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--Online Distance Learning Assignments and Information--

Coach Burrill's Class Syllabus

AP CS Principles Syllabus


View More Recent Bear Activity on my YouTube Channel


 

AP Test Information

Section I: End-of-Course Multiple-Choice Exam- Monday May 8th, 2023 at 12pm

70 Multiple-Choice Questions | 120 Minutes | 70% of Score | 4 answer options

57 single-select multiple-choice

5 single-select with reading passage about a computing innovation

8 multiple-select multiple-choice: select 2 answers

Section II: Create Performance Task- Project Due Monday May 1, 8:59pm

30% of Score

Students will develop a computer program of their choice. Students need at least 12 hours of in-class time to complete.


AP Computer Science Principles Period Information

Period 2

Period 4

Period 6

Code.org Class Code-

SPPDJQ

Code.org Class Code-

WHFXTF

Code.org Class Code-

PMMGKW

AP Test Class Code-

Y7WRAX

AP Test Class Code-

9JD493

AP Test Class Code-

2J4GA4

 

==========----------2nd Semester----------==========

Week 12

Day 27- Tuesday March 28- Make Your App Video

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

 


Day 28- Thursday March 30- Make Your Code PDF File

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

 

 

Week 11

Day 24- Monday March 20- Start Written Responses

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

 


Day 25- Wednesday March 22- Work on Written Responses

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

 


Day 26- Friday March 24- Finish Written Responses

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

 

Week 10

Day 22- Tuesday March 14- Finish Your Coding

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

 


Day 23- Thursday March 16- Finish Your Coding

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

 

 

Week 9

Day 19- Monday March 6- Let's Code our Performance Task!

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

 


Day 20- Wednesday March 8- Let's Code our Performance Task!

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

Day 21- Friday March 10- Let's Finish Coding our Performance Task!

  • Do Work!
  • See Day 18 for instructions, rubric, help, and suggestions

 

 

Week 8

Day 17- Tuesday February 28- Performance Task Intro

  • Hello Again!
  • Collect Hard Copy Project Guides
  • Take Libraries Quiz (6pts)
  • Performance Task Google Slides Presentation (10pts)
    • Solo or a pair project
    • Presentation must be shared with Coach B by start of class Thursday
    • Coach B will show a few of your presentations to class on Thursday and discuss them
    • You may use any sources online to complete your Google Presentations
      • Slide 1-
        • Title Page
        • List student name or names
        • List Class Period
      • Slide 2-
        • Overview of the AP Comp Sci Principles Performance Task Requirements
        • When can you get help, how do you reference that help
      • Slide 3-
        • Final Program Code
        • How to make a PDF File
      • Slide 4-
        • App Video Requirements
        • How to make the video
      • Slide 5-
        • Written Response
        • 3a, i, ii, iii
      • Slide 6-
        • Written Response
        • 3b, i, ii, iii, iv, v
      • Slide 7-
        • Written Response
        • 3c, i, ii, iii, iv, v
      • Slide 8-
        • Written Response
        • 3d, i, ii, iii
      • Slide 9-
        • Link to an Example
        • Link to an Example
        • Link to an Example
      • Slide 10-
        • Link to Grading Rubric
      • Slide 11-
        • 3 App Ideas
      • Slide 12-
        • How to upload Code, Video, and Written Response Answers to the AP Digital Portfolio
      • Slide 13-
        • Your plan/timeline
  • Discussion/Questions

 


Day 18- Thursday March 2- Performance Task

Performance Task Information

  • General Information
    • I will give you til April 10 to complete all work.
    • We will All Submit Together on Monday, April 10 (Do Not Upload / Turn-In Before)
    • This project is a solo project, you must work and complete on your own
    • You may seek help with the coding of your App
    • Please comment and reference in your code where you have not created code on your own.
  • Details For Your Your App
    • App Lab Sandbox
    • a list (central to program functionality)
    • Add items to your list (insertItem or appendItem)
    • Process your list (for-loop that iterates through each item in the list)
    • Function with at least one parameter
      • example:      function searchReturn(firstLetter) {...
    • Function called at least twice with 2 different arguments (2 lines of code!)
      • example:      1:  myFunction(6)     AND      2:  myFunction(
    • those 2 different arguments cause different lines of your code to run
    • Function has if or if/else statements, using those arguments
    • Function has at least one “for” loop (or “while” loop)
  • What You Will Need to Complete for the PT for Scoring
    1. A PDF of your program code
    2. Video showing your program's main functionality, including input and output
    3. Written Response Answers

Other Helpful Links

Outside Class Resources-

Some App Ideas-

  • Card Game, Dice Game, Grochery Shopping List, Diary, Word Guessing Game, Tic-Tac-Toe, Contacts , Car Maintenance, Reminders , Spell Checker , Class Scheduler, Homework, Flashcards, Helath, Diet, Sports Stats, etc...

