Great job with your work using the Binary Number System!

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

Continuation of Unit 1: The Internet

Introduction to 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.

IMPORTANT DATES:     Saturday November 17th @ Bay Path HS

                                      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:

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.

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.

Explore - AP Performance Task Prep

·         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

Monday Day A - 9-10-18 – Friday Day E – 9-14-2018

Monday Day A - 9-10-18

Lesson 7 - Sending Text

Standards Alignment

CSTA K-12 Computer Science Standards

CL – Collaboration

CT - Computational Thinking

Computer Science Principles

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

Objectives

Students will be able to:

• Determine the number of bits per symbol needed for a representation system based on the total number of symbols it is necessary to represent.
• Use the decimal number system when designing ways to represent other information in binary.
• Explain how bits are grouped to represent abstractions like numbers and text.

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:

Vocabulary

• Abstraction - a simplified representation of something more complex. Abstractions allow you to hide details to help you manage complexity, focus on relevant concepts, and reason about problems at a higher level.
• ASCII - American Standard Code for Information Interchange; the universally recognized raw text format that any computer can understand
• Protocol - A set of rules governing the exchange or transmission of data between devices.

In previous lessons we explored how to encode numbers in binary, and you also developed protocols for sending a list of numbers. Today we’re going to take that method one step further and look at how we can encode text with a binary representation. Hopefully you are beginning to realize that if we can figure out a way to represent information as a set of numbers, then we can encode it in bits and store that information in a computer or send it over the Internet.

Prompt: Imagine we wanted to create a system that would allow you to represent each of the 50 states.

• What's the smallest number of bits you would need to ensure you'd have unique patterns for each state?
• Write down how you would represent these 3 different states in your system. Then add two more of your own.
• Share with those sitting next to you.
• Discuss as a class.

Guided Practice:

1)   Log into www.code.org, go to Unit 1 and Lesson 7.

2)   Work with a partner and connect with each other using the Internet Simulator. Re-familiarize yourself with the use of the Simulator.

·       "hey"

·       "ttyl"

·       "morning"

Prompt: When we communicate on the Internet we're not usually sending numbers back and forth, we're sending text! The version of the Internet Simulator you're using only lets you send numbers, but that doesn't mean we can't figure out our own way to send text.

We'll be doing a series of challenges. Before each one I will give you a chance to talk to your partner. Then I'll give one member of each group a short text message like the ones on the board. Your job will be to create an encoding system that will allow you to send that message. As always this will need to be done silently, with no communication except through the Internet Simulator.

Take 5 minutes now to discuss with your partner how you will exchange text messages with your partner. Make sure that you document within your engineering notebooks the encoding scheme you will use to accomplish these challenges.

3)   Mr. PC will give the challenge to one member of each group.  Using your encoding scheme attempt to send and receive the message.  When we are done with all challenges you will have the chance to compare your systems with each other using the following discussion prompts:

·         Compare your systems. How are they the same? How are they different?

·         What's the minimum number of bits each of your system would need per character? How do you know?

4)   After a few minutes we will discuss as a class.

You just invented your own scheme for encoding text with numbers. Given we use text on our phones and computers all the time, we should assume there is a standard encoding for most of the symbols you can type on an American keyboard. Today we're going to be looking at one called or ASCII (pronoucned: “Ask-ee”) or theAmerican Standard Code for Information Interchange.

A sample Ascii chart may be viewed by clicking on the following link:

 ASCII Reference Sheet 

ASCII Character Chart

Prompt: Compare ASCII to the system you developed.

• What's the same as the systems you created?
• What's different?
• What is most interesting or surprising about this system?

In computer science we deal with multi-layered systems so we need to create easier ways for humans to keep it all straight in our heads. To do this we create an abstraction, a simpler way of representing something complex. This lets us temporarily ignore underlying complexity.

For example, we know that computers can represent text since we see it every day. Under the hood each character is really just a number, which itself is really a binary number, which itself is really just a bunch of electric impulses in a wire. We saw this over the last few lessons, but we don't need to remember it all the time. We can just do what we did today and say "A is 65", and worry about the details only when we need to.

Assessment for/of learning: Completion of today’s class assignment.

Wednesday:  Unit 1 Chapter 1 Assessment as found on code.org!

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:

1)   Complete your ticket to leave journal entry.

2)   Complete answering the questions found in code.org for Lesson 7, Checking for Understanding.

3)   Review for the UNIT 1 Chapter 1 Assessment to be taken on Wednesday.

Tuesday Day B - 9-11-18

Lesson 8 – The Internet Is for Everyone

Standards Alignment

CSTA K-12 Computer Science Standards

CD - Computers & Communication Devices

CD.L3A:9 - Describe how the Internet facilitates global communication.

CI - Community, Global, and Ethical Impacts

CI.L3A:10 - Describe security and privacy issues that relate to computer networks.

CI.L3A:4 - Compare the positive and negative impacts of technology on culture (e.g., social networking, delivery of news and other public media, and intercultural communication).

