QUOTABLES
Mkt - What does this mean? Who wins? Who follows?APCSP - CS growth
Please note that staff members may take their pictures at any time, but to avoid competing with students, before school or during lunch would be best.
- Sophomores with the last name I-P: 10:05
- Sophomores with the last name Q-Z: 10:25
- Juniors with the last name A-H: 10:45
- Juniors with the last name I-P: 11:05
- Juniors with the last name Q-Z: 11:25
- Weaver students, late check-ins, staff during lunch: 11:45-2pm
MARKETING
LAP Analyze This! (20Q - MC)
Writing Prompt,
1st 10 minutes of class, class assignment grade.
Choose two of the question below...and not the two your friend right next to you chose.
Answer (in long form). a and b are off the list. c-g are fair game.
Do in either Gogle Docs or onedrive
entitle it with lastname_first name_# Block_1.04 Writing prompt
email to murphyk2@gcsnc.com
1.04 Question to know
1st 10 minutes of class, class assignment grade.
Choose two of the question below...and not the two your friend right next to you chose.
Answer (in long form). a and b are off the list. c-g are fair game.
Do in either Gogle Docs or onedrive
entitle it with lastname_first name_# Block_1.04 Writing prompt
email to murphyk2@gcsnc.com
1.04 Question to know
c. Describe the importance of each of the components of the marketing mix.
d. Explain the relationship of goals, strategies, and tactics.
e. Describe the importance of marketing strategies.
f. Explain the factors that may cause marketing strategies to change.
g. Explain the importance of strategies in the marketing mix.
Segmentation exercise
Explain the importance of target markets to businesses.
Describe advantages and disadvantages of mass marketing.
Describe advantages and disadvantages of using market segments.
Explain why the use of market segments is increasing.
Describe demographic characteristics that are analyzed by marketers.
Explain the value of geographic segmentation.
Discuss the value of psychographic segmentation.
Describe types of behavioral segmentation.
What is the need for marketing data?
Where would you develop a high price restaurant chain store?
If you were the developer of a higher priced restaurant concept,
would you go to where the population is lower socio-economic?
Or would you go to where they are more affluent? (have more money and more purchasing power)
would you go to where the population is lower socio-economic?
Or would you go to where they are more affluent? (have more money and more purchasing power)
(5 minutes)
Independent Practice/Study - Vocabulary
Scatter +3, +2, +1
Scatter +3, +2, +1
(5 minutes)
Self Read - The article gives a better explanation of MIM
http://tutor2u.net/business/marketing/research_uses.asp
Powerpoint:
a. Define the following terms: facts, estimates, predictions, relationships, and marketing information.
b. Identify types of information used in marketing decision-making.
c. Identify types of marketing information useful to marketers.
d. Describe ways that marketers use marketing information.
e. Explain the impact of marketing information on marketers.
LAP:
Data Do It - 1.05 LAP - Data do it
Loyalty Cards
Find Article/Video
Class discussion - Last time you went shopping, what types of data did the store collect on you.
Project:
Mini Project using Movoto
- Understanding Data
- Data Collection
- Secondary Data
- Usage for data in making sound business decisions
MIM - Crowd sourced images
AP COMPUTER SCIENCE PRINCIPLES
Vocab - unit 2 - Date not set for next Vocab
List the steps you imagine your letter would have to take through the different parts of the postal system. Don’t worry if you’re not sure about your answers, just make an educated guess.
Unit 1 Assessment - Sept - See calendar (Sept 11)
Complete all of the reflections/questions at the end of each of the lessons.
I have graded and responded to everything I could over the weekend.
Some of these lessons are over a week old....why am I waiting? Do you not have time at home to complete? Are we trying the "Wait until Murphy says it for the 7th time before we do it?" Remember....the reflection piece, as noted in lecture, is a vital part of this class. Don't be a hindrance to a grade because you don't do this piece.
I have graded and responded to everything I could over the weekend.
Some of these lessons are over a week old....why am I waiting? Do you not have time at home to complete? Are we trying the "Wait until Murphy says it for the 7th time before we do it?" Remember....the reflection piece, as noted in lecture, is a vital part of this class. Don't be a hindrance to a grade because you don't do this piece.
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1.8 Internet is for Everyone
Objectives
Students will be able to:
- Connect a personal experience to one challenge related to the idea that "The Internet is for Everyone".
- Cite one example of how computing has a global affect -- both beneficial and harmful -- on people and society.
- Explain that the Internet is a distributed global system that works on shared and open protocols.
- Net Neutrality is a raging legal debate about the principle that Internet service providers should enable access to all content and applications regardless of the source, and without favoring or blocking particular products or websites.
- Internet Censorship is the attempt to control or suppress of what can be accessed, published, or viewed on the Internet by certain people. This can be used to protect people (i.e. to not allow access to child pornography) but can also be used to limit free speech.-----------------------------
HW - Due Sept 12 4th Block
Blown to Bits (www.bitsbook.com), Chapter 1, pp. 4-13. - Read about the following koans (or truths) of bits related to the Internet:
- Koan 1: It’s All Just Bits
- Koan 2: Perfection Is Normal
- Koan 3: There Is Want in the Midst of Plenty
- Koan 6: Nothing Goes Away
- Koan 7: Bits Move Faster Than Thought
- Pick one of these koans and address the following questions:
- Argue if you agree that it is a “truth” and if it will always be a “truth.”
