Welcome to
AP Computer Science Principles
Great
job on your Introduction to Programming!
This week we are going to be working on the following:
Unit
3: Programming Continued
Unit
4: Big Data and Privacy
Unit
6: Explore Performance Task – Beginning December
To Think; To Develop Problem-Solving Skills; To Discover; and To
Create;
Learning
to Compute and Computing to Learn
Classroom
Protocol:
This is where you will come every day to find out what we are
going to do in class for that day. Every day you are to come to your Quia class
web page upon arriving to class, go to your class web page, and follow the
directions for today.
Homework
Policy:
All assignments will be due on the deadline date given. It is the
responsibility for all students to complete their assignments on time. Any
assignments received late will not be accepted and a grade will not be given for
that assignment.
Accessing
your Class Weekly Agenda:
Each
week’s agenda and assignments will be updated and posted on your Quia class
web page on a weekly basis. Previous
weeks Assignments/Agendas will be provided with a link at the end of the current
week’s Class Web Page in case you need to revisit due to an absence, or
you’re required to make up, or catch up on your course assignments.
Homework Assignment: Daily homework assignments may be found at the end of each
day’s agenda. Daily Journal Entries as seen in Daily Ticket to Leave are to be
entered as part of your daily homework. All students will receive a homework
grade on a weekly basis, and your journal will receive a project grade each
mid-term and final semester.
IMPORTANT
DATES: Explore
Performance Task: 8 hours
To
Be Completed by December 22, 2017
Saturday
February 3, 2017 Study Session – Auburn HS
This
Week’s Agenda:
Unit
3: Programming and Algorithms
And
Unit
4: Big Data and Privacy
Introduction to UNIT 3: Algorithms
and Programming:
This
unit introduces the foundational concepts of computer programming, which unlocks
the ability to make rich, interactive apps. This course uses JavaScript as the
programming language, and App Lab as the programming environment to build apps,
but the concepts learned in these lessons span all programming languages and
tools.
Chapter
1: Programming Languages and Algorithms
Big
Questions
- Why do we need algorithms?
- How is designing an algorithm to
solve a problem different from other kinds of problem solving?
- How do you design a solution for a
problem so that is programmable?
- What does it mean to be a
"creative" programmer?
- How do programmers collaborate?
Enduring
Understandings
- 1.1 Creative development can be an
essential process for creating computational artifacts.
- 1.2 Computing enables people to use
creative development processes to create computational artifacts for
creative expression or to solve a problem.
- 2.2 Multiple levels of abstraction
are used to write programs or create other computational artifacts
- 4.1 Algorithms are precise sequences
of instructions for processes that can be executed by a computer and are
implemented using programming languages.
- 5.1 Programs can be developed for
creative expression, to satisfy personal curiosity, to create new
knowledge, or to solve problems (to help people, organizations, or
society).
- 5.2 People write programs to execute
algorithms.
- 5.3 Programming is facilitated by
appropriate abstractions.
Vocabulary
- Algorithm:
A precise sequence of instructions for processes that can be executed by a
computer
- High
Level Programming Language: A programming language with many commands and
features designed to make common tasks easier to program. Any high level
functionality is encapsulated as combinations of low level commands.
- Low
Level Programming Language: A programming language that captures only the
most primitive operations available to a machine. Anything that a computer
can do can be represented with combinations of low level commands.
- Algorithm:
A precise sequence of instructions for processes that can be executed by a
computer
- Iterate:
To repeat in order to achieve, or get closer to, a desired goal.
- Selection:
A generic term for a type of programming statement (usually an if-statement)
that uses a Boolean condition to determine, or select, whether or not to run
a certain block of statements.
- Sequencing:
Putting commands in correct order so computers can read the commands.
- Turtle
Programming: a classic method for learning programming with commands to
control movement and drawing of an on-screen robot called a
"turtle". The turtle hearkens back to early implementations in
which children programmed a physical robot whose dome-like shape was
reminiscent of a turtle.
- Abstraction:
Pulling out specific differences to make one solution work for multiple
problems.
- Function:
A piece of code that you can easily call over and over again.
- Abstraction:
Pulling out specific differences to make one solution work for multiple
problems.
