Summary: This optional lesson can be used as a brief preview to the course on the first day of class when teachers typically have many classroom administrative tasks to accomplish, but teachers also want to set the stage for the class. Students begin thinking about the influences of technology as they engage in a Think-Pair-Share strategy about the computing innovations that have impacted their lives. In addition, this is an opportunity to set beginning expectations about interacting with classmates in collaborative activities and to model writing in the content area.

Outcomes:

• Students will provide examples of how technology makes a difference in their lives.
• Students will describe both the positive and negative impacts of the computing innovation that has had the most impact on their life.

Overview:

1. Getting Started (5 min) - Journal Activity
2. Guided Activities (40 min) - Students Think-Pair-Share and engage in independent writing
3. Wrap Up (5 min) Summary and Homework Assignment

Source: This lesson is adapted from Code.org (Unit 1 Lesson 00)

• EU CRD-1 - Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
  • LO CRD-1.A - Explain how computing innovations are improved through collaboration.

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.A - Explain how an effect of a computing innovation can be both beneficial and harmful.
  • LO IOC-1.B - Explain how a computing innovation can have an impact beyond its intended purpose.
  • LO IOC-1.F - Explain how the use of computing can raise legal and ethical concerns.

• EU IOC-2 - The use of computing innovations may involve risks to your personal safety and identity.
  • LO IOC-2.A - Describe the risks to privacy from collecting and storing personal data on a computer system.

• WHST 12.1 - Write arguments on discipline specific content

Innovation is an important theme of this course. Students will become more aware of how innovation in technology has affected their lives.

• How does computing enhance human communication, interaction, and cognition?
• How does computing enable innovation?

Student journals, if they are ready. Otherwise, paper for students to write on.

Getting Started (5 min) 

This short activity can be used after any required first-day administrative duties.

Introducing Journals and "Think-Pair-Share" (5 min)

Each lesson in the course will start out with a brief prompt for students to respond to in their journals. They will pair off to discuss their answers, then share their findings with the class.

If you have the journals ready, have students write the answer to this prompt in the journal: Identify technological innovations that you and/or your families use. (At LEAST four, how many can you name?)

If Clarification is Needed:

• Invention: a completely new product or idea
• Innovation: an improvement to an existing idea
• Possibly use http://www.pbs.org/idealab/2012/03/the-difference-between-invention-and-innovation086/ (Read the 2nd section)

Guided Activities (40 min)

Activity - Think-Pair-Share (20 min)

1. Have students share journal ideas in pairs. Each student should circle the four most interesting ideas in their journal. 
2. Have pairs combine into groups of 4-6 and write 4-6 unique, interesting ideas from their group on post-it notes or paper.
3. Display student ideas at the front of the room on a board or poster using pen, chalk or post-its.
   (Suggestion: Take turns letting each group contribute one thing at a time and explain how it's used in their lives. Either disallow duplicates or notice how many groups choose the same things.)
4. Challenge students as a group to think of at least 10 more things that are not on the list and add them.

Activity - Independent Activity (20 min)

1. Tell students to complete this sentence: "The computing innovation that has had the most impact on my life is .... because ....". 
2. Write the completed sentence and describe both the positive and negative impacts of the innovation in a short paragraph in your journal.
3. Allow students a few minutes to independently and silently think and write.
4. Point out that many devices communicate over the internet. They use sensors to gather data about the world. Sensor networks facilitate new ways of interacting with the environment and with physical systems. Have students think of a connected device that has had, or could have, impact on their lives. This is the fastest growing area of the internet: connected devices. (traffic lights, self-driving cars, cell phone GPS, activity trackers, etc.)
5. If there is time, join each student pair with another pair for a second round of sharing and discussion.
6. Suggestion: A large-group class discussion can replace the second pair-share portion of the activity if it is more appropriate for the class setting or the time available.

Note: Written communication is an important skill. This curriculum provides a variety of opportunities for students to develop the skills that they will need to perform well in the Performance Tasks.  

Wrap-Up (5 min)

Summarize the various ways that computing innovation has affected our lives. Assign the following homework.

Homework

Ask students to interview an adult and ask, "What computing innovation has had the most impact on your life? In what ways has your life been affected?"

Students will record the adult’s answer and compare and contrast the answer with their own original answer in a brief paragraph.

Optional Extension:

Suggest that students create timelines showing the years when the various innovations were invented or became available to consumers. (They could make their best guesses as a class and reorder the ideas on the board.)

Paragraph about the positive and negative impacts of the innovation that has had the most impact on the student's life in journal at the end of class.

Paragraph for homework that compares and contrasts an adult's answer to their own journal entry answer after conducting a discussion with an adult at home.

Summary

Through presentations, videos, and discussion, students discover how technology has been changing and brainstorm ideas for how the next generation will have a different relationship with technology than the current generation. Students will also learn the relative measures of computer storage (KB, MB, etc.)

This is a prelude to the idea of big data and the impact of technology as well as an introductory opportunity to start to develop team norms, effective group participation and a respectful environment where every student is encouraged to contribute and share their perspective. 

Outcomes

• Students describe some of the ways that technology has been changing and has generated and increased creativity in other fields
• Students brainstorm ideas for how the next generation will have a different relationship with technology than the current generation
• Students explore the improvements in picture quality as a measure of improvements in the internet overall.
• Students explain connections between computing concepts
• Students compare the relative measures of computer storage 
• Students participate in groups; valuing diverse perspectives and skills.

Overview

1. Introduction (5 min) - Students journal about the different relationships each generation has with technology.

2. Activities (40 min) - Students practice organizing by relative size and create posters to demonstrate learning.

3. Wrap-up (5 min) - Posters are shared with the class.

• EU CRD-1 - Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
  • LO CRD-1.A - Explain how computing innovations are improved through collaboration.
  • LO CRD-1.C - Demonstrate effective interpersonal skills during collaboration.

• EU DAT-1 - The way a computer represents data internally is different from the way the data is interpreted and displayed for the user. Programs are used to translate data into a representation more easily understood by people.
  • LO DAT-1.A - Explain how data can be represented using bits.

• EU DAT-2 - Programs can be used to process data, which allows users to discover information and create new knowledge.
  • LO DAT-2.C: - Identify the challenges associated with processing data.

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.A - Explain how an effect of a computing innovation can be both beneficial and harmful.
  • LO IOC-1.B - Explain how a computing innovation can have an impact beyond its intended purpose.
  • LO IOC-1.C - Describe issues that contribute to the digital divide.
  • LO IOC-1.E - Explain how people participate in problem-solving processes at scale.
  • LO IOC-1.F - Explain how the use of computing can raise legal and ethical concerns.

• EU IOC-2 - The use of computing innovations may involve risks to your personal safety and identity.
  • LO IOC-2.A - Describe the risks to privacy from collecting and storing personal data on a computer system.

• How can computing and the use of computational tools foster creative expression?
• How can computing extend traditional forms of human expression and experience?
• How does computing enhance human communication, interaction, and cognition?
• How does computing enable innovation?

Videos:

• Oracle The Information Age https://www.youtube.com/watch?v=WFgT9KCxQ0k (3:51)
• https://www.youtube.com/watch?v=qGYmML0e0X4 (2:31 - stop at 1:14)
• https://www.youtube.com/watch?v=6yWzKvQXsYM Technology In 2019 - What The Future Of Tech Looks Like! (5:51) Published on Mar 11, 2013

PowerPoints (in the Lesson Resources folder):

1. Unit0_Lesson2_The Information Age How Big.pptx
2. Unit0_lesson2_TheFuture.ppt

Students should have paper for taking notes. (If desired, use preprinted Information Age Notes, in the Lesson Resources folder)

Print out "Relative Measure Word Strips to cut" papers and "Measure Quantity Word Strips to cut" papers (in the Lesson Resources folder) and cut them into strips to give to students for the activity.

8 big sheets of big poster paper to place at the front of the room labeled:

1. communication
2. education
3. automation (robotics)
4. privacy 
5. entertainment
6. transportation
7. medicine & health
8. the Internet

Post-it notes for students

Introduction - Journal and Discussion (5 min)

1. Journal: How were computers and technology different one generation ago?

2. Pair and share journal ideas, compile a class list. (Ideas you might suggest if they’re stuck: bigger, slower, less storage, less portable, not inside of so many other things, not as pervasive, less voice ability, less connection to the Internet, phones weren't very smart, more expensive, Previous generation: land lines, stand in one place when talking on the phone, separate cameras, internet via phone modem, no GPS, etc.)

3. Prompt students to come up with their own definition of what "1 generation ago" means. (Now a generation is considered to be about 25 years. A century ago it was about 20 years - from Ancestry.com)
{optional question for thought/discussion: Why were generations shorter a hundred years ago? ( don't tell them the answer, try to lead them to ask each other good questions to guide them to an answer: shorter lifespans, more death from disease, younger marriage age http://www.ancestry.com.au/learn/learningcenters/default.aspx?section=lib_Generation )}

4. Discuss the connections between what computing concepts are available and the communication, jobs and services that are available from one generation to the next.

Activities: (40 min)

Part 1 (3-4 min)

Hand out mixed up relative measure papers (a document with strips to cut is in the Lesson Resources folder) to 8 students.

• In order: kilobyte, megabyte, gigabyte, terabyte, petabyte, exabyte, zettabyte, and yottabyte.

Ask them to try to line up by relative size at the front of the room to display the terms from smallest to largest. Ask if the class agrees, make changes by group vote. Don’t tell them if they're right yet. Tape or post the strips to the front wall. 

Teacher Note: Be sure to get students' names and introduce them as part of the goal of developing a classroom community of learners. Continuously encourage positive social interactions. 

Part 2 (3-4 min)

Hand out the 8 papers with measured quantities (a document with strips to cut is in the Lesson Resources folder).

• In order: a picture the size of your fingernail, a small novel, a symphony recorded in high fidelity sound, the whole library of congress, 5 years' worth of the data recorded by NASA earth orbit satellite, all the words ever spoken by humankind written down, all recorded TV broadcasts and movies stored as video, and amount of data the National Security Administration can store.

Ask those students to try to match themselves up with the relative measure papers. Give the class a chance to rearrange by group vote. Tape or post the strips to their relative measure paper. 

Part 3 (10 min)

1. Present the PowerPoint: Unit0_Lesson2 The Information Age. How Big. 
   • Have students take notes on the correct sequence of relative measures. (Use blank paper or Student notes for The Information Age How Big) Rearrange paper strips at the front of the room as needed to match the true order. (5 min)
2. Show the video: The information age. Big Data is Changing the World (3:51)
   • https://www.youtube.com/watch?v=WFgT9KCxQ0k
3. Have groups try to guess how many people used the Internet each day in 2000 and now, how many searches were done each day on Google in 1998 and now. (3 min)
4. Show the video: 2:31 https://www.youtube.com/watch?v=qGYmML0e0X4 Exalogic: Ready for the Future by Oracle (only show the first 1:14)

Part 4 (20 min)

1. Present the PowerPoint Unit0_Lesson2 The Future. 
2. Group students in 3's or 4's. (max of 8 groups)
   • Groups brainstorm: What new technology might the next generation have?
     • Ask them to think of how technology will be different for the next generation in each of these categories: communication, education, automation (robotics), transportation, medicine and health, the Internet, privacy, and entertainment. Write at least 10 ideas for each group on post it notes, 1 idea per post it. (5 min)
     • Note: 1 generation is about 25 years, so the previous generation was born around 1975 and went to high school around 1990. You were born around 2000, and are in high school now. The next generation will be born around 2025, and be in high school around 2040. 
3. Place large posters at the front of the room. Take turns having groups contribute 1 post it note at a time and explain their ideas. (5 min)
   • Groups get 1 point for each unique idea that gets posted.
   • The group with the most points, when all notes have been posted, chooses the poster they want to work on. The group with the 2nd highest score chooses next, etc.
4. Point out that visual data is the most popular and largest growing area of Internet data for people. (pictures, videos) Students are going to create a visual artifact: a way to communicate an idea visually. They are welcome to use online sources for pictures or create their own. Digital images can be created by generating pixel patterns, manipulating existing digital images, or combining images. Digital effects and animations can be created by using existing software or modified software that includes functionality to implement the effects and animations.
5. Have each student create an 8 bit pixel art image that http://www.piskelapp.com to represent one of their ideas to combine in their group project. Point out the simplicity and limitations of 8 bit art and the use of icons to represent concepts.
6. Groups design a visual artifact on their poster: a labeled drawing, concept map, cartoon (stick figures are fine), or some other visual to describe life for the next generation. Encourage students to do something visually appealing, creative, interesting, or informative. Prepare to explain how the availability of new technology connects to concepts in computing. How do computers make each area different than it was before?  How do computers allow us to be more creative visually to entertain, inform and do business? (how-to videos, animated advertisements, posting pictures and videos, etc. ) ( 10 min ) 

Wrap-Up (5 min)

Display the posters created by the class, share details and ideas from the posters. Have students journal or write a reflection on these key questions:

1. The team development process. How do you facilitate a positive collaborative environment where all students contribute and bring their unique perspectives to create a more meaningful product than one person alone could?
2. Impacts of technology: How have computing advances generated creativity in other fields?

Additional Activities if Time Permits:

1. Show a video on a possible work world of the future: https://www.youtube.com/watch?v=t5X2PxtvMsU (5:51)
2. Discuss what ideas are the same/different from the ideas that students shared.
3. Have a vote on the posters for most creative, most unique, best detail, etc.

Instead of having students move to the front of the room to sort the paper strips into order, you could print a set for each group of 3-4 students and have them match and arrange them at their desks.

If students have a strong interest, or if you have extra time, use the ideas in "Extensions to the lesson on the Future of Technology" document located in the resources folder.

Self-checking exercise on identifying storage terms (KB, MB, etc.)

Assess group dynamics. Did everybody participate? Was communication positive within groups and respectful of the different needs and perspectives of group members?

Summary: This lesson is a basic introduction to algorithms and the nature of intelligence. Students will play tic-tac-toe (noughts and crosses is the British version) between a “highly intelligent piece of paper” and a human. Students will explore how to create an algorithm and the concept of computer intelligence.

Outcomes

• Students will play tic-tac-toe using a specific algorithm.
• Students will create and test a new algorithm for playing tic-tac-toe.

Overview

1. Getting Started (5 min) - Journal
2. Introduction (5 min) - PowerPoint
3. Guided Activities (35 min) - Students play tic-tac-toe with a given algorithm, then practice designing and implementing their own.
4. Wrap-up (5 min) - Students create definitions and assign homework for Lesson 1-1
5. Optional Activity (5 min) - Students examine an actual "AI" (simple game playing program) created for tic-tac-toe in Python

Source: This lesson is adapted from a lesson created by Paul Curzon, Queen Mary, University of London.

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.C - Identify input(s) to a program.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.A - Express an algorithm that uses sequencing without using a programming language.
  • LO AAP-2.G - Express an algorithm that uses selection without using a programming language.

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.A - Explain how an effect of a computing innovation can be both beneficial and harmful.

• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes

• 8. Obtaining, evaluation, and communicating information

• How do computer programs implement algorithms?
• How does computing enhance human communication, interaction, and cognition?

A PowerPoint for this lesson is included in the Lesson Resources folder - IntelligentPaper.pptx and IntelligentPaper.pdf

Copies for student pairs of "intelligent paper directions" with tic-tac-toe directions on one side, and blank on the other - in the Lesson Resources folder - IntelligentPaperDirections.pdf

The wrap-up questions are available in the Lesson Resources folder as Questions To Consider.docx

Optional: a musical greeting card, a paper folded into a fortune teller (http://en.wikipedia.org/wiki/Paper_fortune_teller), a page of equations

The Python program for the optional activity is located in the Lesson Resources Folder - TicTacToeAI.py

Getting Started (5 min) - Journal

What could make a piece of paper intelligent? (Think-Pair-Share)

Introduction of Content (5 min)

(Use IntelligentPaper.pptx in the Lesson Resources folder to help deliver this lesson.)

Challenge the students by saying that you have a piece of paper that is at least as smart as any human. (Show the blank side of the paper, don't tell the students yet, but it has directions on how to play tic-tac-toe on the back.) Ask if anybody believes that this is possible.

Show students examples of "smart papers," such as:

• A page full of equations
• A paper folded into a fortune teller http://en.wikipedia.org/wiki/Paper_fortune_teller
• A greeting card that plays music when you open it. It's made of paper, is it intelligent? (it's the chip inside that's smart, and somebody had to program it to make it do something... same with any paper, a person needs to put the information on there to "give" it intelligence)

Encourage discussion and debate, prod students to argue their point for or against intelligence, and get them to develop their own criteria and definition for intelligence. Write the class definition and criteria on the board.

Guided Activities (35 min)

Part 1 - Game Activity (5 min)

Tell the class that the paper has never lost a game: it has perfect intelligence.

Challenge students to play a game against the paper. The paper is peripherally challenged (it has no arms, and thus needs somebody to do its work for it). One person represents humankind, while the other person represents the paper. Play tic-tac-toe with a partner. The paper must begin the game.

Possible outcomes:

• Paper wins or draws.
• Humans give up. (They often do.)
• Try again and see if it’s just luck?
• Humans cheat. (They sometimes do.)
• Humans cause an error. (It happens.)

But, the paper WILL NOT LOSE.

Try letting humankind go first. (Wait and try it: The paper will lose. Why?)

Part 2 - Independent Activity (15 min)

Challenge students to write out detailed directions (an algorithm) that will never lose the game whether it goes first or second. Point out that algorithms are made by putting detailed steps in order (sequencing), making choices depending on the situation (selection) and repeating certain sections (iteration).

Part 3 - Algorithms, Programs and Computers (15 min)

Students should use their new algorithm to play against each other. Follow the same model for the paper versus the human game.

Discuss:

Computers programs implement algorithms.

Computer programs carry out algorithms by controlling the computer memory, central processing unit, input and output.  When we carried out our tic tac toe algorithm what did we do that corresponds to each computer component?

Memory:

Central Processing Unit:

Input:

Output:

Additional Possible Activities and Discussions Time Permitting:

• Students investigate how many different, unique games can possibly be played in tic-tac-toe.
• Try and represent all the possibilities. 
• Point out, after they give it a good try, that using symmetry cuts out a lot of redundant possible moves.
• Have students share how they kept track of the many different possible games there are.
• Discuss machine learning and artificial intelligence.
• You can show them some ideas if you just do an image search for tic-tac-toe:
• For example, http://upload.wikimedia.org/wikipedia/commons/thumb/d/da/Tic-tac-toe-game-tree.svg/300px-Tic-tac-toe-game-tree.svg.png
• What about 3D tic-tac-toe? http://en.wikipedia.org/wiki/3-D_Tic-Tac-Toe  

Wrap-up (5 min)

See if students know what a CPU is. If not, define. [

CPU is the abbreviation for central processing unit or processor, the brains of the computer where most calculations take place.

Reflection: (written in journal or discussed as a class)

How is a computer CPU (processor) similar to/different from a human brain? (both process information, can use logic and math, can follow instructions; computers only do what they are told, can work without need of food or sleep, etc.)

A human only has 1 brain but a computer can have multiple CPUs. How could a computer with multiple processors (CPUs) divide up a task like playing tic-tac-toe? (This is a good optional exercise if there is extra time, to divide up what the steps are and see if any can be done in parallel to save time. example: one processor checks rows, one checks colums to see if there is a winner)

Have students write their own definitions for the four words at the end of the presentation:

• Computer program
• Artificial intelligence
• Peripheral
• Algorithm

Optional Activity (5 min)

(Use PyCharm or some other Python environment to show the TicTacToeAI.py program from the Lesson Resources folder.)

• Follow slides 14-16 of the PowerPoint to review the Python "AI" written for TicTacToe. Encourage discussion on how a computer can "think" in order to win the game.
• Play a few rounds against the program and see whether a student can figure out how to beat it.
• Discuss how the program could have been better designed.

Homework

Assign homework for Lesson 1-1: Provide students a copy of the “Questions to Consider” in the resources folder and assign the reading:

Blown to Bits – Chapter 1, can be found here http://www.bitsbook.com/wp-content/uploads/2008/12/chapter1.pdf and is available in the lesson resources folder for Unit 0 Lesson 3.

Extension: If you have extra time, have a championship contest between one set of student-generated instructions and another, alternating who goes 1st and 2nd. You can work in groups of three, with one person acting as the judge if desired.

Vocabulary entries in journals from the end of the PowerPoint presentation

Group participation in interactive activity

Writeup about a more general solution

Pre-lesson preparation

Students must complete a pre-reading assignment (the first chapter of Blown To Bits, which is available online or in the Resources folder). This pre-reading can be assigned at the end of Unit 0.

Summary

Students will read about the "Digital Explosion" and discuss exponential growth.  They will discuss and share insights on what a world without digital communication would be like and investigate some of the things that are possible because of digital communication. They will then share their findings with the class.

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.A - Explain how an effect of a computing innovation can be both beneficial and harmful.
  • LO IOC-1.B - Explain how a computing innovation can have an impact beyond its intended purpose.
  • LO IOC-1.C - Describe issues that contribute to the digital divide.

• EU IOC-2 - The use of computing innovations may involve risks to your personal safety and identity.
  • LO IOC-2.A - Describe the risks to privacy from collecting and storing personal data on a computer system.

• 5. Using mathematics and computational thinking
• 7. Engaging in argument from evidence
• 8. Obtaining, evaluation, and communicating information

• HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Chapter 1 of "Blown to Bits" and the lesson motivate students to begin thinking about the advancement of technology and its impact on many aspects of their lives (both positively and negatively). Subsequent lessons will research particular impacts on society in more depth.

Students will consider a world without digital communication to emphasize the impact that computers have on their everyday lives and how integral computers and digital communication have become to our ordinary existence.

Outcomes

• Students will explain how innovation affects communication, interaction, and cognition.
• Students will explain how computing has impacted innovation in other fields defining a computing device as a physical device that can run a program. Some examples include computers, tablets, servers, routers, and smart sensors. 
• Students will analyze the effects of computing including increased ability to collaborate.
• Students will explain connections between technology, and economic and social differences.
• Students will describe how widespread access to information facilitates the identification of problems, development of solutions, and dissemination of results and the lack of that access limits all of these functions.

TEACHER RESOURCES

In the Lesson Resources Folder:

• Blown to Bits – Chapter 1 reading assignment
• from: http://www.bitsbook.com/wp-content/uploads/2008/12/chapter1.pdf
• PowerPoints: What If Part 1, What If, Part 2, What If Part 3

Prior to the Lesson:

• Provide students a copy of the “Questions to Consider” (in the resources folder) and assign the Blown to Bits reading assignment (above)

During the lesson, students will need:

• Student Journal

Session 1

This lesson assumes that students have either taken a previous CS course or that you have done Unit 0, so that students know what a computer is, how to write a basic algorithm, and the basic history of technology. It also assumes that students have read Blown to Bits, Chapter 1.

Getting Started (5 min)

Set a timer. In your journal list all the ways you communicated in the past 24 hours both in person and using technology. Give students 1 minute to list all of the ways they have engaged in communication today (verbal/non-verbal). Compile a class list of commucations used.

Activity (30 min) – Form Teams and Investigate Communication and Digital Communication

Use a creative method for dividing students up into teams of 3-4 (line up by birthday, etc.)

You can use the presentation "What If Part 1" as a guide through this lesson.

• Have each team underline any communication methods that ALL team members wrote down.
• Using the Social Media Post Template handout, have students create a social media post that reflects their current status. Display these posts around the room.
• Present the scenario: what if all digital communication suddenly stopped working?
  • Encourage discussion. Have teams brainstorm a list of possible answers to the following question:  "What will be impacted if digital communication is no longer an option?"
  • Define what a computing device is. (a physical artifact that can run a program. Some examples include computers, tablets, servers, routers, and smart sensors.)
• How could you check the news to find out what caused the communication issue? 
  • Point out that all digital devices would no longer work because they use digital communication internally between the processor and memory.
  • In your teams, create a definition of digital.  (Remember, you don’t have any digital devices to look it up!)
  • What kinds of communication will still work? (Hint: Not the TV: all of the signals are digital.)
  • Have teams try to build up a comprehensive list of the things we use that are digital.
  • Have teams complete the graphic organizer of what would be different in each of these places without digital communication:
    

    At School	At Home	Other Places

Activity (10 min) - Think-Pair-Share 

Have students discuss with their partner the answers to the pre-reading questions from Blown To Bits Chapter 1 (see Questions to Consider in Teacher Resources). 

Choose an open-ended question from the pre-reading questions. Either:

• give examples of things today that are stored in bits
• describe examples of innovations that are neither good nor bad
• list ways that life is more complicated because of the explosion of bits

Have partners pick their most interesting answers and post them or write them on something in the front of the room to share with the class.

Activity: (5 min)

Have students work in pairs to discuss and answer the following questions. (If possible, provide students with calculators. An exact value is not required to formulate an answer. The choices reflect three different types of growth.)

Someone offers you a summer job with a choice of three pay rates:

1. $10 per hour for eight hours of work for day for 30 days.

2. One dollar the first day, two dollars the second day, three dollars the third day, and so on (increasing by one dollar each day).

3. One cent on day one, two cents on day two, four cents on day three, and so on (doubling each day for 30 days).

Which pay rate would you choose? Why? What does this illustrate?

Solution: After 30 days,

• The first choice nets 10*8*30 = $2,400.
• The second offer will pay $465.
• The third offer will pay 2 to the 30th power (minus 1) cents, which is over $10 million.

Clearly, the last choice is the best, even though it starts with the lowest value (although you are unlikely to receive such an offer!)

This activity illustrates exponential growth (which was discussed in the chapter in the context of data growth).

Homework: 

Students may not use any digital devices to complete this activity.  This assignment must be handwritten.  If students need a copy of their assignment for the class discussion, they must write another copy. Have students submit their assignment at the start of the next class.

1. Have the students interview three different people, outside of the class, using the following question:
   • How would life be different if we didn’t have any means of digital communication?
2. Have the students write a summary of the interview that includes the following information:
   • Summary of the responses
   • Your opinion about the responses
   • What you learned by talking to others about the impact of losing digital communication

Session 2

Getting Started (5 min)

Have students write in their journals: What is the most important digital device in your life? Why is it the most important?

Activity (15 min) - Develop a Communication Plan 

Use the presentation "What If Part 2" to remind the students about the scenario from the previous class.  Working in the same teams from the previous class, have the students develop a step-by-step plan for getting a message to their parents without using any form of digital communication.  This activity must be completed without using any digital tool. 

Activity (30 min) - Discussing The Impact of Digital Communication

Teams brainstorm and organize ideas about the impact of digital communication. This activity uses the results from the Day 1 homework.

Discussion: Students work in their teams to answer the following questions: 

1. How have the Web and the Internet changed the way people communicate and collaborate? (be sure to include email, SMS, online problem solving, data gathering and analysis & chat)
2. How does the impact of computing innovations differ between national and socioeconomic groups?
3. Describe a way in which social media has changed the way people communicate in the U.S.
4. In what ways have the Internet and the Web changed health care, access to information, entertainment, and online learning?  How do these changes vary in different parts of the world?
5. Describe how two groups (e.g., in different geographic regions, from different cultural backgrounds, in different socioeconomic classes or different work industries) are impacted differently by social media and online access.
6. Describe how the impact of social media and online access differs in two different countries.
7. How does digitally enabled collaboration enhance human capabilities?

