This week we are going to be working on the following:

Explore Performance Task – Completion and Submittal

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 2nd @ Auburn HS

                                      Saturday April 6th Mock Exam @ your school

Explore Performance Task:  8 hours

To Be Completed by December 22, 2017

This Week’s Agenda:

Your Explore Performance Task Ends This Week!

Monday Day B - 12-17-18 – Friday Day F 12–21-18

Objectives

Students will be able to:

• Complete and successfully submit your College Board Explore Performance Task.

Direct Instruction and Guided Instruction:

For the next 9.5 Classes, 8 hours of class time you will be working on your first AP CSP college board Performance Task. This is an independent assignment. Please plan and use your time wisely and use the Digital Portfolio online resources including the Explore Performance Task Rubric as a guide to fulfilling the Explore Performance Task Requirements.

This is your last week to complete your College Board Explore Performance Task! Make sure to check with me when you are ready to submit your project.

When you are done please open the following document and begin reviewing the resource sheet at the bottom of the document in preparation for the College Board AP Exam.  Thanks!

• AP CSP Performance Task Directions for Students - College Board Student Handout

More Resources for finding computing innovations:

http://www.ted.com/talks

www.digg.com

http://www.teachersdomain.org

http://www.pbslearningmedia.org/

Tools for building computing artifacts:

https://sites.google.com/view/cool-tools-for-schools/home

1)    Preparation of your AP CSP Digital Portfolios: Click on the link below.

Student Digital Portfolio Guide – Save a copy of the Student Digital Portfolio Guide to your Google Drive

Ø  Please review the Student Digital Portfolio Guide and follow the directions for setting up your digital portfolio for your AP CSP course. Thanks.

Join Code 6JESM3

Online Explore Performance Task Resources:

• Explore PT Planning Organizer - High Resolution PDF
• Explore PT Survival Guide - Student Guide Make a Copy 

NOTE: Use the written responses template and checklist found at the bottom of this document to make sure you are meeting all requirements to earn all points.

• AP CSP Performance Task Directions for Students - College Board Student Handout
• Explore Performance Task - Scoring Guidelines 2018 - College Board Doc

AP CSP Performance Task Directions for Students - College Board Student Handout

• Explore - Samples

Good luck, use your time wisely, and always do the best you can! Most of all have fun and enjoy!

Summarizer:

Mr. PC will review each day what each student accomplished and the focus of tomorrow.

Assessment for/of learning:

Not applicable.

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:       Explore Performance Task

Thanks for a great week!

Mr. PC 

Preparation of your AP CSP Digital Portfolios: Click on the link below.

Student Digital Portfolio Guide – Save a copy of the Student Digital Portfolio Guide to your Google Drive

Ø  Please review the Student Digital Portfolio Guide and follow the directions for setting up your digital portfolio for your AP CSP course. Thanks.

Online Explore Performance Task Resources:

• Explore PT Planning Organizer - High Resolution PDF
• Explore PT Survival Guide - Student Guide Make a Copy 
• AP CSP Performance Task Directions for Students - College Board Student Handout
• Explore Performance Task - Scoring Guidelines 2018 - College Board Doc

AP CSP Performance Task Directions for Students - College Board Student Handout

• Explore - Samples

Explore Performance Task Rubric

More Resources for finding computing innovations:

http://www.ted.com/talks

www.digg.com

http://www.teachersdomain.org

http://www.pbslearningmedia.org/

Tools for building computing artifacts:

https://sites.google.com/view/cool-tools-for-schools/home

To Do: Create Digital Portfolios for Performance Tasks Submissions. Our goal is to complete our Explore Performance Task before the end of 2018.

UNIT 1 Overview: The Internet:

This unit explores the technical challenges and questions that arise from the need to represent digital information in computers and transfer it between people and computational devices. The unit then explores the structure and design of the internet and the implications of those design decisions.

In this unit students learn how computers represent all kinds of information and how the Internet allows that information to be shared with millions of people.

The first chapter explores the challenges and questions that arise when representing information in a computer or sending it from one computer to another. It begins by investigating why on-off signals, also known as binary signals, are used to represent information in a computer. It then introduces the way common information types like text and numbers are represented using these binary signals. Finally, it illustrates the importance of establishing shared communication rules, or protocols, for successfully sending and receiving information.