- Function:
A piece of code that you can easily call over and over again.
- Top
Down Design: a problem solving approach (also known as stepwise design) in
which you break down a system to gain insight into the sub-systems that make
it up.
- API:
a collection of commands made available to a programmer
- Documentation:
a description of the behavior of a command, function, library, API, etc.
- Hexideximal:
A base-16 number system that uses sixteen distinct symbols 0-9 and A-F to
represent numbers from 0 to 15.
- Library:
a collection of commands / functions, typically with a shared purpose
- Parameter:
An extra piece of information passed to a function to customize it for a
specific need
- Parameter:
An extra piece of information passed to a function to customize it for a
specific need
- For
Loop: Loops that have a predetermined beginning, end, and increment (step
interval).
- Loop:
The action of doing something over and over again.
Introduction to UNIT 4: Big
Data and Privacy:
The
data rich world we live in also introduces many complex questions related to
public policy, law, ethics and societal impact. In many ways this unit acts as a
unit on current events. It is highly likely that there will be something related
to big data, privacy and security going on in the news at any point in time. The
major goals of the unit are:
1)
for students to develop a well-rounded and balanced view about data in the world
around them and both the positive and negative effects of it and
2)
to understand the basics of how and why modern encryption works.
Chapter
1: The World of Big Data and Encryption
Big
Questions
- What
opportunities do large data sets provide for solving problems and creating
knowledge?
- How
is cyber security impacting the ever-increasing number of Internet users?
- How
does cryptography work?
Enduring
Understandings
- 3.2
Computing facilitates exploration and the discovery of connections in
information.
- 3.3
There are tradeoffs when representing information as digital data.
- 4.2
Algorithms can solve many but not all computational problems.
- 6.3
Cyber security is an important concern for the Internet and the systems
built on it.
- 7.1
Computing enhances communication, interaction, and cognition.
- 7.3
Computing has a global affect -- both beneficial and harmful -- on people
and society.
- 7.4
Computing innovations influence and are influenced by the economic,
social, and cultural contexts in which they are designed and used.
Vocabulary
- Moore's
Law: a predication made by Gordon Moore in 1965 that computing power will
double every 1.5-2 years, it has remained more or less true ever since.
- One-pager:
A business/corporate term for a one-page document that summarizes a large
issue, topic or plan.
- Caesar
Cipher : a technique for encryption that shifts the alphabet by some
number of characters
- Cipher:
the generic term for a technique (or algorithm) that performs encryption
- Cracking
encryption: When you attempt to decode a secret message without knowing all
the specifics of the cipher, you are trying to "crack" the
encryption.
- Decryption:
a process that reverses encryption, taking a secret message and reproducing
the original plain text
- Encryption:
a process of encoding messages to keep them secret, so only
"authorized" parties can read it.
- Random
Substitution Cipher: an encryption technique that maps each letter of the
alphabet to a randomly chosen other letters of the alphabet.
- Computationally
Hard: a "hard' problem for a computer is one in which it cannot arrive
at a solution in a reasonable amount of time.
- asymmetric
encryption: used in public key encryption, it is scheme in which the key to
encrypt data is different from the key to decrypt.
- modulo:
a mathematical operation that returns the remainder after integer division.
Example: 7 MOD 4 = 3
- Private
Key: In an asymmetric encryption scheme the decryption key is kept private
and never shared, so only the intended recipient has the ability to decrypt
a message that has been encrypted with a public key.
- Public
Key Encryption: Used prevalently on the web, it allows for secure messages
to be sent between parties without having to agree on, or share, a secret
key. It uses an asymmetric encryption scheme in which the encryption key is
made public, but the decryption key is kept private.
Week
12: Monday Day F -
11-20-17 – Wednesday Day H – 11-22-17
Monday 11-20-17 Day F – 11-20-17 - Period 7
AND
Tuesday Day G – 11-21-17 - Period
6 and Period 7
Lesson
6: Functions and Top-Down Design
Standards Alignment
CSTA K-12
Computer Science Standards
CL -
Collaboration
- CL.L2:3 -
Collaborate with peers, experts and others using collaborative practices
such as pair programming, working in project teams and participating
in-group active learning activities.