Homework

Each member of your team should choose one of the following topics:

• Science
• Art
• News
• Music
• Government
• Business

*Note – these topics are just suggestions

In the following question, fill in the blank with your chosen topic. Write a paragraph responding to the question.  Be sure to include examples and evidence to support your ideas and answer.

• How does _________ depend on computers?

Session 3

Warm up / Activity 1 (35 min) - A Short Story

Imagine that the digital world that we know now never existed.  There are no computers or cell phones -- no digital communication at all.  Write a short story that takes place in this non-digital world.  Include how your characters would communicate in different situations and how daily life would be.  Be as creative as you can.

If time permits, have a few students share their stories.

Activity 2 (15 min) - Reflections

For this activity, students need to use their last social media post the created on Day 1.

Journal - Hooray! Digital communication has been restored after three years. Look at your last social media post, and think about the following questions. 

1. How could a stranger interpret your last digital footprint? Was it positive, negative, or neutral?
2. How could you change your post to leave a more positive digital footprint?
3. What would be your first social media post now that digital communication has been restored?

Have students discuss their reflections with an elbow partner.

Consider different ways to choose teams and assign team roles

Interview with a User of an Enhancing Technology

If you are familiar with an individual who benefits from an abilities-enhancing innovation or a technology that helps the individual overcome a disability, interview the person about the impact the technology has had on his or her life. Ask them questions about how the innovation works, how it has affected the way they live (the ways in which they play or work). Ask about how it has affected their family and friends. If possible, record the interview. Ask for permission to share with your classmates or to post online.

Speculate about Today's Innovations

Select a recent innovation - something recently in the news. Predict the impact that this innovation will have on individuals. Predict any societal impacts you can foresee. Label the impacts as positive or negative. Explain your reasons for the label.

Summary

Computing greatly affects the everyday lives of today's teens, but many of them are not consciously aware of these influences. In this lesson, students investigate the impact of the Internet on their lives.

Using a presentation about modern computers as an example, the teacher models the process of asking questions, organizing ideas, doing research, and giving a presentation.  Students will then work in assigned groups to create presentations on the Internet and its Impact using online collaboration tools.

Students will experience some of the many collaborative tools available online and develop effective group communication skills.

• EU CRD-1 - Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
  • LO CRD-1.B - Explain how computing innovations are developed by groups of people.
  • LO CRD-1.C - Demonstrate effective interpersonal skills during collaboration.

• EU CSN-1 - Computer systems and networks facilitate how data are transferred.
  • LO CSN-1.A - Explain how computing devices work together in a network.
  • LO CSN-1.B - Explain how the Internet works.

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.E - Explain how people participate in problem-solving processes at scale.

• EU IOC-2 - The use of computing innovations may involve risks to your personal safety and identity.
  • LO IOC-2.A - Describe the risks to privacy from collecting and storing personal data on a computer system.

• 3. Planning and carrying out investigations
• 7. Engaging in argument from evidence
• 8. Obtaining, evaluation, and communicating information

• HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
• HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Students should understand more about what the Internet is, what a computer is, and how the Internet affects our daily lives.

Students should develop an improved understanding of the power of the Internet as a positive agent of change.

Students should use collaborative online tools to work in effective groups using good research skills to deliver a worthwhile presentation.

Students describe ways that greater speed, detail and precision in processing information is possible because of computation.

Outcomes

• Students will describe multiple ways that the Internet impacts our lives.
• Students will use good research techniques to find and cite high-quality sources and to synthesize an original understanding of topics researched online.
• Students will define basic vocabulary about the Internet (cloud, server, etc.).
• Students will describe various tools that enable online collaboration.
• Students will collaborate using online tools to develop and refine a presentation.
• Students will collaborate and access information with speed and precision using computational tools.

Teacher Resources

1. Unit 1 Lesson 2 LIGHT.pptx (overview of the lesson)
2. Modern Computerx.pptx (example of a short pecha kucha)
3. Script for Modern computers.docx
4. Bad presentation for contrast.pptx (example of how NOT to create a presentation)
5. Script for bad presentation.docx
6. Research and Collaboration Assessment.docx
7. Pecha Kucha student handout.docx
8. Pecha Kucha Assessment.docx

Student Resources:

1. Access to computers for using online collaboration resources.

Crowdsourcing Resources:

• Article on how crowdsourcing with GPS cellphone data might predict earthquakes: http://mashable.com/2015/04/10/smartphones-earthquake-early-warning-system/

Session 1

Getting Started (5 min)

Journal 

Instruct students to think about the following questions and journal about their thoughts. Afterwards, have them pair up and share their answers with each other. (See slide 2 of the presentation in the lesson folder: "Unit 1 lesson 2 LIGHT".)

• How big is the Internet?
• What kind of information is on the Internet?
• What kinds of communication does the Internet make possible?

Teacher Overview and Student Activity Introduction (20 minutes)

(Use the Unit 1 Lesson 2 LIGHT presentation for this activity.)

Part 1 - Teacher Presentation and discussion (10 min) 

1. Use slides 3-4, and the students' ideas from the journaling exercises, to guide a class discussion on the Internet: what is out there and how does it affect our lives?
   
   • Try to get an idea of how much students know about what is on the Internet beyond email and social media.
   • If students need more idea starters, show the presentations on Communication Changes or Business Changes in the teacher folder.
   • Encourage students to continue to write down the things they know or could look up.
   • Suggestion for follow-up activity: Have students create "memes" and try to spread them through social networking to see the power of communication and collaboration.
2. Slides 5-7: Introduce the question of what a computer is. Then, using the script in the teacher folder, deliver the pecha kucha presentation on Modern Computers. Finally, discuss with the students what their assignment will be and give them some tips for creating their own presentation.                          
3. Notes for teachers on presentation: 
   • "Pecha kucha" was originally used to refer to a specific talk format that contains 20 presentation slides, each of which are presented for exactly 20 seconds, using an auto-advance timer.  The goal is to create a tight, effective presentation that moves quickly and conveys a lot of information in a short period of time.
   • For this exercise, you will be demonstrating a "half pecha kucha" that includes 10 slides -- presented at 20 seconds a slide, the presentation will last for 200 seconds (just over 3 minutes).
   • You will need to practice this presentation ahead of time, especially if you are not familiar with the "pecha kucha" format!   

Part 2 - Introducing Student Activity (10 min)

1. In the remainder of the lesson, student groups will create their own "half pecha kuchas" on a topic about the Internet that they select.
2. Ask students what they learned:
   • About the content: modern computers.
   • About delivering a pecha kucha presentation: you need a script; you need to practice; it's automatically timed; you don't read from the screen.
3. Slides 8-10: Tell students they will be working for the next few days to create presentations about the Internet. Encourage some brainstorming of good questions to ask and write them down.  (Slides 9-10 illustrate how this was done for the Modern Computer pecha kucha. Slide 11 includes some tips on doing good research. Lastly, slide 12 introduces the criteria that will be used to assess the presentation.)

• As you are doing this, give students the "Pecha Kucha Student Handout."
• Have students consider what online collaborative platforms are available to them to create a product together (Office 365, Google Drive, etc.)
• Note: If your students need more clarification on making a good presentation, you may want to deliver the "bad presentation for contrast" presentation (in the lesson folder, along with corresponding scripts) and have them describe why the presentation is bad. 

Group Activity: Collaboration and Organizing Ideas (30 minutes)

(See Research and Collaboration Assessment Rubric.) Since this is the first significant collaborative activity of the course, discuss team dynamics and norms, communication skills and conflict resolution, in addition to an overview of what online collaborative tools can be used. Review the collaborate assessment rubric together and creatively introduce the good interpersonal skills you expect (see below)

If possible, act out examples of how NOT to use good interpersonal skills. ( a cooperative student with some drama experience can be a great partner to plan in advance with)

1. Communication: talk a lot, talk when others are talking, don't listen, be distracted, be completely unclear and confusing, talk off-topic, etc.
2. Consensus building: make all the decisions yourself, be pushy about a particular idea without getting feedback or other ideas, etc.
3. Conflict resolution: be angry, offended, sad, etc. when anyone disagrees
4. Negotiation: flip a coin to make a decision, go to the teacher immediately without trying to resolve a problem, etc.

Assign students to investigate and use online collaboration tools to:

• Collect the best questions on what they will research (Google docs, Office 365, etc.).
• Create a mind map to organize the questions. MindMup is recommended for creating mind maps because it requires no signup. A list of tools is available here: http://elearningindustry.com/the-5-best-free-mind-mapping-tools-for-teachers
• Collect images and links to research on platforms like Pinterest, Google drive, or links in a document. (There are many other options.)

Sessions 2 - 3

Group Activity: Research and Presentation Preparation (65 minutes)

Part 1 - Preliminary research and collaborative development of pecha kuchas on the impact of the Internet (20 min)

Part 2 - Preliminary presentations/sharing and feedback (10 min)

Part 3 - Research and collaborative development of complete pecha kucha presentations on the impact of the Internet (35 min and homework / out-of-class time as desired)

Class Activity: Presentation of Research (20 min)

(See the self and group assessments and "Pecha Kucha Student Handout" in the lesson folder.)

• The timing for this session assumes that there are 4-5 group presentations, each in the pecha kucha 3.5-minute format.  
• Every student should present some of the slides; the assessment includes both individual and group components.
• Give feedback and get comments about the advantages of working as a team, highlight teams that demonstrate good teamwork skills. 

Wrap up (10 min)

Share Student Learning

• Review knowledge gained from student presentations about facts learned, the research process, collaboration, and presentation skills.
• Ask how each student was able to reflect their own, personal ideas as part of a collaborative group.

• Discuss how computation facilitates the creation and modification of computational artifacts with enhanced detail and precision.

• Suggestion: Have students create memes and try to spread them through social networking to see the power of communication and collaboration.

Teachers are encouraged to have students present single slides and give each other feedback before continuing to do the research for the complete presentations.

Students are working in collaborative teams for the first time, use reflections and dialog to assess how effectively they are using online tools to collaborate and how they are resolving issues working as a team.

Students create a presentation while working in groups and using online collaboration tools. A rubric will be used to assess the student group presentations along with self-reflections. 

Students will read about and discuss the issues that arise from the use and misuse of technology. Over the two sessions, students will assess their current uses of computing devices and then narrow their focus to research and then discuss social media, online retail and banking, cloud data storage, and government surveillance as a class.

• EU CRD-1 - Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
  • LO CRD-1.C - Demonstrate effective interpersonal skills during collaboration.

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.A - Explain how an effect of a computing innovation can be both beneficial and harmful.
  • LO IOC-1.B - Explain how a computing innovation can have an impact beyond its intended purpose.

• EU IOC-2 - The use of computing innovations may involve risks to your personal safety and identity.
  • LO IOC-2.A - Describe the risks to privacy from collecting and storing personal data on a computer system.

• What are some potential beneficial and harmful effects of computing?
• How do economic, social, and cultural contexts influence innovation and the use of computing?

These materials may be useful if you want to spend some time with the entire group discussing a few key topics.

• Video: "Your Facebook life in 62 Seconds" http://www.cnn.com/2014/02/04/tech/social-media/facebook-look-back-video/ 
• Article on Facebook about privacy:  https://www.facebook.com/about/privacy/ .  
• Article: Ten Commandments of Computer Ethics - http://en.wikipedia.org/wiki/Ten_Commandments_of_Computer_Ethics

Session 1

AP Exam Engagement Plan - Step 1

Ask students:

What benefits come from taking the AP Exam?

Who should take the AP Exam?

Show the  AP Exam Goals presentation.

Discuss student responses to the questions after the presentation.

Getting Started (10 min) 

Assign each student a number from 1 to 4.  Students read the associated articles and prepare a 1 minute summary of a way computing fostered creativity.

1. in medicine (https://time.com/5710295/top-health-innovations/).
2. in communication (https://www.intel.com/content/www/us/en/research/emerging-innovations.html).
3. in engineering (https://interestingengineering.com/11-of-the-most-important-yet-underrated-computing-inventions).
4. in arts, music or entertainment (https://www.complex.com/style/2013/12/digital-art-technology/the-gif).

Groups share their summaries.

Guided Activity (40 min)

Vocabulary:

Ask students to define the following.  Compare their definitions to the ones below.

1. Computer
2. Computer System
3. Computer Network
4. The internet

1. Computer - something that can execute a program.  Many devices (tablets, smartphones, robots, smart sensors) contain computers.
2. Computer system - a collection of computers and software that must function together to complete a task
3. Computer network - a type of computer system allows communication between multiple computers
4. internet - the one worldwide, public computer network

Computing innovations can have unintended consequences. We will investigate some ethical considerations that should be considered before releasing a new development. For this activity, group students in pairs.  If there is an odd number of students then a group of three may be used. 

• Students work in pairs to examine the Wikipedia article, “Ten Commandments of Computer Ethics” (http://en.wikipedia.org/wiki/Ten_Commandments_of_Computer_Ethics) and identify and share the two commandments they think are the most commonly violated.

• Students read commandments and individually identify the two they think are most frequently violated.

• Students share the two commandments they identified with partners and discuss why they choose the commandments they did.

• Pairs select two they think are the most significantly violated.  Collect the responses from the class.

As a class suggest revision(s) to the 10 Commandments of Computer Ethics.

 Divide the class into four groups. Each topic group will work together to explore resources and prepare to share with the other groups tomorrow. Each student in the group should make their own copy of the worksheet, so they can bring them back to their original jigsaw groups. Students use their worksheet (ExploringInnovationsWorksheet.docx) to identify and record

• potential impacts of the technology,

• whether they primarily affect individuals or society as a whole, whether they are positive or negative,

• evidence of that impact

• the source they used to find the information.  

After completing the worksheet, students should complete the Venn diagram (ExploringInnovationVenn.docx) to summarize key impacts of an innovation.

The topics (and examples of positive (+) and negative (-) impacts) include:

• Social media (+ connecting at a distance, - cyberbullying)

• Online retail, banking, and businesses (+ convenience, - identity theft)

• Cloud data storage (+ information sharing, - loss of privacy)

• Government surveillance (+ find terrorist threats, - loss of privacy)

For each of the above topics, there is a resource sheet in the lesson folder that can be provided to student groups. (Optionally, you may want to create additional resource sheets, or let students select other topics and find their own resources.)

Wrap Up (5 min)

Each group should discuss its progress this far in researching their topic.  Students will have 10 minutes tomorrow to prepare to make a presentation to the rest of the class.

Session 2

Getting Started (3 min)

Students should take a few minutes to journal about the following prompt: 

• Think about your typical day. How often do you think that your image has been captured by a surveillance camera? List all of the places where your image may have been captured.  Also, consider what you have done in the past week. What data might have been collected about you somewhere over the past week?

Guided Activity (30 min)

Topic Groups: Have students briefly assemble into topic groups to compare and revise notes.

Jigsaw Groups: Have students assemble into their original jigsaw groups. Each member will present the information on the topic that was researched. All notes need to be shared within these groups.

Regroup and discuss the topics as a class if time permits.

Wrap Up (5 min)

Each student should select a topic that they would like to explore further and write the topic in their journal. It might be a narrow subtopic from the broader topics that were explored within this lesson. They might also want to write down a few interesting innovations connected to a topic. They will refer back to this during the practice performance lesson later in the unit.

Summary

A bit is a single unit of information. Bits are the fundamental building blocks of digital computing.  There are many different ways to represent a single bit physically, and collections of bits can be combined to represent everything from numbers to electronic books, to control programs for interstellar probes. In this lesson, students will learn how bits are stored and how they can be used to represent information. Students will further explore how numbers can be represented in binary form, how to convert numbers between these different forms, and how they are used by different applications.

This lesson should be repeated with increasing levels of expectations.  The first time this lesson is taught the emphasis is on binary and conversion to decimal, and representation of letters and colors using binary - ASCII and RGB colors.

The second time it is taught should be during Unit 2.  The previous topics should be reviewed with the emphasis this time on conversion to hexadecimal and representations of decimal values to support the idea of different number types in Python.

The final time it should be taught - perhaps at the beginning of the Internet Unit - the emphasis should be on comparing binary and hexadecimal values without converting them to binary. This should support students understanding of the formatting and use of internet packets.

Outcomes

• Understand the abstraction of a "bit" and how bits can be used to represent different kinds of information.
• Be able to convert numbers between decimal, binary, and hexadecimal forms.
• Be able to identify formats used to represent numbers, pictures, audio, and video data.
• Understand how these forms of bit representation are used in modern technology.
• Be able to use software to extract information stored in a computer.

Overview

Session One

1. Getting Started (5 min) - Jacquard loom
2. Guided Activity (10 min) - Light bulb abstraction of bits
3. Interactive Teacher Presentation (25 min) - "It's Just Bits"
4. Wrap Up (10 min) - Binary conversions worksheet

Session Two 

1. Getting Started (5 min) - Journal and completing a worksheet
2. Guided Activity (20 min) - Conversions (two options: Binary Game or hexadecimal conversions)
3. Real-World Connections (20 min)
4. Wrap-up (5 min) - Journal

Session Three - New for 2020-2021

1. Getting Started (5 min) - Journal data representation strategies
2. Guided Activity 1 (20 min) - Use software to extract information from a web site.
3. Guided Activity 2 (20 min) - Use software to obtain and extract information from a table
4. Wrap-up (5 min) - Journal

Optional Activities

• Homework - Generate conversion worksheets using http://www.worksheetworks.com/math/numbers/systems.html 
• (30 min) Web-quest to explore different ways of physically representing bits.
• Four research activities on:
  • Charles Babbage and Ada Lovelace
  • Hollerith's Tabulation Machine
  • Qbits
  • Weaving with the Jacquard Loom

Source

Parts of this lesson were adapted from code.org.

• EU DAT-1 - The way a computer represents data internally is different from the way the data is interpreted and displayed for the user. Programs are used to translate data into a representation more easily understood by people.
  • LO DAT-1.A - Explain how data can be represented using bits.
  • LO DAT-1.C - For binary numbers: a. Calculate the binary (base 2) equivalent of a positive integer (base 10) and vice versa. b. Compare and order binary numbers.

• EU DAT-2 - Programs can be used to process data, which allows users to discover information and create new knowledge.
  • LO DAT-2.A - Describe what information can be extracted from data.
  • LO DAT-2.D - Extract information from data using a program.
  • LO DAT-2.E - Explain how programs can be used to gain insight and knowledge from data.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.
• MP4: Model with mathematics.
• MP8: Look for and express regularity in repeated reasoning.

• N-Q.1-3: Reason quantitatively and use units to solve problems

• RST 12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
• RST 12.2 - Determine central ideas and conclusions in the text
• RST 12.3 - Precisely follow a complex multistep procedure
• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• RST 12.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media
• RST 12.10 - Read and comprehend science/technical texts
• WHST 12.1 - Write arguments on discipline specific content
• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
• WHST 12.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source
• WHST 12.9 - Draw evidence from informational texts to support analysis, reflection, and research

• 5. Using mathematics and computational thinking

The students will...

• Understand the abstraction of a "bit" and how bits can be used to represent different kinds of information.
• Be able to convert numbers between decimal, binary, and (optionally) hexadecimal forms.
• Be able to identify formats used to represent numbers, pictures, audio, and video data.
• Understand how these forms of bit representation are used in modern technology.
• Be able to extract information from webpages using software.

• How can computing and the use of computational tools foster creative expression?
• How are vastly different kinds of data, physical phenomena, and mathematical concepts represented on a computer?
• How can computational models and simulations help generate new understanding and knowledge?

• How are number values converted across decimal, binary, and hexadecimal representations?
• How are digital colors represented with hexadecimal codes?
• What is the algorithm to convert a number to or from hexadecimal with another number system?

For the Student

• Journal
• Option: Access to a web browser with Flash to play the Binary Game: http://www.crazygames.com/game/binary-game
• Option: Access to a web browser and collaborative file creation/sharing site, such as Google Documents, to complete a web quest 

For the Teacher

• Optional: punch cards of any kind
• Access to a web browser to show YouTube videos:
  • Jacquard Loom video (in Getting Started): http://www.youtube.com/watch?v=lwozgRPLVC8
  • Octopus Counting video by Michael Littman (in "JustBits" presentation): https://www.youtube.com/watch?v=4p-9-nK-mwY 
• Optional: Create a document (Representing Bits) in the file sharing site and make it accessible to all of the students. Add four headings (Punch cards, Magnetic polarity, Electrical voltage, Light intensity) under which students will add content in the collaborative research activity.
• Optional: Additional conversion worksheets generated at http://www.worksheetworks.com/math/numbers/systems.html 

In the Lesson Resources folder:

• Presentation: JustBits
• BinaryConversionWorksheet
  
  • Give these directions to students during the lesson
• AdditionalResource_bin2dec
• AdditionalResource_BinaryWorksheet
• AdditionalResource_binmagic
• For Lecture:
  • HexBinaryExamples
  • HexDecimalExamples
• Hexadecimal worksheets:
  • Worksheet: HexConversionsWorksheet
  • Homework: HexConversionsHomework
• Answer Keys:
  • HexConversionsWorksheetKEY
  • HexConversionsHomeworkKEY

Available on the Web for Teachers:

• Binary, Decimal, Hexadecimal Conversion Chart
  • http://tonystrains.com/download/DCC_DecBiHex_Chart.pdf
    

Session One

Getting Started (5 min)

Jacquard loom: early computer programming

The teacher will introduce the "Jacquard Loom," an early machine that made use of punch cards to make complicated textiles.

• View the video: http://www.youtube.com/watch?v=lwozgRPLVC8 (2:35) Summary: Developed in 1801 by Joseph Jacquard--this loom used punch cards to structure a series of operations. This loom is considered to be an important to the development toward computer programing.
• If you have punch cards, pass them around while students are watching the video.

Guided Activity (10 min)

Represent Values as a Light Switch

1. Instruct students to answer these questions with an elbow partner:
   • Using a single light switch, how can you represent the value 0? 1?
   • If you have two light switches (connected to two different lights in the same room), how many values can you represent? Describe how you would represent each value (numbers, symbols, etc.).
2. Invite students to share their ideas with the class.
3. Engage the entire class with the following questions. Show the various combinations.
   • If I add a third switch, how many values can I represent?
   • How many values can I represent with four switches? Do you notice a pattern?
   • What is the minimum/maximum values that can be represented with a fixed number of switches? Make the connection: when the computer stores values as on/off switches it can store a range depending on the number of bits (light switches) from all off (0's) to all on (1's)

Teaching Tip: Guiding the students toward understanding that the number of switches determines how many numbers can be represented. The pattern is 1 switch = 2 (or 2¹) numbers, 2 switches = 4 (or 2²), 3 switches = 8 (or 2³), etc.

Interactive Teacher Presentation (25 min)

Use the "JustBits" presentation in the lesson folder to explore different ways to represent bits, and different ways in which bits can be used to store different kinds of information.

General Presenting Tips:

• Throughout the presentation, the slides have questions on them that the students should be thinking about. Try to ensure that students are actively considering these questions and that they understand how to answer them before moving on.  
• You may wish to call on students randomly, have everyone write down an answer, or have students suggest different answers that you write on the board and then have the class work on.  (Note: Incorrect answers are a great opportunity to diagnose and remedy conceptual errors. Remember, there are no "bad answers," just ones that reveal different levels of understanding.)

Presentation Guide:

• As you go through the slides, discuss how the different uses of bits relates to the representation of bits. Eight bits can be interpreted in many ways:  as an unsigned integer from 0 to 255, as a signed integer from -127 to 128, as a single ASCII character, or as a red, green, or blue color value associated with a pixel in a screen display.
• Emphasize to the students that a "bit" is just an abstraction. It refers to the value of a single piece of information stored in an "on/off", "zero/one", or "yes/no" format.  Similarly, any given interpretation a collection of bits as information is an abstraction that lets us move from "a bunch of bits" to "data and information."  
• Slide 5 (Storing Bits): If you are planning to do the optional web quest to explore different bit representations, you could encourage students to think about different ways that bit could be stored, to get them thinking about that question.
• Slide 11 (Conversions): This is a fairly quick introduction to binary/decimal conversions.  You may wish to spend some time at the board working through more examples.  Students will have an opportunity later in the class to use the "Binary Game" (or optionally paper worksheets) to practice binary/decimal conversion.
• Slide 12 (Hexadecimal): For hexadecimal number conversions, you may wish to spend a bit of extra time on this slide to make sure they understand the concept more clearly.
• Practice Problems, Slide 18: Give the students a few minutes to start working on the first problem, then lead the class in a brief discussion to make sure they’re approaching it correctly.
  • They should be multiplying the number of pixels (600 * 400 = 240,000) by the number of bytes (3 bytes in a pixel) by the number of bits in a bite (8 bits in a byte).
  • The total number of bits = (240,000 * 3 * 8) = 5,760,000 bits.
  • CD answer: 44,100 samples/second * 16 bits/sample = 705,600 bits/second.
  • One 3-minute song = 705,600 bits/second * 60 seconds/minute * 3 = 127,008,000 bits. 
• Slide 19: Represent data and instructions in binary. Possible answers could use 4 bits per number and 2 bits per operator such as ( 00 for +, 01 for -, 10 for *, 11 for /) as follows: 

  • 9 + 4 as 1001 00 0100

  • 11 – 3 as 1101 01 0011

  • 2 * 5 as 0010 10 0101

  • 15 / 5 as 1111 11 0101

Say: In this course, we will use the Python programming language.  In Python the size of an integer we represent is not limited to 32 or 64 bits as some programming languages.  Python integers are limited in size only be the memory space the computer has. The exam reference sheet produced by the College Board for this course invisions integers the same way that Python does - only limited in size by the computer's memory.

Wrap Up (10 min)

Converting between decimal and binary

Use the "BinaryConversionWorksheet" in the lesson folder (from Code.org) to let students explore (individually or in pairs/small groups) how to build an algorithm for converting binary to decimal. As you progress through the activity, answer questions as they arise, or ask students to explain how they arrived at the answer to check for understanding.

Other extensions and activities that may be useful:

• List the numbers from 0 to 15. Show students how they are represented in binary. Practice representing the grade level of various students in binary.
• Show an algorithm for converting binary to decimal.
• Show an algorithm for converting decimal to binary.
• Convert an IP-V4 address from decimal to binary.

Session Two 

Getting Started (5 min)

Introduction

• Have students describe what they know about representing numbers in binary code from the previous lesson (journal or discussion). (You may want to put a few conversion problems on the board as an entry check.)
• Complete any remaining problems in the "Student Activity Guide: Converting Decimal to Binary."

Guided Activity: Conversions (20 min)

Option 1: 

• Have the students play the Binary Game. http://www.crazygames.com/game/binary-game or https://studio.code.org/projects/applab/iukLbcDnzqgoxuu810unLw. You could also have the students teach a friend how to play the game, or create a quiz to determine if the friend has learned the basics of the binary number system.  To ensure progress, you could have the students show you and/or a partner when they have reached a particular level of the game.

