Introduction to Unit 5 – Building Apps

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

Create Performance Task:  12 hours - Beginning March 25, 2019 (12 hours)

To Be Completed by April 19, 2019

AP Computer Science Principles Exam Day - FRI, MAY 10, 2019 (Noon – 2 hours)

This Week’s Agenda:

Unit 3 Assessment

Introduction to Unit 5 – Building Apps

UNIT 5 Overview: Building Apps:

This unit continues to develop students’ ability to program in the JavaScript language using App Lab. Students create a series of simple applications (apps) that live on the web, each highlighting a core concept of programming. In the first chapter students learn to design apps that respond to user interaction like clicks and key presses. Concepts introduced in this chapter include variables, user input, text strings, Boolean expressions, and if-statements.

In the second chapter of Unit 5 students learn to program with larger and more complex data structures. Early in the chapter students return to the study of loops, this time using them to simulate real world events. Next they learn to program with lists of information in order to develop apps that store and process large amounts of data. They will also learn to compare the efficiency of different list-processing algorithms. The final lessons of the chapter introduce advanced programming topics including return values and objects. The chapter concludes with a self-directed project in which students apply all the programming skills and concepts they’ve learned in the course.

Chapter 1: Event-Driven Programming

Big Questions

Enduring Understandings

Chapter 2: Programming with Data Structures

Big Questions

Enduring Understandings

Unit 5 Vocabulary

Vocabulary

• Callback function: a function specified as part of an event listener; it is written by the programmer but called by the system as the result of an event trigger.
• Event: An action that causes something to happen.
• Event-driven program: a program designed to run blocks of code or functions in response to specified events (e.g. a mouse click)
• Event handling: an overarching term for the coding tasks involved in making a program respond to events by triggering functions.
• Event listener : a command that can be set up to trigger a function when a particular type of event occurs on a particular UI element.
• UI Elements: on-screen objects, like buttons, images, text boxes, pull down menus, screens and so on.
• User Interface: The visual elements of a program through which a user controls or communicates with the application. Often abbreviated UI.
• Debugging: Finding and fixing problems in an algorithm or program.
• Data Type: All values in a programming language have a "type" - such as a Number, Boolean, or String - that dictates how the computer will interpret it. For example 7+5 is interpreted differently from "7"+"5"
• Expression: Any valid unit of code that resolves to a value.
• Variable: A placeholder for a piece of information that can change.
• ==: The equality operator (sometimes read: "equal equal") is used to compare two values, and returns a Boolean (true/false). Avoid confusion with the assignment operator "=",
• Global Variable: A variable whose scope is "global" to the program, it can be used and updated by any part of the code. Its global scope is typically derived from the variable being declared (created) outside of any function, object, or method.
• If-Statement: The common programming structure that implements "conditional statements".
• Local Variable: A variable with local scope is one that can only be seen, used and updated by code within the same scope. Typically this means the variable was declared (created) inside a function -- includes function parameter variables.
• Variable Scope: dictates what portions of the code can "see" or use a variable, typically derived from where the variable was first created. (See Global v. Local)
• Concatenate: to link together or join. Typically used when joining together text Strings in programming (e.g. "Hello, "+name)
• String: Any sequence of characters between quotation marks (ex: "hello", "42", "this is a string!").
• Boolean: A single value of either TRUE or FALSE
• Boolean Expression: in programming, an expression that evaluates to True or False.
• Iterate: To repeat in order to achieve, or get closer to, a desired goal.
• while loop: a programming construct used to repeat a set of commands (loop) as long as (while) a boolean condition is true.
• Models and Simulations: a program which replicates or mimics key features of a real world event in order to investigate its behavior without the cost, time, or danger of running an experiment in real life.
• Array: A data structure in JavaScript used to represent a list.
• List: A generic term for a programming data structure that holds multiple items.
• Key Event: in JavaScript an event triggered by pressing or releasing a key on the keyboard. For example: "keyup" and "keydown" are event types you can specify. Use event.key - from the "event" parameter of the onEvent callback function - to figure out which key was pressed.
• for loop: A typical looping construct designed to make it easy to repeat a section of code using a counter variable. The for loop combines the creation of a variable, a boolean looping condition, and an update to the variable in one statement.
• Return Value: A value sent back by a function to the place in the code where the function was called form - typically asking for value (e.g. getText(id)) or the result of a calculation or computation of some kind. Most programming languages have many built-in functions that return values, but you can also write your own.
• Canvas: a user interface element to use in HTML/JavaScript which acts as a digital canvas, allowing the programmatic drawing and manipulation of pixels, basic shapes, figures and images.
• Key Event: in JavaScript an event triggered by pressing or releasing a key on the keyboard. For example: "keyup" and "keydown" are event types you can specify. Use event.key - from the "event" parameter of the onEvent callback function - to figure out which key was pressed.
• Conditionals: Statements that only run under certain conditions.
• If-Statement: The common programming structure that implements "conditional statements".
• 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.