CPP -
Computing Practice & Programming
- CPP.L1:6-06 -
Implement problem solutions using a block based visual programming language.
- CPP.L2:4 -
Demonstrate an understanding of algorithms and their practical application.
- CPP.L2:5 -
Implement problem solutions using a programming language, including: looping
behavior, conditional statements, logic, expressions, variables and
functions.
- CPP.L3A:3 -
Use various debugging and testing methods to ensure program correctness
(e.g., test cases, unit testing, white box, black box, integration testing)
- CPP.L3A:4 -
Apply analysis, design, and implementation techniques to solve problems
(e.g., use one or more software lifecycle models).
CT -
Computational Thinking
- CT.L2:1 -
Use the basic steps in algorithmic problem-solving to design solutions
(e.g., problem statement and exploration, examination of sample instances,
design, implementing a solution, testing and evaluation).
- CT.L2:12 -
Use abstraction to decompose a problem into sub problems.
- CT.L2:4 -
Evaluate ways that different algorithms may be used to solve the same
problem.
- CT.L2:6 -
Describe and analyze a sequence of instructions being followed (e.g.,
describe a character’s behavior in a video game as driven by rules
and algorithms).
- CT.L3A:1 -
Use predefined functions and parameters, classes and methods to divide a
complex problem into simpler parts.
- CT.L3A:4 -
Compare techniques for analyzing massive data collections.
Computer Science
Principles
2.2 -
Multiple levels of abstraction are used to write programs or create other
computational artifacts
2.2.1 -
Develop an abstraction when writing a program or creating other computational
artifacts. [P2]
- 2.2.1A -
The process of developing an abstraction involves removing detail and
generalizing functionality.
2.2.2 -
Use multiple levels of abstraction to write programs. [P3]
- 2.2.2A -
Software is developed using multiple levels of abstractions, such as
constants, expressions, statements, procedures, and libraries.
- 2.2.2B -
Being aware of and using multiple levels of abstraction in developing
programs helps to more effectively apply available resources and tools to
solve problems.
2.2.3 -
Identify multiple levels of abstractions that are used when writing programs.
[P3]
- 2.2.3A -
Different programming languages offer different levels of abstraction.
- 2.2.3D -
In an abstraction hierarchy, higher levels of abstraction (the most general
concepts) would be placed toward the top and lower level abstractions (the
more specific concepts) toward the bottom.
5.1 -
Programs can be developed for creative expression, to satisfy personal
curiosity, to create new knowledge, or to solve problems (to help people,
organizations, or society).
5.1.2 -
Develop a correct program to solve problems. [P2]
- 5.1.2A -
An iterative process of program development helps in developing a correct
program to solve problems.
- 5.1.2B -
Developing correct program components and then combining them helps in
creating correct programs.
- 5.1.2C -
Incrementally adding tested program segments to correct, working programs
helps create large correct programs.
5.1.3 -
Collaborate to develop a program. [P6]
- 5.1.3A -
Collaboration can decrease the size and complexity of tasks required of
individual programmers.
- 5.1.3B -
Collaboration facilitates multiple perspectives in developing ideas for
solving problems by programming.
- 5.1.3C -
Collaboration in the iterative development of a program requires different
skills than developing a program alone.
- 5.1.3D -
Collaboration can make it easier to find and correct errors when developing
programs.
- 5.1.3E -
Collaboration facilitates developing program components independently.
- 5.1.3F -
Effective communication between participants is required for successful
collaboration when developing programs.
5.3 -
Programming is facilitated by appropriate abstractions.
5.3.1 -
Use abstraction to manage complexity in programs. [P3]
- 5.3.1A -
Procedures are reusable programming abstractions.
- 5.3.1B -
A function is a named grouping of programming instructions.
- 5.3.1C -
Procedures reduce the complexity of writing and maintaining programs.
- 5.3.1D -
Procedures have names and may have parameters and return values
Objectives
Students will be able to:
- Write
a complete program with functions that solve sub-tasks of a larger
programming task.
- Explain
how functions are an example of abstraction.
- Use
a “top-down” problem-solving approach to identify sub-tasks of a larger
programming task.