Computer Science Principles

6.1 - The Internet is a network of autonomous systems.

6.1.1 - Explain the abstractions in the Internet and how the Internet functions. [P3]

6.1.1B - An end to end architecture facilitates connecting new devices and networks on the Internet.

6.1.1C - Devices and networks that make up the Internet are connected and communicate using addresses and protocols.

6.1.1E - Connecting new devices to the Internet is enabled by assignment of an Internet protocol (IP) address.

6.2 - Characteristics of the Internet influence the systems built on it.

6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]

6.2.2E - Open standards fuel the growth of the Internet.

7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.

7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]

7.3.1A - Innovations enabled by computing raise legal and ethical concerns.

7.3.1D - Both authenticated and anonymous access to digital information raise legal and ethical concerns.

7.3.1E - Commercial and governmental censorship of digital information raise legal and ethical concerns.

7.3.1G - Privacy and security concerns arise in the development and use of computational systems and artifacts.

7.3.1L - Commercial and governmental curation of information may be exploited if privacy and other protections are ignored.

7.4 - Computing innovations influence and are influenced by the economic, social, and cultural contexts in which they are designed and used.

7.4.1 - Explain the connections between computing and economic, social, and cultural contexts. [P1]

7.4.1C - The global distribution of computing resources raises issues of equity, access, and power.

7.4.1D - Groups and individuals are affected by the digital divide differing access to computing and the Internet based on socioeconomic or geographic characteristics.

7.4.1E - Networks and infrastructure are supported by both commercial and governmental initiatives

Objectives:

Students will be able to:

·         Connect a personal experience to one challenge related to the idea that "The Internet is for Everyone".

·         Cite one example of how computing has a global affect -- both beneficial and harmful -- on people and society.

·         Explain that the Internet is a distributed global system that works on shared and open protocols.

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:

Vocabulary

• 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.

Ø  So far in this class you have solved a few problems by creating and using small protocols for transmitting data over a wire to one other person.

Ø  But the Internet is obviously much bigger than a single wire connecting two people. It connects billions of people and even more billions of machines.

Ø  In the next several lessons, we’re going to look at some of the technical issues involved with having lots of machines trying to communicate at the same time.

Ø  In other words, we're going to take a deep dive into the inner-workings of the Internet.

Ø  You may already know a few things about how the Internet works. Maybe you feel like you don't know anything, but in that case you might have questions or be curious about how things work.

Ø  To get started learning more about the Internet we want to get out into the open what we know and what we want to know more about.

Ø  It’s okay if you don’t know the whole thing. We want to collect the bits and pieces that we do know, and over the course of the next few lessons we'll put it all together.

1)   KWL – The Internet: Within your engineering notebooks write down what you Know about the Internet and What you would like to learn. You can fill in what you have learned about the internet after today’s lesson as part of your Ticket to Leave exercise.

2)   “When you enter a web address in a browser and hit enter, what happens? At some point you see the web page in the browser, but what happens in between? What are all the steps?"

"Write down the series of things that you think (or have heard) happen right after you hit Enter. What happens first, second, third and so on. "

"Don’t worry if you don’t know all the pieces or how they all fit together. If you don't know a step, or you are fuzzy on some details, or there's a gap, that's okay. Just write down the parts that you know.

3)   Review as a class to help us to understand “What” we want to know

Guided Practice:

1)   Log into code.org and go to Lesson  8 – The Internet is for Everyone

What is the Internet? - Video

In the video Vint Cerf says that nobody and everybody is in charge of making the internet work but the reason it all works together because everyone uses the same protocols.

So who develops these protocols? Who makes the final decisions? Who is in charge? The amazing thing is that no single person, government, or corporation is in charge.

Rather, it is a collection of citizens and volunteers interested in defining the standards who formed a volunteer organization called the Internet Engineering Task Force to develop and promote voluntary internet standards IETF.

2)   Save a copy of this lesson’s activity guide to your Google Drive so that you will be able to submit to the Google Classroom Assignment.

3)   Do the following:

With a partner, skim the document and look at the 9 "Internet is for everyone - but it won't be if..." challenges laid out at the end.

With your partner pick one or two of the challenges that are the most meaningful to you, or relate to some experience you've had in your life.

Be prepared to:

a.   Read the statement you chose: “Internet is for everyone - but it won’t be if….” and then explain in your own words what it means.

b.   Explain why that particular challenge is meaningful to you or relates to some experience you've had.

The "Internet is for Everyone" is actually a philosophy about how people should be connected. That philosophy is expressed in the way the Internet standards and protocols were engineered. In order to understand that philosophy over the next several lessons we’ll be learning about the systems of protocols that work together to make the internet function.

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:

1)   Complete your ticket to leave journal entry.

2)   Locate the Unit 1: The Internet tile and click ‘View course’. Review Chapter 1 Lessons in preparation for taking the Unit 1, Chapter 1 Assessment Tomorrow

Wednesday Day C - 9-12-18 - Friday Day E - 9-14-18

Unit 1 Chapter 1 Assessment as found on code.org!

