Great job on your Practice Explore Performance Task Preparation!

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 C - 9-24-18 – Friday Day G – 9-28-2018

Monday Day C - 9-24-18

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: Explore - AP Performance Task Prep.

Direct Instruction and Guided Practice: Final class time to work on this task.

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. Make sure you are meeting all requirements of this task and have completed your written responses and computing artifact. Be prepared to present to the rest of the class on Thursday. 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 Thursday.

Tuesday Day D - 9-25-18  

Lesson 10 – Routers and Redundancy

Standards Alignment

CSTA K-12 Computer Science Standards

CD - Computers & Communication Devices

• CD.L3A:8 - Explain the basic components of computer networks (e.g., servers, file protection, routing, spoolers and queues, shared resources, and fault-tolerance).
• CD.L3A:9 - Describe how the Internet facilitates global communication.
• CD.L3B:4 - Describe the issues that impact network functionality (e.g., latency, bandwidth, firewalls, server capability).

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

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]

3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.

3.3.1F - Security and privacy concerns arise with data containing personal information.

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.

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

6.2.1A - The Internet and the systems built on it are hierarchical and redundant.

6.2.1D - Routing on the Internet is fault tolerant and redundant.

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

6.2.2B - The redundancy of routing (i.e., more than one way to route data) between two points on the Internet increases the reliability of the Internet and helps it scale to more devices and more people.

Objectives:

Students will be able to:

• Describe the redundancy of routing between two points on the Internet.
• Evaluate the benefits and security concerns associated with the use of a routed system of sending packets.
• Send messages using a numeric addressing protocol with the Internet Simulator.

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’. Go to Lesson 10

Direct Instruction:

Vocabulary

• Network Redundancy - having multiple backups to ensure reliability during cases of high usage or failure
• Router - A type of computer that forwards data across a network

Imagine you were going to send a letter to a friend living in another state. In your engineering notebook: List the steps you imagine your letter would have to take through the different parts of the postal system. Don’t worry if you’re not sure about your answers, just make an educated guess.

Class Discussion and model of steps involved on board

When we send messages through a network we don’t actually want everyone on the network to receive them. If we include information about who the message is intended for then we can allow portions of the network to focus on sorting and routing messages, so that they can continue on their way to their intended target. In the mail system, mail facilities, post offices, or a mail carrier fills this role.

In a network of computers, certain computers called “routers” do the same thing, directing messages towards the target computer based on the IP addresses included in the message.

Guided Practice:

Today's activity introduces the newest incarnation of the Internet Simulator

• Messages now have “To” and “From” addresses in a format similar to IP addresses (just an 8-bit address instead of a full 32 bits)
• This allows messages to be sent to a single intended recipient.
• The Internet Simulator also simulates the routing of messages across a network, with messages possibly being routed across multiple routers in unpredictable sequences before finally being delivered.
• This is done to simulate the way traffic travelling across the Internet is constantly rebalanced in response to over- or under-usage of some channels.
• A message will usually make it to its destination, but we can't know for sure how it will get there.

Go to the Internet Simulator on Code Studio:

Log into Code Studio and find today’s lesson – Lesson 10.

Choose a Router:

Add a router if you need more space. Then join a router with a few of the people sitting closest to you. Ideally, you’ll have 3-4 classmates with you on your router.

Send a quick test message:

Send a simple "hello" to a friend who is connected to the same router.

• Find friend's (small) IP address
• Send a message to that address
• Friend should send a response

Activity: Investigate Routed Traffic

Activity Goal

1. have students become familiar with using an addressing protocol similar to IP
2. highlight features of routed traffic on the actual Internet in an interactive way.

Open up the Activity Guide and make a copy to your Google Drive for editing: Routers and Redundancy - Activity Guide.

Transitional Remarks:

• Routing messages functions very differently from broadcasting.
• The messages are only sent to the user they are intended for.
• This is just like when you write a letter to a friend, where an address on the outside of the letter tells the mail service how to properly route your letter.

