This
week we are going to be working on the following:
Continue
Unit 4: Big Data and Privacy (In preparation of EPT)
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
Begin Monday December 4th
To
Be Completed by December 22, 2017
Saturday
February 3, 2017 Study Session – Auburn HS
This
Week’s Agenda:
Unit
4: Big Data and Privacy and Final Prep for EPT
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.
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.
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.
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.
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.
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.
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 13:
Monday Day A - 11-27-17 – Friday Day E – 12-1-17
Monday
Day A – 11-27-17 - Period 6
Tuesday
Day B – 11-28-17 - Period 7
Wednesday
Day C – 11-29-17 - Period 6 and Period 7
Lesson
2: Rapid Research - Data Innovations
Standards Alignment
CSTA K-12
Computer Science Standards
Computer Science
Principles
1.2 -
Computing enables people to use creative development processes to create
computational artifacts for creative expression or to solve a problem.
3.2 -
Computing facilitates exploration and the discovery of connections in
information.
7.1 -
Computing enhances communication, interaction, and cognition.
7.4 -
Computing innovations influence and are influenced by the economic, social, and
cultural contexts in which they are designed and used.
7.5 -
An investigative process is aided by effective organization and selection of
resources. Appropriate technologies and tools facilitate the accessing of
information and enable the ability to evaluate the credibility of sources.
Objectives
Students will be able to:
Identify
a suitable computing innovation for a research project.
Identify
reliable and authoritative sources of information about a computing
innovation.
Synthesize
information taken from multiple online sources to create a cohesive
description of a computing innovation.
Explain
how data drives a specific innovation, both in writing and visually.
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 4: The ‘Big Data and Privacy’ tile and click
‘View course’.
Direct Instruction:
Being able to research modern computing innovations and gain
insight into how those innovations are using data is a key skill of computer
scientists. This is the first lesson in which students are asked to look at how
data is used in a modern computing innovation. Students will learn to look at
how data is used with an increasingly critical eye, but this lesson merely sets
the table. Having intuitions about how data is used, or how it’s not used, can
improve one’s judgment about modern technology and other innovations that
increasingly use, produce, and rely on massive amounts of data to do their work.
One of the things that
many modern innovations have in common is their use of data (often Big Data, but
not always). To explore how innovations use data more in depth you will be
completing a rapid research project on a “data innovation” of your
choosing.
Get excited! This is your opportunity to dig deeper into a
computing topic that has piqued your interest over the entire course.
What
kinds of things are you interested in?
How
does computing affect them?
How
is data used to make innovations you’re interested in actually work?
The project mimics some of the things you have to do for the Explore
Performance Task and will be useful preparation. In particular the Explore
Performance Task asks you to:
Research
a modern computing innovation.
Explain
how it uses, produces, or consumes data.
This is exactly what you’ll be doing today! This project will
count as a test grade.
4)If
you finish and have time you should review the information listed in Homework
below in preparation for your EPT for the College Board.
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 all tasks
associated with this exercise in Rapid Research as a preparation for the EPT
which will begin in one week.
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:
ØLook
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.
Students
are provided a detailed guide that walks them through the nuances of the task,
including:
oPicking a good innovation
oThe difference between a data concern and a harmful effect
oResearch tips
oChecklists for each prompt of the task
ØComplete
your ticket to leave journal entry within your engineering notebook.
Thursday
Day D – 11-30-17 Period 6 and Period 7
Lesson 3: Identifying People with Data
Standards Alignment
CSTA K-12
Computer Science Standards
Computer Science
Principles
3.2 -
Computing facilitates exploration and the discovery of connections in
information.
3.2.2 -
Use large data sets to explore and discover information and knowledge. [P3]
3.3 -
There are trade-offs when representing information as digital data.
3.3.1 -
Analyze how data representation, storage, security, and transmission of data
involve computational manipulation of information. [P4]
7.3 -
Computing has a global affect -- both beneficial and harmful -- on people and
society.
7.3.1 -
Analyze the beneficial and harmful effects of computing. [P4]
Objectives
Students will be able to:
Explain
privacy concerns that arise through the mass collection of data
Use
online search tools to find and connect information about a person or topic
of interest.
Explain
how multiple sources of data can be combined in order to uncover new
knowledge or information.
Analyze
the personal privacy and security concerns that arise with any use of
computational systems.
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 4: The ‘Big Data and Privacy’ tile and click
‘View course’.
Direct Instruction:
While there are many potential benefits associated with the
collection and analysis of large amounts of data, these advances pose a constant
risk to our collective security and privacy. Large-scale data breaches mean that
the details of our personal, professional, and financial lives may be at risk.
In order to prevent personal data from being linked to an individual person,
personally identifying information, such as name, address, or identification
number, is often removed from publicly available data. Nevertheless, through the
use of computational analysis, it is often possible to “re-identify”
individuals within data, based on seemingly innocuous information. As more of
our lives is digitized, questions of security and privacy become ever more
prevalent.
2)Within
your engineering notebooks take notes about the following:
What kind of data is being lost? And how much?
What kinds of issues could arise from this data getting into the
wrong hands?
3)Share
findings with rest of the class.
We’ve spent a lot of time looking at potential benefits of
collecting and analyzing data. As we’ve already seen today, however, there are
some risks associated with collecting all of this information. If it falls into
the wrong hands or is used in ways we didn’t intend, there may be serious
risks imposed on our privacy or security. We’re going to start looking more
deeply at this problem.
Guided
Instruction:
Log
into code.org and go to Unit 4: Lesson 3.
Data
Privacy Lab: How easily can you be identified?
In
the data breaches we just looked at, some fairly important pieces of information
were stolen. Credit card numbers, passport information, or government security
clearances are obviously not something we’d like to fall into the wrong hands.
Other pieces of information, however, don’t seem that bad. So what if people
know your ZIP code? So what if people know your birthday? This is information we
usually share without a second thought.
Type
in your information (birthday, ZIP code, and gender) to determine how many
other people share those characteristics.
Take
a screenshot of the results and add to your engineering notebook then add a
response to the following prompt:
Thinking
Prompt:
"Why
is it significant that you are one of only a few people with your birthday,
gender, and ZIP code? What concerns does this raise?"
4)Open
the following Guide as found on code.org and complete the exercise on
researching yourself. Once completed submit to the assignment found on your
google classroom:
5)If
you finish and have time you should review the information listed in Homework
below in preparation for your EPT for the College Board.
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 all tasks
associated with this Lesson.
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:
ØLook
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.