Week 1: Tuesday Day C - 1-22-19 – Friday Day F – 1-25-2019

Tuesday Day C - 1-22-19

Unit 3 Assessment

Please take the Unit 3 Assessment:  Then:

Lesson 1: Introduction to Event-Driven Programming

IMPORTANT NOTE: Make sure to take a screen shot of every exercise you complete which includes the code you wrote and result of running your program, and add to your engineering notebook on a daily basis. Thanks.

Standards Alignment

CSTA K-12 Computer Science Standards

CL – Collaboration

CPP - Computing Practice & Programming

CT - Computational Thinking

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.

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).

5.4 - Programs are developed, maintained, and used by people for different purposes.

Objectives

Students will be able to:

• Use Design Mode to user interface (UI) elements to a screen.
• Create a simple event-driven program by creating user-interface elements with unique IDs and attaching event handlers to them.
• Recognize debugging and responding to error messages as an important step in developing a program.
• Debug simple issues related to event-driven programming

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 5: The ‘Building Apps’ tile, and click ‘View course’.

Direct Instruction:

Vocabulary

Lesson 1: Introduction to Event-Driven Programming

• Callback function: a function specified as part of an event listener; it is written by the programmer but called by the system as the result of an event trigger.
• Event: An action that causes something to happen.
• Event-driven program: a program designed to run blocks of code or functions in response to specified events (e.g. a mouse click)
• Event handling: an overarching term for the coding tasks involved in making a program respond to events by triggering functions.
• Event listener : a command that can be set up to trigger a function when a particular type of event occurs on a particular UI element.
• UI Elements: on-screen objects, like buttons, images, text boxes, pull down menus, screens and so on.
• User Interface: The visual elements of a program through which a user controls or communicates with the application. Often abbreviated UI.

Introduced Code

• onEvent(id, type, function(event)){ ... }
• setPosition(id, x, y, width, height)
• setSize(id, width, height)

Most modern applications are interactive, responding to when users click buttons, type in a textbox, tilt the screen, swipe between screens, etc. In every instance, the user’s action is generating some kind of event and the program responds by running an associated block of code. Programming a modern application is therefore typically an exercise in creating a user interface and then defining what will happen when the user interacts with that interface.

The “event-driven” mindset of programming can take a little getting used to. Often when learning, you write sequential programs that run from start (usually the first line of the program) to the end, or to some point when the program terminates. In an event-driven program your code must always be at the ready to respond to user events, like clicking a button, that may happen at any time, or not at all. More complex event-driven programs require interplay and coordination between so-called “event handlers” - which are functions the programmer writes, but are triggered by the system in response to certain events.

This lesson is a first step toward getting into this mindset. Certain high-level programming languages and environments are designed to make certain tasks easier for a programmer. Being able to design the user interface for an app using a drag-and-drop editor makes designing a stylish product much faster and easier. App Lab has a way to make the User Interface elements quickly and easily, leaving your brain more free to think about how to write the event handlers.

Intro to Event Driven Apps

We may not understand all the technical details yet, but it seems clear that most applications we use respond to events of some kind.

Whether we’re clicking a button or pressing a key, the computer is sensing events that we generate in order to determine how the application should run.

Today, we’re going to start exploring how event-driven programming makes this possible.

Tutorial - Introduction to Design Mode - Video

Guided Instruction:

1.   Log into code studio, Go to Unit 5 and Lesson 1 and proceed through today’s exercises.

2. Share your Chaser Games with the class

Wrap-Up:

Today we were actually introduced to two tools that will help us build increasingly complex applications. The first was Design Mode, and hopefully it was quickly apparent how powerful this tool is for creating visually appealing and intuitive user interfaces without cluttering up your code. The second tool was onEvent which is the general command for all event-handling in App Lab.

Event-driven programs are an important concept in programming, but we’ve just gotten our feet wet. In the next lesson we’ll go further by adding multiple screens, and getting better at debugging.

Summarizer:

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

Assessment for/of learning:

Students are to be assessed on today’s lesson in the Building Apps, Unit 5, Lesson 1.

Ticket to Leave:

In order to prepare you for your next AP CSP college-board performance task 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:

Ø  In order to begin preparation for the next task to be submitted to the college-board, Please click on the following link and review the requirements for the Create Performance Task. Feel free to review the sample task submissions and the comments on how the performance task received its score.

Create Performance Task Rubric

Ø  Students should begin their research and definition of what their Create Performance Task will be and how it will meet the criteria setforth within the CP Task Rubric above.

Ø  Complete your ticket to leave journal entry.