In the second chapter, students learn how the design of the internet allows information to be shared across billions of people and devices. Making frequent use of the Internet Simulator, they explore the problems the original designers of the internet had to solve and then students “invent” solutions. To conclude the unit, students research a modern social dilemma driven by the ubiquity of internet and the way it works.

Chapter 1: Representing and Transmitting Information

Big Questions

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 1 Vocabulary

Vocabulary

• Innovation - A novel or improved idea, device, product, etc, or the development thereof.
• Binary - A way of representing information using only two options.
• Bit - A contraction of "Binary Digit". A bit is the single unit of information in a computer, typically represented as a 0 or 1.
• Bandwidth - Transmission capacity measure by bit rate
• Bit - A contraction of "Binary Digit". A bit is the single unit of information in a computer, typically represented as a 0 or 1.
• Bit rate - (sometimes written bitrate) the number of bits that are conveyed or processed per unit of time. e.g. 8 bits/sec.
• Latency - Time it takes for a bit to travel from its sender to its receiver.
• Protocol - A set of rules governing the exchange or transmission of data between devices.
• ASCII - ASCII - American Standard Code for Information Interchange. ASCII is the universally recognized raw text format that any computer can understand.
• code - (v) to write code, or to write instructions for a computer.
• IETF - Internet Engineering Task Force - develops and promotes voluntary Internet standards and protocols, in particular the standards that comprise the Internet protocol suite (TCP/IP).
• Internet - A group of computers and servers that are connected to each other.
• Net Neutrality - the principle that all Internet traffic should be treated equally by Internet Service Providers
• IP Address - A number assigned to any item that is connected to the Internet.
• Packets - Small chunks of information that have been carefully formed from larger chunks of information
• DNS - The service that translates URLs to IP addresses.
• HTTP - HyperText Transfer Protocol - the protocol used for transmitting web pages over the Internet
• Net Neutrality - the principle that all Internet traffic should be treated equally by Internet Service Providers.
• TCP - Transmission Control Protocol - provides reliable, ordered, and error-checked delivery of a stream of packets on the internet. TCP is tightly linked with IP and usually seen as TCP/IP in writing.

Unit 1: Chapter 2: Inventing the Internet

Big Questions

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.

This unit explores the way large and complex pieces of digital information are stored in computers and the associated challenges. Through a mix of online research and interactive widgets, students learn about foundational topics like compression, image representation, and the advantages and disadvantages of different file formats. To conclude the unit, students research the history and characteristics of a real-world file format.

Chapter 1: Digital Information

Big Questions

Enduring Understandings

Vocabulary

• Heuristic - a problem solving approach (algorithm) to find a satisfactory solution where finding an optimal or exact solution is impractical or impossible.
• Lossless Compression - a data compression algorithm that allows the original data to be perfectly reconstructed from the compressed data.
• Image - A type of data used for graphics or pictures.
• metadata - is data that describes other data. For example, a digital image may include metadata that describe the size of the image, number of colors, or resolution.
• pixel - short for "picture element" it is the fundamental unit of a digital image, typically a tiny square or dot which contains a single point of color of a larger image.
• RGB - the RGB color model uses varying intensities of (R)ed, (G)reen, and (B)lue light are added together in to reproduce a broad array of colors.
• Lossy Compression - (or irreversible compression) a data compression method that uses inexact approximations, discarding some data to represent the content. Most commonly seen in image formats like .jpg.
• Abstraction - Pulling out specific differences to make one solution work for multiple problems.

Unit 3 - Intro to Programming

In Unit 3, students explore the fundamental topics of programming, algorithms, and abstraction as they learn to programmatically draw pictures in App Lab. An unplugged sequence at the beginning of the unit highlights the need for programming languages as well as the creativity involved in designing algorithms. Students then begin working in App Lab where they use simple commands to draw shapes and images using a virtual “turtle.” As they’re introduced to more complex commands and programming constructs, students learn to break down programming problems into manageable chunks. The unit ends with a collaborative project to design a digital scene.

