terrorist attacks and the 2005 London bombings - where passengers provided the only images of the bombed London Underground tunnels). Images taken by members of the public were also used in identifying those involved in the 2011 riots in Vancouver, Canada.

Facial Recognition and Analysing Video
FBI images of suspects
FBI images of suspects
Facial recognition software, which compares photographs of individuals to photographs stored in police databases, has been used in a number of situations including the 2001 Super Bowl (where fans were photographed as they entered). The technology was also used on images of the 2011 riots in London, and was proposed for the 2012 London Olympics.

Facial recognition systems can achieve up to 99% accuracy on good quality still images such as those taken for police mugshots, those taken with high-quality digital CCTV cameras, or images produced as people pass through stadium turnstiles.

However, most of the images and videos available to the FBI in Boston were of low quality, taken from a wide variety of angles, and taken under widely varying lighting conditions. Added to this, facial recognition systems perform poorly on photographs of people wearing hats or sunglasses, as the eyes are used as a key marker in producing a biometric template. These factors meant the process of analysing the Boston Marathon footage was very much a human task.

For these lower quality images, technology can only really act as an 'initial filter': automatic image processing software can group footage that contains the same person, based on their form, gait (walking style), and the colour of their clothing, and use image meta-data to put footage into chronological sequence. This is particularly helpful once police have identified a possible suspect and want to view his movements throughout the day.


Social Media Appeal
FBI images of suspects
Images of suspects released by FBI
On 18th April, three days after the bombings, the FBI released images of two men who they suspected of involvement. The images, taken from CCTV, were quickly spread on social media sites, including Facebook, Twitter, and YouTube, in an attempt to ascertain their identities and whereabouts. This suggested that the men were either previously unknown to the authorities, or that the images were too low-quality to be matched by facial recognition systems. The two men were quickly identified as Tamerlan Tsarnaev and Dzhokhar Tsarnae.


Risks of Social Media and 'Crowd-Sourced' Investigations
There was, however, a darker side to such 'crowd-sourced' online investigations. In the days after the Boston bombings, before the FBI released images of the suspects, online users - particularly on the news site Reddit - swapped theories and suspicions about possible culprits. Pictures of several different spectators were posted online, often identified by users as 'suspects' based nothing more than 'not looking at the race' or 'wearing a backpack'. 

Such crowded-sourced investigations clearly raise a number of ITGS social and ethical issues. In particular, the risk of false information and the potential impacts such as vigilantism and mob justice. Once Reddit user claimed the networks were simply fuelling racism and anti-Islamic sentiment in the name of 'investigation' and did more harm than good.

One innocent man, identified by these users as a 'suspect', was Salah Barhoun. He found image spread across the Internet and even appearing on the front page of the New York Post. Although the newspaper later apologised and said there was no evidence linking Barhoun to the crime, online users had already shared information about Barhoun's address and he said he feared for his life.

Even after the FBI released images of the suspected bombers (which was in part to stop the spreading of misinformation online), social media users continued to erroneously identify innocent people. 22 year old Sunil Tripathi, who had been missing since before the attacks, was one such person. Already distraught over his disappearance a month earlier, Tripathi's family had to endure hours of allegations against their son until the FBI released the names of the actual suspect. The situation worsened when many Twitter and Facebook users spread Tripathi's name and photo, believing him to be an official suspect. Tripathi's body was later found in the water off Rhode Island, although it is not known whether his death was related to the allegations made against him.


Online donations
Wrongly identified: Sunil Tripathi
A more positive use of social media and Internet technology in the aftermath of the bombings was the rapid setting up of funds to help victims. The American Red Cross, The Boston Police Foundation, and several other charities quickly set up pages allowing citizens to donate money securely online. This was particularly helpful in the days after the attack when parts of Boston were on lock-down as the manhunt for the suspects progressed.

Unfortunately, as with many major news events, spammers were also quick to take advantage of people's thirst for news. Within a very short time spam email infected with malware was being distributed across the Internet - an important reminder to always follow common-sense computer security practices (including never opening email or attachments from unknown users), and only donating money to reputable online charities whose identify and security is authenticated in your web browser.



The Future: Future Artificial Intelligence Developments
Smart CCTV (Source)
In the future, artificial intelligence systems may be developed that are not only able to identify potentially malicious people, but also potentially malicious actions. This means police could use so-called SmartCCTV systems to identify a potential bomber even if he were not already known to them. Such systems could, for example, be trained to recognise human behaviour such as putting down an object like a backpack, or using a cell phone. Such a system would be trained to recognise normal behaviour in public events, and highlight anything which strayed from this: such as walking away from the backpack, or dialling a number into a phone but then not holding the phone next to your head (mobile phones can be used to trigger remote bombs).

