Welcome to
AP Computer Science Principles
Last
Week of Semester 1!
Mr.
PC will be back on Thursday 1-18-18
Thanks for doing a great job during my absence!
This
week we are going to be working on the following:
Continue
Unit 4: Big Data and Privacy
Unit
6: Complete Explore Performance Task
Continue
Unit 3: Algorithms and Programming
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: Saturday February 3, 2017 Study Session – Auburn HS
Begin Preparation for Create Performance Task – Completed by
April 29, 2018
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
Enduring
Understandings
This
Week’s Agenda:
Make
sure to have the assignments as seen under Tuesday and Wednesday completed
before I get back on Thursday
Complete
Unit 4: Big Data and Privacy
And
Complete
Explore Performance Task
And
Continue
Unit 3: Algorithms and Programming
Week 19:
Tuesday Day F - 1-16-18 – Friday Day A – 1-19-18
Tuesday
Day F - 1-16-18 – Wednesday Day G – 1-17-18
NOTE:
During my absence it is essential that you provide a detailed
entry within your Engineering Notebooks for every class, answering the
questions found within the Ticket To Leave section below in order to
receive a grade.
Thanks and
see you on Thursday!
Complete and Submit your College Board Explore
Performance Task
If you have not completed the EPT
and submitted to the College Board this should be your FIRST Priority!
Student
Digital Portfolio Guide
digitalportfolio.collegeboard.org
– Task description and written response
template can be found here. Task requirements are also submitted here. Make sure
you submit while meeting all submission requirements!
Explore Performance Task Rubric
AP CSP Course and
Exam Description
Explore PT Prep: Reviewing the Task
http://cooltoolsforschools.wikispaces.com/
Assessment Overview and Performance Task Directions for Students.
Lesson 5: Simple Encryption
CI - Community, Global, and Ethical Impacts
CL – Collaboration
CPP - Computing Practice & Programming
CT - Computational Thinking
1.2 - Computing enables people to use creative development
processes to create computational artifacts for creative expression or to solve
a problem.
3.3 - There are trade offs when representing information as
digital data.
6.3 - Cybersecurity is an important concern for the Internet
and the systems built on it.
7.3 - Computing has a global affect -- both beneficial and
harmful -- on people and society.
Objectives
Students will be able to:
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:
"In your daily life what things do you or other people rely on
keeping a secret? Who are these secrets being kept from? How are these things
kept secret?"
Secrecy is a critical
part of our lives, in ways big and small. As our lives increasingly are
conducted on the Internet, we want to be sure we can maintain the privacy of our
information and control who has access to privileged information.
Digital commerce,
business, government operations, and even social networks all rely on our
ability to keep information from falling into the wrong hands.
Recall: As
we saw with our activities on the Internet Simulator the internet is NOT secure
Many of the ideas we use to keep secrets in the digital age are far
older than the Internet. The process of encoding a plain text message in some
secret way is called Encryption
For example in Roman times Julius Caesar is reported to have
encrypted messages to his soldiers and generals by using a simple alphabetic
shift - every character was encrypted by substituting it with a character that
was some fixed number of letters away in the alphabet.
As a result an alphabetic shift is often referred to as the Caesar
Cipher.
Prompt:
serr cvmmn va gur pnsrgrevn
HINT:
With this simple encryption technique it only took a few minutes to
decode a small message. What if the message were longer BUT you had a
computational tool to help you?!
Guided
Instruction:
1)
Log
into code.org and go to Unit 4: Lesson 5.
2)
Complete
all the challenges provided in this lesson and enter your work into your
engineering notebooks.
3)
Complete
the Assessment for this Lesson within Code.org
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. All work should be provided within your engineering
notebook in order to receive credit.
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:
Ø
Complete
your ticket to leave journal entry within your engineering notebook.
Lesson 6: Encryption with Keys and
Passwords
CPP - Computing Practice & Programming
CT - Computational Thinking
2.3 -
Models and simulations use abstraction to generate new understanding and
knowledge.
3.1 -
People use computer programs to process information to gain insight and
knowledge.
4.2 -
Algorithms can solve many but not all computational problems.
6.3 -
Cybersecurity is an important concern for the Internet and the systems built on
it.
Objectives
Students will be able to:
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:
In the previous lesson
you saw how relatively easy it was to crack a substitution cipher with a
computational tool.
Today we’ll try to
crack a different code to see what it’s like. Beforehand, however, we should
consider why someone might want to crack a cipher in the first place.
"Are there ethical reasons to try to crack secret codes?"
Today, we will attempt to crack codes, paying particular attention
to the processes and algorithms that we use to do so.
So, before starting today we want to make sure that we distinguish
between an encryption algorithm and an encryption key
For example:
So, There is a
difference between the algorithm (how to execute the encryption and decryption)
and key (the secret piece of information).
Today we’ll learn a
little more about it and about keys and their relationship to passwords you
use every day.
Guided
Instruction:
1)
Log
into code.org and go to Unit 4: Lesson 6.
2)
Complete
all the challenges provided in this lesson and enter your work into your
engineering notebooks.
3)
Complete
the Assessment for this Lesson within Code.org
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:
Ø
Complete
your ticket to leave journal entry within your engineering notebook.
Thursday Day H - 1-18-18
– Friday Day A – 1-19-18
Review of Programming completed prior to
Create Performance TaskLesson
6: Functions and Top-Down Design
CL -
Collaboration
CPP -
Computing Practice & Programming
CT -
Computational Thinking
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]
2.2.2 -
Use multiple levels of abstraction to write programs. [P3]
2.2.3 -
Identify multiple levels of abstractions that are used when writing programs.
[P3]
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]
5.1.3 -
Collaborate to develop a program. [P6]
5.3 -
Programming is facilitated by appropriate abstractions.
5.3.1 -
Use abstraction to manage complexity in programs. [P3]
Objectives
Students will be able to:
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:
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.
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)
Mr.
PC will come around to make sure everyone understands the concepts of
abstraction and Top Down Design. Remember! For both programming challenges 2 and
3 you should be able to call one function which completes the programming tasks.
There should be no stand alone commands. Very
important prior to moving on and preparing for our Create Performance Task!
7)
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: None
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
Note: Internet Explorer is not supported. We recommend Chrome or Firefox.
2)Check out the Designer and Blocks Editor Overview
3)Setup Review the
following Beginner Tutorials
Click Here to
Access Your Development Environment
Explore
Performance Task Rubric
More Resources for
finding computing innovations:
http://www.pbslearningmedia.org/
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
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
·
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.
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.
Chapter 2: Manipulating and Visualizing Data
Big Questions
Enduring Understandings
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
Enduring
Understandings
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.
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