Activator:
Open
up your Engineering Journal and review what you entered last class. Review the
Standards, Objectives, above, for today’s lesson. Click on https://studio.code.org/
and log in. Locate the Unit 3: The ‘Intro to Programming’ tile and click
‘View course’.
Direct Instruction:
Purpose
A technique for deciding what functions you should write is to
look at the problem with a "top-down design" perspective. The process
of creating software begins long before the first lines of code are written.
Breaking a problem down into layers of sub-tasks, and writing well-named
functions that solve those tasks is a creative act of abstraction. It also leads
to good code that is more efficient, easier to read, and therefore easier to
debug when problems arise.
In professional settings, teams of people first identify the
problems and sub-problems the particular software will be addressing and how it
will be used. This approach to designing software is critical when facing
large-scale programming tasks. Once the problem is well understood, it can be
broken into parts that teams or individual programmers can begin to work on
solving at the same time. Full software systems take advantage of the power of
abstraction; each programmer in a team can write code, assuming the sub-problems
will be solved and written by other teammates.
What Does Efficiency Mean?
Recall:
In the previous lesson we wrote a program that used layers of
functions (functions that called other functions) to get the turtle to draw a
diamond-shaped figure.
Prompt:
"Imagine that you have two programs that drew the
diamond-shaped figure. One program uses functions as we did in the previous
lesson. The other doesn’t use functions; it’s just a long sequence of the
turtle’s primitive commands. Which program is more efficient? Make an argument
for why one is more efficient than the other."
Discuss:
Have students briefly share their arguments for one program over
the other:
Transition: Efficiency
is an interesting thing to think about, but functions also introduce the ability
to leverage the power of abstraction: when we write a function, it solves a
small piece of a bigger problem. Having the small problem solved allows us to
ignore its details and focus on bigger problems or tasks.
Today we’ll get more practice with thinking about how to break
problems down into useful functions.
Review
this Explanation of Top-Down Design
Guided
Instruction:
1)
Log
into code.org and go to Unit 3: Lesson 6.
2)
Open
the Top-Down
Design - Worksheet
a.
Students
should work in pairs.
b.
Read
the first page of the worksheet that describes the top-down problem solving
process.
c.
Design
a solution to the problem on the second page by writing down the functions they
would write to solve the problem.
d.
After
a pair has come up with a solution on paper, compare with another group to see
similarities and differences.
3)
Go
into Code Studio for Lesson 6
4)
Complete
all of the programming challenges. When you have successfully completed a
challenge take a screen shot using the Snipping tool, and add to your
Engineering Notebook.
5)
Complete
the AP Practice Response exercise after you have completed your programming
challenges.
6)
Complete
the lesson assessment
Summarizer:
Mr.
PC will review each day what each student accomplished and the focus of
tomorrow.
Assessment for/of
learning:
Students are to be assessed on the completion of Lesson 6
challenges and assessment exercises. All information should be completed online
within code.org. Thanks
Ticket
to Leave:
In
order to prepare you for your two AP CSP college-board performance tasks we need
to get use to reflecting on our daily work and experiences. This is a skill that
will prove to be useful when you go on to college, enter the workforce, and even
in every aspect of your everyday life. Every
day at the end of class you should save your work, open up your journal, put
down today’s date, and provide the following information.
1.
Provide
at least on new thing that you learned today – Refer to today’s Objectives
2.
What
did you accomplish today?
3.
Indicate
any problems or obstacles you experienced
4.
How
did you solve the problems or obstacles that you experienced?
Feel
free to provide screen shots of your daily work in order to illustrate your
day’s activities. Windows provides a Snipping
Tool within its provided Accessories that may be used for this purpose.
Homework:
Preparation for College Board Explore Performance Task:
Ø
Look
for a computing innovation that will allow you to meet all requirements of the
Explore Performance Task. Begin thinking about the digital tools you will use to
create your innovation artifact.
Ø
Complete
your ticket to leave journal entry.
Wednesday Day H – 11-22-17 – No Class
Thanks for a great
week!
Mr. PC
Assessment Overview and Performance Task Directions for Students.