App Lab Sandbox

 

 

Week 7

Day 15- Wednesday February 22- Unit 7 Lessons 5-7 Libraries

  • Take Parameters Quiz- First 10min of class only (5pts)
  • Coach Burrill Unit Google Slides Presentation
  • Lesson 5- Libraries Explore
    • Video- Libraries in App Lab
    • Library- a group of functions (procedures) that may be used in creating new programs
    • API: Application Program Interface- specifications for how functions in a library behave and can be used
    • Before adding a function to a library:
      • Check for any use of a global variable within the function. If there is, rework the function using local variables and a return.
      • Check if another function is called in this function. If so, both functions should be included in the library.
      • Write the documentation for the function.
  • Lesson 6- Libraries Investigate
    • Modularity: the subdivision of a computer program into separate subprograms
    • Creating a library:
      • Build functions
      • Add documentation
      • Share as a Library
    • Using a library:
      • Click "Manage Libraries"
      • Either choose a classmate's library, or paste in a library code
      • Call the functions by writing the library name, a dot, the name of the function, and including any arguments for the parameters
    • Testing a library:
      • Use console.log as the end user to test functions in a library
      • Check that the output is what you would expect
      • Read the library code if something does not work correctly, and contact the library owner if something needs to be changed.
  • Lesson 7- Libraries Practice

 


Message From Coach B

I am out again today. Snow fall has been impressive up here in Pine Mountain Club. Please have Lessons 5-10 completed for Tuesday next week. Complete Project Guide by Tuesday as well. You will start class on Tuesday with a Libraries Quiz. We will also start our Performance Task.

I am caught up with grading, email me with any issues.

Will do my best to get off the mountain and into class on Tuesday!

WebCam off Mountain behind my house

Downtown Pime Mountain Club

Camera Pointing at my Community

Caltrans Webcam at my exit off the 5 Freeway

Have a great weekend! I miss you all, well, almost all of you!

Day 16- Friday February 24- Unit 7 Lesson 8-10- Make a Library

  • Coach Burrill Unit Google Slides Presentation
  • Need a Partner for this Assignment
  • Project Guide- Make a Library - Due Tuesday (10pts)
  • Lesson 8 Make a Library
    • Choose 2 or more functions you'd like to build.
    • At least one needs a parameter, return, loop, and if-statement
    • Fill in step 2 of the Project Guide
  • Lesson 9 Make a Library
    • Once you’ve finished testing your functions, comment out your tests
    • In Lesson 9, Level 1 click Share → Show Advanced Options → Share as Library
    • Choose the functions you'd like to export. If you need to edit the comments before your functions do so
    • Hit Publish
    • Go to the next level, Lesson 9 Level 2
    • Click the gear and then Manage Libraries
    • Find your partner's library and import it
    • Start testing the different functions they shared with you. They'll be in the "Functions" drawer
    • On your classmate's project guide give them feedback about their library.
    • Hover over blocks to read their documentation
    • You can view all the library code by clicking "View Code" from the "Manage Libraries" window
  • Lesson 10 Make a Library
    • Fill in the table acknowledging the source of any code your partner wrote or that you got from another source
    • Complete the free response questions about one of the functions in your project
    • If you have more time keep working on your library and check the Scoring Guidelines to make sure you're ready to submit.
    • Turn in your project guide
    • Hit "Submit" on Lesson 10 Level 1- Due Tuesday (10pts)
  • Mr Kaiser Help Video- Make a Library
  • Quiz to start class next Tuesday; plus Project Guide and Lessons 5-10 Completion Due (6pts)

 

 

Week 6

Day 13- Tuesday February 14- Unit 7 Parameters, Return, and Libraries (Lessons 1-3)

Super Bowl Bet

 


Day 14- Thursday February 16- Unit 7 Parameters and Return Make (Lesson 4)

 

 

Week 5

Day 10- Monday February 6- Unit 6 Algorithms (Lessons 1 & 2)

I am not at school today. Got snowed in! Happy Algorithm Day!

Please take a look at my presentation to see what the lesson would have looked like if I were there today. Complete code.org lessons 1-2 today in class.Watch the Mr. Kaiser video (use closed captions or headphones) for lesson 2. I will check forCode.org completion today and give you points. When done with Presentation, Video and Code.org, you may move on to Wednesday (Lessons 3 & 4) or do something else quietly.

NO DISRUPTIVE VIDEO GAME PLAYING, YOU KNOW WHO YOU ARE AND WHAT I AM TALKING ABOUT! BE CONSIDERATE OF OTHERS AND THE SUB!

Please take care of my sub! Email me with any questions or issues.