Wednesday Day D - 1-23-19

Lesson 2: Multi-Screen Apps

Standards Alignment

CSTA K-12 Computer Science Standards

CPP - Computing Practice & Programming

• CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
• CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
• CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
• CPP.L3A:5 - Use Application Program Interfaces (APIs) and libraries to facilitate programming solutions.

CT - Computational Thinking

• CT.L2:12 - Use abstraction to decompose a problem into sub problems.
• CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a character's behavior in a video game as driven by rules and algorithms).
• CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
• CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
• CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.

1.1.1 - Apply a creative development process when creating computational artifacts. [P2]

• 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.

1.2.1 - Create a computational artifact for creative expression. [P2]

• 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.

1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]

• 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.

1.2.4 - Collaborate in the creation of computational artifacts. [P6]

• 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
• 1.2.4D - Effective collaboration strategies enhance performance.
• 1.2.4E - Collaboration facilitates the application of multiple perspectives (including sociocultural perspectives) and diverse talents and skills in developing computational artifacts.

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).

5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]

• 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
• 5.1.1C - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may be developed with different standards or methods than programs developed for widespread distribution.

5.1.2 - Develop a correct program to solve problems. [P2]

• 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.

5.1.3 - Collaborate to develop a program. [P6]

• 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.

5.4 - Programs are developed, maintained, and used by people for different purposes.

5.4.1 - Evaluate the correctness of a program. [P4]

• 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
• 5.4.1E - Locating and correcting errors in a program is called debugging the program.
• 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
• 5.4.1M - The functionality of a program is often described by how a user interacts with it

Objectives

Students will be able to:

• Write a simple event-driven program that has multiple screens.
• Recognize debugging as an important step in developing a program.
• Use console.log to debug simple issues related to event-driven programming

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 5: The ‘Building Apps’ tile and click ‘View course’.

Direct Instruction:

Vocabulary

• Debugging: Finding and fixing problems in an algorithm or program.
• Event-driven program: a program designed to run blocks of code or functions in response to specified events (e.g. a mouse click)
• Event handling: an overarching term for the coding tasks involved in making a program respond to events by triggering functions.

Introduced Code

• setScreen(screenId)
• console.log

As event-driven applications get more complex, it is easy to generate errors in a program, and the need to debug the program will become more prevalent. In some instances, the error will be in the syntax of the program (e.g., a missing semicolon or misspelled function name). In other instances, however, programs will have logical errors which the computer will not catch and so can only be found by testing. Debugging and learning to interpret error messages is a critical step in the process of developing reliable software. Learning about yourself and the types of mistakes you typically make is one aspect of getting good at debugging. Learning how to insert console.log statements into your code to display messages that give you insight into what your program is doing and when is also an important, universal technique of program development and debugging.

In the last lesson you ended up making a simple “chaser game” that wasn’t much of a game.

In this lesson you’ll learn how to improve that app by:

• adding more screens
• and adding a way for the game to end.

Guided Instruction:

·         Log into code studio, Go to Unit 5 and Lesson 2 and proceed through today’s exercises.

·         You should still work independently but there are a few more problems to solve and mysteries to figure out than in the previous lesson.

·         It is recommended that each of you have at least one coding buddy or thought partner to work through these stages with.

·         Each team should read instructions together, and ask questions of each other.

·         In particular, it’s effective to have students do prediction tasks with a partner.

·         At the end of the lesson it’s okay for to work more independently as you will be touching up and adding to your chaser game project

·         Share what you completed today with the class

Wrap-Up:

We’re making a big deal out of error messages and debugging because they are often hurdles for new learners.

But you just need to have the right attitude about writing code - debugging is part of the process.

You get used to a pattern of:

• Write a little code
• Test it to make sure it does what you think
• Write the next piece

If you do this, the errors you make will tend to be smaller and easier to catch.

Summarizer:

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

Assessment for/of learning:

Students are to be assessed on today’s lesson in the Building Apps, Unit 5, Lesson 2.

Ticket to Leave:

In order to prepare you for your next AP CSP college-board performance task 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:

Ø  In order to begin preparation for the next task to be submitted to the college-board, Please click on the following link and review the requirements for the Create Performance Task. Feel free to review the sample task submissions and the comments on how the performance task received its score.

Create Performance Task Rubric

Ø  Students should begin their research and definition of what their Create Performance Task will be and how it will meet the criteria setforth within the CP Task Rubric above.

Ø  Complete your ticket to leave journal entry.

Thursday Day E - 1-24-19 and Friday Day F – 1-25-19

Lesson 3: Building an App: Multi-Screen App

Standards Alignment

CSTA K-12 Computer Science Standards

CL - Collaboration

• CL.L2:4 - Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.