The Router Logs

• The view we have in this table of traffic wouldn't be available to a normal user on the network -- this is a simulation after all -- but it WOULD be visible to the router.
• A router needs to read the header of the message to route it correctly * But the contents of the message are right there too, and if it wanted, a router could read all the messages going across it, just like you did.
• This should raises some questions about privacy and security -- we'll talk more about this later.

Find a Classmate on a Different Router:

The Internet Simulator can route messages between routers, allowing the entire class to communicate. Ask students to find two classmates on a different router and ask for their IP addresses. (They'll need to actually talk to one another; they currently won't be able to do it on the Internet Simulator.)

Have a Conversation:

Again, students should conduct a short conversation with their two partners, confirming verbally that the messages are being received.

Reading Network Traffic:

Once students have been able to talk with classmates, direct them again towards the "Log Browser" button. It is possible to read traffic across the entire network, not merely your router by clicking the “Show all routers” button. Ask students to open the network traffic and examine the traffic in order to answer the questions listed there.

Explaining Redundancy:

   Remarks

On the Internet Simulator we see messages appearing in the Router Logs multiple times (like in the image to the right). This is done to simulate a message passing through multiple routers on its way to its destination. A row is created each time it shows up at a new router.

·         Prompt: If you trace carefully you'll notice that messages between two people don't always visit the same routers along the way. This is not a mistake; it’s modeled after the way the actual Internet was designed. Why might the Internet have been designed to be flexible about how messages get from one person to another? Why go through the trouble of creating multiple paths between users?

• Efficiency: Communication lines can become backed up with traffic. The ability to choose whichever one currently has the least traffic improves the speed of transmission.
• Reliability: Having many redundant paths means if one goes down, there are many others that a message can take.

Answer the reflection questions at the bottom of this document: Routers and Redundancy - Activity Guide.

Class Discussion:

Assessment – Answer all questions at the end of Lesson 10 to demonstrate your understanding of today’s lesson and objectives.  Thanks

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 Thursday.

Wednesday Day E - 9-26-18 

Lesson 11 – Packets and Making a Reliable Internet

Standards Alignment

CSTA K-12 Computer Science Standards

CD - Computers & Communication Devices

CD.L3A:8 - Explain the basic components of computer networks (e.g., servers, file protection, routing, spoolers and queues, shared resources, and fault-tolerance).

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

CD.L3B:4 - Describe the issues that impact network functionality (e.g., latency, bandwidth, firewalls, server capability).

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

6.2 - 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]

6.2.1A - The Internet and the systems built on it are hierarchical and redundant.

6.2.1D - Routing on the Internet is fault tolerant and redundant.

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

6.2.2A - Hierarchy and redundancy help systems scale.

6.2.2B - The redundancy of routing (i.e., more than one way to route data) between two points on the Internet increases the reliability of the Internet and helps it scale to more devices and more people.

6.2.2G - Standards for packets and routing include transmission control protocol/Internet protocol (TCP/IP).

Objectives:

Students will be able to:

• Explain why protocols are necessary to overcome the underlying unreliability of the Internet.
• Justify the need for acknowledgements and packet numbering in TCP.
• Develop a protocol for reliable communication on the Internet

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 11

Direct Instruction:

Vocabulary

• Packets - Small chunks of information that have been carefully formed from larger chunks of information.
• 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.

When we communicate on the Internet, we are not just sending short text messages as we did yesterday. We also use the Internet to exchange documents, videos, music, and scientific data, and these files can easily grow to enormous size.

All of this would not be a problem if the Internet were perfectly reliable, but in reality, errors sometimes occur. Wires can be cut, routers can be overwhelmed with traffic, and interference with electric or radio signals can cause messages to become corrupted. The response to this problem is to split large messages into smaller pieces of information called packets.