Live Web Camera of Where I Live

  • Lesson 1
    • Coach Burrill Unit 6 Algorithm Presentation
    • Problem: a general description of a task that can (or cannot) be solved with an algorithm.
    • Algorithm: a finite set of instructions that accomplish a task.
    • There are usually many algorithms to solve the same problem, and many ways to write or express one algorithm including natural language, psuedocode, diagrams, and are implemented using programming code. All algorithms can be created by combining steps in three different ways.
      • Sequencing- Putting steps in an order
      • Selection - Deciding which steps to do next
      • Iteration- Doing some steps over and over
  • Lesson 2
    • Coach Burrill Unit 6 Algorithm Presentation
    • Video- Mr. Kaiser Unit 6 Lesson 2 Discussion- Algorithm Efficiency
    • Efficiency:  a measure of how many steps are needed to complete an algorithm
    • Linear Search: a search algorithm which checks each element of a list, in order, until the desired value is found or all elemen
    • Binary Search:a search algorithm that starts at the middle of a sorted set of numbers and removes half of the data; this process repeats until the desired value is found or all elements have been eliminated.ts in the list have been checked.
  • Complete Code.org Unit 6 Lessons 1&2 (2pts)

 


Day 11- Wednesday February 8- Unit 6 Algorithms (Lesson 3 & 4)

  • Lesson 3
  • Lesson 4
    • Coach Burrill Unit 6 Algorithm Presentation
    • Video- Mr. Kaiser Unit 6 Lesson 4 Discussion - Limits of Algorithms
    • The Traveling Salesman Problem is an optimization problem. We are attempting to find the best path.
      • It is also unreasonable because there is not an algorithm that can solve the problem in a reasonable amount of time.
      • We need to use a heuristic to come up with a solution that is "good enough" for most instances of the problem.
    • Video- The Unsolvable Problem The Halting Problem
    • There are some problems we’ve proven that no computer will ever be able to solve. The Halting Problem is a very famous example and in general we call these problems undecidable.
    • Heuristic:  provides a "good enough" solution to a problem when an actual solution is impractical or impossible
    • Undecidable Problem: a problem for which no algorithm can be constructed that is always capable of providing a correct yes-or-no answer
  • Complete Code.org Unit 6 Lessons 3&4 (2pts)
  • Complete Unit 6 Activity Guide- Unreasonable Time (3pts)- Due electronicly or hard copy Friday at start of class

 


Day 12- Friday February 10- Unit 6 Algorithms (Lesson 5 & Quiz)

Folding at Home Website

Superbowl Bet

 

 

Week 4

Day 8- Tuesday January 31- Unit 5

 


Day 9- Thursday February 2- Unit 5

Everything for Hackathon Project Due Today at end of class!

 

 

Week 3

Day 5- Monday January 23- Unit 5 Lessons 9-12, Traversals

  • Loops Quiz- 5pts
  • Coach Burrill's Presentation
  • Traversals
  • We use a for loop to traverse a list, visiting each element one at a time. 
  • Each pass through the loop, the counting variable changes - usually by one. We can access each element by evaluating list[i] in the for loop.
  • Once we know the element at each spot in a list, we can do different things with it:
    • Filter (create a subset of elements from the original list)
    • Reduce (reduce the list down to a single element, for example: the smallest number in the list)
  • Video- Processing Lists
  • Video- Data Tab in App Lab
  • Complete Unit5 Lessons 9-11 (3pts)

 


Day 6- Wednesday January 25- Unit 5 Lessons 9-12, Traversals

 


Day 7- Friday January 27- Unit 5

 

 

Week 2

Day 3- Tuesday January 17- Unit 5 Lessons 5-8, Loops

  • List Quiz- 5pts
  • Coach Burrill Presentation- Unit 5 Lessons 5-8
  • Key Takeaways-
    • While Loop- Uses a boolean condition to repeatedly run a block of code. If it is true it runs the block of code contained within it. This process of checking the condition and running the block of code is repeated as long as the Boolean condition remains true. Once the Boolean expression becomes false it will stop.
    • For Loop- Condenses the parts of a while loop into a shorter statement. Similar to the while loop, once the Boolean expression becomes false, the loop ends.
    • Iteration:a repetitive portion of an algorithm which repeats a specified number of times or until a given condition is met.
    • Infinite Loop: occurs when the ending condition will never evaluate to true. In other words, the Boolean expression will never evaluate to false.
  • Video- Using Loops
  • Complete Unit 5 Lessons 5-7

 


Day 4- Thursday January 19-Unit 5 Lesson 8- Loops- Make

 

 

Week 1

Day 1- Tuesday January 10- Unit 5 Lessons 1, 2, & 3- Lists (Array)- Explore, Investigate, & Practice

 


Day 2- Thursday January 12-Unit 5 Lesson 4- Lists- Make

 

 

==========----------1st Semester----------==========

Week 18

2022 Fall Final Exam Link

 

 

Week 17

Day 39- Tuesday December 6- Finish Unit 4 Apps and Activity Guides

 

Everything Due Start of Class on Thursday December 8 (Unit 4 Lessons 9-12, Quote Maker App & Activity Guide, Decision Maker App & Activity Guide)