An Introduction
to Programming with the MIT App Inventor
Vocabulary:
Software Development
Environment (SDE)
Computer Programming Environment (CPE)
Programming
Language
Components
Software
Objects
Instructions
Processes
Program
Project
Built in Functions
Recursive
Commands
Repeat
Syntax
Test
Procedures
Debug
Functions
Software Bugs (Errors)
Arguments
Run or Execute
Variables
Problem Solving
Logical Thinking
Direct Instruction: Introduction to Cell Phone App Design
Setting up the APP Inventor and Emulator for Testing
Setting
Up App Inventor 2
You can set up App Inventor and start building apps in minutes.
The Designer and Blocks Editor now run completely in the browser (aka
the cloud). To see your app on a device while you build it (also called
"Live Testing"), you'll need to follow the steps below.
You
have three options for setting up live testing while you build apps
If you are using an Android device and you have
a wireless internet connection, you can
start building apps without downloading any software to your computer. You will
need to install the App Inventor Companion App for your device. Choose Option
One below. This
option is STRONGLY RECOMMENDED
For Class Use this Option: If you do not have an Android
device,
you'll need to install software on your computer so that you can use the
on-screen Android emulator. Choose Option Two below.
If you do not have a wireless internet
connection, you'll need to install software on your computer so that you
can connect to your Android device over USB. Choose Option
Three below. The
USB Connection option can be tricky, especially on Windows. Use this as a last
resort.
Option One - RECOMMENDED
Build apps with an Android device and WiFi Connection (preferred): Instructions
If you have
a computer, an Android device, and a WiFi connection, this is the easiest way to
test your apps.
********* Option Two – use these instructions
for class! **********
Don’t have an Android device? Use the
Emulator: Instructions
If you don’t have an Android phone or tablet handy, you can
still use App Inventor. Have a class of 30 students? Have them work primarily on
emulators and share a few devices.
System requirements
Note: Internet Explorer is not supported. We recommend Chrome or Firefox.
Guided Instruction:
Continue from where you left off last week!
1)Setup
your emulator by following these Instructions
2)Check out the Designer and Blocks Editor Overview
3)Setup Review the
following Beginner Tutorials
Beginner
Tutorials: Highly
recommended as the best way to get started programming in App Inventor.
4)Click on the Beginner Tutorial link above and follow the directions and watch the
video tutorial for the TalkToMe app.
Develop the APP and test using your cell phone Emulator.
5)Click on the Beginner Tutorial link above and follow the directions and watch the
video tutorial for the Extended TalkToMe
Shake app. Develop the APP and test
using your cell phone Emulator.
6)Click
on the Beginner Tutorials link above
and follow the directions and watch the video tutorial for the BallBounce Game app. Develop the APP and test using your cell phone
Emulator.
7)Click
on the Beginner Tutorials link above
and follow the directions and watch the video tutorial for the Digital Doodle app. Develop the APP and test using your cell phone
Emulator.
8)Click
on the Tutorial below and follow the
directions to change your TalkToText
App to the Magic 8 Ball app. Develop
the APP and test using your cell phone Emulator.
Click Here to Access Your Development Environment
Explore
Performance Task Rubric
More Resources for
finding computing innovations:
http://www.ted.com/talks
www.digg.com
http://www.teachersdomain.org
http://www.pbslearningmedia.org/
www.paper.li
Tools
for building computing artifacts:
http://cooltoolsforschools.wikispaces.com/
To Do: Create Digital
Portfolios for Performance Tasks Submissions. Our goal is to complete our
Explore Performance Task before the end of 2017.
·
Begin
preparing for the May 11th Exam with practice exam questions from AP training
google drive and the career board. Use online student response system for class
review and discussion.
Chapter 1: Representing and Transmitting Information
Objectives
Students will be able to:
- Communicate with classmates about computing
innovations in their lives.
- Describe positive and negative effects of
computing innovations.
Big Questions
·
Why do computers use binary to represent
digital information?
·
How does data physically get from one
computer to another?
·
Are the ways data is represented and
transmitted with computers laws of nature or laws of man?
Enduring Understandings
·
2.1 A variety of abstractions built upon
binary sequences can be used to represent all digital data.
·
3.3 There are trade offs when representing
information as digital data.
·
6.2 Characteristics of the Internet
influence the systems built on it.
