Great job on your Unit 1 Chapter 1 Assessment!

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

Continuation of Unit 1, Chapter 2: The Internet

Practice Explore 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:

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 F - 9-17-18 – Friday Day B – 9-21-2018

Monday Day F - 9-17-18

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)   Understand the explore performance task rubric

2)   Student Collaboration in the sharing of computing innovations topics ideal for fulfilling the requirements of the Explore Performance Task

3)   Student Collaboration in the sharing of computing tools ideal for fulfilling the computing artifacts requirements of the Explore Performance Task

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

Explore Performance Task Rubric

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

1.   Students will present their 3 researched Computing Innovations and we will discuss as a class (collaboration) to determine if requirements of the EPT Rubric can be satisfied with these innovation topics.

2.   Students will present their 3 Computing Tools and demonstrate for the class how they can be used for building effective computing artifacts for the Explore Performance Task.

3.   At the end of the presentations students will choose one of their computational innovations as the topic of their first practice Explore Performance Task.

IMPORTANT:  When choosing a computing innovation for your Explore Performance Task make sure you always refer to the Explore PT resources above.

Assessment for/of learning: Student’s are to be assessed on their presentations of good Computing Innovation topics and tools for creating Computing Artifacts.

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.

3)   Begin working on your Explore Performance Task. Remember that you will need to submit both a computing artifact and written responses about your computing innovation.

Tuesday Day G - 9-18-18  

Lesson 9 –The Need for Addressing

Standards Alignment

CSTA K-12 Computer Science Standards

CD - Computers & Communication Devices

CD.L2:6 - Describe the major components and functions of computer systems and networks.

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

CL - Collaboration

CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

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]

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

6.1.1D - The Internet and the systems built on it facilitate collaboration.

6.1.1F - The Internet is built on evolving standards, including those for addresses and names.

6.1.1H - The number of devices that could use an IP address has grown so fast that a new protocol (IPv6) has been established to handle routing of many more devices.

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

6.2.1 - Explain characteristics of the Internet and the systems built on it. [P5]

6.2.1C - IP addresses are hierarchical.

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

6.2.2D - Interfaces and protocols enable widespread use of the Internet.

6.3 - Cybersecurity is an important concern for the Internet and the systems built on it.

6.3.1 - Identify existing cybersecurity concerns and potential options to address these issues with the Internet and the systems built on it. [P1]

6.3.1A - The trust model of the Internet involves tradeoffs.

Objectives:

Students will be able to:

• Explain why messages need to contain addressing information (sender/recipient identification).
• Invent an informal addressing protocol for use in the Battleship game.
• Recall that browsing the Internet entails computers sending each other requests and sending back data to satisfy those requests.

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

• 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.
• Protocol - A set of rules governing the exchange or transmission of data between devices.

So far we have only solved Internet problems when you are connected to one other person (so-called "point-to-point" communication). Obviously, the Internet is bigger than that, and today we're going to look at problems that involve multiple people.

Introduce "Broadcast Battleship"

• We will start by playing a game that simulates some issues that arise when constructing the internet.
• We will play a crazy game of Battleship where instead of playing against one other person you will play multiple games against multiple other people simultaneously -- We call this "Broadcast Battleship"
• In our version today, you will play in groups of 3 
• To make it easier to track, we've also simplified the playing board to just a 3x3 grid (instead of the classic 10x10)
• And we'll just play with paper and pencil.

• Arrange students in table groups of 3.

• Review the rules for the multi-player version, and answer any logistical questions.

Guided Practice:

• It seems that most of you have figured out a way to play battleship with your group.
• You will get to continue to play your game in a few minutes.
• We are going to add a new challenge: Your team is going to have to play Battleship without talking.
• You will only be able to use the Internet Simulator to communicate

1)   Log into code.org and go to Lesson  9

Internet Simulator - Part 3

2)   You connect to a “Room” with other people, instead of an individual partner.

3)   Every message that is sent gets broadcast to everyone in the "room", including you!

4)   Finish your game using the internet simulator – NO Talking Allowed

Refine and Reflect.

Once the game is over each group should discuss standardizing their protocol for sending messages. Things to consider:

• What protocol have they been using? Did they have a protocol at all?
• How can they standardize their communication?
• How do they make their message as clear as possible?
• How do they make their message as efficient (short/easy to interpret) as possible?

Play Game. Round 2.

After groups have had a chance to coordinate and refine their protocols, give them a chance to try it out on a fresh game.