- How does this koan intersect with your life as a student?
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- 1.9
- (Optional) Exemplar Solution
- Wrap-up
- Real IP Addresses - Background and Video.
- It turns out computers on the Internet are addressed in a similar way to phones for many of the same reasons. The real addresses used on the Internet are called “Internet Protocol Addresses” or IP Addresses for short.
- stop the video at 4:10
- Discuss
You should review the material covered in the video.
The questions in the IP and DNS Video Worksheet (Optional) - Video Worksheet are a good place to start. The essential ideas and vocabulary students should know are:
- IP Address
- IP Packets
- IPv4 versus IPv6
- Assessment
- Code Studio: Assessment questions are available on the Code Studio
- Extended LearningSecurity and Privacy: If the messaging scheme your group designed was really used on the Internet, what could go wrong in terms of security and privacy? Think about what a malicious person could do. What if the messages sent weren't about a game but about something more personal like a conversation with a friend, or communicating with a bank? * There are two major security problems with the current version: * Anyone can fake a return address. Bob could send you a message and claim it’s “from Alice,” and you’d have no way to confirm who sent it. * Everyone can view everyone else’s messages! Because all messages are “broadcast” over Internet Simulator, messages have no expectation of privacy.Look Up Your IP Address: What's the IP address of the computer you're using right now?There are a number of ways to figure out your IP address. An exploratory way is to do a web search for: *"What's my IP address?"That will lead to finding something, but you should be cautioned that the answer isn't always simple.For example, if you are in a computer lab and use a site like What's my IP Address? it's likely that all of the computers in the classroom will report the same address. This is because the computers in a computer lab are probably using the same shared connection and might look to the outside world like they're all coming from the same place.You can also look at a computer's settings to see what it thinks it's IP address is.
--------------------1.10 Routers and Redundancy
Materials:Print:
ObjectivesStudents will be able to:- Describe the redundancy of routing between two points on the Internet.
- Evaluate the benefits and security concerns associated with the use of a .
- routed system of sending packets.
- Send messages using a numeric addressing protocol with the Internet Simulator.
Vocabulary- Network Redundancy - having multiple backups to ensure reliability during cases of
- high usage or failure
- Router - A type of computer that forwards data across a network
- Messages now have “To” and “From” addresses in a format similar to IP addresses
- (just an 8-bit address instead of a full 32 bits)
- This allows messages to be sent to a single intended recipient.
- The Internet Simulator also simulates the routing of messages across a network,
- with messages possibly being routed across multiple routers in unpredictable sequences before finally being delivered.
- This is done to simulate the way traffic travelling across the Internet is constantly rebalanced
- in response to over- or under-usage of some channels.
- A message will usually make it to its destination, but we can't know for sure how it will
- get there.
- Find friend's (small) IP address
- Send a message to that address
- Friend should send a response
- Find friend's (small) IP address
- Send a message to that address
- Friend should send a response
- To / From Address: Like an IP address, included on every message sent over the Internet.
- Dropped Messages: Poorly formed messages cannot be delivered and so are dropped, just like a letter with a bad address on it. Tomorrow you'll
- discuss more technical reasons messages are dropped.
- Multiple Hops: A message travelling across the Internet will visit many routers as each tries to forward it along the most efficient path to its destination.
- Different Paths: Routers respond to traffic on the Internet in real time. The best path at one moment might be backed up a few seconds later. Routers
- choose the current best path to get the message through.
Today:
Getting Started
Prompt: Imagine you were going to send a letter to a friend living in another state.
Activity
Today's activity introduces the newest incarnation of the Internet Simulator
Introduce: New Version of the Internet Simulator - Routers
Click and Read:
Choose a Router: Add a router if you need more space. Then join a router with a few of the people sitting closest to you. Ideally, you’ll have 3-4 classmates with you on your router.
Send a quick test message: Send a simple "hello" to a friend who is connected to the same router.
Look at the Log Browser
Activity: Investigate Routed Traffic
What did we learn?!?!?
How about the traffic?!?!?!
Ask me about the router logs.
Find another person...on a different router.
Again:
Look at the Log Browser
Prompt: If you trace carefully you'll notice that messages between two people don't always visit the same routers along the way. This is not a mistake; it’s modeled after the way the actual Internet was designed. Why might the Internet have been designed to be flexible about how messages get from one person to another? Why go through the trouble of creating multiple paths between users?
Wrap-up.
Reflection: Ask students to answer the reflection questions at the bottom of this document: Routers and Redundancy - Activity Guide. (Turn in tomorrow for part of our grade for this section)
Here's a cheat sheet for the features of the Internet students saw today and how the Internet Simulator is simulating an actual feature of the Internet:
Note: In the Internet Simulator the "hops" are chosen randomly. This is done to create multiple paths. Actual routers use algorithms to determine the best path to send a message along.
Assessment
Code Studio: Assessment questions are available on the Code Studio.
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