 


Day 40- Thursday December 8- Final Review

  • Collect Unit 4 Decision Maker App Stuff
  • Final Review Day 1
    • Here is a list of what you are required to know
    • 75 question True/False test on your final period day
    • Create a 15 True/False Question Google Form Quiz (5pts)
    • Share Quiz with me
    • Then have someone else in class take your quiz and complete their Google Form Quiz
    • Discuss with that other person results of each quiz
  • We will do a review game (crazy style) on Monday

 

 

Week 16

Day 36- Monday November 28- Finish Moneyball Movie, Unti 4 Functions (Lessons 9-11)

 


Day 37- Wednesday November 30-

 


Day 38- Friday December 2-

 

Everything Due Start of Class on Thursday December 8 (Unit 4 Lessons 9-12, Quote Maker App & Activity Guide, Decision Maker App & Activity Guide)

 

 

Week 15

Day 34- Tuesday November 15- Unit 4- Conditionals Day 2

 


Day 35- Thursday November 10- Moneyball Movie

 

 

Week 14

Day 32- Tuesday November 8- Unit 4- Variables

  • Finish Photo Liker App Activity Guide
  • Complete Code.org Unit 4 Lessons 1-4
  • Finish Photo Liker App

 


Day 33- Thursday November 10- Conditionals- Unit 4 Lessons 5-8

 

 

Week 13

Day 29- Monday October 31- Unit 3 Lesson 6-10

  • Unit 3 Lesson 6-
    • Program: a collection of program statements. Programs run (or “execute”) one command at a time.
    • Program Statement: a command or instruction. Sometimes also referred to as a code statement.
    • Sequential Programming: program statements run in order, from top to bottom.
      • No user interaction
      • Code runs the same way every time
    • Event Driven Programming: some program statements run when triggered by an event, like a mouse click or a key press
      • Programs run differently each time depending on user interactions
  • Unit 3 Lesson 7-
    • Video- How To Debug
    • Describe, Hunt, Try, and Document
    • Debugging Strategies
      • Keep your code clean
        • Use clear, meaningful IDs for your elements
        • Keep your code organized in chunks that do the same thing
        • Use comments to explain your code
        • Write code using blocks
      • Run your code
        • Run your code a lot, every time you add a command or two
        • Slow down your code with the speed slider. Watch how it runs closely
        • Use console.log to get output. Add extra output statements throughout your code to get feedback on what parts are running.
      • Use classmates and resources
        • Talk out the problems with a partner or classmate
        • Compare your code to examples that you know work
        • Read documentation to know how a block is supposed to work
        • Hand trace your code to track what's happening.
    • Documentation: a written description of how a command or piece of code works or was developed.
    • Comment: form of program documentation written into the program to be read by people and which do not affect how a program runs.
  • Unit 3 Lessson 8
    • Pair Programming: a collaborative programming style in which two programmers switch between the roles of writing code and tracking or planning high level progress
  • Unit 3 Lessson 9 & 10
    • Students continue working on their apps.
    • Students complete their apps, making any final adjustments based on feedback from their peers. Students spend some time reviewing other apps that classmates made and then complete a short set of reflection prompts before submitting their projects.

 


Day 30- Wednesday November 2-

  • Finish App and Planning Guide
  • Share Your App W/ Coach Burrill

 


Day 31- Friday November 4- Unit 4 Lessons 1-4, Explore Variables

  • App Due- 10pts
  • Planning Guide Due- 10pts
  • Code.org Unit 3 Completion Due- 5pts
  • Unit 3 Quiz- 10pts
  • Unit 4 Variables
  • 2 Days to Work on Variables (Lessons 1-4)
    • Coach B Unit 4 Google Slides Presentation
    • Video- Guide to EIPM Lessons
    • Lesson 1: Variables Explore
      • Video- Guide to Explore Lessons
      • Video- CS Principles: Intro to Variables - Part 1
      • Video- CS Principles: Intro to Variables - Part 2
      • Some Variable Vocab-
        • Numbers- Digits 0-9
        • Strings- Any characters inside quotes""
        • Line Number, Command to create Variable, Variable's Name
        • Expression:  a combination of operators and values that evaluates to a single value
        • Variable:  holds one value at a time
        • Assignment Operator: allows a program to change the value represented by a variable
      • Key Takeaways
        • Numbers and strings are two different types of values
        • Expressions evaluate to a single new value
        • When variables are in the expression just make a copy, don’t change the actual variable.
        • Variables are “assigned” a new value
        • Evaluate first, then assign
        • Old values are deleted forever.
        • Assignment just moves information around. It does not “connect” variables.
    • Lesson 2: Variables Investigate
      • Investigate several versions of the "Thermostat App" to understand how variables store and update information.
    • Lesson 3: Variables Practice
      • Use your skills and processes you have learned about variables
      • Global Variable- Permanent. Can be used anywhere in your code.
      • Local Variable- Temporary. Can be used only in the part of the code where it was created, like inside an onEvent(). Deleted once the onEvent() is done running.
    • Lesson 4: Variables Make
  • You will have time on Tuesday next week to work on all of the Variables work (Lessons 1-4)