• Have students return to the Internet Simulator, start a new game and test out their protocol.
• Remind them of the No Talking rule.
• If necessary, distribute a clean copy of Broadcast Battleship Game Board - Activity Guide for use in this round.

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)   Continue working on your Explore Performance Task.

Wednesday Day H – 9-19-18

Lesson 9 –The Need for Addressing - Continued

Standards Alignment

CSTA K-12 Computer Science Standards

CD - Computers & Communication Devices

CD.L2:6 - Describe the major components and functions of computer systems and networks.

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

CL - Collaboration

CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

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]

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

6.1.1D - The Internet and the systems built on it facilitate collaboration.

6.1.1F - The Internet is built on evolving standards, including those for addresses and names.

6.1.1H - The number of devices that could use an IP address has grown so fast that a new protocol (IPv6) has been established to handle routing of many more devices.

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

6.2.1 - Explain characteristics of the Internet and the systems built on it. [P5]

6.2.1C - IP addresses are hierarchical.

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

6.2.2D - Interfaces and protocols enable widespread use of the Internet.

6.3 - Cybersecurity is an important concern for the Internet and the systems built on it.

6.3.1 - Identify existing cybersecurity concerns and potential options to address these issues with the Internet and the systems built on it. [P1]

6.3.1A - The trust model of the Internet involves tradeoffs.

Objectives:

Students will be able to:

• Explain why messages need to contain addressing information (sender/recipient identification).
• Recall that browsing the Internet entails computers sending each other requests and sending back data to satisfy those requests.

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’. Lesson 9

Direct Instruction:

Yesterday you played a game of Broadcast Battleship using the Internet Simulator and had to come up with a protocol to play the game without speaking. Following is an example of an encoding scheme that could be used to satisfy the communication and protocol requirements of playing this game in silence.

A simple, but clever encoding protocol is to recognize that the addresses, coordinates, and hit/miss messages can each be encoded with 2 bits (i.e. a list of 5 numbers in the range 0-3), and that you can make a combined message protocol that would allow a player to communicate anything needed for the game.

The scheme shown below uses 10 bits total. The last two bits are interesting: they indicate whether this is a shot being fired for the given row and column or whether it’s a hit/miss response to the given row and column. Since the respondent who says hit or miss must verify the coordinates of the shot they are responding to, the recipient doesn’t have to remember the last shot they called.

Battleship Protocol Sample Solution

Real IP Addresses - Background and Video

It turns out computers on the Internet are addressed in a similar way to phones for many of the same reasons. The real addresses used on the Internet are called “Internet Protocol Addresses” or IP Addresses for short.

Rapid research

Look up the real IP packet structure and it might make some sense to them. They might find it satisfying and empowering to be able to understand a more technical article. The Wikipedia article on IPv4 packets shows how all the bits are laid out:

IPv4 Packet Structure

However, we have not yet covered a major aspect of packets, and the real need for their existence, which is that they are used to breakdown very large messages into smaller chunks to improve reliability of transmission. We cover packets in a future lesson.

Video: The Internet: IP Addresses and DNS - Video

• Watch the video as a class

·         Go to code.org Unit 1: Lesson9 and make a copy of the IP and DNS Video Worksheet to your Google Drive

·         Answer the questions on the worksheet and when done submit to the assignment found on your Google classroom.

·         Complete the assessment found at the end of Lesson 9 on code.org

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

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

Ticket to Leave:

In order to prepare you for your two AP CSP college-board performance tasks we need to get use to reflecting on our daily work and experiences. This is a skill that will prove to be useful when you go on to college, enter the workforce, and even in every aspect of your everyday life.  Every day at the end of class you should save your work, open up your journal, put down today’s date, and provide the following information.

1.   Provide at least on new thing that you learned today – Refer to today’s Objectives

2.   What did you accomplish today?

3.   Indicate any problems or obstacles you experienced

4.   How did you solve the problems or obstacles that you experienced?

Feel free to provide screen shots of your daily work in order to illustrate your day’s activities. Windows provides a Snipping Tool within its provided Accessories that may be used for this purpose.

Homework:

Complete your ticket to leave journal entry.

Thursday Day A - 9-20-18 and Friday Day B – 9-21-18

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:

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

Explore Performance Task Rubric

1.   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:

1)   Complete your ticket to leave journal entry.

2)   Continue and complete working on your Explore Performance Task. Presentations will begin next Thursday.

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 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.