Welcome to
AP Computer Science Principles
Welcome
Back!
I
Hope all of you had a Safe and Enjoyable Summer!
This week we are going to be working on the following:
Introduction
to AP Computer Science Principles Class
Introduction
to Unit 1: The Internet
Introduction
to Unit 6: AP Exam and Performance Task
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.
Summer Assignment: If you
have not already submitted your AP Summer Assignment please join your AP CSP
Google classroom and click on assignment to submit your summer assignment.
Thanks
F
Day – Lunch 11:35 – 11:59
IMPORTANT DATES:
Explore Performance Task: 8
hours
To
Be Completed by December 22, 2017
This
Week’s Agenda:
Introduction to AP Computer Science Principles:
Classroom
Protocol, Electronic Portfolio - Journal Setup, Creation of QUIA.com and Google
Classroom accounts, Introductions, Beginning of Unit 1 and Unit 6
Review
course syllabus, explore task requirements, artifact tools, rubric, summer
assignments. Weekly class participation grade, homework grade (journal), online
quizzes quia and code.org, review with kahoot
UNIT 1: The
Internet:
This unit begins exploring the technical challenges and questions that arise
from the need to represent digital information in computers and transfer it
between people and computational devices.
Topics
include: the digital representation of information - numbers, text, images, and
communication protocols.
In
the second half of the unit, students solve problems similar ones that had to be
solved to build the real Internet. Students design their own versions of
protocols, each one layered on the previous one, in a process that mimics the
layered sets of protocols on the real Internet. Topics include: the digital
representation of numbers and text, Internet Protocol, DNS, and TCP/IP.
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.
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
Thursday
Day A - 8-31-17 – Friday Day F – 9-8-2017
CI - Community, Global, and Ethical Impacts
7.1 - Computing enhances communication, interaction, and cognition.
7.2 - Computing enables innovation in nearly every field.
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.
The Computational Thinking Practices in which students should be engaged in this lesson are:
Activator:
Review
the Standards, Objectives, and Thinking Practices above for today’s lesson.
Click on https://studio.code.org/,
create an account using your school email account, log in, join the AP CSP
online class by clicking on the following link:
http://studio.code.org/join/FLZMKB
Locate
the Unit 1: The Internet tile and click ‘View course’.
Objective:
Today
we will review school wide behavioral expectations and understand the Classroom
Protocol and all that it entails. Together we will learn the appropriate care
and use of your
computer lab equipment, review our goals for the year, and perform the necessary
setup tasks that will support the success of our goals.
1) Introduction
1. About Mr. PC
2. Review of Classroom protocol – QUIA – Anatomy of Class Web Page
3. Class expectations and Grading – Letter to Parents
4. Class Hierarchy of Consequences
5. Seating Plans and Computer assignments
6. Summer Assignments
7. Classroom accounts and preparation – Join Google Classroom, Quia, creation of engineering notebook or journal for daily reflection
8.
Review
the AP CSP Syllabus with Students (a view link of Syllabus from Google Docs
should be shared with each student in the class)
9. Review of Unit 6 with focus on preparation for Explore Performance Task
NOTE:
Labs
this week will be used to explore the explore performance task rubric,
requirements, and look at student summer assignments.
AP CSP: What we will
be studying and why …
Guided Practice Day 1:
Log
into your computer using your school issued account:
1)
Create
student Quia.com accounts.
a.
For
creation of Quia.com accounts you will be asked to come up to my desk.
b.
While
you are waiting to be called to my desk complete the steps below and please do
the following:
Prepare a short introduction about yourself: What is your name,
what would you like to learn in computer science class, what type of career are
you interested in? This should be added to your Engineering Notebook within your
Google classroom as seen below:
c.
Once
your account has been created open Google Chrome and click on the following
link: www.quia.com/profiles/mrpc
,
scroll to the bottom of the page where it says classes, click on your class web
page uniquely identified by period number, and
make sure that your account works
If
you have finished preparation of your short introduction, look through your
class web page in order to familiarize yourself with the class web page format.
2)
Creating
Code.org accounts
a.
For
creation of code.org accounts and joining my online class go to https://studio.code.org
and create an account. Make sure you use your First
and Last Name as your Username
then
i.
Join
your AP CSP section by clicking or typing the following URL into your browser:
http://studio.code.org/join/FLZMKB
NOTE:
You the student should see a small green bar at the top of your page that says
‘You’ve successfully joined …’.