Period 4 Student Survey

     

 

Week 12

Day 27- Tuesday October 25- Data Test Day

  • DATA TEST DAY!
  • No code.org completion needed
  • Post Test TBA

 


Day 28- Thursday October 27- Unit 3 Lessons 1-4

  • Shall we program!
  • Video- Karlie Kloss: Coding is a superpower
  • Video- What Most Schools Don't Teach
  • Lesson 1- Introduction to Apps
    • Let's Take a Look at Some UIs (User Interfaces)
      • User interfaces can include a variety of forms such as buttons, menus, images, text, and graphics.
    • Inputs and Outputs
      • Input:  data that are sent to a computer for processing by a program. Can come in a variety of forms, such as tactile interaction, audio, visuals, or text.
      • Output:  any data that are sent from a program to a device. Can come in a variety of forms, such as tactile interaction, audio, visuals, or text.
    • On own or with someone else, Go to Unit 3 Lesson 1 and complete Sections 1-11
  • Lesson 2- Introduction to Design Mode
    • Level 3 introduces the concept of themes, which control the overall "look" of an app. No matter what theme is chosen, students have the ability to override any element's design.
    • Become comfortable setting up a User Interface before the sketch out plans for your own apps in the next lesson.
    • On own or with someone else, Go to Unit 3 Lesson 1 and complete Sections 1-11
  • Lesson 3- Project Designing an App Part 1
  • Lesson 4- Project Designing an App Part 2
    • Build your Screens
  •  

 

Week 11

Day 24- Monday October 17- Artificial Intelligence / IBM Watson

  • Since its beginning, artificial intelligence has come under scrutiny from scientists and the public alike. One common theme is the idea that machines will become so highly developed that humans will not be able to keep up and they will take off on their own, redesigning themselves at an exponential rate.
  • Weak artificial intelligence embodies a system designed to carry out one particular job. Weak AI systems include video games such as the chess example from above and personal assistants such as Amazon's Alexa and Apple's Siri. You ask the assistant a question, and it answers it for you.
  • Strong artificial intelligence systems are systems that carry on the tasks considered to be human-like. These tend to be more complex and complicated systems. They are programmed to handle situations in which they may be required to problem solve without having a person intervene. These kinds of systems can be found in applications like self-driving cars or in hospital operating rooms.
  • What Are the 4 Types of AI?
    • Reactive AI uses algorithms to optimize outputs based on a set of inputs. Chess-playing AIs, for example, are reactive systems that optimize the best strategy to win the game. Reactive AI tends to be fairly static, unable to learn or adapt to novel situations. Thus, it will produce the same output given identical inputs.
    • Limited memory AI can adapt to past experience or update itself based on new observations or data. Often, the amount of updating is limited (hence the name), and the length of memory is relatively short. Autonomous vehicles, for example, can "read the road" and adapt to novel situations, even "learning" from past experience.
    • Theory-of-mind AI are fully-adaptive and have an extensive ability to learn and retain past experiences. These types of AI include advanced chat-bots that could pass the Turing Test, fooling a person into believing the AI was a human being. While advanced and impressive, these AI are not self-aware.
    • Self-aware AI, as the name suggests, become sentient and aware of their own existence. Still in the realm of science fiction, some experts believe that an AI will never become conscious or "alive".
  • Video- Supercomputer: Watson(IBM computing system) - Documentary [HD]
  • Machine Learning- is a method of data analysis that automates analytical model building. It is a branch of artificial intelligence based on the idea that systems can learn from data, identify patterns and make decisions with minimal human intervention.
  • What is inside Watson- a cluster of ninety IBM Power 750 servers, each of which uses a 3.5 GHz POWER7 eight-core processor, with four threads per core. In total, the system has 2,880 POWER7 processor threads and 16 terabytes of RAM.
  • Video- Watson and the Jeopardy! Challenge
  • What is Watson being used for now- Weather Forecasting, Building Codes, Cancer Treatment, Financial Planning, Teaching Assistance Tools, Tax Preparation, Fashinon Design, and Advertising.
  • Discuss Videos

 


Day 25- Wednesday October 19- Watson Project

  • AI Quiz- 5pts
  • AI Group Project 1-3 Members (10pts)
    • Due at end of class
    • 10 Silde Google Presentation
    • Share with C Burrill, NOT B Burrill
    • Choose one of the following AI products/companies- Motional (Self-Driving Car Software), Sophia (Hanson Robotics), Atomwise (Drug Research), Hopper (Travel), or GumGum (Advertising)
    • List on your presentaion slides some of the following topics- Product Discription, History, Future, Type of AI, Machine Learning?, Funding, Concerns, and Data Usage.