CPP - Computing Practice & Programming

• CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
• CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
• CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
• CPP.L3A:5 - Use Application Program Interfaces (APIs) and libraries to facilitate programming solutions.

CT - Computational Thinking

• CT.L2:12 - Use abstraction to decompose a problem into sub problems.
• CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
• CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.

1.1.1 - Apply a creative development process when creating computational artifacts. [P2]

• 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal curiosities.
• 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.

1.2.1 - Create a computational artifact for creative expression. [P2]

• 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
• 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
• 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
• 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).

5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]

• 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
• 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.

5.1.2 - Develop a correct program to solve problems. [P2]

• 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
• 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
• 5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.
• 5.1.2D - Program documentation helps programmers develop and maintain correct programs to efficiently solve problems.
• 5.1.2E - Documentation about program components, such as blocks and procedures, helps in developing and maintaining programs.
• 5.1.2F - Documentation helps in developing and maintaining programs when working individually or in collaborative programming environments
• 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.

5.1.3 - Collaborate to develop a program. [P6]

• 5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
• 5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
• 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.

5.4 - Programs are developed, maintained, and used by people for different purposes.

5.4.1 - Evaluate the correctness of a program. [P4]

• 5.4.1E - Locating and correcting errors in a program is called debugging the program.
• 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
• 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
• 5.4.1L - An explanation of a program helps people understand the functionality and purpose of it.

Objectives

Students will be able to:

• Develop and design a plan for multi-screen application
• Collaborate with a "thought partner" during the implementation of a project
• Create a multi-screen application in App Lab using simple UI elements and event handling

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 5: The ‘Building Apps’ tile and click ‘View course’.

Direct Instruction:

Vocabulary

• Event-driven program - a program designed to run blocks of code or functions in response to specified events (e.g. a mouse click)
• Event handling - an overarching term for the coding tasks involved in making a program respond to events by triggering functions.

This lesson is not heavy on new CS content. It is primarily a time to reinforce programming skills in App Lab while quickly prototyping a simple event-driven application. The lesson does, however, fall at the intersection of the Big Ideas of Creativity and Programming. The fact that students will share ideas before programming their projects and will provide feedback using a peer rubric also mirrors some of the practices of collaboration that students can employ on the Create Performance Task.

As for the project itself, it probably bears the closest resemblance to creating a “computational artifact” as outlined in the Explore Performance Task – Creating something to communicate an idea non-textually

Guided Instruction:

1.   Today you will get a chance to make an app of your own design that uses multiple screens and lets you practice using design mode and programming some simple user interactions.

2.   You should pair up with a “coding buddy” for this project.

3.   Students will make a project independently, but have a partner with whom they can get instant and rapid feedback and help.

4.   Log into code studio, Go to Unit 5 and Lesson 3 and proceed through today’s exercises.

5. Complete for homework. Focus should be primarily on debugging and making final aesthetic changes.
6. Will will review your apps the next time we meet.

Summarizer:

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

Assessment for/of learning:

Students are to be assessed on today’s lesson in the Building Apps, Unit 5, Lesson 3.

Ticket to Leave:

In order to prepare you for your next AP CSP college-board performance task 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:

Ø  In order to begin preparation for the next task to be submitted to the college-board, Please click on the following link and review the requirements for the Create Performance Task. Feel free to review the sample task submissions and the comments on how the performance task received its score.

Create Performance Task Rubric

Ø  Students should begin their research and definition of what their Create Performance Task will be and how it will meet the criteria set-forth within the CP Task Rubric above.

Ø  Complete your ticket to leave journal entry.

Thanks for a great week!

Mr. PC 

Create Performance Task Student Resources:

Review Submissions of last year’s AP CSP Students

For the Students

• AP Central website
• Create PT - Survival Guide 2018/2019 Make a Copy 
• Create PT Check-In Organizer - High Resolution PDF (download)
• AP CSP Performance Task Directions for Students - Resource
• Create PT - Scoring Guidelines 2019 - College Board Doc
• Code.org Create PT Template Make a Copy 
• Create PT Programming Journal

• AP CSP Performance Task Directions for Students - Resource
• Create PT - Scoring Guidelines 2019 - College Board Doc
• Create - Video: Sample C 2017
• Create - Written Responses: Sample C 2017
• Create PT Annotated Sample C 2017 (7/8)
• Create PT Annotated Sample F 2018 (5/8)Make a Copy 
• Create PT Annotated Sample I 2018 (3/8)Make a Copy 
• Create PT Annotated Sample J 2018 (1/8)Make a Copy 
• Grumpy Cat Exemplar Create PT Written Responses
• Grumpy Cat Exemplar Create PT Code
• AP Digital Portfolio Student Guide - Resource

AP Digital Portfolio Access - College Board Site

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.