·
7.2 Computing enables innovation in nearly
every field.
Chapter 2: Inventing the Internet
Big
Questions
·
Who and what is “in charge” of the
Internet and how it functions?
·
How is information transmitted from one
computer to the other when they are not directly connected?
·
How can the Internet keep growing? How
does that work?
Enduring Understandings
·
2.1 A variety of abstractions built upon
binary sequences can be used to represent all digital data.
·
6.1 The Internet is a network of
autonomous systems.
·
6.2 Characteristics of the Internet
influence the systems built on it.
·
7.3 Computing has a global affect -- both
beneficial and harmful -- on people and society.
Vocabulary
- IETF - Internet Engineering Task
Force - develops and promotes voluntary Internet standards and protocols, in
particular the standards that comprise the Internet protocol suite (TCP/IP).
- Internet -
A group of computers and servers that are connected to each other.
- Net Neutrality - the principle
that all Internet traffic should be treated equally by Internet Service
Providers.
- IP
Address - A number assigned to any item that is connected to the
Internet.
- Packets -
Small chunks of information that have been carefully formed from larger
chunks of information
- Protocol
- A set of rules governing the exchange or transmission of data between
devices.
- DNS -
The service that translates URLs to IP addresses.
- HTTP -
HyperText Transfer Protocol - the protocol used for transmitting web pages
over the Internet
- TCP - Transmission Control
Protocol - provides reliable, ordered, and error-checked delivery of a
stream of packets on the internet. TCP is tightly linked with IP and usually
seen as TCP/IP in writing.
- URL - An easy-to-remember address for
calling a web page (like www.code.org).
- Network
Redundancy - having multiple backups to ensure reliability during cases
of high usage or failure
- Router -
A type of computer that forwards data across a network
Vocabulary
- Innovation - A
novel or improved idea, device, product, etc, or the development thereof.
- Binary - A way of representing
information using only two options.
- Bit - A contraction of
"Binary Digit". A bit is the single unit of information in a
computer, typically represented as a 0 or 1.
- Bandwidth - Transmission
capacity measure by bit rate
- Bit - A contraction of
"Binary Digit". A bit is the single unit of information in a
computer, typically represented as a 0 or 1.
- Bit rate - (sometimes written
bitrate) the number of bits that are conveyed or processed per unit of time.
e.g. 8 bits/sec.
- Latency - Time it takes for a
bit to travel from its sender to its receiver.
- Protocol - A set of rules
governing the exchange or transmission of data between devices.
- Prototype:
A preliminary sketch of an idea or model for something new. It’s the
original drawing from which something real might be built or created.
- ASCII - ASCII - American
Standard Code for Information Interchange. ASCII is the universally
recognized raw text format that any computer can understand.
- code - (v) to write code, or to
write instructions for a computer.
- IETF - Internet Engineering Task
Force - develops and promotes voluntary Internet standards and protocols, in
particular the standards that comprise the Internet protocol suite (TCP/IP).
- Internet -
A group of computers and servers that are connected to each other.
- Net Neutrality - the principle
that all Internet traffic should be treated equally by Internet Service
Providers.
- IP
Address - A number assigned to any item that is connected to the
Internet.
- Packets -
Small chunks of information that have been carefully formed from larger
chunks of information
- DNS -
The service that translates URLs to IP addresses.
- HTTP -
HyperText Transfer Protocol - the protocol used for transmitting web pages
over the Internet
- TCP -
Transmission Control Protocol - provides reliable, ordered, and
error-checked delivery of a stream of packets on the internet. TCP is
tightly linked with IP and usually seen as TCP/IP in writing.
Introduction to UNIT 2: Digital
Information:
This
unit further explores the ways that digital information is encoded, represented
and manipulated. Being able to digitally manipulate data, visualize it, and
identify patterns, trends and possible meanings are important practical skills
that computer scientists do every day. Understanding where data comes from,
having intuitions about what could be learned or extracted from it, and being
able to use computational tools to manipulate data and communicate about it are
the primary skills addressed in the unit.
Chapter
1: Encoding and Compressing Complex Information
Big
Questions
·
Are the ways in which digital information
is encoded more laws of nature or man made?
