The One Thing You Need to Know About this Big Idea:
This big idea covers all the ways society is impacted by computing devices and how we can help mitigate some of the harmful effects.
5.1 Beneficial and Harmful Effects
** Learning Objective: Explain how an effect of a can be both beneficial and harmful.**
** Learning Objective: Explain how a computing innovation can have an impact beyond its intended purpose.**
Key Ideas
to accommodate computing innovations
differing opinions on computing innovations- positive- negative
of computing innovations- positive- negative- cross-purpose (ex: technology originally intended for medical use being used for a different field like the arts)
Practically, this translates to about 20 questions on the Multiple-Choice section of the test.
Big Idea 5 Practice Problems and Solutions
Unlike the concepts brought up in Big Idea 3, you won't be asked to apply the content from Big Idea 5 to your Create Task. That means you only need to answer multiple-choice questions about it.
These multiple-choice questions may be single-select, multiple-select, or attached to a reading passage.
(Confused about the types of MCQs you'll have to answer? Go to our Exam Guide!)
Practice Problem #1:
Answer
The answer is C.
The key to this problem is understanding the definition of phishing. Phishing works by tricking users into providing their personal information by posing as a trustworthy group. Once you know that, the description of C (tricking a user to provide their account password by posing as the manufacturer) fits exactly.
Practice Problem #2
Answer
The answer is C. This is a question that relies partially on understanding the definition of the key term digital divide, but also on your inference skills.
The digital divide refers to the unequal gap between those who have easy access to the internet and technology and those who don't. This gap can fall on demographic, socioeconomic, and/or geographic lines. The key word here is access. A and B both assume that students have access to technology already; D assumes that all students have the financial resources to access "computers with as much processing speed as possible."
Only C directly reduces the gap between those with and those without access to technology by giving everyone at the school direct access to technology.