3)
Joining
your AP CSP Google Classroom. This is where all classroom projects and
assignments outside of the code.org classroom will be submitted:
4)
Log
into your school Google Account using your school issued email.
5)
Go
to the Classroom App
6)
Join
the AP CSP classroom with the following code:
zdyuc3
7)
If
not yet completed submit your summer assignment to the classroom summer
assignment task.
8)
Click
on the ‘Engineering Notebook or journal’ assignment in your Google
Classroom. Create a file “Google Docs” to be used as your Engineering
Notebook. You will not submit this assignment until the end of the year. Once
you create I will have access to your journal and the journal will be checked
and be part of your weekly homework grade. You will receive a project grade for
your “Journal” on a mid-term and end of semester basis.
9)
Review
responses from today’s activator.
Assessment
for/of learning: Participation
in today’s activities.
Summarizer:
Mr.
PC will review each day what each student accomplished and the focus of
tomorrow.
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:
Complete
your ticket to leave journal entry AND
Make
sure you have completed all class preparation as stated above in the section
labeled:
Homework
Assignment:
Important
NOTE: In
preparation for next week’s lessons please bring in the following items or
similar items from home that you can share with your classmates during our class
activities:
Friday
Day B - 9-1-17 - Lesson 1 Personal Innovations
CI - Community, Global, and Ethical Impacts
7.1 - Computing enhances communication, interaction, and cognition.
7.2 - Computing enables innovation in nearly every field.
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.
The Computational Thinking Practices in which students should be engaged in this lesson are:
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 1: The Internet tile and click ‘View course’.
Locate
the Unit 1: The Internet tile and click ‘View course’.
Direct
Instruction:
Computer
Science is Changing Everything - Video
CSP
Pre-Course Survey:
Take
the CSP Pre-Course survey – Code.org account
People seem to say that technology
is all around us, that it affects everything we do. Is that true? Technological innovation is
about recognizing a problem that needs to be solved, or recognizing something
needs improving and then building a tool to solve it.
As a class we’re going to see how
innovative we can be. We’re going to do something called “rapid
prototyping.”
“Prototype” is a fancy word that
means 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.
Each
individual has at least one area of interest:
1.
Identify
some way that technology is used with, or affects that area of interest
2.
Make
a suggestion for either:
Guided Practice: (20 minutes)
Start
to sketch out that idea on a poster. Make a visual representation of your ideas.
Hint:
Very small ideas can have big consequences. People once thought it was
ridiculous that you would want to send a short text message to another person
over a phone.
Present
your Idea to the class
Do a “Gallery Walk” or a whip
around so that each student can see all of the other students’ work.
·
Each
student will explain to the class what their idea or what their innovation is.
Assessment
for/of learning: Participation
in today’s activities.
Summarizer:
Mr.
PC will review each day what each student accomplished and the focus of
tomorrow.
Assessment
for/of learning: Participation
in today’s activities.
Summarizer:
Mr.
PC will review each day what each student accomplished and the focus of
tomorrow.
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:
Complete
your ticket to leave journal entry AND
Important
NOTE: In
preparation for tomorrow’s lesson please bring in the following items or
similar items from home that you can share with your classmates during
tomorrow’s activity:
Monday
9-4-17 – No School – Holiday
Tuesday
Day C - 9-5-17
- Lesson 2 – Sending Binary Messages
CL – Collaboration CT - Computational Thinking
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.
Computer
science is commonly thought to be the study of computers themselves - the
physical machines we have on our desks and carry around in our pockets. Another
way that computer scientists think about would be to say that computer
science is the study of information and information processes.
Today
we’re going to think about what “information” and “information
processes” means. What is it that you think you might be studying?
Let’s
get started with a thinking prompt…
Prompt: What
is your personal definition of “information?” Take a minute to write it
down.
Guided Practice:
1. Discuss our definitions of ‘Information’
2. Form two groups. Today we’re going to work more with binary questions and messages. First you and your partner need to come up with a binary question. Prompt: Imagine that you and your friend have not been able to communicate for the entire summer, and you have a chance to ask her one binary question that she will answer. What binary question do you want to ask?
HINT: You might think about your
questions as if it is like a multiple choice test question, where for right now
you only have two possible answers.
3.
Review
the binary questions. Are they indeed binary questions?
4.
Now
that you’ve come up with a binary question, let’s talk about how you need to
answer it. Answering a binary question is easy when we speak to each other, but
it becomes more difficult when we are separated.