 


Day 26- Friday October 21- Data and Graphs

 

 

Week 10

Day 22- Tuesday October 11- Google

 


Day 23- Thursday October 13- Amazon

 

 

Week 9

Day 20- Wednesday October 5- Security Risks

  • Privacy Policy and Facial Recognition Quiz- 5pts
  • Keylogging- The use of a computer program to record every keystroke made by a computer user, especially in order to gain fraudulent access to passwords and other confidential information.
  • Phishing- The fraudulent practice of sending emails purporting to be from reputable companies in order to induce individuals to reveal personal information, such as passwords and credit card numbers.
  • Malware- Malware (short for “malicious software”) is a file or code, typically delivered over a network, that infects, explores, steals or conducts virtually any behavior an attacker wants. And because malware comes in so many variants, there are numerous methods to infect computer systems.
  • Ransomware- Ransomware is a malware designed to deny a user or organization access to files on their computer. By encrypting these files and demanding a ransom payment for the decryption key, cyberattackers place organizations in a position where paying the ransom is the easiest and cheapest way to regain access to their files.
  • Video- The Internet: Cybersecurity & Crime
  • Vocab- Cyber Army, cybercrime, Keylogging, Phishing, Malware, Ransomeware, Virus, DDoS, Hacker, BotNet
  • Website- World's Biggest Data Breaches & Hacks

 


Day 21- Friday October 7- Protecting Data

 

 

Week 8

Day 17- Monday September 26- PaSWerds / Start WarGames Movie

 


Day 18- Wednesday September 27-

  • Password Quiz- 5pts
  • Finish WarGames Movie
  • War Games Quiz- 7pts

 


Day 19- Thursday September 22- Privacy Policies

  • AP Test Sign-Up Information
  • Discuss which information types poeple consider private.
  • Video- How to read privacy policies like a lawyer
    • Discuss Video
    • Pick a App/Website to Look at Privacy Policy - Ideas Below
      • Education: Code.org, Khan Academy, Codecademy.com
      • Social media: Facebook, Twitter, Instagram, Snapchat, Tik Tok
      • Online store: Amazon, Target, Walmart
      • Mail & communication: Gmail, Hotmail, Yahoo Mail, Skype, Google Hangouts
      • Streaming sites: Netflix, Spotify, Pandora
      • Gaming sites: Steam, Xbox Live
    • 3pts- Create a One Page Document listing thoughts about Google Privacy & Terms of Usage (1-2 People)
  • Data that may not seem private, like a birthdate or zipcode, can be combined to uniquely identify you.
    • Discuss Video
  • Do the harms of giving up privacy outweigh the benefits of the technology they power.
  • Key Takeaways
    • Personally Identifiable Information (PII): information about an individual that identifies, links, relates, or describes them.
    • Technology enables the collection, use, and exploitation of information about, by and for individuals, groups, and institutions. Geolocation, cookies, and browsing history can all be used to create knowledge about an individual. Most digital technology needs some kind of PII to work (for example street navigation needs to know your location or PII stored online to simplify making online purchases). 
    • Other times websites collect more data to improve their services.
    • Many services and websites collect information (like your browser history) that can be used to advertise to you by creating detailed profiles of who you are and what you like. Search engines also can record and maintain a history of searches made by users. This information can be used to suggest websites or for for targeted marketing.
    • Once data is made digital, and especially once it's shared online, it's much harder to control. 
    • PII can be used to steal the identity of a person, or stalk them online. Information that is often posted on social media can be combined to create a profile on you.
  • Journal Love

 

 

Week 7

Day 15- Tuesday September 20- Internet Dilemmas

  • Quiz Today- 5pts
  • In this project, students explore a relevant Internet dilemma: Net Neutrality, Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address the core question related to their chosen dilemma. This project addresses the "so what" question - why is it important to learn about how the Internet works?
  • Group Project (5pts)
    • 1-3 Students per group
    • Make a Google Slides Presentation
    • Must be at least 10 slides long (Title Slide can count as one of the 10)
    • Must have at least 3 images/graphs/pictures in your presentation
    • Share the Google Slides Presentation with me (Casey Burrill)
    • Describe each of the internet issues
    • Find at least 1 example of each of the three internet issues
    • List the issues in play for each of your example
    • Describe your groups feelings/opinions on the example you found
    • Site your sources with a simple URL link to the webpage you found your information
    • You have til the end of class to finish and share with Coach C Burrill
  • Test on Thursday this week. Short review before the test. 35pts (All Multiple Choice)

 


Day 16- Thursday September 22- Test Day / Start Unit 9

  • Test Day! (35pts)
  • Start Unit 9 when done with test

 

 

Week 6

Day 12- Monday September 12- The Internet Delivered: Wires, Cables & Wifi

 


Day 13- Wednesday September 14- Digital File Sizes

 