Lesson 2: Explore PT - Make a Plan

Standards Alignment

CSTA K-12 Computer Science Standards

Computer Science Principles

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.

7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.

Objective:

1)   Describe the elements and purpose of the Explore PT

2)   Describe the scoring guidelines for the Explore PT

3)   Evaluate sample Explore PTs by applying the scoring guidelines

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 Explore - AP Performance Task Prep

Direct Instruction and Guided Practice:

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

Based on our review of the Explore PT last week...

• What are the main things you have to do for the Explore PT?
• What should you do first?

Today we will use the Explore PT Survival Guide to get started with the Explore PT. The beginning of the packet has a number of quick activities that help get us in the right mindset for thinking about and doing the task so you are ready to hit the ground running.

The guide will be helpful to you through the entire process of completing the actual Explore Task as well.

Explore PT Survival Guide - Student Guide

Read Overview (page 1): Have students read the Explore PT Overview section of page 1.

• The information about the task itself should not be news if you've already reviewed the Explore PT
• Focus on the suggested process

Picking a Good Computing Innovation

Prompt: The Explore PT requires the selection of a computing innovation which includes a computer or program code (software) as an integral part of its functionality. Read the bottom of page 1: Picking a Good Computing Innovation. Based on what we learned last week looking at scored samples, and the criteria listed here, what are the characteristics of a computing innovation that make it a good choice for the Explore PT?

To get our brains moving we're going to look at a list of potential innovations or topics that someone might consider for the task.

Computing Innovation Brainstorm Activity

Do the activity page 2 of the survival guide

• With your partner pick the "three best" and "three worst" potential Explore PT topics from this list.
• As you do so keep in mind that you're not picking your favorite topics, you're picking the ones that are best suited for completing the Explore PT.
• Also start to jot down ideas for things you want to research yourself.

NOTE:

• Not all technological innovations are computing innovations
• Focus or refine your choice so you're choosing the "computing" part of your innovation
• Keep the written responses in mind. If you already have some sense of the data your innovation uses (think literal binary data) and the impacts of the innovation on society you're probably on the right track.

 What other innovations did you think of while reviewing this list? Anything you'd be excited about researching?

Brainstorm: harmful effects v. data security concerns

Do the activity page 3 of the survival guide

• Read the definitions at the top of the page.
• Look at the list of "bad stuff" resulting from computing innovations. Which ones are harmful effects (by the definition in the Explore Task) and which are data security concerns?
• With a partner go through and mark each as either a harmful effect or data security/privacy concern.

NOTE:

• It's a harmful effect if the "bad thing" affects a group of people resulting from the intended use of the innovation
• It's a data security/privacy concern if the data is being used in ways that weren't intended.

Rapid Research Activity - Harmful Effects

• Turn to Page 4 of the survival guide
• Read the instructions at the top of the page, and the notes at the bottom.

Prompt (activity instructions): now that you have a better sense of what "harmful effect" means you're going to see if you can find one for an innovation of your choosing. Pick one from the list of innovations earlier in the Survival Guide or one that you've thought of yourself, then go quickly look it up and see if you can fill in all the aspects of the table provided.

Making a plan

• Turn to pages 5 and 6 of the survival guide

·         The pages are there to help you plan for doing your own Explore PT.

·         The Explore PT Planning Organizer is there as a place to take and categorize your notes and thoughts as you research your innovation.

• This Explore PT Planning Organizer - High Resolution PDF is a copy of what's on page 5 and is better for print if you want to print it.

·         The Explore PT Completion Timeline is there as a template for a daily guide for completing the PT.

Prompt: taking into account all the activities we did today plus what you know about the Explore PT now, where do you expect you'll be spending most of your time? For which parts of the task should you maximize your time?

• Give students a moment to think and share ideas with a partner.
• Discuss: Have students share where they think most of their time should go.
• Probably want to maximize writing and artifact creation time
• Research can be done rapidly
• Don't forget to allocate time to proofread for easy-to-make mistakes that will cost points, like forgetting to cite sources.
• Now that we have methods and strategies for completing the task along with the beginnings of a plan, tomorrow we'll start our first practice task.

Key Point: We can only succeed through class participation and collaboration.

1.   Students will present their Explore Performance Task and we will discuss as a class (collaboration) to determine if requirements of the EPT Rubric have been satisfied, and how we can improve in moving forward.

2.   Look at last year’s AP student’s submitted tasks.

3.   Research and choose 3 computing innovations and 3 new computing tools for building computing artifacts that you can show to the class. You will need to indicate why the computing innovations are good choices for the Explore Task (how they can meet the requirements of the rubric, and you will need to demonstrate the use of the new tools.)

HINT: Use the resources provided at the end of this class web page or research and use your own.

Assessment for/of learning: Student’s are to be assessed on their Explore Performance Tasks preparation and presentations.

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:

1)   Complete your ticket to leave journal entry.

2)   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.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 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.