Today
we will focus on how a binary message can be sent over a distance. You will
build the device that sends them.
Introduction
to Challenge: You
are going to build a device out of classroom supplies to send information to a
classmate on the other side of the room. There are some basic rules and
constraints:
You
should try to make it fail-proof. Consider obstacles that might be thrown in
your way. Would your device still work if:
Not all questions have only two
possible answers. Your new challenge is to invent a way to use your device to
send an answer to a question that has 4 possible answers! Think about
these things:
Demonstrate
how your device works
5.
Go
to Stage 2 of your code.org Unit 1 lesson. Click on steps 2 – 5 of this stage,
answer the questions and make sure to submit your responses.
Purpose
of today’s exercise:
The
purpose of the whole activity is to build toward an understanding that, from an
engineering perspective, the simplest way to physically send an infinite number
of messages over some distance is to make a binary message device, and to send unique
sequences of binary states. This is how the internet at physical level
actually works.
Assessment
for/of learning: Completion of today’s class assignment.
Summarizer: Mr. PC will review each day what each student accomplished and the focus of tomorrow.
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:
Complete
your ticket to leave journal entry AND
Due
Friday: Complete the assignment “ Computing Innovations Experienced by Adults
you Know “ for Thursday, as found on your Google Classroom.
Wednesday
9-6-2017 – Day D – Lesson 3: Sending Binary Messages with the Internet
Simulator
CL – Collaboration
CT - Computational Thinking
2.1 - A variety of abstractions built upon binary sequences can be
used to represent all digital data.
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.
3.3 - There are trade offs when representing information as digital
data.
6.1 - The Internet is a network of autonomous systems.
6.2 - Characteristics of the Internet influence the systems built on
it.
Direct
Instruction:
The
following demonstration can be done in two ways:
Instructions:
“Imagine
that you and your friend have made a binary signaling protocol using a
flashlight. The light on is state A, off is state B.”
Test
1
“Your
friend sends you this message. What is being signaled here? Write down what you
think the message is.”
Test
2
“Uh
oh! Your friend realizes she actually made a mistake encoding the message from
before and decides to re-send the message. Decode this new version of the
message and write it down.”
Guided Practice:
Discussion
Lead
a discussion that explores the assumptions made when decoding these messages,
and more importantly, explores what information they would need in order to
decode it.
We
need to get some terminology down so that we can speak about our problems and
solutions more efficiently.
·
Protocol -
For our purposes today a “protocol” is simply a set of rules about sending,
receiving and interpreting binary messages.
·
Bit We
will call each element of a binary message a bit. “Bit” is short for binary
digit. So for example if you have a binary message A B B A, we would say
that is a 4-bit message.
Today
you and your partner will be developing a protocol for exchanging
2-bit messages using an Internet Simulator.
It is
likely that they will have uncovered most of the properties of the simulator,
but if they haven’t you can explain now.
Clarify
any misconceptions about the tool at this point and then move on with the
challenge.
The challenge
of today’s activity is to figure out a way to coordinate actions with your
partner to make this tool into a functioning two-way bit-sending device.
Students
experiment with sending a single bit and develop protocols that allow them to
send more complex messages with more bits.
1)
Log
into code.org and view your class. Go to stage 3. You will need to work with a
partner
2)
Within
code.org studio click on the lesson file in stage 3, read the introduction, and
follow the directions in the activity guide.
Thanks
3)
Watch
the following video that will show you how to use the Internet Simulator
https://www.youtube.com/watch?v=Kn6Fd5uwZno&feature=youtu.be
4)
It’s
recommended that partners who want to send data to each other sit close together
so they can talk, even though they need to be on different computers.
5)
Report
what you have discovered about the Internet Simulator and the protocol you
developed in order to meet the requirements of the Activity Guide.
Students
will practice relaying a 2-bit sequence with their partners. The goalis to
exchange 2-bit messages (partner sends a 2-bit message, other partner sends a
2-bit message back) as quickly and accurately as possible. In other words,
students are trying to get the fastest bit rate possible.
Rules
for the Challenge:
1)
Watch
the The
Internet: Wires, Cables & WiFi - Video
Discussion:
Relate
what’s shown in the video to what students had to do in the previous two
lessons:
If
students have not already done so, they should calculate the fastest bit rate
they were able to achieve. Lead a quick classroom discussion about the following
topics, using these prompts:
2)
Answer
the questions for Stage 3 of this unit of study in code.org
Assessment
for/of learning: Completion of today’s class assignment.