Option 2:

• If your students are comfortable with binary/decimal conversions, you could have them also master hexadecimal conversions.  (See "HexBinaryExample"s and "HexDecimalExamples" in the Lesson Resources folder for specific directions and suggested examples and/or the PowerPoint slides in the lesson folder.)
• You may want to add additional examples or have students come to the board to show their work as you go through the different types of conversions.  (See the "HexConversionWorksheet" for distribution of those additional practice problems done during class.)

Extension: If you want to give your students more practice problems for in-class practice or homework, you can use the worksheet generator at http://www.worksheetworks.com/math/numbers/systems.html

Real World Connections (20 min)

How are text, colors and images saved in hexadecimal format? Select some of the following to present and discuss with the class.

1. How is text converted to hexadecimal format?
   Ascii to Hexadecimal conversion chart
   Text to hexadecimal conversion tool - http://www.string-functions.com/hex-string.aspx
   
   
2. Where are hexadecimal numbers used to represent digital data? Colors!
   Color Conversion Website: http://rapidtables.com/convert/color/index.htm
   
   
3. How are picture files saved with hexadecimal format?
   http://www.colorcodepicker.com/
   
   
4. Color Chart of 216 Web-safe Colors in hexadecimal form - http://www.w3schools.com/html/html_colors.asp
5. Floating point numbers (decimals/fractions) are also represented in binary. Challenge students to think of how 2.5 would be written in binary (place values are in powers of 2, so to the right are 2^-1 (one half), 2^-2 (one quarter), 2^-3 (one eighth) etc. So, 2.5 decimal = 10.1 binary ; 3.25 decimal = 11.01 binary; 4.75 decimal = 100.11 binary. See if they can figure out the pattern. Notice that 1/10 is impossible to represent accurately this way, causing any number of complications.

Wrap-Up (5 min)

Journal

Students should consider the following prompt, and record their thoughts in their journals:

• Why is the abstract idea of an image stored in a jpeg file useful even though it hides important details about the actual file format?  When a user takes a digital photograph, they capture a digital image in their camera. Assuming the pictures are in the jpeg format, explain the difference between the abstract idea of an image and what is actually stored by the camera. 
• Alternative question: Now that you have seen hexadecimal, what other number systems might be useful in computer science?  Give advantages and disadvantages of each. 

Session Three - New for 2020-2021

Getting Started (3 min)

Introduction

Have students discuss with elbow partners then add to their journals a description of how the computer represents a collection of bits as:

• a word
• a color
• a picture

Guided Activity: 

Herding Bits Activity 1 (20 min)

Open Google Drive and create a new Google Sheet.  Copy the URL of this New York Times article into cell A1. We will use the software in Google Sheets to find the author of this article and then you will use it to find the author(s) of two other New York Times articles of your choice.

Find how the New York Times identifies the author of its articles.

View the New York Times article on the web page.

Highlight the name of the author, right click and select inspect (the element) that contains the author’s name.

Find the itemprop property in the element and verify that it is assigned the same value as in the formula below.

=IMPORTXML(A1,"//span[@itemprop='name']")

Configure and use the IMPORTXML function in Google Sheets.

Copy the formula above into cell H1 and press enter.

Verify that the name of the author is displayed in cell H1.

Working with elbow partners identify two other New York Times articles and use this technique to have the software in Google Sheets round up the author of each article.

Herding Bits Activity 2(20 min)

Sometimes the information is contained in a larger structure (herd) called a table. This time we will use the software in Google Sheets to copy a table from a web page then use the table values to find information.

Collect the bits contained in the World’s Tallest Buildings table found on Wikipedia. 

Copy the URL from the link above to cell A1 on a new Google Sheet.

Copy the formula below into cell A3 to herd the bits from the second table on the web page to your spreadsheet.

=importhtml(A1,"table",2) 

Copy the table values to a new sheet.

Select lines 3 through the end of the table and copy them to the clipboard (ctrl-c).

Create a new Google Sheet.

Use ctrl-space-c to paste the values into the new sheet starting at cell A2. 

Select column D and use the Data menu to sort the data into alphabetical order by country name.

Find the three countries with the most buildings listed among the world’s tallest buildings.

Discuss with elbow partners what other tables might be interesting to scrape from the internet.  Try and find one of those tables online and herd those bits into a spreadsheet.

Wrap-Up (5 min)

Elbow partners share the results of their attempts with the class students should explain in thirty seconds:

What table they tried to find.

Their success at scraping or herding the bits.

What information they might extract fromt their table.

Guidance for Practice Questions - Question Set 1

Questions in the AP Classroom Question Bank may be used for summative purposes. 

Sixty of the 80 questions are restricted to teacher access.  The remaining 20 questions are from public resources. 

Questions are identified by their initial phrases.

A computer program uses 3 bits to represent int...

An online store uses 6-bit binary sequences to ...

Optional Activities

Activity 1 - Collaborative Web-Quest (20 min)

Part 1 - Exploring Physical Bit Representations

• Group students into small teams. Assign each team to research how computers represent bits with one of the following:
• Punch cards
• Magnetic polarity
• Electrical voltage
• Light intensity
• Students can record their findings in a common file such as a Google doc, so that all students can edit and see the combined results of the research. Encourage students to create and/or add images that more completely illustrate what they have learned.

Teaching note: The research and writing activity in this lesson presents an opportunity to talk about copyright laws and emphasize that copied content must be credited to the rightful author or organization. 

Part 2 - Sharing the research

• Allow students in each group to briefly share the most important details about what they learned about their assigned topics. If more than one group researched the same topic, they can report to the class as one team.
• Encourage the class to ask questions.
• Ask students if they know of any additional ways to represent bits.

Teaching note: Model writing skills through a variety of writing opportunities and prompts. Encourage students to write complete sentences that clearly communicate their ideas.

Activity 2 - Charles Babbage and Ada Lovelace

• Have each student research the machines designed and programmed by Charles Babbage and Ada Lovelace. How did these machines represent bits? Investigate Babbage's and Lovelace's intellectual roles in creating their designs.
• Communicate your learning in any effective format. Consider images, a collage, a recording, a screen play script, or a compare-and-contrast chart of the contributions to computer science of both Babbage and Lovelace.
• Student should prepare to discuss their findings with the class.

Activity 3 - Hollerith's Tabulation Machine

• Have each student research the machines that were designed by Herman Hollerith. How did these machines represent bits? What was the purpose of the machines? How did his device change history?
• Predict how history might have been different if Hollerith hadn't created this device.
• Student should prepare to discuss their findings with the class.

Activity 4 - Learn about Qbits

• Have each student research "Qbit" and how it is used in quantum computing. Be particularly attentive to the vocabulary used to describe this technology. What implications does it have for the future of computing? Report your findings in any effective format.
• Student should prepare to discuss their findings with the class.

Activity 5 - Weaving

• Have each student create a small weaving project by following the directions shown in the video about the Jacquard loom:
  • http://www.instructables.com/id/How-to-Weave-on-a-Frame-Loom/step2/Warp/
• Students respond to this prompt in their journals:
  • How did the invention of the Jacquard weaving loom change society? (consider technologically, economically, socially) Compare these changes to those brought by a recent innovation in computing technology. Be sure to speculate on the long-term impact and significance of these inventions.

The Extension section above gives a variety of outside activities, some of which are appropriate for verbal and others for tactile learners.

1. Instead of flashlights, the same task can be done with large cards that are black on one side and white on the other.
2. If you have the space for a physical activity, have two (or more) teams (of 4 or 5 students each) line up.  
   • Each student represents a bit, with the student on one end being the bit in the 1's place, the next student representing the 2's place, the next the 4's place, etc.   
   • The students start in a standing position, which represents neither 1 nor 0. To represent a 1, the student's arms must be stretched straight overhead; to represent a 0, the student must squat down.  
   • You then call a number (one that can be represented using that many bits).  The two teams then race to get their team to represent that number. The first team to have it correct gets a point. They normalize (all stand with no arms up) and a new number is called.  
   • Ask them about patterns they find during the game.  (The 1's place student should notice that if the number is odd, their arms are up, but if the number is even, they are squatting.  The student representing the highest bit should notice that their arms are up if the number is larger than or equal to their place value.)

Note: If there are students in the class with physical limitations who are unable to stand, stretch, or squat, the game can be modified appropriately: 

• Have the students play the game seated, with a card in their lap. (It represents neither a 1 nor a 0 when in their lap.) They will hold up a black side (to represent 0) or a white side (to represent 1) when a number is called.

Visual - Decimal, Binary, Octal, and Hexadecimal Number Systems Video -   http://whyu.org/whyUPlayer.php?currentchapter=3&currentbook=1&youtubeid=5sS7w-CMHkU

OR - https://www.youtube.com/watch?v=_oaBT-TndCs

Kinesthetic - Hexadecimal Drum Machine - http://www.mathsisfun.com/games/hex-drums.html 

Auditory - Hexadecimal File Music - https://www.youtube.com/watch?v=fyBf4Y2mVzs

Extension Activity 1. Students that have mastered the conversion techniques can peer-tutor students [one-on-one] that are having difficulty solving the conversions.

Extension Activity 2. Students can observe their computer’s network interface card (NIC) MAC address in hexadecimal, and convert the MAC address to binary and decimal. 

• To find your computer’s network interface card (NIC) instructions: http://www.miami.edu/index.php/telecommunications/student_services/student_technical_support/find_your_mac_address/
  

See algorithms of number system conversions:

• Hexadecimal to Decimal Number Systems Converter in Excel to see algorithm - http://www.schooltube.com/video/c98baf4e105241b283d4/Bin2Dec2Hex%20-%20Lesson%206%20-%20Converting%20a%20hexadecimal%20number%20to%20decimal
• Hexadecimal to Binary Number Systems Converter in Excel to see algorithm - http://www.wikihow.com/Sample/Hexadecimal-to-Binary-Converter

      - http://www.schooltube.com/video/04a13760ada644a2a7d4/Bin2Dec2Hex%20-%20Lesson%203%20-%20Converting%20a%20hexadecimal%20number%20to%20binary

Alternative presentation for Gifted Students doing Decimal to Hexadecimal Conversion:

For decimal number x:

1. Get the highest power of 16 that is less than the decimal number x:
   
   
2. 16ⁿ < x, (n=1,2,3,...)
   
   
3. The high hex digit is equal to the integer if the decimal number x divided by the highest power of 16 that is smaller than x:
   
   
4. d_n = int(x / 16ⁿ)
   
   
5. Calculate the difference Δ of the number x and the hex digit dn times the power of 16, 16n:
   
   
6. Δ = x - d_n × 16ⁿ
   
   
7. Repeat step #1 with the difference result until the result is 0.

Example

Convert x=603 to hex:

n=2, 16²=256 < 603

n=3, 16³=4096 > 603

So

n = 2

d₂ = int(603 / 16²) = 2

Δ = 603 - 2×16² = 91

n = 1, x = Δ = 91

d₁ = int(91 / 16¹) = 5

Δ = 91 - 5×16¹ = 11

n = 0, x = Δ = 11

d0 = int(11 / 16⁰) = 11₁₀ = B₁₆

Δ = 11 - 11×16⁰ = 0

(d₂d₁d₀)  = 25B

Answer: x = 603₁₀ = 25B₁₆

Learn to Count in Binary and Hexadecimal - http://webelfin.com/webelfindesign/counthex.html

ADDITIONAL/ALTERNATE FORMATIVE ASSESSMENT MATERIAL or Class Activity if time permits - from unplugged.com

http://csunplugged.org/binary-numbers

Brainstorm reasons for storing and communicating secret messages.  Challenge students to think of both helpful and problematic reasons.  Students record at least two of each.

View steganography presentation.  Presentations are available on YouTube.

• Abdullah Seddiq (MIT Blossoms) has Counting Systems with teacher's guides and additional resources. This video aims to explain counting systems (Decimal, Binary, Hexadecimal). Students will get to know how to convert numbers between these systems. Also students will learn how to do some byte and bit level operations. They will use a Visual Basic (VB) application that changes colors through logical operation on numbers. See also The Magic Picture: Steganography in Bitmap Files

• Video - http://blossoms.mit.edu/videos/lessons/magic_picture_steganography_bitmap_files

Assessment Questions:

• Describe the pattern for even and odd numbers that you see in the binary number system. Speculate on why this pattern exists.
• Why is the binary number system used in computers?
• Why is the Jacquard loom important in the history of computing?
• How are bits represented in punch cards?
• How are bits represented magnetically?
• How are bits represented with voltage?
• How are bits represented with light?
• Are students correctly answering questions in the Getting Started activity: Represent values with a light switch? On the Student Activity Guide: Converting Decimal to Binary?
• Decimal, binary, and hexadecimal value conversions:
  • Write the step-by-step process needed for the following number conversions:
    • hexadecimal to binary
    • binary to hexadecimal
    • hexadecimal to decimal
    • decimal to hexadecimal
  • Assign a sequence of consecutive hexadecimal numbers - one to each person.  After they have converted them to decimal and to binary, have them compare to find patterns in their answers.
  • Distribute worksheets so all students practice conversions of all types.  See "BinaryConversionWorksheet" and "HexConversionWorksheet"

Journal check - questions presented as described in the lesson plan

ASSESSMENT QUESTIONS

• Why is the binary number system used in computers?
• Describe the pattern you observe for even and odd numbers in binary. Why do you think this pattern emerges?
• What other patterns do you see in binary numbers?
• Convert the ages of your family members to binary. How many bits are needed to express the ages?
• Describe an algorithm for converting decimal numbers to binary.
• Describe an algorithm for converting binary numbers to decimal.

Getting Started section: questions on converting between bases and describing the purpose of hexadecimal numbers.

Summary

Computing innovations have the potential to significantly impact our lives, both positively and negatively.  In order to understand the full range of impact (or lack of impact) of a given innovation, one must consider how differences in geographic location, culture, and socioeconomic status influence the effect that given innovation has on a specific group of people.  Students learn about the digital divide on national and global levels and analyze how three different computing innovations impact people, making ethical considerations while doing so in order to determine if the impact is beneficial or harmful. 

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.A - Explain how an effect of a computing innovation can be both beneficial and harmful.
  • LO IOC-1.B - Explain how a computing innovation can have an impact beyond its intended purpose.
  • LO IOC-1.C - Describe issues that contribute to the digital divide.
  • LO IOC-1.E - Explain how people participate in problem-solving processes at scale.

• MP3: Construct viable arguments and critique the reasoning of others.

• RST 12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
• RST 12.2 - Determine central ideas and conclusions in the text
• RST 12.6 - Analyze the author's purpose in providing an explanation, describing a procedure
• WHST 12.1 - Write arguments on discipline specific content
• WHST 12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

• 1. Asking questions (for science) and defining problems (for engineering)
• 7. Engaging in argument from evidence

• Innovations have positive and negative impacts.
• The digital divide can significantly influence the impact and utility of a given innovation for different groups of people.
• The movement towards Open Access and open-source software is decreasing the width of the "digital divide."
• In order to understand the impact of a given innovation, it is necessary to consider if and how the innovation affects different groups of people in the world and whether that impact is beneficial or harmful to that group.

Outcomes

Students will:

• Discuss the ethical concerns that arise from a given computing innovation.
• Describe the ways in which the digital divide affects individuals and groups of people.
• Analyze the impact of a given computing innovation with respect to a specific group of people and categorizing the impact as beneficial or harmful.

• What are some potential beneficial and harmful effects of computing?
• How do economic, social, and cultural contexts influence innovation and the use of computing?

For the Student

• Journal
• Copy of Find My Friends App article (if not reading online): http://www.news.com.au/technology/gadgets/these-smartphone-users-share-how-tracking-app-find-my-friend-has-saved-them/story-fn6vihic-1226752063613
• Copy of Analyzing Impacts of Digital Innovations worksheet (Lesson1_5.docx in lesson resources folder)
• Copy of Lesson 1.5 Homework worksheet (Lesson1_5hw.docx in lesson resources folder)

For the Teacher

• Access to a web browser to show YouTube videos:
  • Is Developing Artificial Intelligence (AI) Ethical? | Idea Channel | PBS Digital Studios: https://www.youtube.com/watch?v=95KhuSbYJGE
  • PBS News Hour segment about the digital divide: https://www.youtube.com/watch?v=X537MiN6COI

• Access to a web browser to pull up links:
  
  • https://www.youtube.com/watch?v=7AF18DUIH1Y
  • http://computer.howstuffworks.com/napster.htmhttp://www.internetlivestats.com/internet-users-by-country/
  • http://data.worldbank.org/indicator/IT.NET.USER.P2?view=map 
  • http://www.bbc.com/news/technology-34780127

In the Lesson Resources folder:

• Presentation (Lesson1_5)
• Analyzing Impacts of Digital Innovations Worksheet (Lesson1_5wkst)
• Homework (Lesson1_5hw)

Getting Started (5 min)

Present "Lesson1_5" PowerPoint slides (in the Lesson Resources folder).

• Slide 2: Students will respond to the following prompt in their journals:  List three questions you could ask to decide if an innovation is "ethical".
• When the students finish, have them discuss their answers.  (Possible answers: does it cause physical, emotional, cultural, environmental, economic or social harm?)
  
  

Guided Presentation (20 min)

Analyzing the Ethics of an Innovation (Slides 3 – 10) :

• Slide 3: Show students the definition of “ethics”.
• Slide 4: Have students vote as to whether or not “ethical” and “legal” are the same. This is especially relevant with respect to innovations because laws cannot be made about a specific technology before it exists.  I.e. laws governing the use of a specific technology must be made after its emergence. 
• Say: As programs grow large and they are used and relied upon by more and more users. Often they have impacts that the programmers never intended.  We are going to look at two such cases.  First, read the first three paragraphs of The Coming Software Apocalypse published by the Atlantic on September 26, 2017.
• Ask:
  • What impact did the designer or programmers never consider?
  • Should they have considered it?
  • Could they consider all possible impacts?
• Slide 5: Present the necessary considerations for analyzing the impacts of an innovation, focusing on the first point about whether or not a given impact is negative or positive.
• Slides 6-9: Present the background information on Napster and the legal proceedings that resulted from copyright infringement issues. It is important to establish the state of online music sharing/streaming in the late 1990’s when Napster emerged so that students understand the controversy surrounding its creation and implementation. Mention the conflict with the Digital Millennium Copyright Act (DMCA) and how not having access to information/data under the DMCA can be harmful as well as beneficial.
• Slide 10: Have students analyze whether or not they think Napster was an ethical innovation by writing down the beneficial and harmful impacts of its creation and use.  Slide 11 provides some possible answers to the prompt.

The Digital Divide (Slides 12 - 17):

• Slide 12: Revisit the necessary considerations for analyzing the impacts of an innovation, emphasizing the second point about geography and socioeconomic factors influencing the impact a given innovation has on a specific person or group of people.
• Slide 13: Some students have little/no understanding of how other people live in the world and the factors that limit impact or increase the divide among various groups of people based on geography, culture, and socioeconomic status. Have students discuss their thoughts on the factors in a person's life that would cause Napster's creation and use to have no impact.  Slide 14 gives specific reasons as to why a given person would be unaffected by a music-sharing (or any Internet-based) technology.
• Slides 15-17: Ask students if they’ve heard of the digital divide.  Then present these slides, which define the term “digital divide” and discuss factors that contribute to it in the United States and on a global level.  The slides contain several links and videos to supplement the information:
  • Table showing the estimated number of Internet users in each country in 2016: http://www.internetlivestats.com/internet-users-by-country/
  • A PBS News Hour segment about the digital divide from 2013 (Show 0:00 – 3:27): https://www.youtube.com/watch?v=X537MiN6COI – Video emphasizes that digital divide also includes digital literacy in addition to having access as well as how socioeconomic factors, age, race, etc. correspond to digital literacy and access.
  • Map showing percentage of Internet users by country in 2014: http://data.worldbank.org/indicator/IT.NET.USER.P2?view=map  – Could ask students which regions of the world have the highest and lowest percentage of internet users per country.
  • An article from 2015 about technologies that Google and Facebook are separately developing in order to provide Internet access to places in the world that do not have the infrastructure – includes a short video (1:07): http://www.bbc.com/news/technology-34780127
    
    
• Slide 18: Reducing the Divide (The Open Movement)
  • Students describe the factors that lead to the digital divide.
  • Discuss the concepts of Open Access, Creative Commons licensing, and open-source software. Ask the students to consider how public access to scientific results improves people's lives and reduces the gap between "haves" and "have-nots".

Independent Analysis (20 min)

For this portion of the lesson, students will be analyzing the impacts of two innovations: artificial intelligence and the Find My Friends App.  A worksheet for this activity (“Analyzing Impacts of Digital Innovations”) can be found in the lesson resources folder (Lesson1_5wkst.docx).

• Slide 19 (Innovation #1): Students will be watching this video about artificial intelligence (0:00 – 5:12) https://www.youtube.com/watch?v=95KhuSbYJGE .  Point out the example on the worksheet table that has been given as a model of how to fill out the table.  Give students time to fill out the front of the worksheet as they watch the video and a few minutes after watching the video to write down more of their thoughts.  Then share out in groups and as a class.  The specific contents of the video are as follows:
  • Basic assumption: It’s unethical NOT to develop artificial intelligence.
  • Robots that learn, problem-solve, and are creative have been around since mid-20th century.
  • People are threatened: why hire people if you can have a robot?
  • Robots for everything: Google self-driving car, Watson going for diagnostic medicine, Perry Mastron for legal needs
  • Robots can do so much: not just boring, repetitive, dangerous, but also complex thinking jobs
  • Is it ethical to stop improvement? The ethic of truths: we need things like cheaper, better medical care.
  • The printing press challenged the status quo. Old inventions caused problems, too.
  • Ethics of progress: does the possibility of atrocity (nuclear bomb) mean we shouldn't develop nuclear power?
  • Is it unethical to stop the development of artificial intelligence?
  • (STOP at 5:12) after that, it’s about emotion. (skip it)
• Slide 20 (Innovation #2): Have students fill out the back of the worksheet as they read the article about the Find My Friends App: http://www.news.com.au/technology/gadgets/these-smartphone-users-share-how-tracking-app-find-my-friend-has-saved-them/story-fn6vihic-1226752063613 (If doing this lesson without a computer, you’ll need to print out copies of the article for students to read.)  Allow students to discuss their findings with a partner or in groups.  Get a few responses from groups if time permits.

Wrap Up (5 min)

• Slide 21: Students journal about the following prompt:

If you come up with an innovation that solves a problem, what concerns do you need to consider

before releasing it to the world?  

(Possible answers: Whom will it benefit or harm?  Are there people it won't reach at all?)

Guidance for Practice Questions - Question Set 2

Questions in the AP Classroom Question Bank may be used for summative purposes.  

Sixty of the 80 questions are restricted to teacher access.  The remaining 20 questions are from public resources. 

Questions are identified by their initial phrases.

An author is considering publishing an e-book u...

Historically, it has been observed that compute...

Homework:

Students will analyze the innovation of 3D printing in the same manner they did for AI and the Find My Friends App, except they will be finding at least one online source on their own from which to draw their information.  Provide students with the “Lesson 1.5 Homework” found in the lesson resource folder (Lesson1_5hw.docx) and provide them with the instructions given on Slide 22.   

This assignment gives students practice analyzing the impacts of an innovation on their own, as well as attributing facts to a resource and the information to include for that resource for the Explore Performance Task.  (The Explore PT is introduced later in the curriculum.)  The worksheet Lesson1_5hw (in curriculum resources folder) can be used to support students, or they can write this information on a blank piece of paper, etc.  The worksheet does not specify which innovation they are researching, so you could reuse it for future research related to the impacts of innovations. 

For students who require more time for processing and writing down the impacts of AI, show the video a second time (the narrator in the video talks quickly).  

If time is limited, split students up so that half of them are analyzing AI and the other half are analyzing the Find My Friends App.  Have students review their findings with another student who analyzed the same innovation.  Then have them jigsaw (https://www.teachervision.com/group-work/cooperative-learning/48532.html ) with students who analyzed the other innovation to share what they found.

Guided notes would be helpful for ELL or SpED.

Journal:

• Have students respond to the following prompt:
  • If you come up with an innovation that solves a problem, what concerns do you need to consider before releasing it to the world?

Homework:

• Research the impacts of 3D printing.

Explore Performance Task

Summary

Previous lessons in the "Your Virtual World" have investigated the impact of computer innovations on society. In this lesson, students will learn how using technology can enhance our abilities to solve larger and broader problems (problem solving). The lesson begins by examining reCAPTCHAs, which most students will be familiar with, but they may not realize how they solve two significant problems. It continues with solving problems at scale with distributed computing and crowdsourcing. 

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.E - Explain how people participate in problem-solving processes at scale.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.

• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• WHST 12.1 - Write arguments on discipline specific content

• 8. Obtaining, evaluation, and communicating information

• Distributed computing solutions can be used to solve problems, collect data, assist with collaboration, and assist scientific research.
• Strategies for effective collaboration and the selection of the right online tools greatly enhance the ability to solve problems.
• A computer program or its results may be rapidly shared with a large number of users and can have widespread impact on individuals or groups.

Outcomes

• Students will learn how computers are used to aggregate the computational power of individuals to solve large-scale problems through citizen science activities.
• Students will participate in a citizen science project. Aggregate problem-solving is sometimes called "crowdsourcing."

• How does computing enhance human communication, interaction, and cognition?

For the Student

• Access to the website Zooniverse:
  • https://www.zooniverse.org/#/projects 
• Access to the article Crowdsourcing, For the Birds 
  • http://www.nytimes.com/2013/08/20/science/earth/crowdsourcing-for-the-birds.html?pagewanted=all&_r=0
• Access to the website Akinator.com or 20Q
  • http://en.akinator.com/
  • http://www.20q.net/ 

For the Teacher

• Access the video Fight Spam and Save Shakespeare to show to the class
  • https://www.youtube.com/watch?v=VoybhowC4LE
• Additional Videos about Crowdsourcing:
  • https://www.youtube.com/watch?v=Buyub6vIG3Q
  • https://www.youtube.com/watch?v=-38uPkyH9vI
• Crowdsourcing websites:
  • http://dailycrowdsource.com/training/crowdsourcing/what-is-crowdsourcing

  • http://education.nationalgeographic.com/education/idea/citizen-science-projects/ 

  • https://www.zooniverse.org/ 

Getting Started (5 min)

Think-Pair-Share: Solving problems with reCAPTCHA

1. Show an image of a reCAPTCHA (by visiting a website that employs this technology or from an image search).
2. Direct students to describe for their elbow partner when and where they have encountered this on the web and discuss why it is used. Discuss how quickly a program can be distributed online and make a difference to many people across the world.
3. As a class, view the video Fight Spam and Save Shakespeare and discuss:
   • What two problems are being solved with reCAPTCHA?
   • How has reCaptcha used the aggregate computing power of millions of people to solve problems in digitizing old books?
   • What other aggregate/crowdsourced solutions to problems come to mind?

Say: Today we are going to examine Crowdsourcing a strategy for enlisting the work of many people to identify problems, solve problems and share solutions via the internet. And we are going to examine how computing technology facilitates the collection and creation of this information.