Day 14- Friday September 16- HTTP & HTML

  • Quiz Today- 5pts
  • Video- The Internet: HTTP & HTML
  • Discuss Video
  • Discuss Layers of the Internet
  • Let's Make a Webpage in Dreamweaver and Look at the Code
  • Vocab- HTTP, HTTPS, HTML, URL, Web Browser, Server, Get Request, Post Request, Cookie, SSL & TLS, Digital Certidicate, Layers of the Internet, Dreamweaver
  • Journal Love
  • Net Neutrality, Digital Divide, Net Censorship

 

 

Week 5

Day 10- Tuesday September 6-

  • Test Review Soon?!?!
  • Unit 2- Lesson 1
  • After a short transition from representing information in Unit 1 to communicating information in Unit 2, students take time to think about their knowledge of the Internet and how it works. Following this, students are introduced to a new widget: The Internet Simulator which they will use throughout this unit to explore the inner workings of the Internet.
  • The Internet
    • The Internet Simulator
    • What is the Internet?
    • Explore the Internet Simulator. How does it work? What can I do with it?
  • WWW
  • Unit 2- Lesson 2- Computer Networks
    • Computing Device: a machine that can run a program, including computers, tablets, servers, routers, and smart sensors
    • Computing System: a group of computing devices and programs working together for a common purpose
    • Computing Network: a group of interconnected computing devices capable of sending or receiving data.
    • Path: the series of connections between computing devices on a network starting with a sender and ending with a receiver.
    • Bandwidth: the maximum amount of data that can be sent in a fixed amount of time, usually measured in bits per second.
  • Unit 2- Lesson3-
  • In a previous lesson, we explored the Internet Simulator, where each of you were connected to one other person by a single wire. What are the potential problems with this setup?
  • Video 7min- The Internet IP Addresses and DNS
  • A router is a networking device that forwards data packets between computer networks. Routers perform the traffic directing functions on the Internet. Data sent through the internet, such as a web page or email, is in the form of data packets. A packet is typically forwarded from one router to another router through the networks that constitute an internetwork (e.g. the Internet) until it reaches its destination node.
  • Bandwidth: the maximum amount of data that can be sent in a fixed amount of time, usually measured in bits per second.
  • Latency: Latency = delay. It’s the amount of delay (or time) it takes to send information from one point to the next. Latency is usually measured in milliseconds or ms. It’s also referred to (during speed tests) as a ping rate.
    • Pipe Example- Bandwidth has to do with how wide or narrow a pipe is. Latency has to do with the contents of the pipe; how fast it moves from one end to the next.
  • Internet Simulator Time- Unit 2. Lesson 3, Section 2
  • Lots of Vocab- Protocols, Router, Bandwidth, Latency, Inernet Protocol (IP), IP Addresses, ISP, IPv4, IPv6, DNS, DNS Spoofing, and DDoS
  • All Together- Finish Code.org Unit 2, Lessons 1-3
  • Journal Love

 


Day 11- Thursday September 8

 

 

Week 4

Day 8- Tuesday August 30- Minimum Day (Back to School Night)

  • Quiz- Lossy/Lossless (3pts)
  • Today's Presentation
  • Lesson 11- Students are asked to reflect on who owns their creative works from this class, such as their pixel images, before reading an article describing how ownership can become complicated as analog works become digital artifacts. After reading the article, students watch several videos explaining copyright and introducing them to the Creative Commons. Students then discuss the benefits, harms, and impacts of current copyright policy
  • Lesson 12- In this lesson students begin tackling the question of whether digitizing information has made the world a better or worse place. Students then choose an article they are interested in reading. Students will discuss their preliminary reading and opinions after today's lesson and will have a chance to share with the class.
  • Lesson 13- Use "better" to "worse" spectrum to discuss whether and why they have a certain opinion.
  • Review and Test on Thursday!! Let's do it!!

 


Day 9- Thursday September 1

  • No Quiz today
  • World Famous Mr. B Test Review
  • TAKE TEST TODAY!
    • 35 pts
    • 35 Multiple Choice Questions

 

 

Week 3

 

Day 5- Monday August 22

  • Quiz- Binary/Text/ASCII (5pts)
  • We all Luv USC$
  • Vocab- Analog, digital, metadata, pixel, and sample
  • Students explore how black and white images are represented. Students use the black and white pixelation widget to represent each pixel of an image with black or white light. They learn how to sample an analog image using small squares of uniform size (each represented with a black or white value) and reflect on the pros and cons of choosing a smaller or larger square size when sampling.
  • Video- Screen Histury Part 1 (2min)
  • Pixel- Picture Element, smallest square on a screen
  • Pixel- White or Black pixel for today
  • 0 = Black (Light Off), 1=White (Light On)
  • Analog, Digital, Metadata, and Sample
  • Video- B&W Pixelation Tutorial (3min)
  • Complete Code.org Unit 1 Leeson 7 Including Challenge A, B, & C
  • Complete- U1L7 Black and White Images - Activity Guide (5pts)
  • What are we doing Wednesday?
  • Journal Love