Summarizer: Mr. PC will review each day what each student accomplished and the focus of tomorrow.
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. Complete answering the questions found in
code.org for Stage 3.
Ø
Due
Friday: Complete the assignment “ Computing Innovations Experienced by Adults
you Know “ for Thursday, as found on your Google Classroom.
Thursday
9-7-2017 – Day E – Lesson 5 – Binary Numbers and Lesson 6 – Sending
Numbers
CT - Computational Thinking
2.1 - A variety of abstractions built upon binary sequences
can be used to represent all digital data.
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.
6.2 - Characteristics of the Internet influence the systems
built on it.
Students will be able to:
·
Describe how to use bits to create a functioning number system
·
Understand the relationship between the powers of 2 and the
number of bits needed to express a number of a certain magnitude. e.g. How many
bits do I need to represent the number “15”, or “32”, or “1492”?
·
Determine, for a given number of bits, both the number of
possible numbers that can be represented and also the range of those numbers
·
Calculate the range of values that can be represented using
binary numbers of a given size in bits.
·
Invent a simple communication protocol for sending a list of
numbers that represent coordinates on a cartesian grid.
·
Use the Internet Simulator to send the list of points that make
up the drawing to a friend.
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 1: The Internet tile and click ‘View course’.
Direct Instruction:
1)
Review
Revised Course and Exam Description including Performance Tasks Samples
Reviewed Course and Exam Description
2)
Overview
of Base 10 and Base 2 Number Systems
Number
systems help us express and reason about quantities. Early number systems were
merely a system of tallies that allowed humans to record and perform simple
arithmetic with values. The number system we use today uses the concept of place
value to allow us to express any value we wish by combining only 10 symbols (0,
1, 2 …). We therefore call it a “base 10” number system. When developing a
number system for a computer, we only have two symbols available to us,
corresponding with the two states of a single bit. However, the power of place
value allows our binary or “base 2” number system to express any value we
wish.
When
using this binary representation of numbers, certain values (1, 2, 4, 8, 16,
etc.) are seen repeatedly. When written in binary, these values are 1, 10, 100,
1000, 10000, and so on, and so are the incremental place values in this binary
number system
Guided Practice:
Lesson 5 – Binary Numbers
Tasks/Prompts
to consider:
Students
should:
If
students finish early, try out the Binary
Game AppLab App - App.
Lesson
6 – Sending Numbers
1)
View
the following Internet Simulator Video:
2)
Log
into code.org and go to Stage 6 – Sending Numbers
3)
Click
on the ‘File’ icon and read the introduction. You will also need to open the
corresponding activity guides found at the bottom of the introduction.
4)
Choose
different partners than you worked with in Stage 3 and decide how you will
complete this task.
Follow directions for
lesson 6.
Assessment
for/of learning: Completion of today’s class assignment.
Summarizer: Mr. PC will review each day what each student accomplished and the focus of tomorrow.
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:
Complete
your ticket to leave journal entry. Complete answering the questions found in
code.org for Stage 6.
Friday
9-8-2017 – Day F
Objective:
·
Students
will create a digital artifact tool to be used for collecting and researching
new computing artifacts. This tool is to be used on a weekly basis for practice
with the CollegeBoard’s Exploration of Computing Innovations Performance Task.
Activator:
Open
up your Engineering Journal and review what you entered last class. Review the
Standards, Objectives, above, for today’s lesson.
Direct
Instruction and Guided Practice:
1)
Mr. PC’s example of his paper.li account and newspaper.
2)
Create an account at paper.li
3)
Create a newspaper
4)
Research and add computing and technology links, urls, to your
newspaper as feeds of information.
5)
Go to Google Sites, create a site, and add the url to your
paper.li so it will be displayed
6)
Have the paper.li contents updated using settings
7)
When you have finished you may begin your homework for today
Assessment
for/of learning: Completion of today’s class assignment.
Summarizer: Mr. PC will review each day what each student accomplished and the focus of tomorrow.
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.
Ø
Choose
an article from your paper.li and choose a Computing Innovation which you will
Explore according to the requirements of the Explore Performance Task. Be
prepared to present to the rest of the class next week. Students will get a
chance to use the Performance Task Rubric and Performance Tasks Samples to
discuss and collaborate on ways in which we can improve on our task performance.
Thanks for a great
week!
Mr. PC
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.
Unit
1 Vocabulary