Guided Activities (40 min)

Part 1 (10 min) - Tracking birds with citizen science

As a class, read the following from the paragraph from the NY Times article Crowdsourcing, For the Birds.

Tens of thousands of birders are now what the lab calls “biological sensors,” turning their sightings into digital data by reporting where, when and how many of which species they see. Mr. Martinka’s sighting of a dozen herons is a tiny bit of information, but such bits, gathered in the millions, provide scientists with a very big picture: perhaps the first crowdsourced, real-time view of bird populations around the world. 

Watch the video What is Crowdsourcing?. https://www.youtube.com/watch?v=Buyub6vIG3Q (2:50)

Point out distributed computing to solve big science problems: 

Display some examples from a service like BOINC that lets you help cutting-edge science research using your computer. BOINC downloads scientific computing jobs to your computer and runs them invisibly in the background. It's easy and safe.

About 30 science projects use BOINC; examples include Einstein@Home, IBM World Community Grid, and SETI@home. These projects investigate diseases, study global warming, discover pulsars, and do many other types of scientific research.

Part 2 (15 min) - Participate in citizen science 

Citizen science is scientific research conducted at least in part by individuals from many different locations who contribute relevant data to research using their own computing devices. You don't need to be a scientist to contribute to citizen science.

• Direct students to the Zooniverse website: https://www.zooniverse.org/#/projects 
• Allow students to choose and participate in a project
• Discuss how their participation could help scientists and how the internet could help the process scale to large projects.
• Identify components of citizen science.
  • A problem people can help solve.
  • A way for people to participate that leverages the internet
  • A way to turn the data into knowledge. Students brainstorm possible methods to turn collected data into information

Part 3 (15 min)

Turning data into information

Direct students to Akinator.com or 20Q and play an online game that aggregates human information.  Teachers may have students do this independently or work together as a whole class.

• Discuss how the game acts intelligently.
• Discuss how computer intelligence can supplement human intelligence.
• Discuss how adding human input can make the game more intelligent.

The Power of Human / Computer collaboration

Direct students to Kickstarter.com. Students choose what they think is worthy of funding and respond to the following

• Describe the project they chose and why they think it should be funded
• Explain the value - in addition to money -  the project developers cant get from the response to their Kickstarter campaign

Wrap-up (5 min)

Watch Video: Crowdsourcing and Crowdfunding Explained (3:48)  https://www.youtube.com/watch?v=-38uPkyH9vI

While students watch the video they take notes about crowdsourcing including:

• how people participate
• how the internet helps crowdsourcing scale 

Guidance for Practice Questions - Question Set 3

Questions in the AP Classroom Question Bank may be used for summative purposes.  

Sixty of the 80 questions are restricted to teacher access.  The remaining 20 questions are from public resources.  

Questions are identified by their initial phrases.

Both online newspapers and social media sites are

Which of the following is a true statement abou...

Homework:

Students describe how people participate in a problem-solving process that scales using examples from citizen science (or another example of problem-solving.

Additional Crowdsourcing Examples

Wikipedia

The purpose of this activity is for students to contribute their knowledge to the aggregated collection of knowledge known as "Wikipedia."

• Divide the class into pairs or small groups.
• Investigate how Wikipedia pages are modified and then identify a topic they would like to revise. 

Waze

 http://allthingsd.com/20130719/after-waze-what-else-can-mobile-crowdsourcing-do/.

Sentiment Analysis

https://www.datacamp.com/community/tutorials/simplifying-sentiment-analysis-python

Search Trends as Predictors 

https://trends.google.com/trends/?geo=US

Picture Stitching 

"Picture Stitching" is the practice of blending hundreds of photos to create one huge detailed picture.

Stitched 365-gigapixel image of Mont Blanc created by stitching together 70,000 images http://www.in2white.com/# . 

Geo-referenced 3D model of Zurich 

Can students imagine additional possible crowdsourcing or citizen science projects?

How does online collaboration improve problem solving abilities?

Sample assessment questions:

• Explain the dual purposes of a reCAPTCHA.
• Explain how people can add value to citizen science projects, using several examples.
• Explain how people can add value to an on-line guessing game. 
• Create a possible flow chart or description of how data collected online can be used to help computers learn.

Summary:

This is the unit assessment for the first unit of the AP Computer Science Principles curriculum - Your Virtual World.  This curriculum provides both a testbank of questions with answers for objective questions, and a sample final unit exam prototype for teacher use extracted from the testbank.  

Outcomes:

• Students will have demonstrated their learninging in this unit through answers to both objective and essay questions

Overview:

1. Hand out assessment (2 min)
2. Students write answers to assessment (46 min)
3. Collect and grade the assessment (2 min)

• EU DAT-1 - The way a computer represents data internally is different from the way the data is interpreted and displayed for the user. Programs are used to translate data into a representation more easily understood by people.
  • LO DAT-1.A - Explain how data can be represented using bits.
  • LO DAT-1.C - For binary numbers: a. Calculate the binary (base 2) equivalent of a positive integer (base 10) and vice versa. b. Compare and order binary numbers.

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.A - Explain how an effect of a computing innovation can be both beneficial and harmful.
  • LO IOC-1.B - Explain how a computing innovation can have an impact beyond its intended purpose.
  • LO IOC-1.E - Explain how people participate in problem-solving processes at scale.
  • LO IOC-1.F - Explain how the use of computing can raise legal and ethical concerns.

• EU IOC-2 - The use of computing innovations may involve risks to your personal safety and identity.
  • LO IOC-2.A - Describe the risks to privacy from collecting and storing personal data on a computer system.

• RST 12.2 - Determine central ideas and conclusions in the text
• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• RST 12.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media
• RST 12.8 - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text
• RST 12.9 - Synthesize information from a range of sources
• RST 12.10 - Read and comprehend science/technical texts
• WHST 12.1 - Write arguments on discipline specific content
• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
• WHST 12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• WHST 12.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting
• WHST 12.6 - Use technology, including the Internet, to produce, publish, and update writing products

• 3. Planning and carrying out investigations
• 4. Analyzing and interpreting data
• 5. Using mathematics and computational thinking
• 7. Engaging in argument from evidence
• 8. Obtaining, evaluation, and communicating information

• HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

This assessment ascertains that students have a basic understandings of all the concepts presented in the unit, therefore, all learning objectives are assessed in this unit.

• How can a creative development process affect the creation of computational artifacts?
• How can computing and the use of computational tools foster creative expression?
• How can computing extend traditional forms of human expression and experience?
• How are vastly different kinds of data, physical phenomena, and mathematical concepts represented on a computer?
• How does abstraction help us in writing programs, creating computational artifacts and solving problems?
• How does computing enhance human communication, interaction, and cognition?
• How does computing enable innovation?
• What are some potential beneficial and harmful effects of computing?
• How do economic, social, and cultural contexts influence innovation and the use of computing?

Students should be aware of the magnitude of impact on individuals and society that result from technological advancements in computing, as well as the rapid pace of change that occurs because of new developments.

In the Lesson Resources folder:

• "Unit 1 Summative Assessment Test DATABASE - AP CSP"
  • the compiled Unit Test testbank 
• "Unit 1 Summative Sample Test student copy- AP CSP"
  • a sample exam
• "Unit 1 Summative Assessment DATABASE ANSWERS"
  • answer key for the Unit Test testbank
• "Unit 1 Summative Sample Test ANSWERS- AP CSP"
  • answer key for sample exam
• The instructor will have to review and develop their own evaluation of the essay questions.

Getting Started (2 min)

Make sure each student has a copy of the assessment and the necessary writing instruments.

Independent Activity (46 min)

Allow one 45-50 minute class session to administer this assessment.  

Distribute the Unit Assessment Test, which consists of 25 objective questions and a choice of four essay prompts. (Teachers can instruct students in selecting one or more short essay responses for students to answer, based on teacher preferences and time allotments.) 

Wrap Up (2 min)

Collect all papers from the students.

This is the summative unit assessment for Unit 1 - Your Virtual World.  A sample summative test and a testing databank of questions are provided by the curriculum.  (Note that the sample assessment may not be appropriate for some classes, depending on the particular focus that the teacher has taken -- e.g., the sample assessment includes hexadecimal conversions, which are an optional component of Lesson 1-4.)

This is the first of three lessons where students research computing innovations.

This lesson will focus on what a computing innovation is and what the harmful and beneficial effects are.

• EU CRD-1 - Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
  • LO CRD-1.A - Explain how computing innovations are improved through collaboration.

• EU IOC-1 - While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
  • LO IOC-1.A - Explain how an effect of a computing innovation can be both beneficial and harmful.
  • LO IOC-1.B - Explain how a computing innovation can have an impact beyond its intended purpose.

Session 1.

Explain that in this lesson students will investigate computing innovations and their impacts.  The first session will be for research and presentation preparation.  Our next session will be for the presentation of the research.  The research and presentation will be done in groups of three.

Introduction

Brainstorm a list of innovations that might be computing innovations.   Have the class vote on which innovations are computing innovations according to these guidelines:

• It requires a computing device to accomplish its prime function.
• It includes a program as an integral part of its function.
• It can be hardware (a physical device), software (a computer program), or a computing concept such as e-commerce that depends on hardware and software.
  Note that hardware requires software in order to accomplish anything intelligent, and software requires hardware in order to run.

Have the class evaluate the innovations listed to see if any of them should be placed in a different category according to this definition.

Say: Like all innovations, computing innovations have an original purpose that motivated their design and guided their development but the innovation may have impacts and effects beyond that purpose.  Whether intended or not computing innovations have changed how we communicate with our families and friends, how we obtain and collect news, how we investigate and prosecute crimes and how we conduct business.

Activity 1

Place class members into teams of three.

Have each team select a computing innovation - not necessarily one previously discussed - and research answers to the following questions.  Students should collect at least one reference for each answer.

• What was the function of the innovation intended by the developers?
• How does the innovation use computing and what information or data does it collect or use to perform its function?
• Who has been impacted in a positive way by the innovation and how were they impacted?
• Who has been impacted in a negative way by the innovation and how were they impacted?
• How has the use of the innovation changed the way people do things?

Activity 2

Students use their research to prepare a poster presentation for their project. All team members must be involved in the presentation.

Session 2

In this lesson, we will study and present views of beneficial and harmful impacts of computing innovations.  The same effect may be beneficial to some and harmful to others.  Each presentation must answer the following questions.

What is the name of the computing innovation?

What is the function of the innovation?

How does the innovation use computing?

How might the innovation impact fields other than computing such as the sciences or the arts?

What information does it need to perform its function?

Who has been impacted in a positive way by the innovation?

How were they impacted positively?

Who has been impacted in a negative way by the innovation?

How were they impacted negatively?

Summary

Students will be introduced to programming for the first time. They will learn about computer science, computing for good, some of the potential outcomes of programming, and the definition of abstraction. Students will also be learning about program design.

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.B - Explain how a program or code segment functions.
  • LO CRD-2.C - Identify input(s) to a program.
  • LO CRD-2.E - Develop a program using a development process.
  • LO CRD-2.F - Design a program and its user interface.
  • LO CRD-2.G - Describe the purpose of a code segment or program by writing documentation.
  • LO CRD-2.I - For errors in an algorithm or program: a. Identify the error. b. Correct the error.

• EU DAT-1 - The way a computer represents data internally is different from the way the data is interpreted and displayed for the user. Programs are used to translate data into a representation more easily understood by people.
  • LO DAT-1.A - Explain how data can be represented using bits.

• EU AAP-1 - To find specific solutions to generalizable problems, programmers represent and organize data in multiple ways.
  • LO AAP-1.A - Represent a value with a variable.
  • LO AAP-1.B - Determine the value of a variable as a result of an assignment.

• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• RST 12.10 - Read and comprehend science/technical texts
• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
• WHST 12.9 - Draw evidence from informational texts to support analysis, reflection, and research

Students must understand that stereotypes of computer programmers are not accurate and that 'coding' is something everyone can learn to do. Computing can be a creative expression and used for good.

Possible misunderstandings: The term NGO is used in the article Programming for Good: The Story of Code for India, without explicitly defining it as Non-Governmental Organization. 

Abstraction is a tricky idea. Python allows us to describe what we want to do such as "print" and "input" because it provides the details that explain to the computer how to accomplish the task of taking many keypresses followed by a press of the Enter key to allow the computer to store the information we entered, and also knows how to take information stored in the computer's memory and cause it to appear as a series of recognizable dots on the screen using print. Computer programs use input, output, processing, and memory.

The design topics taught in the 2020-2021 session introduce both user interaction and user experience design.

Outcomes

• Students will describe various creative and helpful purposes for programming.
• Students will define and give examples of abstraction.
• Students will create Python code in Runestone.
• Students will be able to describe how diverse user input and collaboration improve the design process.

• How can computing and the use of computational tools foster creative expression?
• How does abstraction help us in writing programs, creating computational artifacts and solving problems?
• How can computation be employed to help people process data and information to gain insight and knowledge?
• What opportunities do large data sets provide for solving problems and creating knowledge?
• How are programs developed to help people, organizations or society solve problems?
• How are programs used for creative expression, to satisfy personal curiosity or to create new knowledge?
• How does abstraction make the development of computer programs possible?
• How does computing enhance human communication, interaction, and cognition?
• How does computing enable innovation?
• How do economic, social, and cultural contexts influence innovation and the use of computing?

TEACHERS need to have the class and user accounts set up in Runestone to track student progress.

• http://interactivepython.org/runestone/static/thinkcspy/toc.html Create your own classroom

For the Students:

• Programming allows us to solve problems and use computing for good articles used in this lesson:
  • http://www.attendly.com/programming-for-good-the-story-of-code-for-india
• Seven things you should know when you’re starting out programming article:
  • http://www.theguardian.com/info/developer-blog/2011/oct/07/programming-developer-journalist
• "Meet a computer scientist" to see the diveristy in computer science
  
  • http://mcwic.github.io/htmlblocks/computerscientistlibrary.html
• Creating a Student Account in Runestone (Make sure to add your Runestone class number before printing)
  • https://docs.google.com/document/d/1FlyM5-jHIcDWCTOCnInS3ZDNinAECRybqoCqTc03VzQ/edit?usp=sharing

Note: If computer is not being used, students will need their own copies of the articles

Session 1

Getting Started (5 min)

[use the Presentation on Programming Python in Runestone]

Journal Entry: What are some ways that writing programs is a creative endeavor? [ slide 2]

Share answers with your elbow partner. Then share answers with the class.

Guided Activities (40 min)

Activity 1: Computing for Good [15 min]

Open Discussion: What are some ways you know that computing has been used for “good?” [ slide 3 ]

Go to Programming for Good: The Story of Code for India

http://www.attendly.com/programming-for-good-the-story-of-code-for-india/

Read articles or selected text in pairs, with alternating pairs each reading one article. Pairs of pairs get together to share what they read and what they got out of the article.

In pairs, answer the following questions:

1. How did the impact of Hurricane Sandy in 2012 begin the concept of Code for India?
2. What is the reason for the Adopt-a-School app, and what is the result of its use?
3. What is the reason for the Spotter app?
4. What is the reason for the Bravehearts app, and what is its significance for public safety? Where else would this app be useful?
5. If you were able to design an app “for good,” what problem would you try to solve?

Check for Understanding: Teams should share their answers to their instructor.

Activity 2: Coding with Python in Runestone [25 min]

Have students sketch the computer hardware architecture diagram in Python for Everybody Chapter See https://books.trinket.io/pfe/01-intro.html#computer-hardware-architecture.

Explain that computer processes guide the flow of information that is input, processed, stored or output. The processor (CPU) uses short term memory for doing calculations and temporary storage and long term memory if needed. Have students sketch the computer components diagram above.  Explain to students that they will learn to program to develop software using each of these components.

The program output is usually based on both input values and values already in memory.  Watch the following video to see how this occurs.

Watch the video on how programs use input, processing, memory, and output to run programs. https://www.youtube.com/watch?v=BSTrWhAGta8

Read Computer Hardware architecture by Dr. Severance.

https://books.trinket.io/pfe/01-intro.html#computer-hardware-architecture

 .

BE SURE YOU HAVE SET UP STUDENT ACCOUNTS

1. [Use the Presentation on Programming Python in Runestone slides 4].  Open Runestone as was done in Unit 1 Lesson 6. Students use their accounts to access the eTextbook
2. Read The Way of the Program and answer questions on the student handout.
3. Go to the next section: Algorithms and check to see that all student answers are being correctly recorded in Runestone. Display answer results on the teacher screen. Have students continue to fill in answers on the student handout. [ slide 5]
4. Have students independently complete the next 3 sections (or finish them for homework) and fill in the student handout.
5. Skip ahead to A Typical First program [ slides 7-13]
1. Demonstrate how to run the program, change the code, add an input line, and display the value input in the print statement.
2. Explain the idea of syntax, and the result of various mistakes.
6. Discuss abstracting in coding. [ slide 14 ]

Homework: Seven things you should know if you’re starting out programming

Have students go to the article Seven things you should know if you’re starting out programming at

http://www.theguardian.com/info/developer-blog/2011/oct/07/programming-developer-journalist

Pre-reading activities:

1. Before dividing the students into groups for the next activity, it is important to address the paragraph at the beginning of the reading, which mentions the "coder stereotype" and includes a parenthetical note that the author believes this stereotype to be (largely) accurate.  Explain that because of the breadth of application areas of computing in today’s world, this stereotype is not an accurate view of the diverse field of computing – there are a wide variety of people in computing and a wide variety of applications of computing education. See videos at http://mcwic.github.io/htmlblocks/computerscientistlibrary.html#top
2. Point out that a program development process can be ordered and intentional with a specific goal in mind, or exploratory in nature depending on the situation.

In pairs or groups of three, assign each group to read and summarize one of the seven programming principles in the article.

1. Logic (not "math")
2. Catch a shooting star (variables)
3. Dictionary (data types)
4. Russian Dolls (things within things, instances)
5. Sausage (processes)
6. The dog, the cat, and the fish (causation, event change)
7. Pizza (abstraction) include why abstraction is "like making pizza," and what other kinds of activities might fall into that category.

Check for Understanding: Each person should write a 140 character tweet on their topic, next class the group should share their findings with the class.

Session 2 

Getting Started (5 min) 

Journal

Say: Online tools support collaboration by allowing programmers to share and provide feedback on ideas and document. Often this collaboration takes place online. What are some online tools you think programmers might use to collaborate?

Student share responses.  Be sure that receiving feedback from both developers and users is discussed. 

Guided Activities (40 min) Use the Program Design presentation in the Lesson 1 Resource folder.

Activity 1 - Requirements (10 min)

Say:  Success and failure are both about meeting criteria.  To know if our efforts are a success, we need to know what the requirements are. So the first step of the design process is investigating the program requirements. In the development process, the design phase outlines how to accomplish a given program specification. Software developers typically organize the overall program into a collection of individual components or modules.  Collectively, the component or modules meet the program's requirements.

Highlight: The users are important!

1. Consulting and communicating with users is important to the development of computing innovations.
2. Information gathered from potential users helps to better understand the purpose of a program from diverse perspectives and to develop a program that fully incorporates multiple needs and perspectives.

Highlight: Innovation is enhanced by group collaboration!

1. Developing in a group allows a greater variety of designs and better quality innovation.
   
   • Quote: “If the group is an art form of the future, then convening groups is the artistry we must cultivate to fully explore the promise of this form.” — Fetzer Institute
2. Online tools support collaboration by allowing programmers to share and provide feedback on ideas and documents.

Jigsaw: In groups of four, read and discuss the four techniques for identifying requirements as listed by Hans Jonasson.

For each of the four techniques, use the Design Techniques table to list the techniques purpose, its advantages, and its limitations

Activity 2 - User Interactions (20 min)

Say: User interaction design, at its heart, is all about satisfying the end-user’s needs and wants.  The design may include brainstorming, storyboarding or even used interaction design as is this activity.

As a class, watch this short UI/UX Design Process video to see how many of the following design strategies are illustrated.

• brainstorming
• planning and storyboarding
• organizing the program into modules and functional components
• creation of diagrams that represent the layouts of the user interface
• development of a testing strategy for the program

 Investigate user interface design (UI) https://www.usability.gov/what-and-why/user-interface-design.html

 Investigate user experience design (UX). User Interaction Foundation

On the board, have students list possible ways that an investigation can be performed and keep going until all of the following methods have been uncovered:

• collecting data through surveys
• user testing
• interviews
• direct observations

Activity 3 Development Phase (10) min

The rest of this unit will address techniques used in the development phase of a program. 

Development is both iterative - with multiple rounds of testing and improvement - and incremental with development occurring in small testable steps.  

Development then should include documentation throughout its development and support program testing throughout to meet the overall design requirements. Documention is important whether working individually or collaboratively. Documentaion includes comments stored within programs where supported by the programming language (not all languages support comments)  and outside the program (such as in web pages).

True/False. For each of the following statements, work with an elbow partner to determine if the statements are true or false.   

For the false statements, modify the statements so they are meaningful and true.

Program documentation describes the function and development of program segments.

Comments written in a program are read by the computer before the program can execute.

Program documentation is best done after the program is written and tested.

For efficiency reasons, program documentation should only be written when working in a collaborative program development environment.

If a programming environment does not support comments then none should be used.

Program documentation comments should be as terse as possible since they are internal notes to the developers.

Bookmark or store your these true statements for future reference.

Wrap Up: (3 min)

Design requires a lot of effort throughout the programming project.  

Write a short paragraph explaining to a new project manager the benefits of investing this time in the design process.

Guidance for Practice Questions - Question Set 4

Questions in the AP Classroom Question Bank may be used for summative purposes.  

Sixty of the 80 questions are restricted to teacher access.  The remaining 20 questions are from public resources.  

Questions are identified by their initial phrases.

A program is expressed in a programming language.

The diagram below shows a circuit composed of two

Oral reading strategies such as "popcorn reading" where students take turns reading a paragraph and then pass the reading off to another student in the class, or other reading strategies such as students reading together quietly in pairs, can be used for longer texts. 

Longer readings can be broken up by sections or paragraphs to speed the lesson up or keep students engaged.

Activity 1 could be assigned as homework from the day before as a step into this lesson to allow more time in class for the other readings:

Additional activity: Ask students to read the Preface (pages iii-iv) and Chapter 1 introduction and section 1.1 (pages 1-2) of Python for Everybody  and answer these questions:

1. Why does the author think that Python is a better teaching language for beginning programmers than Java?
2. Why does the author consider programming to be a creative activity?  
3. What things are computers better at doing than people?
4. What things are people better at doing than computers?
5. What are some motivations for writing computer programs? List some responses not included in the selected reading.
6. What do you think of the author's writing style?  Name some positive and negative aspects of the presentation in the text.

Students will use several different strategies for reading and writing responses based on their readings.

Classroom discussions and student responses (written and oral) will allow instructors to check for understanding.

Summative assessment will be included in Part 2 on the use of the PyCharm IDE.

Student handout filled in

Tweet from optional homework assignment

Progress recorded in Runestone for the General Introduction 

• The Way of the Program
• Algorithms
• The Python Programming Language
• Executing Python in this Book
• More About Programs
• A Typical First Program

Summary

PyCharm, an IDE for Python, will be introduced. Keywords, file, and variable naming conventions will be addressed.

Outcomes

• Students will find and launch PyCharm.
• Students will configure PyCharm's appearance.
• Students will create a Python project in PyCharm.
• Students will name and save projects according to the requirements of their instructor.
• Students will create a Python file (.py file).
• Students will add line numbers to the file.
• Students will add comments to the file.
• Students will write, debug, and run a simple Python program.

Overview

1. Getting Started (10 min)
2. Guided Activity (20 min)
   1. Introduction to PyCharm
3. Summative Assessment (20 min)
   1. Programming Exercise
4. Homework Assignment

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.B - Explain how a program or code segment functions.
  • LO CRD-2.C - Identify input(s) to a program.
  • LO CRD-2.J - Identify inputs and corresponding expected outputs or behaviors that can be used to check the correctness of an algorithm or program.

• EU AAP-1 - To find specific solutions to generalizable problems, programmers represent and organize data in multiple ways.
  • LO AAP-1.A - Represent a value with a variable.
  • LO AAP-1.B - Determine the value of a variable as a result of an assignment.

• EU CSN-2 - Parallel and distributed computing leverage multiple computers to more quickly solve complex problems or process large data sets.
  • LO CSN-2.A - For sequential, parallel, and distributed computing: a. Compare problem solutions. b. Determine the efficiency of solutions.

• MP1: Make sense of problems and persevere in solving them.

• RST 12.3 - Precisely follow a complex multistep procedure
• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
• WHST 12.6 - Use technology, including the Internet, to produce, publish, and update writing products

Students will learn what an IDE (Integrated Development Environment) is and why it is good to use one when programming. 

Students will be able to find, configure and use the PyCharm IDE to write, save, run, debug and retrieve their Python modules according to the requirements of their instructor. 

• How can computing and the use of computational tools foster creative expression?
• How are vastly different kinds of data, physical phenomena, and mathematical concepts represented on a computer?
• How do computer programs implement algorithms?
• How do people develop and test computer programs?

For the Students

• Python 3.4.1:
  • https://www.python.org/downloads/
• Free community edition of PyCharm:
  • http://www.jetbrains.com/pycharm/
• Non-Programmer's Tutorial for Python 3/Who Goes There?:
  • http://en.wikibooks.org/wiki/Non-Programmer%27s_Tutorial_for_Python_3/Who_Goes_There%3F
• An Informal Introduction to Python:
  • https://docs.python.org/3.4/tutorial/introduction.html#using-python-as-a-calculator

Getting Started (10 min)

• Journal: What environments have you already used to write Python programs?
• Share answers in class.
• After students have shared their answers, introduce the topic of Integrated Development Environments (IDEs). Explain that an IDE provides a way to manage files, write code, get help with code syntax and usage, and the ability to test, run, and debug programs in an environment they are able to configure to their own liking.
• As defined by Wikipedia:  “An integrated development environment (IDE) or interactive development environment is a software application that provides comprehensive facilities to computer programmers for software development. An IDE normally consists of a source code editor, automation tools, and a debugger. Most modern IDEs offer intelligent code completion features.” (From: http://en.wikipedia.org/wiki/Integrated_development_environment)
• Have students go to Python Central at http://www.pythoncentral.io/the-best-python-ides-you-can-use-for-development/ for a list of the top IDEs for Python. PyCharm is listed as one of the best. Explain to students that they will be learning to use the PyCharm IDE.
• Share tweets from the homework about the 7 aspects of programming quickly standing up in place and sharing.
  • 1. Catch a shooting star (variables)
    2. Dictionary (data types)
    3. Russian Dolls (things within things, instances)
    4. Sausage (processes)
    5. The dog, the cat, and the fish (causation, event change)
    6. Pizza (abstraction) include why abstraction is "like making pizza," and what other kinds of activities might fall into that category.