Chapter 1: Intro to Programming

Big Questions

Enduring Understandings

Unit 3 Vocabulary

Vocabulary

• Algorithm: A precise sequence of instructions for processes that can be executed by a computer
• High Level Programming Language: A programming language with many commands and features designed to make common tasks easier to program. Any high level functionality is encapsulated as combinations of low level commands.
• Low Level Programming Language: A programming language that captures only the most primitive operations available to a machine. Anything that a computer can do can be represented with combinations of low level commands.
• Iterate: To repeat in order to achieve, or get closer to, a desired goal.
• Selection: A generic term for a type of programming statement (usually an if-statement) that uses a Boolean condition to determine, or select, whether or not to run a certain block of statements.
• Sequencing: Putting commands in correct order so computers can read the commands.
• Pair Programming: A method of programming in which two programmers write code using a single computer. One programmer in the "driver" role uses the mouse and keyboard to actually write the code while a second acts as a "navigator", keeping track of the big picture, catching errors, and making suggestions. Programmers switch roles frequently and communicate throughout the process.
• Turtle Programming: a classic method for learning programming with commands to control movement and drawing of an on-screen robot called a "turtle". The turtle hearkens back to early implementations in which children programmed a physical robot whose dome-like shape was reminiscent of a turtle.
• Function: A named group of programming instructions. Functions are reusable abstractions that reduce the complexity of writing and maintaining programs.
• Top Down Design: a problem solving approach (also known as stepwise design) in which you break down a system to gain insight into the sub-systems that make it up.
• API: a collection of commands made available to a programmer
• Documentation: a description of the behavior of a command, function, library, API, etc.
• Hexadecimal: A base-16 number system that uses sixteen distinct symbols 0-9 and A-F to represent numbers from 0 to 15.
• Library: a collection of commands / functions, typically with a shared purpose
• Parameter: An extra piece of information passed to a function to customize it for a specific need
• For Loop: Loops that have a predetermined beginning, end, and increment (step interval).
• Loop: The action of doing something over and over again.

Unit 4 - Big Data and Privacy

In this unit students explore the technical, legal, and ethical questions that arise from computers enabling the collection and analysis of enormous amounts of data. In the first half of the unit, students learn about both the technological innovations enabled by data and the privacy and security concerns that arise from collecting it. In the second half of the unit, students learn how cryptography can be used to help protect private information in the digital age.

Chapter 1: Big Data and Privacy

Big Questions

Enduring Understandings

Unit 4 Vocabulary

Vocabulary

• Big Data: a broad term for datasets so large or complex that traditional data processing applications are inadequate.
• Moore's Law: a predication made by Gordon Moore in 1965 that computing power will double every 1.5-2 years, it has remained more or less true ever since.
• One-pager: A business/corporate term for a one-page document that summarizes a large issue, topic or plan.
• Caesar Cipher : a technique for encryption that shifts the alphabet by some number of characters
• Cipher: the generic term for a technique (or algorithm) that performs encryption
• Cracking encryption: When you attempt to decode a secret message without knowing all the specifics of the cipher, you are trying to "crack" the encryption.
• Decryption: a process that reverses encryption, taking a secret message and reproducing the original plain text
• Encryption: a process of encoding messages to keep them secret, so only "authorized" parties can read it.
• Random Substitution Cipher: an encryption technique that maps each letter of the alphabet to a randomly chosen other letters of the alphabet.
• Computationally Hard: a "hard' problem for a computer is one in which it cannot arrive at a solution in a reasonable amount of time.
• asymmetric encryption: used in public key encryption, it is scheme in which the key to encrypt data is different from the key to decrypt.
• modulo: a mathematical operation that returns the remainder after integer division. Example: 7 MOD 4 = 3
• Private Key: In an asymmetric encryption scheme the decryption key is kept private and never shared, so only the intended recipient has the ability to decrypt a message that has been encrypted with a public key.
• Public Key Encryption: Used prevalently on the web, it allows for secure messages to be sent between parties without having to agree on, or share, a secret key. It uses an asymmetric encryption scheme in which the encryption key is made public, but the decryption key is kept private.
• Antivirus Software: usually keeps big lists of known viruses and scans your computer looking for the virus programs in order to get rid of them.
• DDoS Attack: Distributed Denial of Service Attack. Typically a virus installed on many computers (thousands) activate at the same time and flood a target with traffic to the point the server becomes overwhelmed.
• Firewall: software that runs on servers (often routers) that only allows traffic through according to some set of security rules.
• Phishing Scam: a thief trying to trick you into sending them sensitive information. Typically these include emails about system updates asking you send your username and password, social security number or other things.
• SSL/TLS: Secure Sockets layer / Transport Layer Security - An encryption layer of HTTP that uses public key cryptography to establish a secure connection.
• Virus: a program that runs on a computer to do something the owner of the computer does not intend.