·
What kinds of limitations does the binary
encoding of information impose on what can be represented inside a computer?
·
How accurately can human experience and
perception be captured or reflected in digital information?
Enduring
Understandings
·
1.1 Creative development can be an
essential process for creating computational artifacts.
·
1.3 Computing can extend traditional forms
of human expression and experience.
·
2.1 A variety of abstractions built upon
binary sequences can be used to represent all digital data.
·
3.3 There are trade offs when representing
information as digital data.
Vocabulary
- Heuristic -
a problem solving approach (algorithm) to find a satisfactory solution where
finding an optimal or exact solution is impractical or impossible.
- Lossless Compression -
a data compression algorithm that allows the original data to be perfectly
reconstructed from the compressed data.
- Image -
A type of data used for graphics or pictures.
- metadata -
is data that describes other data. For example, a digital image my include
metadata that describe the size of the image, number of colors, or
resolution.
- pixel -
short for "picture element" it is the fundamental unit of a
digital image, typically a tiny square or dot which contains a single point
of color of a larger image.
- RGB -
the RGB color model uses varying intensities of (R)ed, (G)reen, and (B)lue
light are added together in to reproduce a broad array of colors.
- Lossy Compression -
(or irreversible compression) a data compression method that uses inexact
approximations, discarding some data to represent the content. Most commonly
seen in image formats like .jpg.
- Abstraction - Pulling out specific differences to make one solution
work for multiple problems.
Chapter 2: Manipulating and Visualizing Data
Big Questions
- What is the relationship between
data, information and knowledge?
- What are the best ways to find, see,
and extract meaningful trends and patterns from raw data?
- Where and how does human bias affect
the collection, processing and interpretation of data?
Enduring Understandings
- 1.3
Computing can extend traditional forms of human expression and experience.
- 3.1
People use computer programs to process information to gain insight and
knowledge.
- 3.2
Computing facilitates exploration and the discovery of connections in
information.
- 3.3
There are trade offs when representing information as digital data.
- 7.1
Computing enhances communication, interaction, and cognition.
- 7.3
Computing has a global affect -- both beneficial and harmful -- on people
and society.
Vocabulary
- Heuristic -
a problem solving approach (algorithm) to find a satisfactory solution where
finding an optimal or exact solution is impractical or impossible.
- Lossless
Compression -
a data compression algorithm that allows the original data to be perfectly
reconstructed from the compressed data.
- Image -
A type of data used for graphics or pictures.
- metadata -
is data that describes other data. For example, a digital image my include
metadata that describe the size of the image, number of colors, or
resolution.
- pixel -
short for "picture element" it is the fundamental unit of a
digital image, typically a tiny square or dot which contains a single point
of color of a larger image.
- RGB -
the RGB color model uses varying intensities of (R)ed, (G)reen, and (B)lue
light are added together in to reproduce a broad array of colors.
- Lossy
Compression -
(or irreversible compression) a data compression method that uses inexact
approximations, discarding some data to represent the content. Most commonly
seen in image formats like .jpg.
- Abstraction - Pulling out specific differences to make one solution
work for multiple problems.
UNIT 6: AP Performance Tasks
·
This unit contains lessons to help students with
preparation and execution of the AP® Performance Tasks: Create and Explore
·
The lessons in this unit are meant to be taken
piecemeal rather than as a typical unit sequence. Instead of a sequence of
connected lessons, these represent a more modular breakdown of the things you
need to do to:
1) Understand the AP Performance Tasks
2) Make a plan for completing the tasks in the
time allotted and
3) Actually doing the tasks and submitting
Online Explore Performance Task Resources:
AP CSP Course and
Exam Description
Explore
PT Prep: Reviewing the Task
Explore
Performance Task Rubric
AP CSP Week 1 Agenda
AP CSP Week 2 Agenda
AP CSP Week 3 Agenda
AP CSP Week 4 Agenda
AP CSP Week 5 Agenda
AP CSP Week 6 Agenda
AP CSP Week 7 Agenda
AP CSP Week 8 Agenda
AP CSP Week 9 Agenda
AP CSP Week 10 Agenda
AP CSP Week 11 Agenda