       If they did not assign the homework, review Seven things you should know if you’re starting out programming 

        Have students go to the article Seven things you should know if you’re starting out programming at 

       http://www.theguardian.com/info/developer-blog/2011/oct/07/programming-developer-journalist

Activity (20 min)

Introduction to PyCharm

• Find and launch PyCharm. If there is not a shortcut on your desktop, go to Programs >> JetBrains >> JetBrains PyCharm Community Edition 3.4.1.
• The first screen will provide options for Create New Project, Open Directory, Check out from Version Control, Configure, and Docs and How-Tos.
• Select Configure >> Settings >> Appearance. Explore Screens under UI Options. IntelliJ is the default appearance
  • Darcula and Windows are some other options.
  • Students should explore other options available.
  • Students should play with the appearance and select a new one (with your approval) if they have a preference.
• Click the arrow to go back to the Quick Start menu.
• Click Create New Project.
• Give the project a name.
  • Click the ellipses (the … at the end of the location field) to navigate to the location you need to save your work.

Teacher note: This may be a good time to have students configure the default Working Directory as shown in the Python and PyCharm Installation and Configuration Guide file in the lesson resources folder.

• When you click “OK,” your project will be created.
• Click File >> New >> Python File to create your .py file. Name your first .py file rate_time.
  • The code for this module will be copied from the ‘Non-Programmer's Tutorial for Python 3/Who Goes There?’ tutorial shortly.
• Click OK to create the file.
  • The user name of the author of the file will appear at the top of the code window with the default comment method.
• Take students through some configuration modifications, such as adding line numbers, showing the console, and changing the default for comment style, all covered in the Installation and Configuration Guide.
  • If you are projecting your screen, you can use Presentation Mode to make viewing easier for students.
• Allow students some time to explore the environment.
• Visit Non-Programmer's Tutorial for Python 3/Who Goes There?
  • http://en.wikibooks.org/wiki/Non-Programmer%27s_Tutorial_for_Python_3/Who_Goes_There%3F
• Prior to copying the code for rate_time.py and area.py, take students through the sections in the Non-Programmer's Tutorial for Python 3/Who Goes There? on Input and Variables.
• Explain and model variable types and their behaviors, and concatenation.
  • For ease of use, consider using the comma at this time to avoid confusion about concatenation.
• Create, save, run and debug programs rate_time.py and area.py.
• To run a program for the first time, go to Run and select the file you want to run.
  • After that, the Run command will appear in the upper right corner of the PyCharm IDE.
• As you add new modules to the project you will need to go to Run and select the new file.
  • After that, the file names will appear in a drop-down menu next to the green Run arrow.
• If it has not already been configured, go to Tools >> Run Python Console to show the console at the bottom of the PyCharm environment. Students can use this to test their code as they have in other environments.
• In the PyCharm console, test code from An Informal Introduction to Python 3.1 Using Python as a Calculator. (https://docs.python.org/3.4/tutorial/introduction.html#using-python-as-a-calculator).

Important notes about naming your files and variables:

• All names chosen for variables or other abstractions should be meaningful and clear to a reader of the program.
• Our Python coding examples will follow the PEP 8 Style Guide. (http://legacy.python.org/dev/peps/pep-0008/)
  • Teachers are not required to use this standard but should establish their classroom conventions for students to follow.
• Modules written in Python, .py file names, should be in all lower case as is done with the sample files in the Python for Everybody textbook. (https://www.py4e.com/code3/)
• Variable names should begin with a lowercase letter with multiple words separated by an underscore.
  • Teachers may choose to use camelCase or another naming system and should be specific and consistent with students regarding these requirements.
• Python file names and variable names must not begin with a number, and cannot be the same as Python keywords: 

 and       del       from      not       while
 as        elif      global    or        with
 assert    else      if        pass      yield
 break     except    import    print
 class     exec      in        raise
 continue  finally   is        return 
 def       for       lambda    try

(from http://www.pythonforbeginners.com/basics/keywords-in-python)

• For more information concerning variable names and keywords to Python, go to
  • Python for Everybody, Charles Severance, Chapter 2, section 3

Summative Assessment (20 min)

Students are to:

• Create a new Python module (.py) called name.py.
• Comment in their name, date, and name of project as directed by their instructor at the top of their code window.
• Assign their full name to an appropriately named variable.
• Assign their age to an appropriately named variable.
• Output their name and age as a sentence, with variables and literal values concatenated correctly.
• Debug any errors and run their program with the correct output and without error.

Sample code (will throw an error) 

# author = 'iam tester'
 # date July 4, 2024
 # name.py
 name = 'Ima Tester'
 age = 15
 print (name + " is " + age + " years old.")

The above code will throw an error, because age is an integer and needs to be expressed as a string OR concatenated using a comma (,).

 name = 'Ima Tester'
 age = 15
 print (name,"is",age,"years old.")

Important notes about naming your files and variables:

• Our Python coding examples will follow the PEP 8 Style Guide. (http://legacy.python.org/dev/peps/pep-0008/)
  • Teachers are not required to use this standard but should establish their classroom conventions for students to follow.
• Modules written in Python, .py file names, should be in all lower case as is done with the sample files in the Python for Everybody textbook. (https://www.py4e.com/code3/)
• Variable names should begin with a lowercase letter with multiple words separated by an underscore.
  • Teachers may choose to use camelCase or another naming system and should be specific and consistent with students regarding these requirements.
• Python file names and variable names must not begin with a number, and cannot be the same as Python keywords: 

 and       del       from      not       while
 as        elif      global    or        with
 assert    else      if        pass      yield
 break     except    import    print
 class     exec      in        raise
 continue  finally   is        return 
 def       for       lambda    try

(from http://www.pythonforbeginners.com/basics/keywords-in-python)

• For more information concerning variable names and keywords to Python, go to
  • Python for Everybody, Charles Severance, Chapter 2, section 3

Homework Assignment

1. Use two sources to find definitions of "algorithm", cite the sources
2. Write down the steps involved in a daily task – creating a peanut butter and jelly sandwich; getting to school; brushing teeth; completing homework; etc…) 

 Students can work in pairs, side by side, to help each other through each step of the process.

Checks for understanding throughout the entire process of learning to use the PyCharm IDE by using active participation in trying each step of the process and having students help their elbow partner when difficulties arise.

Assessment tasks:

• Create a new Python program file.
• Add a comment containing their name, date, and name of project as directed by their instructor at the top of their code window.
• Assign their name to an appropriately named variable.
• Assign their age to an appropriately named variable.
• Output their name and age as a sentence with variables and literal values concatenated correctly.
• Debug any errors and run their program with the correct output and without error.

Summary

This is the first day of a two-session lesson sequence with topics covered by mini-lectures, explorations, and practice exercises.

Outcomes

• Students will be able to answer the question, "What is an algorithm?"
• Students will be able to answer the question, "What structures are needed in algorithms?"
• Students will explore algorithms described in English
• Students will understand Magic Square construction and parallel algorithms

Overview

1. Getting Started (5 min)
2. Activities (40 min)
3. Wrap-Up (5 min)

• EU CRD-1 - Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
  • LO CRD-1.A - Explain how computing innovations are improved through collaboration.
  • LO CRD-1.C - Demonstrate effective interpersonal skills during collaboration.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.L - Compare multiple algorithms to determine if they yield the same side effect or result.

• EU AAP-4 - There exist problems that computers cannot solve, and even when a computer can solve a problem, it may not be able to do so in a reasonable amount of time.
  • LO AAP-4.A - For determining the efficiency of an algorithm: a. Explain the difference between algorithms that run in reasonable time and those that do not. b. Identify situations where a heuristic solution may be more appropriate.

• EU CSN-2 - Parallel and distributed computing leverage multiple computers to more quickly solve complex problems or process large data sets.
  • LO CSN-2.A - For sequential, parallel, and distributed computing: a. Compare problem solutions. b. Determine the efficiency of solutions.
  • LO CSN-2.B - Describe benefits and challenges of parallel and distributed computing.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.
• MP7: Look for and make use of structure.

• A-SSE.1-2: Interpret the structure of expressions
• A-SSE.3-4: Write expressions in equivalent forms to solve problems

• RST 12.3 - Precisely follow a complex multistep procedure
• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• WHST 12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

• 2. Developing and using models
• 5. Using mathematics and computational thinking
• 6. Constructing explanations (for science) and designing solutions (engineering)

Students will provide a definition of "algorithm".

Students will identify the characteristics of describing algorithms in English, pseudocode, or a programming language.

Students will demonstrate an understanding that there are different algorithms for different situations, such as parallel processing for multiple CPUs.

• How are vastly different kinds of data, physical phenomena, and mathematical concepts represented on a computer?
• How are algorithms implemented and executed on computers and computational devices?

PowerPoint Slides for mini-lectures (AlgorithmsPseudocode1.pptx in the Lesson Resources folder)

Excel sheet summary for creating a 4-by-4 Magic Square (MagicSquare4by4.xls in the Lesson Resources folder)

(optional) 16 papers, each with a number from 1-16 on it for students to use when acting out the magic square. 

Getting Started (5 min)

• Journal Entry Review

–Small group, then large group, review of two previous homework assignments (students were assigned to use two sources to find definitions of "algorithm" and were assigned to write down the steps involved in a daily task – creating a peanut butter and jelly sandwich; getting to school; brushing teeth; completing homework; etc…) The definitions, sources, and algorithm steps were to have been entered into their journal. 

- Have students consider solving problems alone or with others. Point out that some computers have more than one processor and an algorithm can be written to do 2 or more processes in parallel. Consider some complications that might arise in the simple algorithms that have been developed by students if there were multiple CPUs.

Guided Activities 

Activity 1

Say: In programming, a code statement is a part of program code that expresses an action to be carried out. Note that it is a single action.  Each step of an algorithm is to be carried out on its own and exactly as written.

– Act out selected homework “steps of a daily task” to highlight the potential ambiguity of English instructions.  While acting out the algorithm have students look for the three sufficient parts of any algorithm - steps done in sequence, steps selected if a condition is met and steps done that are repeated.

• Mini-lecture 1

Algorithms that appear similar differ in that they yield different side effects or results. For many tasks however, more than one algorithm has been developed that accomplish the same tasks - though they may not be equivalent in some ways.  For instance, some may be simpler, some may be faster, some may be more efficient but all may still be be correct in the sense of achieving the desired result.

– Review Understanding by Design (UBD)-style slide for “Algorithms and Pseudocode: Need to Understand / Important to Know or Do / Worth Being Familiar With” (slide 2 of AlgorithmsPseudocode1.pptx presentation in Lesson Resources folder).

Activity 2

Students join groups that have developed algorithms to accomplish the same task.  Students are to exchange algorithms and determine:

• if the algorithm successfully accomplishes the same task as their algorithm - or comes close
• How is the algorithm the same and how is it different from their algorithm
• If the algorithm have any side effects that differ from th side effects of their algorithm

Time permitting, the class creates a 4-by-4 Magic Square, as described in MagicSquare4by4.xls in Lesson Resources folder. Sixteen students should be chosen to represent the sixteen numbers, and physically move into the 16 spaces following the algorithm in this document.  (This provides an example of a “simple” algorithm that solves a more complex problem; it also gets the students out of their seats and moving around).

Reflect: Would it be easier or harder for 2 people to work on this together? (multiple CPUs or parallel processing)

• Mini-lecture 2

–In AlgorithmsPseudocode1.pptx (presentation in Lesson Resources folder), walk through “Main Ideas”; “Representing Algorithms”; and “Sequential Algorithms” slides, including pseudocode circle example.

Wrap Up (5 min)

• Review concept of "algorithm"
• Review concept of multiprocessor algorithms that use parallel processing.
• Homework: Assign students to write pseudocode for selected algebraic computations.

"In your words" pair/share as the concept of what an algorithm is (and what is not an algorithm -- e.g. "sort the numbers") is developed.

Class-wide development of the graphical organizer should be facilitated with scaffolding to support students who are having difficulty with the concept.

The following "Checks for Understanding" could be used to guide the students towards the two learning objectives.

Objective: Students will be expected to learn to provide a definition of "algorithm".

1. Example/Non-Example:  As the class develops a consensus definition of "algorithm," a list of daily living tasks and technical tasks will be discussed to see if their description can match the definition.
2. Exit Ticket:  As students leave the room they will hand the teacher a definition of "algorithm", in their own words, plus an example.  The teacher will use these to guide the next day's instruction.

Objective:  Students will learn to identify the characteristics of describing algorithms in English, pseudocode, or in a programming language.

1. Graphic Organizer:  As the characteristics of English, pseudocode, and a programming language are compared and contrasted, a table will be created on the board that captures the dimensions of what the students discuss.  The students will score the result as to how well it helps their understanding of the concept.  When it is "very good," we will capture it for their use.

Students will research formal definitions of algorithms.  These will be entered into their journals and pair-shared with a peer.

Students will write out the sequence of steps in one or more daily living tasks, such as "brushing their teeth" or "building a peanut butter and jelly sandwich."  These will be entered into their jourmals and pair-shared with a peer.  Selected solutions will be "acted out" in the classroom.

Pre-lesson Preparation

This is the second session on algorithms

Summary

During the second session, the students will use pseudocode to describe an algorithm.

Outcome

• Students will write pseudocode using sequencing, selection, and iteration constructs.
• Students will write pseudocode for algebra / geometry formulas.
• Students will write pseudocode for determining if a year is a leap year.

Overview

1. Getting Started (5 min)
2. Guided Activities (40 min)
   1. PowerPoint
   2. Think-Pair-Share
   3. Solutions check
3. Wrap Up (5 min)

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.B - Explain how a program or code segment functions.
  • LO CRD-2.I - For errors in an algorithm or program: a. Identify the error. b. Correct the error.

• EU DAT-1 - The way a computer represents data internally is different from the way the data is interpreted and displayed for the user. Programs are used to translate data into a representation more easily understood by people.
  • LO DAT-1.A - Explain how data can be represented using bits.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.A - Express an algorithm that uses sequencing without using a programming language.
  • LO AAP-2.B - Represent a step-by-step algorithmic process using sequential code statements.
  • LO AAP-2.C - Evaluate expressions that use arithmetic operators.
  • LO AAP-2.E - For relationships between two variables, expressions, or values: a. Write expressions using relational operators. b. Evaluate expressions that use relational operators.
  • LO AAP-2.G - Express an algorithm that uses selection without using a programming language.
  • LO AAP-2.H - For selection: a. Write conditional statements. b. Determine the result of conditional statements.
  • LO AAP-2.J - Express an algorithm that uses iteration without using a programming language.
  • LO AAP-2.K - For iteration: a. Write iteration statements. b. Determine the result or side-effect of iteration statements.
  • LO AAP-2.L - Compare multiple algorithms to determine if they yield the same side effect or result.
  • LO AAP-2.M - For algorithms: a. Create algorithms. b. Combine and modify existing algorithms.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.
• MP7: Look for and make use of structure.

• A-SSE.1-2: Interpret the structure of expressions
• A-SSE.3-4: Write expressions in equivalent forms to solve problems
• F-IF.1-3: Understand the concept of a function and use function notation
• F-IF.4-6: Interpret functions that arise in applications in terms of the context

• RST 12.3 - Precisely follow a complex multistep procedure
• WHST 12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

• 2. Developing and using models
• 5. Using mathematics and computational thinking
• 6. Constructing explanations (for science) and designing solutions (engineering)

Students will write pseudocode using sequencing, selection, and iteration constructs.

• How are vastly different kinds of data, physical phenomena, and mathematical concepts represented on a computer?
• How are algorithms implemented and executed on computers and computational devices?
• How do computer programs implement algorithms?

Files in the Lesson Resources folder:

AlgorithmsPseudocode2.pptx : PowerPoint Slides for mini-lectures

Student Handout and Key for Matching Pennies Game

Student Handout for Rock Paper Scissors

Psuedocode Summary and Examples of common Algorithms.docx

Getting Started (5 min)

• Homework Review from Session 1 (students were assigned to write pseudocode for selected Algebra/Geometry calculations)

• Journal: Describe the algorithm of another student. Is there enough detail to allow somebody to follow the steps?

Guided Activities (40 min)

Presentation

Walk through “Selection Statements”; “Iteration / Repetition” slides from the AlgorithmsPseudocode2 file in the Lesson Resources folder. Emphasize:

1.  Whenever you need to store information, it must go into a variable.  So think about what variables might be needed when you are creating your algorithm

2. Program steps are executed in the order they are listed from top to bottom.

3.  Selection and Iteration statements require conditionals.  Identify a conditional as something that returns a True or False answer.  If selects the next statement to occur by answering the conditional question as being true or false.  I have in the past pointed out the True and Then both start with T so TRUE always does the THEN, wherease Else and False both end with LSE, so when the answer if FALSE, you do the ELSE.

While continues to loop as long as the conditional answer is TRUE.  When the conditional answer is false, the  algorithm jumps to the statement after the End While.

4. Nearly all programming languages are equivalent in terms of being able to express any algorithm. Each has its own way to use variables, conditions and repetition which are needed for a solution to almost all algorithms. Clarity and readability are important considerations when expressing an algorithm in a natural language or a programming language

Guided Activity

During powerpoint, guide students through the Game of Matching Pennies (a student working copy and a solution key is in the Master Teacher Resource folder for this lesson).  

Think-Pair-Share

Students work in pairs to create and share their pseudocode.  Use the Rock Paper Scissors hand out to have student pairs psuedocode Rock Paper Scissors. Your algorithm should play the game 10 times and count the number of times each player wins and the number of times they tie.

Students may create their algorithms form scratch or remix exisiting ones.

If there is time, have groups switch algorithms and critique the algorithm of the other group.

Walk through pseudocode syntax summary handout called Pseudocode Summary and Examples of common Algorithms.docx in Lesson Resources folder.

Students work through challenges and check their results against sample solutions. 

Wrap Up (5 min)

Review slide: "Why we have leap years." 

Guidance for Practice Questions - Question Set 5

Questions in the AP Classroom Question Bank may be used for summative purposes.  

Sixty of the 80 questions are restricted to teacher access.  The remaining 20 questions are from public resources.  

Questions are identified by their initial phrases.

A flowchart is a way to visually represent an a...

A programmer completes the user manual for a vi...

An algorithm has been developed to compute the ...

Central High School keeps a database of informa...

Consider the code segment below. The code consi...

Consider the following code segment. A segment of

The algorithm below is used to simulate the res...

The question below uses a robot in a grid of sq...

Two lists, list1 and list2, contain the names o...

Homework:

Assign students to create pseudocode for leap years.

Pairing of students and crossing pairs to form groups of four should be used for the set of exercises that are part of this lesson.

Think-Pair-Share

Students will write pseudocode for algebra / geometry formulas.  These will be entered into their class notes.

Students will write pseudocode for determining if a year is a leap year.  This will be entered into their journals.

Summary

Students learn simple Python programs and their structure, as well as the basics of debugging.

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.A - Describe the purpose of a computing innovation.
  • LO CRD-2.B - Explain how a program or code segment functions.
  • LO CRD-2.C - Identify input(s) to a program.
  • LO CRD-2.E - Develop a program using a development process.
  • LO CRD-2.F - Design a program and its user interface.
  • LO CRD-2.G - Describe the purpose of a code segment or program by writing documentation.
  • LO CRD-2.I - For errors in an algorithm or program: a. Identify the error. b. Correct the error.
  • LO CRD-2.J - Identify inputs and corresponding expected outputs or behaviors that can be used to check the correctness of an algorithm or program.

• EU DAT-2 - Programs can be used to process data, which allows users to discover information and create new knowledge.
  • LO DAT-2.E - Explain how programs can be used to gain insight and knowledge from data.

• EU AAP-1 - To find specific solutions to generalizable problems, programmers represent and organize data in multiple ways.
  • LO AAP-1.A - Represent a value with a variable.
  • LO AAP-1.B - Determine the value of a variable as a result of an assignment.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.A - Express an algorithm that uses sequencing without using a programming language.
  • LO AAP-2.B - Represent a step-by-step algorithmic process using sequential code statements.
  • LO AAP-2.G - Express an algorithm that uses selection without using a programming language.
  • LO AAP-2.H - For selection: a. Write conditional statements. b. Determine the result of conditional statements.
  • LO AAP-2.J - Express an algorithm that uses iteration without using a programming language.
  • LO AAP-2.K - For iteration: a. Write iteration statements. b. Determine the result or side-effect of iteration statements.

• EU AAP-3 - Programmers break down problems into smaller and more manageable pieces. By creating procedures and leveraging parameters, programmers generalize processes that can be reused. Procedures allow programmers to draw upon existing code that has already been tested, allowing them to write programs more quickly and with more confidence.
  • LO AAP-3.A - For procedure calls: a. Write statements to call procedures. b. Determine the result or effect of a procedure call.

• MP2: Reason abstractly and quantitatively.
• MP6: Attend to precision.
• MP7: Look for and make use of structure.

• RST 12.3 - Precisely follow a complex multistep procedure
• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases

• 5. Using mathematics and computational thinking

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

Additional outcomes beyond the original purpose of a program are possible.

Outcomes

• Students will identify the parts of a Python program
• Students will describe the history of the computer bug.
• Students will look at debugging techniques and classifying errors.
• Students will compare different kinds of errors
• Students will understand the use and importance of commenting code

• How are programs used for creative expression, to satisfy personal curiosity or to create new knowledge?
• How do computer programs implement algorithms?
• How do people develop and test computer programs?
• Which mathematical and logical concepts are fundamental to computer programming?

For the Students:

• "Is Eliza Human?"
  • Use Python to build a chatbot.
  • printing, user input, variables, if statements, while loops
  • https://groklearning.com/csedweek/
CodingBat practice
Useful once functions have been taught

http://codingbat.com/python

Development environments for python
Spyder Python Development Environment:

https://github.com/spyder-ide/spyder

Python IdlePycharm Python Development Environment using Python 3.4.1
Runestone: Interactive Python:

http://interactivepython.org/runestone/static/thinkcspy/index.html

Session 1

Getting Started (5 min)

Journal Prompt: What is a bug in a computer program?

• See if anybody knows the history of the word "bug", this will be covered in Runestone General Introduction What is Debugging? lesson that follows.

Guided Activity (40 min)

Runestone Tutorial [30 min]

Jigsaw: Divide students up into 5 groups. Have each group prepare a creative presentation on one of the topics below with visuals or an active component (rap, song, dramatic reading, etc.) to convey the message of that section. Groups have 15 minutes to prepare a 2-minute presentation.

• What is Debugging?
• Syntax errors
• Runtime Errors
• Semantic Errors
• Experimental Debugging

To minimize time spent debugging in support programming goals:

1. Plan how will you test to know if a section of code is correct- test cases
2. Provide output that can be added to let you see what is going on in your program.
3. Design code to make reading it and hand tracing its execution easy.
4. Create and use visualizations of data and processes

• Assign each group to investigate and share their thoughts about these goals.
• Explore a simple Python program together. [ 10 minutes]
  • Teacher demonstrates the results of running eliza.py using Pycharm or Idle 
  • Hand out the code for eliza.py on paper to students, demonstrate on the front screen have them mark up the code as indicated on the student handout together as a class discussing the vocabulary below (all of these concepts will be taught in Unit 2, this is just a preview).
    (See the teacher guide for answer key.)
  • Vocabulary: (use the Runestone Glossaries if needed)
    • comment
    • function (or procedure)
    • parameter
    • input
    • output
    • loop
    • condition
    • variable
    • constant
  • Have students mark up the code at the bottom of the page using the same key on the student handout
  • Explain to students that comments are multi-purpose: 1) Are a form of program documentation to be read by people 2) It does not affect how a program runs 3) Used to acknowledge code segments that were developed collaboratively or by another source. Should include the origin or original author's name.

Wrap Up (5 min)

Journal: Use formative assessment Questions 1 - 3:

1. How do you make an output statement in Python?
2. How do you make an input statement?
3. What is a user prompt and what is its purpose?

Homework

Set up your IDE and Python at home (if you can) or use an online Python IDE such as https://repl.it/languages/Python3 or ideone.com . Type up a simple "Hello World" program and get it to run. Bring in evidence that it works or write a few sentences about the issues you are having in trying to install it or write about your experience using an online IDE, or write out the code for Hello World without looking at any notes and report on how easy or hard it was to remember the details. (Be careful not to make any student feel awkward for lack of a home computer they are allowed to install softare on)

Session 2

Getting Started (20 min)

Homework Review [5 min]

Collect handwritten notes or evidence that Python 3 is set up at home or the student is able to use https://repl.it/languages/Python3 or ideone.com. As students work on tutorial, address specific issues with students who had trouble with install.

Runestone Tutorial [15 min]

Complete an introductory tutorial:

Runestone Ch. 1 http://interactivepython.org/runestone/static/thinkcspy/GeneralIntro/toctree.html 

• Formal and Natural Languages
• A Typical First Program
• Comments
• Glossary

Activity (20 min)

Develop the beginnings of a chat bot where the computer and user introduce themselves to each other.  The computer asks a question, the user provides a response and the computer responds back again, including the user input within the response (see https://groklearning.com/csedweek/ for ideas). Extend: Give your chatbot a personality like a friend, grandfather, therapist, or child. 

Wrap Up (10 min)

Journal [10 min]

First discuss: How can additional desired outcomes happen independently of the original purpose of a program? (examples: a program like chatbot could help someone learn a new language, provide entertainment for a shut-in. Computer games can increase reflexes, logic skills, provide motivation for someone in physical therapy) 

Answer Formative assessment Questions # 4 - 6:

4) Name several different input devices.

5) How do we comment a Python program? Why do we use comments?

6) In your journal, make a tree diagram, name the three types of errors, and give examples of each. Which type of error do you think is the hardest to detect and why?

Homework

Write code to introduce yourself. Display your name. Greet and ask for three interests. Display the three interests and give a reply like "That's interesting!" Print your code. Next day: Have students introduce one another by “running the code" of a classmate. If you cannot get PyCharm to install, use http://ideone.com/ or repl.it or create this program by hand on paper.

Suggested strategies:

• Use red, yellow, green sticky notes at computer for a quick check of understanding.
• Provide guide questions for reading during Runestone interactive tutorial.
• Provide teacher-annotated text excerpts or have students annotate their own excerpts that follow the Runestone interactive.

In your journal, make a tree diagram, name the three types of errors, and give examples of each. Which type of error do you think is the hardest to detect and why?

Find the errors in an algorithm or in Python statements covered to date

Define what debugging is and give examples of the 3 categories of bugs (syntax, logic(semantic) and runtime)

Describe the differences between programming and debugging.

Pre-lesson Preparation

Create a table of values of all types and print a copy of them on the cardstock for each group. Cut the papers up into individual cards, so each value is on its own card. Place each group's cards in a plastic bag.

Summary

Students are introduced to basic programming vocabulary, including integers, floats, strings, values, and expressions.  They will work through a set of guided notes and slides, and, then, be released to explore Python through an independent (or paired) exercise. 