It turns out that splitting up a message into packets provides many benefits. If a faster route opens up halfway through transmitting a large file, it is easy to reroute later packets in the transmission through that route.

Splitting up a message into smaller chunks doesn’t solve all the problems of unreliability on the Internet. Packets can still be dropped or arrive out of order.

Today’s challenge is to develop a protocol to reliably send messages even though the network itself is unreliable.

Show the new Internet Simulator on code.org

The version of the Internet Simulator we will be using today has been structured to simulate the unreliability of the Internet.

In particular you'll notice a few changes:

• You will only be allowed to send packets containing 8 characters of text!
• Anything larger than 8 characters will be cut off...
• However, you may construct multiple packets prior to sending them, by clicking "Add Packet", and then send them all with one click of the "Send" button.
• Every message has a small chance of being dropped on each “hop” it makes between routers.

Guided Practice:

·         Go to code.org Unit 1: Lesson 11 and make a copy of the  Packets and Making a Reliable Internet - Activity Guide to your Google Drive

• Get into groups of 2 to 3 members.
• Students (individually or as a group, either is OK) should log into Code Studio and access the Internet Simulator.
• Add at least four routers (six or more is ideal; there’s no need to max out the connections on each router - it's fine if only one or two students are connected to a router)
• Have students join a DIFFERENT router from their group mates.

Generate Traffic

• Students will need some time to get used to the changes introduced to the Internet Simulator.
• Provide them a couple minutes to exchange messages across routers.
• Make sure students try to construct a multi-packet message and send multiple packets at once to someone else
• Make sure they try the same thing for a classmate on ANOTHER router and then view the router logs to examine the result of these transmissions.

This is a clever way to send a drawing with ASCII text and students can come up with ways to break it up. The wider the drawing is, the more challenging the protocol will be to develop since each individual message is limited to only 8 characters.

Develop a Protocol

• Students will spend the rest of the class developing a protocol that will allow them to overcome the unreliability of the network so that a message can be sent and both sender and receiver can be confident the full message was received.

Guidelines for Protocol:

• All communication can only be done through the Internet Simulator.
• The full message sent will be at least 80 characters long - broken into at least 10 packets - and might be entirely random (i.e. there’s no way to use human intuition to reconstruct the message).
• The message is not known beforehand.
• The sender and receiver must be confident the full message was successfully transmitted and reconstructed.

The real Problem to Solve

The real problem to solve is to think about what the recipient of the messages should do to inform the sender of what’s missing and needs to be re-sent.

It’s tricky because any message the recipient sends back to the sender also stands a chance of being dropped or lost. Your protocol needs to overcome this unreliability for both the sender or receiver.

Provide students time to work on their protocol, iteratively testing their work and recording their final protocol in the space provided in the activity guide.

Test Protocols

• Provide students an opportunity to either present their protocols in written or visual form, or test them out by sending a randomly generated message of your choosing.
• The goal of this share-out would be to identify the main components of the protocols that groups developed in common.

We’re going to watch a short video that talks a little more about the way this protocol and others help us ensure the reliability of the Internet.

Video: The Internet: Packets, Routing, and Reliability - Video

There and Back Again: A Packet’s Journey

Easy Way to Understand Packets.

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

·         Complete the assessment found at the end of Lesson 11 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:

1)   Complete your ticket to leave journal entry.

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

Thursday Day F - 9-27-18 and Friday Day G – 9-28-18

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: Explore - AP Performance Task Prep. Make sure your practice Explore Performance Task files have been submitted on the Google Classroom Assignment.

Explore - AP Performance Task Prep

Direct Instruction and Guided Practice:

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.

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

IMPORTANT:  When choosing a computing innovation for your Explore Performance Task make sure you always refer to the Explore Performance Task Rubric!

Online Explore Performance Task Resources:

AP CSP Course and Exam Description 

Explore PT Prep: Reviewing the Task

Explore Performance Task Rubric

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

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.