Indeed, the FBI identified Tamerlan Tsarnaev and Dzhokhar Tsarnaev as suspects in part because of their abnormal behaviour: after the bombs exploded, they watched the aftermath before walking 'casually' away, at a time when everybody else was running to safety or running to assist the victims. This led investigators to search backwards through images of the pair's movements that day until they found footage of them dropping the rucksacks which contained the bombs. In the future, such behavioural analysis could be applied automatically by software.


The Future: Drones for next marathon?

Police are investigating the possible use of drones
Since the Boston bombings, Police Commissioner Edward F. Davis has called for increased surveillance technology - including the use of police Unmanned Aerial Vehicles - commonly known as drones.

Armed drones such as the Reaper and Predator are commonly deployed over Iraq and Afghanistan, but the use of unarmed versions by American police departments has been hotly debated. However, despite the concerns about the violation of citizens' privacy, New York Mayor Michael Bloomberg has also said police use of drones in the US is 'inevitable'.

Drones can stay airborne for hours at a time and are significantly cheaper to operate than helicopters. They also have the advantage of being invisible from the ground, making it harder for suspects to know when they are being watched, but increasing concerns over privacy.


Sources and Further Reading

PERT Chart Revision task

Image: Flickr CC-BY-NC
The ITGS HL topic IT Systems in Organisations requires students to understand a range of diagramming techniques including DFDs, ERDs, and PERT charts. PERT (Program Evaluation and Review Technique) charts are used to visually display the activities within a project and understand the order in which they can be completed. They are also used to help calculate the Critical Path (CP) which is the longest path (in terms of time) through a project.

Unfortunately, like so many computing techniques, several different sets of symbols are used to draw PERT charts. However, regardless of the symbols used, a PERT diagram should make clear:
  • The name of each task
  • The time each task takes
  • The order in which the tasks are performed
  • The dependencies between tasks

The table below describes a simple recipe for a chicken and pasta dish. Use this information to produce a PERT chart for the process, and then calculate the Critical Path.

Task Description Duration (mins) Predecessor (Dependency)
1 Defrost chicken 20 None
2 Chop chicken 7 1
3 Measure out pasta 1 None
4 Chop vegetables 10 None
5 Cook chicken 25 2
6 Cook pasta 15 3
7 Cook sauce 8 4
8 Mix chicken, pasta, and sauce 2 5, 6, 7
9 Milestone 1 (Serve) 1 8

This activity can also be downloaded in handout form from the ITGS textbook website.

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ITGS Exam revision: Models and Simulations

Models and simulations can be a difficult part of the ITGS syllabus, with relatively complex issues surrounding the reliability of models, missing variables, assumptions, and so on. The four examples below are all interactive models that should help refresh your mind about the purpose of models and their applications. Several of them also link to the Education and Training scenario, as they are good examples of how computer software can be used to improve teaching and learning.

While you are using them, keep in mind the following questions:
  • What processes are being modelled?
  • What variables are being modelled? 
  • Are there any processes that might have been simplified?
  • Are there any variables which might affect the result but as not in the model?

Climate models
Website: www.learner.org/courses/envsci/interactives/carbon/
Climate models are the canonical example of computer models. The Habitable Planet's Carbon Lab is a model of the Earth's carbon cycle, complete with variables for fossil fuels consumption, deforestation, and other factors. When you can finished playing the model, you can read this article to see how climate models are used in the real world.



Ecology models
Website: www.learner.org/courses/envsci/interactives/ecology/
The Habitable Planet is up again, this time with their ecology model. You build up the food chain by selecting each animal's primary food source (there are three plant types, two herbivores, two omnivores, and one top predator), and then run the model to see what happens to each animal's population. Get it wrong and all species may die out - get it right and the numbers should fluctuate a bit before evening out. Then you can read this news article (BBC) about how computer models were used when considering whether or not to reintroduce wild wolves to Scotland.



Northwestern University
Website: ccl.northwestern.edu/netlogo/models/AIDS
Northwestern University has a large range of computer models on its web site. This example models the spread of the Human Immunodeficiency Virus (HIV) with a population. As the model is run, differing numbers of red, green, and blue people represent respectively those whose status is HIV positive, HIV negative, and unknown. Variables including the average relationship length and the frequency of HIV testing can be changed.

Similar models have been used in hospitals in the UK to model the spread of dangerous 'superbugs' (BBC) that are resistant to traditional antibiotics.



Micro-simulation of road traffic
Website: www.traffic-simulation.de
This computer model from Germany models traffic flow at various types of junction (intersection). Altering the traffic flow, type of traffic (trucks or cars), and road type results in different levels of congestion. This is a good example of how even relatively unpredictable concepts - such as human behaviour - can be mathematically modelled to give a likely outcome.



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