Outcomes

• Students will learn that values are fundamental things that the program manipulates.
• Students will program four different types of values: floats, ints, strings, and booleans (briefly).
• Students will understand that in many programming languages, integers are represented by a fixed number of bits, which limits the range of integer values and mathematical operations on those values. This limitation can result in overflow or other errors but that other programming languages provide an abstraction through which the size of representable integers is limited only by the size of the computer's memory; this is the case for the language defined in the exam reference sheet.
• Students will understand that in programming languages, the fixed number of bits used to represent real numbers limits the range and mathematical operations on these values; this limitation can result in round-off and other errors. Some real numbers are represented as approximations in computer storage.
• Students will evaluate expressions the way they are evaluated by Python and show that they result in a value.
• Students will understand how numeric expressions are formed and evaluated.
• Students will understand that some statements are executed by Python and may not result in a value.

Overview

1. Getting Started (5 min)
2. Introduction of Content (10 min)
3. Guided Activity: Type Sort (15 min)
4. Independent Activity (15 min)
5. Wrap Up (5 min)

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.B - Explain how a program or code segment functions.
  • LO CRD-2.C - Identify input(s) to a program.
  • LO CRD-2.E - Develop a program using a development process.
  • LO CRD-2.F - Design a program and its user interface.
  • LO CRD-2.G - Describe the purpose of a code segment or program by writing documentation.
  • LO CRD-2.I - For errors in an algorithm or program: a. Identify the error. b. Correct the error.

• EU DAT-1 - The way a computer represents data internally is different from the way the data is interpreted and displayed for the user. Programs are used to translate data into a representation more easily understood by people.
  • LO DAT-1.A - Explain how data can be represented using bits.
  • LO DAT-1.B - Explain the consequences of using bits to represent data.

• EU AAP-1 - To find specific solutions to generalizable problems, programmers represent and organize data in multiple ways.
  • LO AAP-1.A - Represent a value with a variable.
  • LO AAP-1.B - Determine the value of a variable as a result of an assignment.
  • LO AAP-1.D - For data abstraction: a. Develop data abstraction using lists to store multiple elements. b. Explain how the use of data abstraction manages complexity in program code.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.A - Express an algorithm that uses sequencing without using a programming language.
  • LO AAP-2.B - Represent a step-by-step algorithmic process using sequential code statements.
  • LO AAP-2.C - Evaluate expressions that use arithmetic operators.
  • LO AAP-2.D - Evaluate expressions that manipulate strings.
  • LO AAP-2.E - For relationships between two variables, expressions, or values: a. Write expressions using relational operators. b. Evaluate expressions that use relational operators.
  • LO AAP-2.L - Compare multiple algorithms to determine if they yield the same side effect or result.
  • LO AAP-2.M - For algorithms: a. Create algorithms. b. Combine and modify existing algorithms.

• MP1: Make sense of problems and persevere in solving them.
• MP3: Construct viable arguments and critique the reasoning of others.
• MP6: Attend to precision.
• MP7: Look for and make use of structure.
• MP8: Look for and express regularity in repeated reasoning.

• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• RST 12.8 - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text
• WHST 12.6 - Use technology, including the Internet, to produce, publish, and update writing products

• 2. Developing and using models
• 5. Using mathematics and computational thinking

• Values are fundamental things that the program manipulates.
• So far, we have seen four different types of values: floats, ints, strings, and booleans (briefly).
• Expressions are evaluated by Python and result in a value.
• Statements are executed by Python and may not result in a value.
• Python is a high-level language that provides abstractions that make it easy to create powerful programs.
• High-level languages are translated by the computer into a lower-level language that the computer can process.
• The number of bits used by a programming language has a big effect on how values are stored and evaluated.

• How are vastly different kinds of data, physical phenomena, and mathematical concepts represented on a computer?
• How do people develop and test computer programs?
• Which mathematical and logical concepts are fundamental to computer programming?

• What is the difference between an expression and a statement?
• What are the different data types?
• How does the representation of a data type affect the way a program works?

In the Lesson Resources folder:

• "Values and Types" slides
• "Exploration Question" document

Team Shake App 

Runestone: Values and Expressions

Getting Started (5 min)

• Write a reflection on the homework from last class to write code to introduce yourself. The program should:

  1. Display your name.
  2. Greet and ask for three interests.
  3. Display the three interests
  4. Give a reply like "That's interesting!"

  Did you run into any errors?

  Do you feel that you can easily write this kind of code?

  Share results with an elbow partner.

Teacher Note: Ideally, students are paired with people they don't work with as frequently, in order to promote classroom culture.

Introduction of Content (10 min)

Point out that Python is a high level programming language. It provides many tools that make it easy to build complex programs with little effort. Among these tools are the ability to store and retrieve values and evaluate (find the single value of) expressions.  Python can evaluate - find the specific value of - variables, variables with operators like plus and times, and of functions.  

Numeric values can be constants like an integer, retreived form numeric variables or calculated based on expressions that combine values or variables witharithemtic operators. 

In order for the computer to execute the code, it must translate(compile) the Python statements into a lower level language that the particular computer can understand and process. A variety of different variable types is one of the abtractions that are available in a high level programming language, and the language must define how the data is both stored and manipulated for each kind of data. You do not need to understand HOW the implementation works in order to use variables in your program.

Refer to the PowerPoint called Values and Types in the Lesson Resources folder. 

• Value:
  • Everything on a computer reduces to numbers
    • Letters are represented by numbers (ASCII codes)
    • Pixel colors are represented using three numbers (red, green, blue)
  • Python tells these numbers apart by the use of types
• Type:
  
  • A set of values and the operations performed on them
    • Examples of operations: +, -, /, *
    • The meaning of these depends on the type!
    • The Exam Reference Sheet uses these same symbols for arithmetic operators.
• Integers (ints):
  • Values: ... -3, -2, -1,0,1,2,3,4
    • Integer literals have no commas (1, 2, 10, 1034453)
  • In many programming languages, integers are represented by a fixed number of bits, which limits the range of integer values and mathematical operations on those values. This limitation can result in overflow or other errors.
  • The Exam Reference Sheet defines integers that are limited only by the size of the computer's memory. 
  • Operations: +, -, * (multiply), /, ** (to the power of), % (MOD operator)
  • The Exam Reference Sheet uses a MOD b, which evaluates to the remainder when a is divided by b, instead of a % b as in Python

• Floating point (float):
  • Values: (approximations of) real numbers
    • In Python, a number with a '.' is a float (ie. 2.0)
    • Without a decimal, a number is an int (ie. 2)
  • In programming languages, the fixed number of bits used to represent real numbers limits the range and mathematical operations on these values; this limitation can result in round-off and other errors. Some real numbers are represented as approximations in computer storage.
  • Operations: +, -, * (multiply), /, ** (to the power of)
  • Exponential notation is useful!

• Boolean (bool) :
  • Values: True, False
    • Boolean literals are just True and False (they must be capitalized!)
  • Operations: not, and, or
    • not b: True if b is False and False if b is True
    • b and c: True if both b and c are True; False otherwise
    • b or c: True if b is True or c is True; False otherwise

• Range of values (int and float):
  • In many programming languages, integers and floats are represented by a fixed number of bits, which limits the range of values and mathematical operations on those values.
  • In some languages such as Python, the range of values is only limited by the size of the computer memory and not the number of bits used to represent the values
  • In programming languages where the range of values is limited by a fixed number of bits, overflow and round-off errors can occur.

Check for Understanding: Have students write an integer on their paper (check with their elbow partner that it is a number). Ask students to turn that integer into a float with the same numerical value.  Talk about going the opposite direction (float to int).

(Example answers:  int: 3   float: 3.0 or 3.00 or ...)

• String (str):
  • Values: Any sequence of characters within double or single quotes
  • Operations: + (referred to as catenation or concatenation)
  • Concatenation can only apply to strings
    • "hello" + "world" = "helloworld" 
    • "hello" + " world" = "hello world"
    • "hello" + 2 produces an error
• Boolean (bool) :
  • Values: True, False
    • Boolean literals are just True and False (they must be capitalized!)
  • Operations: not, and, or
    • not b: True if b is False and False if b is True
    • b and c: True if both b and c are True; False otherwise
    • b or c: True if b is True or c is True; False otherwise
  • Check for Understanding: Hold up two objects for the students to see, then ask the following questions:
    • I am holding object A and object B. True or False?
    • Drop one of the objects. I am holding object A and object B. True or False?
    • I am holding object A or object B. True or False?
  • Often comes from comparing int or float values
    • Order comparison: i< j     i<=j    i>=j    i>j
    • Equality, inequality: i == j     i!= j   ('=' means something else!)

Guided Activity: Type Sort (15 min)

1. Group students (see differentiation for grouping options).
2. Ask teams of students to group the values by types.

Teacher Note: See Differentiation for two variations of this activity.

Individual Activity (15 min)

Students are to complete the Lesson 2.9 Order of Operations in Runestone (https://runestone.academy/runestone/books/published/thinkcspy/SimplePythonData/OrderofOperations.html)  

Students will complete the Exploration Questions worksheet which is found in the Lesson Resources folder and complete one of the two exercises below. 

• Version 1:
  • Hand out exploration worksheet and allow students to work individually on their computer in PyCharm IDE or terminal/command. 
  • Make sure students are filling in their expected value before determining the calculated value.  They need only fill in the "reason for calculated value" if their two values do not match originally.
• Version 2:
  • If a student needs a little more practice before moving on, send them to the Runestone Interactive to complete the section on values and data types before releasing them to the exploration: http://interactivepython.org/runestone/static/thinkcspy/SimplePythonData/ValuesandDataTypes.html 
    
    

Wrap Up (5 min)

• Exit ticket: Give the value of the Python expression. Also give the name of the operator used.

2 + 5
5 * 2
5 ** 2
5 / 2
5 % 2
5 + 2 * 4
5 * 2 - 3

• Which of the following Python expressions give an error in Python?

"pay attention to details'
' " what's for lunch?", my partner asked'
"What's for lunch?", my partner asked"

Ideas for grouping students:

• Team Shake App A simple app that allows you to put in your students, decide the number of "teams", and randomly groups students. It will allow you to balance teams based on skill or gender, and will allow you to share teams via facebook or email.
• Require students to go find other people in the room and give them a high-five. They may not high-five the person next to them. 
• Group by birthday month (make adjustments to the groups as needed)
• Number off
• Ask students to count up the letters in their first name and determine if they have an odd number of letters or an even number of letters.  Find three or four others who also have an even or odd number of letters in their name and form a group. 
  • Variation if you have talked about other number systems:  Find the number of letters mod the number of groups you need.

Group Activity Variations:

1. Give the students a large piece of colored paper and a glue stick, and allow them to glue the types together for later use in the classroom.
2. Create small, individual sets of cards, and have them glue the cards in to their journals by type.
3. Create multiple sets of values. Hand all groups the first set of values and allow them to organize the values by type.  For the remaining sets, have groups compete against one another to see who can sort the values the fastest.
4. Print out Bingo cards of values ahead of time and call for: an integer less than 10 and greater than 5, a String with 3 letters, etc. http://www.teach-nology.com/web_tools/materials/bingo/5/ 

Checks for understanding are incorporated throughout the lesson.

Exit ticket questions are incorporated into lesson.

Summary

Students will learn to manipulate variables and value assignments through an activity in which they must become the variable.  By the end of the lesson, they will have identified variables as memory locations. They will also assign, copy, and destroy values in order to perform a swap algorithm and visualize Python's manipulation of variables and values in memory.

Outcomes

• Students will learn about variable manipulation and assignment.
• Students will understand variables representing memory locations.
• Students will be able to use variables in Python.
• Students will be introduced to assignment on the exam reference sheet.

Overview

1. Getting Started (5 min) - Journal
2. Introduction of Content (25 min) - Visualizing Variables
3. Independent Activity (15 min) - "Swap to the Top"
4. Wrap Up (5 min)

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.B - Explain how a program or code segment functions.
  • LO CRD-2.C - Identify input(s) to a program.
  • LO CRD-2.E - Develop a program using a development process.
  • LO CRD-2.G - Describe the purpose of a code segment or program by writing documentation.

• EU AAP-1 - To find specific solutions to generalizable problems, programmers represent and organize data in multiple ways.
  • LO AAP-1.A - Represent a value with a variable.
  • LO AAP-1.B - Determine the value of a variable as a result of an assignment.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.A - Express an algorithm that uses sequencing without using a programming language.
  • LO AAP-2.B - Represent a step-by-step algorithmic process using sequential code statements.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.
• MP3: Construct viable arguments and critique the reasoning of others.
• MP6: Attend to precision.
• MP7: Look for and make use of structure.
• MP8: Look for and express regularity in repeated reasoning.

• RST 12.3 - Precisely follow a complex multistep procedure
• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• WHST 12.1 - Write arguments on discipline specific content
• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
• WHST 12.6 - Use technology, including the Internet, to produce, publish, and update writing products

• 1. Asking questions (for science) and defining problems (for engineering)
• 5. Using mathematics and computational thinking

• Variables are memory locations that we have named, so we can put things in those locations.
• Variables contain values, and can only contain one value at a time.
• Different kinds of variables are used to hold different kinds of information.
• When assigning one variable from another, a copy is made rather than a transfer.
• If a variable is being assigned after having been initialized to a previous value, that previous value is lost and no longer accessible unless that value has been copied to another variable space.
• Programs implement algorithms. In order to accomplish a task: create a plan (algorithm), translate it into code and identify what kinds of information will be stored and manipulated (variables)

• How are vastly different kinds of data, physical phenomena, and mathematical concepts represented on a computer?
• How are programs developed to help people, organizations or society solve problems?
• How do computer programs implement algorithms?

For the Students:

• Cups
• Notecards
• String and paper to create large name labels (could also use nametags)
• Worksheet: "Swap to the Top.docx" (in the Lesson Resources folder)
• Homework 

Optional:

• Differentiated one-pager (see "Options for Differentiated Instruction" in lesson).

For the Teacher:

• Write the following code on the board (after students have a chance to brainstorm their own solutions):

team1 = "Miami Heat"
team2 = "Washingon Wizards"
temp = team1
team1 = team2
team2 = temp

Getting Started (5 min)

Journal

What is a variable?  What are some things in your life that change often?

Introduction of Content (25 min)

Introduction of Variables [5 min]

See slides in Lesson Resources Folder for a guided introduction.

Guided Activity: Visualizing Variables [15 min]

Materials

Disposable cups, index cards, names for variables on strings (to hang around students' necks)

Setup

1. We’re about to talk about sports teams and their ranking in terms of variables. When we place teams on a ranking board, Team 1 is always at the top, followed by Team 2, Team 3, etc.  Write a ranked set of 3 to 5 (real or invented) teams on the board. As they play one another, this ranking may change and someone new becomes Team 1.
2. Ask for a student volunteer.  Give this volunteer a cup: they are now representing a new variable!  In order for a computer to know which variable is which, they need names . Variable names can be any sequence (beginning with a letter or underscore, and including no spaces), but usually we use words that describe what is inside the variable. (For example, if I have a variable for "student’s age," I’m not going to name it tree, because the word tree has no relevance to your age.)
3. Label this variable team1 because we’re talking about sports teams. Put the name around the student’s neck to indicate they have become the variable team1. This student has now become team1, and should not respond to any other names! Note: A variable name will never have quotes around it - that would indicate that it is a string (i.e., a type of value rather than a variable's name).  Variables can be identified (loosely) by words or letters that are not in quotes and are not keywords (for, if, else, etc.).
4. Next, we will assign a value to the variable.  This means we will store that value in the location team1.  Because we have never used this variable before, we are initializing it - putting something in this box (memory location) for the first time.  On the board, write team1 = "Miami Heat"
5. CFU:  What is the type of "Miami Heat"?
   ("Miami Heat" is a string.  We know this because it has quotes around it.)
6. The equals sign is what allows us to make this assignment.  We are not saying that team1 is the same as the Washington Wizards; it is only where were are currently keeping that team. Write “Miami Heat” on a notecard and put it into the cup.
7. Next, we need to initialize  our second variable and assign a value to it. Follow the same process as team1 and "Miami Heat", this time using team2 and "Washington Wizards".
8. CFU: What is the difference between a value and a variable?
   (Values can be stored in variables.  The content of a variable can change to different values, but its name will always be the same because the name is just an identifier of a location in memory.)
9. We’ve now initialized our two variables, but as it turns out… last night the two teams played, and the order was upset, putting the Wizards ahead!  We have to model a swap in our code to reflect this change and fix our scoreboard.
10. Think-Pair-Share: A value is only safe (and not lost to the world of cyberspace) if it is in a variable.  A variable can only hold one value at a time.  How can we swap values between team1 and team2?
    (Allow students 3 minutes to brainstorm.)
11. Call on students and have them direct team1 and team2 to swap their values. Key point: when we access a variable and put its value in the place of another variable, that value is being copied.  By doing so, however, any previous value in the variable is lost.
12. Ideally, a student will realize they must create another variable and do so, walking each other through the completion of the swap.  If not, you should guide them towards this discovery.
13. CFU (if necessary): Cold call a student to create a third variable, temp.
    (Make sure to call up a third member of the class to become the variable temp.)
14. If students have not at this point finished the swap, continue to walk them through the swap of a value to the temp variable, so the variables do not overwrite one another.
15. Initialize a variable temp (named so because we will not be using it very long). Write temp = team1 on the board.  Notice that in this assignment, it looks like we are setting a variable equal to another variable.  Instead, we are setting the variable temp equal to the value inside the variable team1.  This means that the value is copied to a second location.
16. Call a new volunteer to the floor.  Give them a cup and name them temp.
17. Write a second notecard labeled "Miami Heat" and put it in the temp cup.
18. Now that the "Miami Heat" value has been saved somewhere, we can swap "Washington Wizards" into team1. Write team1 = team2 on the board.
19. Go to team2 and copy the text from the notecard onto a new one. Move to team1 and replace the previous notecard with this new one.
20. A variable can only store one value at the time, which means that we’ve lost whatever was in team1. Rip up the notecard or throw it in the trash.
21. Complete the final assignment of team2 = temp by following the same process.  

Synopsis

Look at the code written on the board and ask a student to walk us through each step.

CFU: Why did we create the variable temp?

(Because variables overwrite the values of one another, and if we were to just set team2 = team1 we would lose one of the values.)

Students should notice:

• Variables are memory locations that we have named, so we can put things in those locations.
• Variables contain values, and can only contain one value at a time.
• When assigning one variable from another, a copy is made rather than a transfer.
• If a variable is being assigned after having been initialized to a previous value, that previous value is lost and no longer accessible.

Discussion [5 min]

In reality, Python actually has a "shortcut syntax" that allows us to make this swap in one step. It looks like this:

a,b = b,a

If we wanted to swap the values in team1 with team2, we would simply have to write:

team1,team2  = team2, team1

Here, Python is doing exactly what we were doing.  It is internally creating a variable (which has no name but serves the same purpose as our temp variable), using it as a place holder, and then completing the swap.  

To assign a value to a variable in Python we use the equal sign such as age = 15.  On the exam produced by the College Board an arrow is used to indicate assignment.

Using the syntax on the College Board's exam reference sheet, an arrow “←” is used so the same assignment is written age ← 25.

Think-Pair-Share

Why would the makers of Python build in this function?  What other uses does it have? 

Independent Activity (15 min)

A version of this worksheet can be found in the Lesson Resources folder, titled "Swap to the Top".

Give students a list of games that have been played by the teams on the board, and the resultant new ranking.  Have them create a piece of code that will reorganize the teams into the correct ranking.  (They can assume that the variables team1 ... team13 already exist and have been initialized to the Friday ranking.)  Give them the option of doing so through the use of manipulatives, or on their own paper.

Wrap Up (5 min)

Discuss: All computer programs can be broken down into smaller, simpler steps. By developing components, testing to be sure they are correct and combining them you can create complex, correct programs. Did students get a feeling for systematic development, and how to trace a program one step at a time to verify correctness? Distribute Exit Ticket in Lesson Resources Folder which asks students to figure out the values of variables hello and goodbye after the code in each exercises been executed.

Journal

What is the difference between a variable in a math class and in a computer science class?  What is the difference between a float and an integer? Why would you use one instead of the other?

Homework  

Continue working on "Swap to the Top" worksheet.

Create a 3 column ‘one-pager’.  In the left column, create a copy of the code from the activity (a swap algorithm) including team1, team2, and temp that performs the complete swap.  In the middle column, write steps that occur in the code (Step 1: Initialize variable and assign the value).  In the third column, the students should draw a visual of what that looks like in terms of disposable cups and index cards. (They can just write the variable name on the cup, rather than drawing in a person as well.) 

Checks for Understanding are embedded in the lesson.  They are also shared below.

What is the type of “Miami Heat”?

(“Miami Heat" is a string.  We know this because it has quotes around it .)

What is the difference between a value and a variable?

(Values can be stored in variables.  The content of a variable can change to different values, but its name will always be the same because the name is just an identifier of a location in memory.) 

Think-Pair-Share: A value is only safe (and not lost to the world of cyberspace) if it is in a variable.  A variable can only hold one value at a time.  How can we swap values between team1 and team2?

(various answers)

Why did we create the variable temp?

(Because variables overwrite the values of one another, and if we were to just set team2 = team1, we would lose one of the values.)

Task: Create a piece of code that will rearrange the ranking of the teams in order to reflect the outcome of previous games. (Independent Practice)

Summary 

Students will learn how programs can solve problems using the various types of conditional statements in Python programs.

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.B - Explain how a program or code segment functions.
  • LO CRD-2.C - Identify input(s) to a program.
  • LO CRD-2.E - Develop a program using a development process.
  • LO CRD-2.G - Describe the purpose of a code segment or program by writing documentation.
  • LO CRD-2.I - For errors in an algorithm or program: a. Identify the error. b. Correct the error.
  • LO CRD-2.J - Identify inputs and corresponding expected outputs or behaviors that can be used to check the correctness of an algorithm or program.

• EU AAP-1 - To find specific solutions to generalizable problems, programmers represent and organize data in multiple ways.
  • LO AAP-1.A - Represent a value with a variable.
  • LO AAP-1.B - Determine the value of a variable as a result of an assignment.
  • LO AAP-1.D - For data abstraction: a. Develop data abstraction using lists to store multiple elements. b. Explain how the use of data abstraction manages complexity in program code.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.A - Express an algorithm that uses sequencing without using a programming language.
  • LO AAP-2.B - Represent a step-by-step algorithmic process using sequential code statements.
  • LO AAP-2.E - For relationships between two variables, expressions, or values: a. Write expressions using relational operators. b. Evaluate expressions that use relational operators.
  • LO AAP-2.F - For relationships between Boolean values: a. Write expressions using logical operators. b. Evaluate expressions that use logic operators.
  • LO AAP-2.G - Express an algorithm that uses selection without using a programming language.
  • LO AAP-2.H - For selection: a. Write conditional statements. b. Determine the result of conditional statements.
  • LO AAP-2.I - For nested selection: a. Write nested conditional statements. b. Determine the result of nested conditional statements.
  • LO AAP-2.L - Compare multiple algorithms to determine if they yield the same side effect or result.
  • LO AAP-2.M - For algorithms: a. Create algorithms. b. Combine and modify existing algorithms.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.
• MP6: Attend to precision.
• MP7: Look for and make use of structure.
• MP8: Look for and express regularity in repeated reasoning.

• RST 12.2 - Determine central ideas and conclusions in the text
• RST 12.3 - Precisely follow a complex multistep procedure
• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• RST 12.9 - Synthesize information from a range of sources
• RST 12.10 - Read and comprehend science/technical texts
• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes

Decisions in programs are made using conditional statements.

Outcomes

• Students will understand how conditional logic controls program flow.
• Students will be able to solve problems that require conditional logic.
• Students will be able to look for answers in documentation (API)
• Students will be introduced to comparison and logical operators, and conditionals on the exam reference sheet.

• How are programs developed to help people, organizations or society solve problems?
• How do computer programs implement algorithms?
• How do people develop and test computer programs?
• Which mathematical and logical concepts are fundamental to computer programming?

How are comparison operators and Boolean expressions used with conditional statements?

In the Lesson Resources folder:

• Nested If Statement Setup

Reference Texts:

• RUNESTONE BOOK: How to Think Like a Computer Scientist - http://interactivepython.org/runestone/static/thinkcspy/Selection/toctree.html
• Python for Everybody- http://do1.dr-chuck.com/pythonlearn/EN_us/pythonlearn.pdf 

Online interpreters:

• http://www.compileonline.com/execute_python3_online.php
• http://www.pythontutor.com/visualize.html#mode=edit
• http://labs.codecademy.com/#:workspace

Getting Started (5 min)

Journal

Think of a decision you make in your daily life and how you make the decision.  In your journal, write about your decision and the process you use to decide.

Teaching note: take a few minutes to have students share responses (whole class, elbow partners, small groups).

Introduction of Content (30 min)

Brief discussion of comparison operators [5 min]

==, !=, <, >, >=, <=

Briefly discuss logical operators [5 min]

Includes AND, OR, and NOT

Say: The College Board’s exam reference sheet uses:

• Comparison operators a = b  a ≠ b a > b a < b a ≥ b and  a ≤ b that evaluate to a boolean value (true/false) and test the relationship between two variables, expressions, or values
• logical operators NOT, AND, and OR as does Python 
• NOT  evaluates to true if the condition is false; otherwise, it evaluates to false
• AND evaluates to true only if both operands are true
• OR evaluates to true if either or both operands are true
• The operands that are manipulated by logical operators are either boolean values or expressions that evaluate to boolean values.

Example: Type various combinations of Boolean values (True / False) with Boolean operators (not, and, or) into the IDE (PyCharm)

Conditional Statements [20 min]

Show physical representation using a real-life example

Suggested Activity: What’s in the box?

Materials: Two small opaque containers, one small item for each container, two post-it notes.

Set-Up Directions: Set up the activity before the class arrives, following the directions below:

1. Place one item in each container.
2. Using the post-it notes, label one box "green" and the other "black."
3. On the board, write the two colors (green and black) on the board to record the student tally.
4. On the board, write the following pseudocode:

   if numofGreen > numofBlack:
       open green box
   else:
       open black box

Activity Directions:

1. Ask: “If you could choose one of these colors, which one would it be? Please only vote once.  Raise your hand if you would choose Green." Record the number of students who voted for Green on the board.
2. Ask: “Raise your hand if you would choose Black.” Record those votes.
3. Show the students the pseudocode on the board and work through the if/else statement using the data collected from the class.
4. Open the box and display the item that the class voted for.

Discussion of Conditional Execution (if, if/else) 

Show the example from How to Think Like a Computer Scientist text (ActiveCode:6 (ch05_4)) or a similar example.  Briefly demonstrate how to read flowcharts while showing the example from How to Think Like a Computer Scientist. Point out that the API (https://docs.python.org/3/library/) is always available as a language reference to help translate from algorithms/flowcharts into code. The API describes many tools to make it easier to create programs and is an important tool for all programmers. 

Hint

If desired an if-else statement that returns boolean values can be replaced by the conditional expression or vice versa.