 


Day 6- Wednesday August 24

 


Day 7- Friday August 26

  • Quiz (5pts)- Hexadecimal/RGB
  • Lesson 9- Students use the Text Compression Widget to experiment with compressing songs and poems and try to find their ‘personal best’ compression. A video introduces important vocabulary for the lesson and demonstrates the full features of the widget. Students pick a text they think will be ‘easy’ to compress and one they think will be ‘difficult’, paying attention to why some texts might be more compressible than others. As a wrap-up, students discuss what factors make some texts more compressible than others.
  • Lesson 10- Students are introduced to lossy compression via the Lossy Text Compression widget. They apply this concept and their prior knowledge of sampling to create their own lossy compressions of image files using the Lossy Image Widget. Students then discuss several practical scenarios where they need to decide whether to use a lossy or lossless compression algorithm. The lesson ends with a discussion of the situations where lossless compression is important and the situations where lossy compression is important.
  • Using abbreviations and symbols is a form of compression, where we try to represent the same information with fewer characters.
  • Video- Text compression widget with Aloe Blacc
  • Use the Text Compression Widget to experiment with compressing songs and poems and try to find your ‘personal best’ compression.
  • The widget we are using is an example of lossless compression
  • The compression percentage at the bottom of the screen is calculated by comparing the number of bytes in the original message and the number of bytes in the compressed message.
  • Complete Code.org Unit 1 Lesson 9 & 10
  • Journal Love

 

 

Week 2

Day 3- Tuesday August 16

  • Last Page of "My" Syllabus Due Thursday- 10pts
  • Journal Check
  • Binary Quiz- 5 pts
  • Watch Video (8min)- How Gangnam Style Broke YouTube
  • Discuss Video
  • Overflow Error- An error that occurs when the computer attempts to handle a number that is too large for it. Every computer has a well-defined range of values that it can represent. If during execution of a program it arrives at a number outside this range, it will experience an overflow error
  • Read Article- Y2K Bug
  • Discuss Article
  • Complete- Binary Activity- 1-3 students per activeity guide (5pts)
  • Complete Code.org Unit 1, Lessons 1-5
  • Journal Love

 


01010101 01000011 01001100 01000001 00100000 01101001 01110011 00100000 01001100 01100001 01101101 01100101 00100001

Day 4- Thursday August 18

  • My PowerPoint For Today
  • Last Page of "My" Syllabus Due Now- 10pts
  • Overflow, Y2K, Gagnum StyleRadix Point Quiz- 3pts
  • We know how computers count using binary, but what about text, words, sentaces?
  • Representing Text in Binary
  • ASCII (American Standard Code for Information Interchange) is one of the most common character encoding standards. Originally developed from telegraphic codes, ASCII is now widely used in electronic communication for conveying text. As computers can only understand numbers, the ASCII code represents text (characters) with different numbers. This is how a computer ‘understands’ and shows text. The original ASCII is based on 128 characters. These are the 26 letters of the English alphabet (both in lower and upper cases); numbers from 0 to 9; and various punctuation marks. In the ASCII code, each of these characters are assigned a decimal number from 0 to 127. For example, the ASCII representation of upper case A is 65 and the lower case a is 97.
  • Watch video (8min)- ASCII (Binary as Text)
  • ASCII- Sample ASCII Chart
  • Display a ASCII Chart on your device
  • What does this say- 01010101 01010011 01000011
  • Can you write your first name in Binary???
  • My name (Casey) is in the graphic to the right -->
  • Write in Binary- "Hello, I am ____. I am ____ years old."
  • There are online converters (like this one) if you want to wimp out and cheat
  • My T-Shirt Today
  • Sending text messages is an example of abstraction. For a computer, each character is a number value, which itself is really a binary number. It all comes back to zeroes and ones, always! Binary is KING!!!
  • ASCII Art
  • Binary Games
  • Complete Code.org Unit 1 Lesson 6
  • Journal Love

 

Week 1

Day 1- Wednesday August 10- Intro and Coach B Quiz

  • Inttoduction to Class
  • World Famous Mr. Burrill Quiz
  • Log-in to WR Machines
  • Check-Out Website- wrwebheads.com

 


Day 2- Friday August 12- Representing Information / Binary Numbers

Binary Numbers-

In this lesson, students will practice representing numbers in binary (base 2). Students will create and use a "Flippy Do", a manipulative which helps students convert between binary (base 2) and decimal (base 10) numbers. They will practice converting numbers and explore the concept of place value in the context of binary numbers.

Journal Info-

  • You need a journal!!!
  • Thoughts on why you are in this class and what you would like to get out of it
  • Vocab- Bit, Byte, Transistor, CPU, Binary, Decimal, Hexadecimal
  • Binary Counting
  • Flippy Do

 

me