Welcome to
AP Computer Science Principles
Good
job on your work with the MIT APP Inventor!
This week we are going to be working on the following:
Unit
2: Digital Information - continued
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:
Continue
Unit 2: Digital Information
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
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 8: Monday Day D -
10-23-17 – Friday Day H – 10-27-2017
Period
6 and Period 7
Lesson
4: Encoding Color Images
CL –
Collaboration
CPP -
Computing Practice & Programming
CT -
Computational Thinking
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.
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.
2.2 -
Multiple levels of abstraction are used to write programs or create other
computational artifacts
2.3 -
Models and simulations use abstraction to generate new understanding and
knowledge.
2.3.1 - Use models and simulations to
represent phenomena. [P3]
3.1 -
People use computer programs to process information to gain insight and
knowledge.
3.1.1 -
Use computers to process information, find patterns, and test hypotheses about
digitally
processed information to gain insight and knowledge. [P4]
3.1.2 - Collaborate when processing information to gain insight and
knowledge. [P6]
3.1.3 - Explain the insight and knowledge gained from digitally
processed data by using appropriate
visualizations, notations, and precise language. [P5]
3.2 -
Computing facilitates exploration and the discovery of connections in
information.
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:
The way color is represented in a computer is different from the
ways we represented text or numbers. With text, we just made a list of
characters and assigned a number to each one. As you are about to see, with
color, we actually use binary to encode the physical phenomenon of LIGHT. Today
we will see how to make colors by mixing different amounts of colored light.
A Little Bit about
Pixels - Video
Color Pixelation
widget tutorial video - Part 1 - Video:
Color Pixelation
widget tutorial video - Part 2 - Video
Color Pixelation widget tutorial video - Part 3 - Video
Guided Instruction:
o
Personal Favicon Project - Activity
Guide
o
Create
a personal 16x16 favicon and encode it using the Pixelation Widget on the final
level of this lesson in Code Studio.
o
The
image you make should represent your personality in some distinctive way. You
will be using this favicon in future lessons and web sites that you make, so be
creative and thoughtful.
o
After
you have finished your favicon, share it with others in the class by sending
them the bits with the Internet Simulator Widget!
Requirements:
Things
to think about
Assessment
for/of learning:
Questions:
Please answer within your Engineering Notebook
When
you are done with Lesson 4 and the creation of your Favicon:
1)
Take
a screen shot of your Favicon design and add to your engineering notebook. Make
sure to answer the questions above under ‘Assessment’
2)
You
may take the rest of today’s class time to work on your second and final
practice Explore Performance Task.
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: Due Monday
·
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 on Monday.
·
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!
Final Practice Explore
Performance Tasks Presentations will begin Next Monday!
Period 6
CD -
Computers & Communication Devices
CL -
Collaboration
CT -
Computational Thinking
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]
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:
Discuss
Results of Findings:
We’ve been looking at image file formats. And we’ve also seen
text compression. Both of those attempted to render perfectly every piece of
information.
Both the image file format and the text compression scheme we
used were lossless. Lossy compression schemes usually take advantage of the
fact that a human is supposed to interpret the data at the other end, and human
brains are good at filling the gaps when information is missing.
Today you and a partner will do some rapid research and reporting
on some of the most common file formats. Use the web as your research tool.
Guided Instruction:
Wrap-Up
***
Make sure to complete the assessment exercise at the end of the lesson, take a
screen shot and add to your engineering notebook. ***
Assessment
for/of learning: Completion of today’s class assignment and completion of the
Assessment exercise at the end of this lesson. Make sure to take a screen shot
and add to your engineering notebook.
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: Due Monday
·
Complete
your ticket to leave journal entry daily.
·
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 on Monday.
·
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!
Final Practice Explore Performance Tasks Presentations will begin
Next Monday!
Period 7
1)
Locate
the Unit 2: The Digital Information tile and click ‘View course’. Take the
Unit 2, Chapter 1 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’. You may use the rest
of today to work on your Explore Performance Tasks which you will begin to
present on Monday.
Period 6 and Period 7
NOTE:
If you have not completed the Unit 2 Chapter 1 Assessment you will need to
complete it today.
3.1 -
People use computer programs to process information to gain insight and
knowledge.
3.1.1 -
Use computers to process information, find patterns, and test hypotheses about
digitally processed information to gain insight and knowledge. [P4]
3.1.2 -
Collaborate when processing information to gain insight and knowledge. [P6]
3.1.3 -
Explain the insight and knowledge gained from digitally processed data by using
appropriate visualizations, notations, and precise language. [P5]
3.2 -
Computing facilitates exploration and the discovery of connections in
information.3.2.1 - Extract information
from data to discover and explain connections, patterns, or trends. [P1]
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:
The two main purposes of this lesson are:
Today we’re going to look at another tool that has collected a
lot more data about you, me, and everyone else in this room. We’re going to
start thinking about how to tell stories with data, what data we need, and
how best to use and present it.
Guided Instruction:
Search trends are used
in a variety of fields in order to understand what topics are most popular
across the country and world.
The fact that a global
"conversation" is now happening online and computational tools exist
to capture and visualize that conversation enables entirely new ways of
identifying, understanding, and predicting patterns in culture and society at
large.
1)
Open up the Activity Guide - Exploring Trends - Activity Guide
As a class or individually students should read the summary at
the top of the activity guide, which explains what information they will be
looking at and how to use the Google Trends tool.
Students will use Google Trends a tool which visualizes data taken from Google search
histories all around the world from the past several years.
Tell
a Story
Students should find a trend or set of trends they think is
particularly interesting or personally relevant and try to tell a story from the
data they see. Students will write down:
Share
Data Stories
Final Remarks
It’s exciting to be
able to look at so much data in such a concise way, and it certainly feels like
we’ve seen a lot of good stories here. As we start thinking more about how we
use data, however, we’ll need to make sure that the assumptions we’re making
about our data are correct.
Assessment
for/of learning: Completion of today’s class assignment and completion of the
Assessment exercise at the end of this lesson.
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: Due Monday
·
Complete
your ticket to leave journal entry daily.
·
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 on Monday.
·
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!
Final Practice Explore Performance Tasks Presentations will begin
Next Monday!
Period 6 and Period 7
Last day to complete your Explore Performance Task in Class
Objective:
1)
Understand
the explore performance task rubric
2)
Communicate with classmates about computing innovations in their
lives.
3)
Describe positive and negative effects of computing innovations.
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 6: The AP CSP Exam and Performance Task ‘View
course’.
Direct
Instruction and Guided Practice:
1.
Online
Explore Performance Task Resources:
AP CSP Course and
Exam Description
Explore
PT Prep: Reviewing the Task
Explore
Performance Task Rubric
2.
Continue
working on your Explore Performance Task. Continue researching 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.
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: Due Monday
·
Complete
your ticket to leave journal entry daily.
·
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 on Monday.
·
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!
Final Practice Explore
Performance Tasks Presentations will begin Next Monday!
Thanks for a great
week!
Mr. PC
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
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
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.