Instead of:
if (x < y):
return True
else:
return False

we could use:
return x < y

Check for understanding:

Define: A code segment refers to a collection of program statements that are part of a program.
Have students answer the following questions:

1. What will be printed by the following code segment?

x=15
if x==25:
  print ('Pizza is yummy')
else:
   print ('My teacher is awesome')

2. What will be printed by the following code segment?

x=35
y=52
if x!=25 and y==52:
  print ('Pizza is yummy')
else:
 ('My teacher is awesome')

Use IDE (PyCharm) to show how to create an if/else statement

Suggested Coding Example:

n = input('Please enter your password: ')
if n=='P@s5w0d':
    print ('Welcome, correct user!')
else:
    print ('Incorrect, try again')

Exam Reference Sheet

Say: The College Board’s exam reference sheet uses if and if-else statements like Python except it uses curly braces to indicate the block of statements controlled by if or if-else statements.

IF(condition)

{

}

IF(condition)

{

}

ELSE

{

}

Independent Activities

1 Complete the following Runestone Activities 

• 7.6. Nested conditionals
• 7.7. Chained conditionals

2 If/else practice problem: In the IDE, write a program that will prompt a user to enter a value for a food item. Evaluate the variable food. If the value of food is equal to “potato salad,” display “In Stock”.  If the value of food is not equal to “potato salad,” display “Not in Stock”.

Test your program with the following values for food:

pizza
popcorn
potato salad

Wrap Up (5 min)

Journal

Thinking about conditional execution, answer the following questions.

1. What difficulties, if any, did you encounter during the development of your program?
2. After running your independent program, were your predictions correct?
3. What conditional execution concepts do you need clarified?
4. How is it helpful to have a reference available for each programming language?

Alternate Instructional Strategy for Guided Practice :

• For guided practice, have a list of instructions for how to write the example presented.

Alternate Instructional Strategy for Journal: Interactive Journaling

• Comment on the journal entry by asking check-for-understanding questions or clarifying any misconceptions students write about.

• A variety of checking for understanding techniques
  • Temperature checks
  • Teacher review student's code
  • Thumbs up/ thumbs down 
  • Questioning thoughout the lesson (whole group / small group / individual)
• Quick quizzes
• Interactive journaling

• Students create a small program demonstrating conditional execution
• Reflective journal entry

Pre-lesson preparation

Students must have an understanding of using conditional statements, and have completed all the assignments from Lesson 2-8.

Summary

Students will learn how programs can solve problems using nested and chained conditional statements in Python programs.

Outcomes

• Students will understand how nested and chained conditional logic controls program flow.
• Students will be able to solve problems that require nested and chained conditional logic.
• Students will work collaboratively, resolve conflicts and facilitate group work to create a small program.
• Students will use their journals to record answers and check for understanding and reflection.

Overview

1. Getting Started (5 min)
2. Introduction of Content (30 min)
   1. Conditional Statements [10 min]
   2. Nested Conditional Statements [15 min]
   3. Chained Conditional Statements [5 min]
3. Activity (10 min)
4. Wrap-up (5 min) 

• EU CRD-1 - Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
  • LO CRD-1.C - Demonstrate effective interpersonal skills during collaboration.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.A - Express an algorithm that uses sequencing without using a programming language.
  • LO AAP-2.E - For relationships between two variables, expressions, or values: a. Write expressions using relational operators. b. Evaluate expressions that use relational operators.
  • LO AAP-2.G - Express an algorithm that uses selection without using a programming language.
  • LO AAP-2.H - For selection: a. Write conditional statements. b. Determine the result of conditional statements.
  • LO AAP-2.I - For nested selection: a. Write nested conditional statements. b. Determine the result of nested conditional statements.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.
• MP5: Use appropriate tools strategically.
• MP6: Attend to precision.
• MP7: Look for and make use of structure.

• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
• WHST 12.9 - Draw evidence from informational texts to support analysis, reflection, and research

• 1. Asking questions (for science) and defining problems (for engineering)
• 3. Planning and carrying out investigations
• 4. Analyzing and interpreting data
• 5. Using mathematics and computational thinking
• 8. Obtaining, evaluation, and communicating information

Students must know that conditional statements can be used inside of other condtional statements using nested and chained conditional statements.

Vocabulary:

• nested conditional statements
• chained conditional statements

• How are programs developed to help people, organizations or society solve problems?
• How do computer programs implement algorithms?
• How do people develop and test computer programs?
• Which mathematical and logical concepts are fundamental to computer programming?

In the Lesson Resources Folder:

• Nested If Statement Setup

Reference Text:

• How to Think Like a Computer Scientist (Ch. 7 Selection) 
• Python for Everybody

Project Ideas:

• CS1 Python Programming Projects Archive http://www.cse.msu.edu/~cse231/PracticeOfComputingUsingPython/

Getting Started (5 min)

In your journal, write what will be displayed by the following code segment.  How do you know your answer is correct?

x=2500
if x < 1000:
   print(“small number”)
else:
   print(“big number”)

Introduction of Content (30 min)

Brief introduction to conditional statements (10 min)

Suggested Activity: What’s in the box? (Part 2)

Show physical representation using real life example by revisiting the box example from previous lesson:

Materials: Four small opaque containers, four small items, two opaque containers big enough to fit two small opaque containers, Six post it notes to label each container with a color

Set Up Directions: Set up the activity before the class arrives following the directions below:

1. Place one small item in each small container
2. With the post-it notes, label the four small containers with different color names (red, orange, yellow, green)
3. Place two labeled containers in each of the larger containers
4. With the remaining post it notes, label one box blue and the other indigo.
5. On the board, write the color names on the board to record the student tally.
6. On the board, write the following pseudocode:

if numofBlue > numofIndigo
    if numofRed > NumofOrange
        open red box
    else
        open orange box
else
    if numofYellow > NumofGreen
        open yellow box
    else
        open green box

The Activity Directions

1. Ask: “If you could choose one of these colors, which one would it be. Please only vote once.  Raise your hand if you would choose Blue. Record the number of students who voted for Blue on the board.
2. Ask: “Raise your hand if you would choose Indigo.” Record the number of students who voted for Indigo on the board.
3. Show the students the pseudocode on the board and work through the if/else statement using the the data collected from the class.
4. Open the the box and display the contents of the box  the class voted for.
5. Have students repeat the voting procedure to choose which smaller box to choose and show the object they chose

Brief discussion on nested conditional statements (15 min)

Demonstrate the coding process of the example below. 

Guided Activity 1 - Coding Example:  Write a program that evaluates a variable "age" and displays a group age category (you are not an adult, you are a senior citizen or you are an adult.)Suggested Instructional Strategy - Think Aloud - model your thought process for solving this problem.  Include comments in your code.

age = 18
if age < 18:
   print(“you are not an adult”)
else:
   if age is > 65:
       print(“you are a senior citizen”)
   else:
       print(“you are an adult”)

Brief discussion on chained conditional statements (elif) (5 min)

Guided Activity 2 - Coding Example:

Write a program that prompts the user for their age and displays their age category ( you are not an adult, you are a senior citizen or you are an adult.)  If they are older than 200 display a message that reads "humanly impossible".

age = int(input("How old are you"))
if age < 18:
   print("you are not an adult")
elif age > 200:
   print("humanly impossible")
elif age >= 65:
   print("you are a senior citizen")
else:
   print("you are an adult")

Check for understanding

Assign students random numbers from 0 - 250.  Have students decide what group they belong to (child, adult, senior citizen, not human) and explain why they made their choice.  *** You could have students physically move into the groups, hold up a sign with their answer or answer quietly in their journal.  

Activity (10 min)

Collaborative Coding (10 minutes)

1. Review group work requirements: all members contribute, resolve conflicts internally before asking the teacher for help, facilitate the contribution of all team members. Work together to decide how to divide up the work so that all group members contribute significantly to the process. Suggested roles: driver/navigator, timer, tester, journalist (recorder).
2. In your group, develop the pseudocode for the following problem:
       A year is a leap year if it is divisible by 4 unless it is a century that is not divisible by 400. Write a function that takes a year as a parameter and returns True if the year is a leap year, False otherwise.
3. In your group, write the program for the problem.  

***Note 

It is recommended that:

All partners should be actively involved in the program development. For example, you may choose to employ Pair Programming, in which one partner “drives” (types and uses the mouse) while the other “navigates” (reviews and helps to guide what the driver is doing), with the partners changing roles every 20 minutes. Another method of collaboration is for each partner to develop pieces of the program, combine those pieces, and provide frequent feedback to each other during the development process.

-The College Board Computer Science Principles, Performance Assessment ©2014

Wrap Up (5 min)

Journal

Thinking about Nested and Chained Conditional Statements, answer the following questions:

1. What difficulties, if any did you encounter during development of your program?
2. What difficulties, if any, did you encounter with your partner.
3. If any difficulties did arise, what do you think are some strategies to eliminate the difficulties
4. What concepts in this lesson do you need clarified?

 Extensions

• Have students finish the collaborative coding activity started in class using online collaboration tools such as the ones provided by Google (Google docs, Google Hangout...)
• Have students watch the videos in the How to Think Like a Computer Scientist text book in Chapter 7 Selection 
• Have students work through the practice problems in the  How to Think Like a Computer Scientist http://interactivepython.org/runestone/static/thinkcspy/Selection/toctree.html
• Assign a practice project from CS1 Python Programming Projects Archive http://www.cse.msu.edu/~cse231/PracticeOfComputingUsingPython/

Homework 

• Extension can be assigned as Homework

Alternate Instructional Strategy:

• For guided practice, have a list of list of instructions for how to write the example presented
• Think Aloud - Model your thought process while solving the guided practice problems

Alternate Instructional Strategy: Interactive Journaling

• Comment on the journal entry by asking check for understanding questions or clarifying any misconceptions students write about.

• A variety of checking for understanding techniques
• Temperature checks
• Teacher review student's code
• Thumbs up/ thumbs down
• Questioning throughout the lesson (whole group / small group / individual)
• Quick quizzes
• Peer review
• Interactive journaling

Students will create a collaborative program demonstrating concepts introduced in this two part lesson. Students will be assessed using a rubric and will reflect on their learning in their journal

Summary

In this lesson, students will be introduced to the concepts of iteration and for loops.

Outcomes

• Students will work through a guided tutorial on for loops while being introduced to using turtle graphics in Python.
• Students will practice writing programs using for loops and turtle graphics.  
• Students will journal as a reflective tool to make a personal connection between iteration and their personal life.  
• Students will describe how computation facilitates the creation and modification of computational artifacts with enhanced detail and precision.

Overview

1. Getting Started (5 min)
2. Introduction of Content (40 min)
   1. Activity [10 min]
   2. Journal [5 min]
   3. Activity [10 min]
   4. Individual Coding [15 min]
3. Wrap Up (5 min)

Note: Turtle graphic examples in this lesson work with the community version of the PyCharm IDE and Python 3.4.1.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.J - Express an algorithm that uses iteration without using a programming language.
  • LO AAP-2.K - For iteration: a. Write iteration statements. b. Determine the result or side-effect of iteration statements.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.
• MP4: Model with mathematics.
• MP5: Use appropriate tools strategically.
• MP6: Attend to precision.
• MP7: Look for and make use of structure.
• MP8: Look for and express regularity in repeated reasoning.

• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
• WHST 12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

• 3. Planning and carrying out investigations
• 5. Using mathematics and computational thinking
• 6. Constructing explanations (for science) and designing solutions (engineering)
• 8. Obtaining, evaluation, and communicating information

Students must understand that programs use the concept of iteration to perform repeated tasks.

• How can computing and the use of computational tools foster creative expression?
• How can computing extend traditional forms of human expression and experience?
• How are programs used for creative expression, to satisfy personal curiosity or to create new knowledge?
• How do computer programs implement algorithms?
• How do people develop and test computer programs?
• Which mathematical and logical concepts are fundamental to computer programming?

In the Lesson Resources folder:

• Turtle Graphics Guided Activity

Required materials:

• 5-10 objects that can be stacked (lego, duplo blocks, plastic cups…) for the first guided activity

Useful additional resources:

• How to Think Like a Computer Scientist (Ch. 4  Python Turtle Graphics) 
• How to Think Like a Computer Scientist (Ch. 8 Iteration Revisited)
• Python for Everybody 
• CS1 Python Programming Projects Archive http://www.cse.msu.edu/~cse231/PracticeOfComputingUsingPython/

AP Exam Engagement Plan - Step 2

Discuss with the school’s AP Testing Coordinator before presenting to students.

Schools exam registration policies and procedures

AP Exam fees, fee policies, and fee reductions

Confirm that students have joined the MY AP class section.

Show the  AP Exam Registration presentation.

Give student’s time to register for the exam.

Verify that students can see the date and time of their exam in the class section view in My AP.

Getting Started (5 min)

Journal: Think about events in your life that require a repeated action.  They could be something simple such as eating a bowl of cereal.  List two events in your life that require an action to be repeated.  What is the action?  What prompts the need for the action to happen? How often does the action happen?

Note: Students will extend their reflections later in the lesson.

Introduction of Content (40 min)

Guided Activity:  Physical representation of iteration [10 min]

Materials:  5-10 objects that can be stacked (lego, duplo blocks, plastic cups…)

The activity:  Place the objects on a table.  

1.Say: “At the conclusion of this activity, all of the objects will be stacked.”

Chose one object to begin with.

2. Say: “I will start with this object and I will continue to stack until there are no single objects left on the table.  How many times do you think I will stack an object?  Why?”

3. Ask: "Are there any single objects on the table?”

Students should answer yes.  Stack one object on your beginning object

4. Ask “ Are there any single objects on the table?”

Students should answer yes.  Stack one more object on your started stack.  Continue to ask if there are any single objects on the table until the stack is completed and there are no more single objects on the table. Keep a tally of how many times you repeated the process.

5. Ask: “How many times did we repeat the process?  Did your prediction match the result?"

6. Explain to the students how the activity represents the concept of iteration and continue into the discussion of iteration.

7. Ask: “How much better is a computer at providing accurate and detailed results of a very long, repetitive process?" "Why is a computer able to be more precise and detailed?"
   

   Computers are used in assembly lines and other places with lots of repetition because they can be almost perfectly accurate thanks to sensors that can be calibrated to the millimeter, and without needing to take a break.

Journal [5 min]

Choose one of the events you wrote about in your previous journal entry.  Take a moment to write the pseudocode for the repetitive action associated with that event.

Note: Check for understanding while students are working.

Example: Eating a slice of pizza:

 While pizza on plate

      pick up from plate

      take a bite

      place on plate

      bite is consumed

      loop

Guided Activity (for loops, how for loops use lists, range, turtle graphic) [10 min]

This guided activity introduces students to for loops using turtle graphics.

(See handout in Lesson Resources folder: Turtle Graphics Guided Activity: The for loop)

Individual Coding Activity [15 min]

Give students the following code stem. Have the students alter the code to perform the listed tasks.

Code Stem:

import turtle    # Allows us to use the turtles library

window = turtle.Screen()  # Creates a window to display graphics

bob = turtle.Turtle()   # creates a turtle named bob

#Write your code here

window.exitonclick()      # Exits the window when clicked

1. Have the turtle draw a triangle using a turtle

2. Now that you know how to add turtles and program them to draw lines repeatedly, use your imagination and creative ability to create your own picture using multiple for loops and turtles.

Wrap Up (5 min)

Journal:  In your journal summarize the process you used to create your picture. What problems did you encounter? What concepts do you need clarified?

Guidance for Practice Questions - Question Set 6

Questions in the AP Classroom Question Bank may be used for summative purposes.  

Sixty of the 80 questions are restricted to teacher access.  The remaining 20 questions are from public resources.  

Questions are identified by their initial phrases.

Consider the following code segment, which uses...

The following question uses a robot in a grid o...

Students can be given a copy of the guided activity handout to follow along.

a variety of checking for understanding techniques

• temperature checks
• teacher review student's code
• thumbs up/ thumbs down
• questioning throughout the lesson (whole group / small group / individual)

quick quizzes

peer review

interactive journaling

Students will use for loops and turtle graphics to create graphic representations of iteration.   They modify a code stem using turtle graphics to: 

1. draw a triangle

2. draw a picture using multiple for loops and turtles.

Summary

Students continue learning about iteration by using while loops and nested iteration. Students work through a guided tutorial on while loops and learn more turtle graphics features.  They also have the opportunity to utilize the pair programming model to facilitate collaboratively writing programs using for loops, while loops, and turtle graphics.  Throughout the lesson, students are given the opportunity to use their journal as a reflective tool.

Outcomes

• Students will know that iteration can be performed in Python using while loops.  
• Students will understand that for and while loops can be written (nested) inside of other for and while loops.
• Students will be introduced to the REPEAT loops on the exam reference sheet.
• Students will understand and utilize the pair programming model as means to facilitate collaboration.

Outline

1. Getting Started (5 min)
2. Guided Activity (15 min) - for and while loops with turtle graphics
3. Collaborative Activity (25 min) - Shared coding of an iterative program
4. Wrap Up (5 min) - Journal Activity

• EU CRD-1 - Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
  • LO CRD-1.B - Explain how computing innovations are developed by groups of people.
  • LO CRD-1.C - Demonstrate effective interpersonal skills during collaboration.

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.E - Develop a program using a development process.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.J - Express an algorithm that uses iteration without using a programming language.
  • LO AAP-2.K - For iteration: a. Write iteration statements. b. Determine the result or side-effect of iteration statements.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.
• MP5: Use appropriate tools strategically.
• MP6: Attend to precision.
• MP7: Look for and make use of structure.
• MP8: Look for and express regularity in repeated reasoning.

• RST 12.3 - Precisely follow a complex multistep procedure
• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• RST 12.9 - Synthesize information from a range of sources
• WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes

• 3. Planning and carrying out investigations
• 5. Using mathematics and computational thinking
• 6. Constructing explanations (for science) and designing solutions (engineering)
• 8. Obtaining, evaluation, and communicating information

• Students will describe how iteration can be performed in Python using while loops.  
• Students will demonstrate that for and while loops can be written (nested) inside of other for and while loops.
• Students will describe programs that are developed for creative expression, to satisfy personal curiosity, or to create new knowledge and that these programs may be developed with different standards or methods than programs developed for widespread distribution.
• Students will understand and utilize the pair programming model to facilitate collaborative work.

• How can computing and the use of computational tools foster creative expression?
• How are programs developed to help people, organizations or society solve problems?
• How are programs used for creative expression, to satisfy personal curiosity or to create new knowledge?
• How do people develop and test computer programs?
• Which mathematical and logical concepts are fundamental to computer programming?

In the Lesson Resources folder:

• Guided activity: "Turtle Graphics Guided Activity: The while loop" in the Lesson Resources folder

Other:

• How to Think Like a Computer Scientist (Ch.8 More About Iteration) 
• CS1 Python Programming Projects Archive http://www.cse.msu.edu/~cse231/PracticeOfComputingUsingPython/

Getting Started (5 min)

What will be displayed at the end of this program?

y=0
for x in range (0, 8):
    y += 1
print (y)

Introduction of Content (15 min)

• Use the guided activity ("Turtle Graphics Guided Activity: The while loop" in the lesson folder) to discuss while loops and nested iteration.
• To save time, have these programs open in your IDE before class starts.

Collaborative Coding Activity (25 min)

Define the Pair Programming Model: As the name implies, pair programming is where two programmers share one computer. One programmer codes while the other observes the code as it is typed in. The two programmers switch roles frequently. Common models such as pair programming exist to facilitate collaboration.

1. Show the Pair Programming.ppt in the Teacher Resources folder
2. Discuss the potential pros/cons of pair programming.

Introduce the Activity:

1. Go to the slide 4 in the Pair Programming.ppt to introduce the coding assignment.
2. Pair the students up. If you have an odd number of students, make one group of 3. Have students work in pairs to complete the coding activity that uses while loops and nested iteration. Each pair will write a Python program called SumOfInts.py to calculate the sum of integers, and then modify it using a nested while loop.
3. Once each pair completes this portion, display slide 5 in the Pair Programming.ppt for the nested loop portion.

Solutions to both programs are in the slideshow.

Class Discussion (+10 min)

Open Repeat Loops.ppt in the Teacher Resourses.

Say: The College Board’s exam reference sheet uses REPEAT loops instead of for and while loops. The REPEAT n TIMES { } executes the block of statements n times. 

The College Board's REPEAT UNTIL(condition) { } structure executes the block of statements without ending until the Boolean expression condition evaluates to true. If the condition never evaluates to true the loop coninue indefinitely (called an infinite loop).

In the REPEAT UNTIL(condition), the Condition is evaluated before the loop body is executed so if the condition evaluates to true the loop body is never execued.

Ask:  Which of the two REPEAT loops is most like the Python for loop and which is most like the Python while loop?

Display the example REPEAT loops questions in the slideshow, one at a time. Give the students a moment to determine the answer, then prompt students for his/her response "How many chose Answer A?" Then do the same for B, C, D. Then give correct answer (answer is in the Notes section of the ppt).

Wrap Up (5 min)

Journal: In your journal, summarize the process that you used with your partner to create the collaborative project. How did each partner contribute? Did you have any differences, if so, how did you resolve them? Was there any benefits to working in a pair ie able to identify programming and/or algorithm errors?

Guidance for Practice Questions - Question Set 7

Questions in the AP Classroom Question Bank may be used for summative purposes.  

Sixty of the 80 questions are restricted to teacher access.  The remaining 20 questions are from public resources.  

Questions are identified by their initial phrases.

A summer camp offers a morning session and an a...

The code segment below uses the procedure IsFound

The figure below shows a robot in a grid of squ...

The figure below shows a robot in a grid of squ...

The procedure Draw (length, direction) is used to

1. Give students a copy of the guided activity instructions so they can follow along.
2. Possibly give students a code stem to work from for the collaborative project (while ensuring that they have the opportunity to problem-solve by thinking about and implementing an appropriate loop structure).

Various checking-for-understanding techniques:

• Temperature checks
• Teacher reviews of student's code
• Thumbs up/ thumbs down
• Questioning throughout the lesson (whole group / small group / individual)

Quick quizzes

Peer review

Interactive journaling

Students will work collaboratively to develop a program that uses nested iteration and turtle graphics.

Summary

In Python, a function is a named sequence of statements that belong together. In this lesson, students learn why functions are used, how they are used, and how they are defined.  

Outcomes

• Students learn how functions affect program flow, how functions use local variables, and how they use global variables.  
• Students learn preferred means of communication with functions and how to incorporate them into their programs.  Attention is also given to debugging programs that contain functions.
• Students will be introduced to procedures (functions) on the exam reference sheet.

Overview

1. Getting Started (5 min)
2. Guided Activities (35 min)
   1. Arguments and return values [5 min]
   2. Compound Functions [5 min]
   3. Function Definitions [5 min]
   4. Return Values [10 min]
   5. Line Numbers [10 min]
3. Wrap Up (10 min)

Source

Students will work extensively with the online version of How to Think Like a Computer Scientist (HTLACS) hosted by Runestone Interactive. 

• EU AAP-3 - Programmers break down problems into smaller and more manageable pieces. By creating procedures and leveraging parameters, programmers generalize processes that can be reused. Procedures allow programmers to draw upon existing code that has already been tested, allowing them to write programs more quickly and with more confidence.
  • LO AAP-3.A - For procedure calls: a. Write statements to call procedures. b. Determine the result or effect of a procedure call.
  • LO AAP-3.B - Explain how the use of procedural abstraction manages complexity in a program.

• MP1: Make sense of problems and persevere in solving them.
• MP5: Use appropriate tools strategically.

• F-IF.1-3: Understand the concept of a function and use function notation
• F-IF.4-6: Interpret functions that arise in applications in terms of the context
• F-BF.3-5: Build new functions from existing functions

• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• RST 12.10 - Read and comprehend science/technical texts

• 5. Using mathematics and computational thinking

Students will understand the purpose of functions and how they allow a program to be built and maintained in a modular way.

Predictable Misunderstandings:

- students often think that functions (or any code) written will run.  They don't connect that it must be called in order to be run.

- students often think that functions have access to variables that they don't have access.

• How can computing and the use of computational tools foster creative expression?
• How does abstraction help us in writing programs, creating computational artifacts and solving problems?
• How are algorithms implemented and executed on computers and computational devices?
• How are programs developed to help people, organizations or society solve problems?
• How are programs used for creative expression, to satisfy personal curiosity or to create new knowledge?
• How do computer programs implement algorithms?
• How does abstraction make the development of computer programs possible?
• How do people develop and test computer programs?
• Which mathematical and logical concepts are fundamental to computer programming?
• How does computing enable innovation?

Other:

• Function Video
  • http://interactivepython.org/runestone/static/thinkcspy/Functions/functions.html
• Python for Everybody
  • http://do1.dr-chuck.com/pythonlearn/EN_us/pythonlearn.pdf
• Runestone Interactive
  • http://interactivepython.org/runestone/static/thinkcspy/Functions/functions.html

Getting Started (5 min)

1. Show first 3:30 of Function Video: http://interactivepython.org/runestone/static/thinkcspy/Functions/functions.html
2. Students respond in their journals to the following prompts.
3. Open Getting Started Unit 2-12.ppt in Teacher Resources when reviewing the questions below with the students (allow students to share their responses before displaying the answers on the ppt).

• What is a function?
• Why are they used?
• What is a parameter?
• What are two types of parameters?

Guided Activities (35 min)

Arguments and return values [5 min]

Point out: Data values can be stored in simple variables, lists of items, or standalone constants and can be passed as input to, or output from, procedures.

• Students read Python for Everybody  Chapter 4 Functions sections 4.1 to 4.3.  
• Students copy the sentences below.  Replace the words argument and result with synonyms.
  • “It is common to say that a function "takes" an argument and "returns" a result. The result is called the return value.” 
• Visit this web page (https://docs.python.org/2/library/functions.html) that lists the built in functions in Python.   
• Verify that the Python Version is 2.7.
• Ask, "How many built in functions are in Python 2.7?"
• Change the Python version to 3.4.1.  How many built-in functions are in Python 3.4.1?
• Why do you think there are a different number of functions in Python 3.4.1 than in 2.7?

Compound Functions [5 min]

• Open Runestone Interactive Functions page (http://interactivepython.org/runestone/static/thinkcspy/Functions/functions.html) and read about user defined functions in Python.
• Read through lines 1 and 2 that define the header and body of compound statements.  Note the format of the compound statement used to define a function.
• Ask:
  • What color is used to highlight the keyword def?
  • What punctuation mark ends the first( header) line?
  • How far is the body indented?
  • What color is the name of the function?
  • What word is used for the value in parenthesis?

Function Definitions [5 min]

• Run ActiveCode 1.  
• Change the number in line 15 and run the code to make a smaller square.
• Change the number in line 15 and run the code to make a larger square.
• Run ActiveCode 2.
• Ask: What are the two line numbers used to call or invoke the function drawSquare?
• Run ActiveCode 3.
• Change the definition of drawMulticolorSquare to different colors.
• Ask: What line would you change to draw smaller multi-color squares?

Return Values [10 min]

• Some functions find and return values.  Complete ActiveCode 5, 6 and 7.
• Change ActiveCode 7 so it prints the minimum values.

Line Numbers [10 min]

• Run CodeLens 1.
• Ask:
  • What line is executed next after line 6?
  • What line is executed next after line 3?
  • How do you think Python knew what line to go to after line 3?
  • What keyword is used to tell Python to return a value from the function named square?
  • What do you think would happen if you run the program after removing the return statement from line 3?

