Welcome to
AP Computer Science Principles
Good
job on your work with Unit 1 – The Internet!
This week we are going to be working on the following:
Unit
1: The Internet – Chapter 2 Assessment
Unit
2: Digital Information
Introduction
to Programming
Unit
6: Explore Performance Task - Ongoing
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
This
Week’s Agenda:
Introduction
to Unit 2: Digital Information
And
Introduction
to Programming – Cell Phone App Development
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.
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
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
Week 6: Tuesday Day C -
10-10-17 – Friday Day F – 10-13-2017
Tuesday
Day C - 10-10-17 and Wednesday Day D – 10-11-17
Period 6 and Period 7
1)
Locate
the Unit 1: The Internet tile and click ‘View course’. Take the Unit 1,
Chapter 2 Assessment. You may use any resources you can find to help you to
answer the questions.
2)
When
you are done with the assessment make sure to ‘Submit’.
3)
When
done go onto today’s lesson
CT - Computational Thinking
2.1 - A variety of abstractions built upon binary sequences can be
used to represent all digital data.
2.1.1 -
Describe the variety of abstractions used to represent data. [P3]
2.1.2 -
Explain how binary sequences are used to represent digital data. [P5]
3.3 - There are trade offs when representing information as digital
data.
Objectives
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 2: and click ‘View course’.
Direct
Instruction:
As we embark on a new
unit about Data and Digital Information we need to get familiar with terminology
about data and different types of data files.
Recall that a single
character of ASCII text requires 8 bits. The technical term for 8 bits of data
is a Byte.
A byte is
the standard fundamental unit (or “chunk size”) underlying most computing
systems today. You may have heard “megabyte”, “kilobyte”,
“gigabyte”, etc. which are all different amounts of a bytes. We’re going
to learn more about them today.
Introduction:
Recall In a previous lesson (Unit 1 - Sending Formatted Text) we
learned that in addition to the actual text of a document, it is usually
necessary to store the formatting information that allows the text to be
displayed correctly. We might wonder just how much extra information, i.e. how
many extra bytes, we need to store when we include all of this formatting.
Let’s find out!
If a single ASCII character is one byte then
if we were to store the word “hello” in a plain ASCII text file in a
computer, we would expect it to require 5 bytes (or 40 bits) of memory.
What
about a Microsoft Word document that contains the single word “hello”?
Predict: “How
many more bytes will a Word document require to store the word “hello” than
a plain text document?”
Guided
Instruction:
1)
Log
into code.org and go to Lesson 1. Click on the activity Guide.
2)
In
pairs research and provide answers to the worksheet within your Engineering
Notebook
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.
·
Now
that you have more artifact tools go to www.ted.com/talks
and choose a Computing Innovation which we have not discussed thus far. Explore
the computing innovation according to the requirements of the Explore
Performance Task. Using a new tool(s) to build your computing artifact, create
your artifact and be prepared to present to the rest of the class in two weeks.
·
NOTE:
This will be the last practice Explore Performance Task prior to completing this
task for the college-board in December.
·
Make
sure that you meet all requirements found in the Explore Performance Task and
provide all information requested within your written responses.
·
This
practice is important in order to do well on your college board task that we
will be submitting prior to the end of the year so please do a good job, and
remember if you find a computing innovation that will work well for the task you
need to submit, take notes and put it on your back burner. And as always have
fun!
CL -
Collaboration
CPP - Computing
Practice & Programming
CT -
Computational Thinking
2.1 -
A variety of abstractions built upon binary sequences can be used to represent
all digital data.
2.2 -
Multiple levels of abstraction are used to write programs or create other
computational artifacts
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.
4.2 -
Algorithms can solve many but not all computational problems.
4.2.1 -
Explain the difference between algorithms that run in a reasonable time and
those that do not run in a reasonable time. [P1]
4.2.3 -
Explain the existence of undecidable problems in computer science. [P1]
4.2.4 -
Evaluate algorithms analytically and empirically for efficiency, correctness,
and clarity. [P4]
Objectives
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 2: and click ‘View course’.
Direct
Instruction:
Guided
Instruction:
1)
Now
you’re going to get to try your hand at compressing some things on your own.
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.
·
Now
that you have more artifact tools go to www.ted.com/talks
and choose a Computing Innovation which we have not discussed thus far. Explore
the computing innovation according to the requirements of the Explore
Performance Task. Using a new tool(s) to build your computing artifact, create
your artifact and be prepared to present to the rest of the class in two weeks.
·
NOTE:
This will be the last practice Explore Performance Task prior to completing this
task for the college-board in December.
·
Make
sure that you meet all requirements found in the Explore Performance Task and
provide all information requested within your written responses.
·
This
practice is important in order to do well on your college board task that we
will be submitting prior to the end of the year so please do a good job, and
remember if you find a computing innovation that will work well for the task you
need to submit, take notes and put it on your back burner. And as always have
fun!
OUTCOME: By
the end of this unit, students will be able to distinguish between software and
hardware and how they interact in a computer system to accomplish complex tasks.
Standard:
Demonstrate
the ability to use technology for research, critical thinking, problem solving,
decision-making, communication, collaboration, creativity and innovation.
Topic:
Research, Problem-Solving, and Communications Research
3.1 Devise and demonstrate strategies for efficiently collecting and
organizing information from electronic sources.
Problem
Solving
3.5 Explain and demonstrate how specialized technology tools can be
used for problem solving, decision making, and creativity.
Objective:
Evaluate
the importance of learning about computer systems in terms of relevant
professions
Identify
general computer systems/programming terms
Deduce
the skills and knowledge about computer systems needed to be successful in an
authentic project
Demonstrate
the ability to enter and modify source code statements using editing
capabilities
Demonstrate
the ability to debug statements, distinguishing between syntax and semantic
errors
Identify
input, process, and output in a program
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 2: and click ‘View course’.
Direct
Instruction: Introduction to Cell Phone App Design
Setting up the APP Inventor and Emulator for Testing
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.
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.
If you have
a computer, an Android device, and a WiFi connection, this is the easiest way to
test your apps.
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.
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
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
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 today’s app
development setup and the installation of the App Companion for testing using
cell phone emulation. Students will also be assessed on the completion of each
App assignment and testing using either the cell phone emulator of an Android
phone.
Homework:
·
Complete
your ticket to leave journal entry.
·
Now
that you have more artifact tools go to www.ted.com/talks
and choose a Computing Innovation which we have not discussed thus far. Explore
the computing innovation according to the requirements of the Explore
Performance Task. Using a new tool(s) to build your computing artifact, create
your artifact and be prepared to present to the rest of the class in two weeks.
·
NOTE:
This will be the last practice Explore Performance Task prior to completing this
task for the college-board in December.
·
Make
sure that you meet all requirements found in the Explore Performance Task and
provide all information requested within your written responses.
·
This
practice is important in order to do well on your college board task that we
will be submitting prior to the end of the year so please do a good job, and
remember if you find a computing innovation that will work well for the task you
need to submit, take notes and put it on your back burner. And as always have
fun!
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.
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.