Exam Reference Sheet

Say: The exam reference sheet uses the name PROCEDURE instead of the Python word function.  It provides:

1. procName (arg1, arg2, …) as a way to call PROCEDURE procName(parameter1, parameter 2, …) 
2. Procedure DISPLAY(expression) to display the value of expression, followed by a space.
3. Procedure INPUT(), which accepts a value from the user and returns the input value.
4. result ← procName(arg1, arg2, …) to assign to result the value of the procedure “procName”.
5. PROCEDURE procName(parameter1, parameter2, …) { } which is used to define a procedure that takes zero or more arguments and does not return a value.
6. RETURN(expression) statement, to return control to the point where the procedure was called and return the value of expression.
7. PROCEDURE procName(parameter1, parameter2, …) { RETURN(expression) } which is used to define a procedure that takes zero or more arguments to return control to the point where the procedure was called and return the value of expression.

Say:  The entire exam reference sheet will be given to students when they take the end of course exam.

.

Wrap Up (10 min)

• Return to Python for Everybody Chapter 4 Functions  Copy and paste the code from section 4.4 to Runestone ActiveCode 4.
• Run the code multiple times.
• Ask:
  • What do you note about the results?
  • What is the name of the function used?
  • Is the function on the list of the built-in Python functions or is it defined in the program?
  • Where do you think the function is defined?

• Add the number 1 as a parameter in the function call and run the program.
• Explain the error message.
• Write one thing to remember about functions on an exit note.

Homework:  Students should read Python for Everybody Chapter 4: Sections 4.7, 4.8 and 4.9.  Complete Exercises 2 and 3.  

Answer the following questions:

•  What error message occured in Exercise 3?
•  Why did the error occur?
•  What happened when you change the order of print_lyrics and repeat_lyrics function definitions in Exercise 3?
•  How is a function call like a road detour?
• The parameter used to define the function print_twice is named bruce.  How would the function behavior change if the name was changed to wayne all three times it appears in the function definition?

Students should be paired through this exercise since paired discussion is used for formative assessment.  Question can be provided to students through a variety of formats including production of a Google form or using student response systems.

Three suggested strategies are:

• provide guide questions for reading
• provide teacher provided annotated text excerpts
• Students annotate text while reading

After Activity D, have students compare results with their elbow partners.  Discuss any unresolved issues.  This strategy can be used after any check for understanding.

After Activity F, ask students to suggest a rule for creating functions that would help avoid this error.

Students work alternately between the web site, partners, and the whole group.  Teachers are to monitor student responses to the questions following each activity to be sure that students are addressing the key content within each activity.

• Explain the advantages of functions/procedures in programming.
• Explain the purpose of parameters with the use of functions.
• Define a Python function with and without parameters.
• Call a Python function with and without parameters.
• Trace a function call from the main program to and from a user defined function.
• Modify a Python program to use a function.
• Create and use functions that return a string or a number.

Summary

This is the third session of a three-session lesson sequence with four topics covered by mini-lectures, explorations, and practice exercises.

Outcomes

• Students will translate sample pseudocode into a Python function.
• Students will recognize layers of abstraction for solving a Rubik's cube.
• Students will identify sequencing, selection, and iteration elements in a problem solution.
• Students will under the concept of event driven programs and how they differ from sequential execution

Overview

1. Getting Started (5 min)
2. Activities (40 min)
   1. Guided Activity 1 [20 min]
   2. [Optional] Mini-Lecture 1 [20 min]
   3. [Optional] Guided Activity 2 [20 min]
   4. Mini-Lecture 2 [20 min]
3. Wrap-up (5 min)

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.C - Identify input(s) to a program.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.A - Express an algorithm that uses sequencing without using a programming language.

• MP1: Make sense of problems and persevere in solving them.
• MP2: Reason abstractly and quantitatively.
• MP7: Look for and make use of structure.

• G-CO.6-8: Understand congruence in terms of rigid motions
• G-GMD.4: Visualize relationships between two-dimensional and three-dimensional objects

• RST 12.3 - Precisely follow a complex multistep procedure
• RST 12.8 - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text
• WHST 12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

• 2. Developing and using models
• 5. Using mathematics and computational thinking
• 6. Constructing explanations (for science) and designing solutions (engineering)

• HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

An algorithm is more than just a sequence of steps: levels of abstraction are crucial to the working of algorithms, and sequencing, iteration, and other control structures are ubiquitous.

There are various ways of implementing the algorithm - running sequentially or parts running in parallel.

• How does abstraction help us in writing programs, creating computational artifacts and solving problems?
• How are algorithms implemented and executed on computers and computational devices?
• How do computer programs implement algorithms?

In Lesson Resources folder:

• AlgorithmsPseudocode3.pptx : PowerPoint Slides for mini-lectures
• ConwayDoomsdayAlgorithm : file for "Day of the Week" algorithm, Conway's "Doomsday"

[Optional topic] Wikipedia article on Conway date algorithm.

Access to Youtube videos of people and Lego Robots solving Rubik's cubes.

Videos:

•     CUBESTORMER 3 Smashes Rubik's Cube Speed Record by ARMflix 

https://www.youtube.com/watch?v=X0pFZG7j5cE and /or

• CUBESTORMER 2 by ARMflix

https://www.youtube.com/watch?v=_d0LfkIut2M

• Human World Record: Kopie Van Mats Valk Official Rubik's Cube Single 5:55 by Mats Valk

https://www.youtube.com/watch?v=UXrxRqwAUkA 

One or more Rubik's cubes.

Links to PDF copies of youcandothecube's solution to Rubik's cube (also copied into the Lesson Resources folder):

      You Can Do the Rubik's Cube

• www.youcandothecube.com
• http://www.youcandothecube.com/secret-unlocked/solution-stage-one.aspx

Getting Started (5 min)

Daily Homework Review

• Review of pseudocode for determining if a year is a Leap Year 

Guided Activities (40 min)

• Guided Activity 1
  • Discuss how abstraction involves removing detail and lets you describe things in a general way. Problems can be broken down from very general steps down to specific details. One way to do this is to extract common features from specific examples in order to generalize concepts.

• Investigate the role of testing in the development process using Runestone Lesson 6.3 Unit Testing

•  [Optional] Mini-lecture 1
  • Look for this in the Leap Year code.
  • Demonstrate Python function implementation for the "Is it a Leap Year" pseudocode.
  • Teach Conway "Day of the Week" algorithm. Use the file called ConwayDoosmdayAlgorithm in the Lesson Resources folder.

• [Optional] Guided Activity 2
  • Have students practice the Conway algorithm.

• Mini-lecture 2
  • Walk through “Extended Example (Rubik's Cube) slides with associated videos; web links; and "props” (actual cubes or website:
    • Coolmath-Games.com Rubik's Cube Game http://www.coolmath-games.com/0-rubikscube/ or 
    • Google's Rubik's Cube Game https://www.google.com/logos/2014/rubiks/rubiks.html

Class Discussion (+5 min)

Go to this link: https://playtictactoe.org/ to demonstrate an online Tic Tac Toe game

• Abstraction
  • An example of layers of abstraction.
  • Code execution is hidden from the user.
    
    
• Event driven programming
  • An event is associated with an action that supplies input data to a program
  • Program statements are executed when triggered (mouse click in this case), rather than through sequential flow as in the Python programs used in this class.

• Parallel processing
  • Once the tasks of the algroithm are determined, if one pairs of steps do not depend on each other, they can be done in parallel on different processors.

Wrap Up (5 min)

• Review Table of Contents of selected Algorithms book.
• Review summary slide.
• Homework: Take one of the youcandothecube.com solution stages.  Identify the sequencing, selection, and iteration elements.  Sketch a flowchart of that stage of the solution.

Guidance for Practice Questions - Question Set 8

Questions in the AP Classroom Question Bank may be used for summative purposes.  

Sixty of the 80 questions are restricted to teacher access.  The remaining 20 questions are from public resources.  

Questions are identified by their initial phrases.

A programmer wrote the program below. The program

Consider the following program code. The block ...

In the program below, y is a positive integer (...

Programs I and II below are each intended to ca...

Two grids are shown below. Each grid contains a...

For the optional activity (Conway Algorithm), some students may have difficulty adding and subtracting dates to translate from a known day-of-the-week to another day in the same month.  A chart on the wall, or a current calendar, could be a help.

Some students who are strong in other areas will have difficulty with the spatial aspects of manipulating a cube while retaining an orientation that will let them complete the steps of one of the sub-algorithms without errors.  They may need to be paired with another student or the instructor until they master the technique of holding the cube fixed while rotating a face.

The notation of face turning (e.g. R versus R' or L versus L') can be confusing.  Having the students practice with an empty jar with a lid can help.  Orient the lid up (U), down (D), left (L), right (R), front (F), or back (B).  The hand movement to screw the lid on is the same hand movement needed to perform the non-accented face turn.  The hand movement needed to screw the lid off is the same as the accented turn (U', D', L', R', F', B').

Variation for class that does not have Rubik's cubes:  Use the images from the Solution Guide: www.youcandothecube.com

Online rubik's cube solver:

• Coolmath-Games.com Rubik's Cube Game http://www.coolmath-games.com/0-rubikscube/ or 
• Google's Rubik's Cube Game https://www.google.com/logos/2014/rubiks/rubiks.html 

The following "Checks for Understanding" could be used to guide the students towards the three learning objectives.

Objective: SWBAT translate sample pseudocode into a Python function.

1. Word Sort.  Students will evaluate isolated Python constructs as matching sequencing, selection, or iteration elements.
2. Timed Pair Share.  Pairs of students will translate the challange examples from pseudocode into Python.
3. Project Study Group.  Looking at pseudocode and non-working Python code:  What is wrong?  What is missing?  How would you change it?

Objective: SWBAT recognize layers of abstraction for solving a Rubik's cube.

1. Describe it.  Students will first study and then will identify characteristics of Rubik's cubes (number of sides; possible movements; number and types of pieces -- center, edge, corner; ...)
2. Predict and share -- students will predict strategies for solving the cube.
3. Put in order -- groups of students will take a set of partially solved cubes and place them in "solution order".  They will justify their choice.  [Note: images from www.youcandothecube.com can be used if real cubes are not available.]
4. Learn one layer.  Every student will learn how to execute one full step of the solution sequence.

SWBAT to identify sequencing, selection, and iteration elements in a problem solution.

1. Students will identify the sequencing, selection, and iteration steps of: their homework algorithm; two of the sample problems from the challenge set; and one of the stages of the Rubric cube solution.  These will be done in pairs and small groups.

Students will translate prior pseudocode into Python routines.  They will recognize if their programs work correctly.

Students will deconstruct one of the Rubik's cube solution stages.  These analysis results will be shared and critiqued.

Summary

In the first portion of this lesson, students continue their inquiry into the properties of functions, with a focus on communication to and from other functions. In the lab portion of the lesson, students develop three Python modules using both Runestone Interactive and their Python IDE. Students use their own functions to perform calculations and draw a variety of polygons and a circle using turtle graphics.

Outcomes

• Students will understand the process of communication with functions.
• Students will be able to create and call functions.
• Students will be able to use both "fruitful functions" (sometimes just called functions) and "unfruitful functions" (which do not return a value - these are usually called procedures).
• Students will understand how functions simplify a project's creation.

Overview

Session 1

1. Warmup (10 min)
2. Exploring Functions (40 min)

Session 2

1. Function Labs (45 min)
2. Wrap-up (5 min)

• EU CRD-1 - Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
  • LO CRD-1.C - Demonstrate effective interpersonal skills during collaboration.

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.C - Identify input(s) to a program.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.K - For iteration: a. Write iteration statements. b. Determine the result or side-effect of iteration statements.

• EU AAP-3 - Programmers break down problems into smaller and more manageable pieces. By creating procedures and leveraging parameters, programmers generalize processes that can be reused. Procedures allow programmers to draw upon existing code that has already been tested, allowing them to write programs more quickly and with more confidence.
  • LO AAP-3.A - For procedure calls: a. Write statements to call procedures. b. Determine the result or effect of a procedure call.
  • LO AAP-3.B - Explain how the use of procedural abstraction manages complexity in a program.
  • LO AAP-3.C - Develop procedural abstractions to manage complexity in a program by writing procedures.

• MP4: Model with mathematics.
• MP5: Use appropriate tools strategically.

• RST 12.2 - Determine central ideas and conclusions in the text
• RST 12.3 - Precisely follow a complex multistep procedure
• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• RST 12.10 - Read and comprehend science/technical texts

• 1. Asking questions (for science) and defining problems (for engineering)
• 5. Using mathematics and computational thinking

• Students will understand the process of communication with functions.
• Students will be able to create and call functions.
• Students will be able to use both fruitful and unfruitful functions.
• Students will understand how functions simplify a project's creation.
• Students will work collaboratively in pairs to enhance performance and communication

• How does abstraction help us in writing programs, creating computational artifacts and solving problems?
• How are algorithms implemented and executed on computers and computational devices?
• How are programs developed to help people, organizations or society solve problems?
• How do computer programs implement algorithms?
• How does abstraction make the development of computer programs possible?
• How do people develop and test computer programs?

In the Lesson Resources folder:

• Slope Y-Intercept Project (to be developed)

Other:

• Python for Everybody
• Runestone Interactive: How to Think Like a Computer Scientist
• Turtle graphics API documentation for Python 3.4.1: https://docs.python.org/3.4/library/turtle.html
• Circle Lab (http://interactivepython.org/runestone/static/thinkcspy/Labs/lab04_01.html)
• Triangle Lab (http://interactivepython.org/runestone/static/thinkcspy/Labs/lab04_01a.html)

Session 1

Getting Started (10 min)

• Display Python for Everybody Chapter 4 (Functions) - Section 4.11.
• Students record in their journals four reasons to use functions and discuss with elbow partners to identify their two most important reasons.
• Ask students to identify two or three people they know who have the same name.
  • Explain to their elbow partners who the people are and how they tell them apart when talking about them.
  • Explain that we are going to working with functions today and that sometimes functions use the same names for different variables.
  • Before writing programs with functions, we want to address the possibility of functions that use the same names.

Exploring Functions (40 min)

Teaching Note: 

Use of a format such as Google forms is sugggested for collecting student responses to the questions for each activity. It is important to keep this portion of the class moving so students have enough time for the labs. Have students work with partners during their program development so they will have someone to share their progress with. Use a timer and have students briefly share their progress roughly every 10 minutes. This will not only help them understand an iterative development process, but also gives students practice with a collaborative development style.

Debugging

• Display Section 4.12 of Python for Everybody.  
• Explain: when progam developers write their own functions, they often run into problems (bugs) they need to fix. These debugging suggestions should help the students to prevent or correct problems.
• As students investigate and work with functions today, they should an eye out for function design problems and strategies used to prevent or solve them. We will add the rules we develop to this list. 

Variables and Parameters

• Students should open the Runestone Interactive Functions page (http://interactivepython.org/runestone/static/thinkcspy/Functions/toctree.html).
• Have students read "Variables and parameters are local" and run the Codelens to completion.  
• Ask:
  • What caused the error that occurred when the last line of the code was executed?
  • What happens to local variables when a function finishes?
  • Are parameter's values that are assigned inside a function also accessible outside the function? 

Global Variables (Don't Use Them!)

• Run ActiveCode 9.
• What is the value of the variable power inside the function?
• At what point was the variable power given that value?
• This form of communication is risky, since programmers may not realize that a variable used in one code segment is also used inside a function elsewhere in the program.  
• What is the recommended way to communicate values to a variable?
• Emphasize that avoiding global variables supports collaboration and reuse of code, since different authors can avoid interfering with each other's work.

Variable Scope

• Complete the "Check for Understanding" after CodeLens 5, answering questions func-10, func-11, and func-12.
• Share "Check for Understanding" results either with elbow partners or the class as a whole. 

Accumulating Values

• Go to the section entitled "The accumulator pattern."
• Do ActiveCode 10 and CodeLens 6.
• After reviewing the execution in the CodeLens, answer the "Check for Understanding" questions func-13 through func-14.
• See if the students can add any rules for creating and using functions to the list from Python for Informatics.

Functional Decomposition

• Functions support division of a progam into smaller modular parts.
• Functions that generalize a process promote the advantage of code reuse.
• Functions make programs easire to read.
• Functions make programs easier to maintain.
• Go to the section entitled "Functions can call other functions".
• Do CodeLens 7 and ActiveCode 12.
• Ask:  
  • What function is started first when the code in ActiveCode 12 is executed?
  • What function is finished first when the code is executed?

Session 2

Function Labs (45 min)

• Review concepts from Session 1. Reinforce pair programming dynamics of navigator /driver, changing roles and communication goals to resolve any conflicts, and allow everyone to participate.
• Encourage students to refer to the API to better understand how functions work. (Remind them  API (Applicaiton Program Interface) explains the functions available and how to use them without the need to know the internal strucutre of the function.
• Functional abstraction make programs more readable and managable. Using functions (or procedures in a program allows programmers to change the internals of the procedure (to make it faster, more efficient, use less storage, etc.) without needing to notify users of the change as long as what the function does is preserved.
• Preview the three lab projects that students will complete and help students to get started with the Slope Y-Intercept project.
  • Discuss the iterative development process after watching the video "Design as an Iterative Process"
  • http://www.youtube.com/watch?v=9NxWW4poljU
• Complete the Slope Y-Intercept Project and the Drawing a Circle Labs.
  • The Slope Y-Intercept Project is described in the document of the same name.
  • The document includes descriptions of two functions to complete and contains a small sample of test data.
  • The Slope Y-Intercept Project is in the Lesson Resources folder along with the starter Python file.
• Continue in Runestone to the Lab entitled Drawing a Circle (http://interactivepython.org/runestone/static/thinkcspy/Labs/lab04_01.html).
  • In this second lab, students develop a function that uses a turtle to draw a circle.
  • After finishing the lab, students should copy their code to a Python module in PyCharm.
  • Students should create three functions named drawSquare, drawTriangle, and drawOctagon, along with main module code that calls each function.
• After completing the Drawing a Circle lab, students should follow the link below to the Lessons from a Triangle lab.
  • http://interactivepython.org/runestone/static/thinkcspy/Labs/lab04_01a.html
• Students should create a second Python module with the code from the starting point for the drawPolygon function code and finish implementing the drawPolygon function.
• Students should complete the Function Labs by developing the drawCircle function in Finally a Circle (the second half of the Lessons from a Triangle lab).
  • Additional components of the lab can be used as extensions for more able students.

Wrap-Up (5 minutes)

• After submitting the labs, students present their labs with elbow partners and groups.
• Students reflect on the following prompts about writing programs with functions.
• What problems did they encounter? (with concepts or partner dynamics)
• How did they overcome the problems? How was the API useful?
• How do functions simplify the task of developing a program?
• How can effective collaboration enhance performance?

Iterative development works by developing, then sharing, programs at many points during the development process. Students should work in pairs as they create their programs and share the work through various completion stages.

Students who are completing projects quickly should be introduced to the Python turtle API at (https://docs.python.org/3.4/library/turtle.html). Students can investigate and implement such methods as fill, speed and others as described by the API documentation.  

Check for understanding by assessing student performance on the Runestone Interactive questions. Students should first try to resolve any difficulties with their partners and groups.

Students should be able to make suggestions for creating and using functions.

Identify and address any areas discovered that students have been unable to come to a consensus understanding. 

Have students reflect on the pair programming process as prompted in the lesson.

Create functions that receive parameters, perform calculations using those parameters, and return a value.

Write a function to return the slope and y-intercept of a function of the line through two points.

Write functions to create a variety of polygons and a circle.

Summary

Students will use the online book Python for Everybody to complete a two-session guided lab in which they will explore the use of strings in Python.

Outcomes

Students will be able to:

• Identify a string as a sequence of characters that are identified by their index value, beginning with 0 (zero)
• Use the len function to get the number of characters in a string
• Traverse strings using both while and for loops
• Slice strings using [m:n]
• Parse strings using the find method and slicing
• Debug simple string programs to find and correct problems

Overview

Session 1:

1. Getting Started (5 min)
2. Guided Activity (45 min)
   1. Preparation [5 min]
   2. Code Review [40 min]

Session 2:

1. Getting Started (5 min)
2. Guided Activity (35 min)
   1. Preparation [5 min]
   2. Code Review [30 min]
3. Summative Assessment (10 min)

• EU AAP-1 - To find specific solutions to generalizable problems, programmers represent and organize data in multiple ways.
  • LO AAP-1.C - Represent a list or string using a variable.

• EU AAP-2 - The way statements are sequenced and combined in a program determines the computed result. Programs incorporate iteration and selection constructs to represent repetition and make decisions to handle varied input values.
  • LO AAP-2.D - Evaluate expressions that manipulate strings.
  • LO AAP-2.K - For iteration: a. Write iteration statements. b. Determine the result or side-effect of iteration statements.

• MP7: Look for and make use of structure.
• MP8: Look for and express regularity in repeated reasoning.

• RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
• RST 12.10 - Read and comprehend science/technical texts

• 5. Using mathematics and computational thinking

• Strings are made up of individual characters in a sequence.  The characters are identified by their position in the string; this position is referred to as an index value.
• Index values in Python begin with zero (0).
• Python provides a number of built-in functions and methods that allow a programmer to manipulate strings.  
• Strings can be traversed using both for and while loops. Students must decide which loop structure is appropriate, based on the nature of a program's requirements.

• How can computing and the use of computational tools foster creative expression?
• How are algorithms implemented and executed on computers and computational devices?
• How are programs used for creative expression, to satisfy personal curiosity or to create new knowledge?
• How do computer programs implement algorithms?
• How do people develop and test computer programs?
• Which mathematical and logical concepts are fundamental to computer programming?

In the Lesson Resources folder:

• Python for Everybody by Charles Severance, http://do1.dr-chuck.com/pythonlearn/EN_us/pythonlearn.pdf.
  This book is available for download as a .pdf file. We recommend downloading the book and making it available on a shared group drive on local computers for easy access for students. Is it licensed under Creative Commons and is free to download and share.  A copy of the pdf is available in the Lesson Resources folder.

Other:

• More information on the find method for Python 3.4 can be found at:
  https://docs.python.org/3.4/library/stdtypes.html?highlight=find%20method#str.find 
• Multiple choice quiz (located in the Lesson Resources folder).

Session 1

Getting Started (5 min)

Journal Question: What is a string?

• Have students share their ideas.

Guided Activity (45 min)

Preparation [5 min]

• Students should open the book Python for Everybody by Charles Severance, Chapter 6: Strings (page 67). (Available at http://do1.dr-chuck.com/pythonlearn/EN_us/pythonlearn.pdf and in the lesson folder.)
• Students should launch PyCharm and make a new file called stringtester.py to test code as they go though the lesson.
• Recommend teachers project their screens with the book and PyCharm environment when appropriate.
• Have students test code samples from the book as the students and teacher go through the lesson together.

Code Review [40 min]

Section 6.1: A string is a sequence

• Introduce the concept of index values for each character in a string, beginning with 0 (zero).
• After reading the brief text in Section 6.1, have students type the sample code for fruit and letter with [ ] surrounding the index value of a letter and run it. Have students try to ‘break’ the code by typing in an index value too large for the word and see what kind of error they get.
• Code check for understanding: have students type in a different word for their fruit variable and change the index value. Does the printed letter match what was anticipated?
• Concept check for understanding: reinforce understanding by writing sample words on board, pointing to a letter at random and asking what the index value of that letter.
• Repeat checks for understanding with made-up problems as needed.

Section 6.2: Getting the length of a string using len

• Introduce the len function, which returns the number of characters in a string. Explain that empty spaces between words and punctuation also count as characters. Remind students of previous lessons concerning ASCII values for all characters, including blank spaces and punctuation.
• Using the fruit variable from the previous sample, have students return the number of characters using the len function.
• Stress the point in the book concerning IndexErrors: that the length of the string and the highest index value in that same string are not the same value. The length of the string banana is 6; the index values are numbered from 0 to 5, inclusive.
• Code check for understanding: Have students type in sample code that will return the length of a variety of strings, with and without spaces and punctuation. Did their code run without error?
• Concept check for understanding: Write a sentence on the board with spaces and punctuation. Have students count and write the “length” of the sentence on a post-it note and stick them on a designated place. Have a student or two organize the post-its based on the answers. Together with the class, count out the value of len, then have students type the sentence into the console in PyCharm to check their answers.
• Repeat checks for understanding with made-up problems as needed. Some famous quotes can be used to keep it interesting, such as, "The artist is nothing without the gift, but the gift is nothing without work." - Emile Zola (1840-1902). 

Section 6.3: Traversal through a string with a loop

• Introduce the concept of printing each character of a string on a separate line by using a while loop and incrementing the index value of each character.
• Students should already be familiar with iteration using both while and for loops from previous lessons. Review syntax for both as needed.
• Have students traverse the string by running the sample code.

Session 2

Getting Started (5 min)

Journal Question: Explain why the length of a string is one digit higher than the highest index value of the same string.

• Have students share their answers. Guide the discussion back to the previous lesson, in which students traversed a string with a loop.
• Share a sample of code similar to the traversal with a while loop from the last lesson and ask students to determine the output based on an evaluation of the code.  Example:

word = "alphabet"
index = 0
while index < len(word):
   letter = word[index]
   print (letter)
   index = index + 1

•  Remind students of the shortcut to increment index, using index += 1 in place of index = index + 1.

Guided Activity (35 min)

Preparation [5 min]

• Students should open the book Python for Everybody by Charles Severance, Chapter 6: Strings (page 67). (Available at http://do1.dr-chuck.com/pythonlearn/EN_us/pythonlearn.pdf and in Lesson Resources folder.)
• Students should launch PyCharm and open the stringtester.py file used to test the code that they created during the last lesson. 

Code Review [30 min]

Section 6.3: Traversal through a string with a loop continued

• Take students through a discussion of traversing a loop backwards by beginning at the end of the length of the string minus 1, and decrementing the loop control variable (index) instead of incrementing.
• Code check for understanding: Book Exercise 6.1: Write a while loop that starts at the last character in the string and works its way backwards to the first character in the string, printing each letter on a separate line, except backwards.

Sample solution:

fruit = "watermelon"
length = len(fruit)
index = length - 1

while index >= 0:
   letter = fruit[index]
   print(letter)
   index -= 1

• Concept check for understanding: Project your code with errors and have students write the errors they find on post-it notes and stick them on a designated space. Have a student, or small group of students, organize the post-its in a way which makes sense to them. Debug the program together as a class based on the post-it note results.
• Introduce the concept of using a for loop instead of a while loop to traverse a string.
• Code check for understanding: Have students type sample code found at the top of page 69 in the book, using a for loop to traverse a string.
• Concept check for understanding: Ask students to think about when it is more helpful to use a while loop than a for loop to traverse a string and share their ideas. Expect answers such as “it is easier to make a for loop” and “it is harder to move backwards through a for loop than a while loop.”
• Explain that the word char in the example is used as a variable and is not a keyword in Python. It can be replaced with another word or letter. Have students use x instead of char in their sample for loop code to test this concept. This is an opportunity to have a discussion about using meaningful variable names so they have self-documenting code.