Tuesday, October 16, 2018

Tuesday, October 16, 2018 Another birthday coming up in the Murphy family!

                                                        
Kaplan's SAT Question of the day
                                                            
MARKETING
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Obj 1.00 - For Fun!  For You!
Marketing Overview

Obj 2 - Practice Test - SEMII
http://www.quia.com/quiz/5907360.html



2.06 Grades and Standards
https://www.tirerack.com/tires/tiretech/techpage.jsp?techid=35


a. Define the terms grades and standards.
b. Explain the interrelationship of grades and standards.

c. Describe what businesses do with products that fail to meet the lowest standards.

d. Explain reasons for using grades and standards.
e. Describe ways that grades and standards aid the buying and selling process.
f. Explain the importance of grades and standards in global trade.
g. Identify groups that develop grades and standards.
h. Describe types of standards.
i. Identify examples of graded products.


Let’s research some common foods that incorporate grades and standards.

Raspberry Standards


Peanuts
Look up “Grade Chart USDA Meat”
“Grades of Acne”

grades of hamburger meat

Speed ratings of tires
Grades of Gasoline (octane)

2.06 LAP Raise the Bar - Due Friday, Oct 19
2.06 Lap 8 Raise the Bar Total (5Q) - take only once
http://www.quia.com/quiz/6506113.html
2.06 LAP Promises, Promises - Due Friday, Oct 19
2.06 Promises, Promises LAP Quiz (20Q)
http://www.quia.com/quiz/6264565.html

Does a Warranty offer added Value?


Difference between a Guarantee/Warranty



2.06 PPT - Slides 10-22

a. Define the following terms: warranty, express warranty, implied warranty, full warranty, limited warranty, and guarantee.

b. Identify the provisions of a full warranty.

c. Distinguish between warranties and guarantees.
d. Identify the characteristics of an effective guarantee.
e. Describe the purposes of warranties and guarantees.
f. Explain the benefits of warranties and guarantees.
g. Describe government regulation of warranties and guarantees.

Find and read a product warranty, and answer the following questions:

a. Is the warranty full or limited?

b. If a manufacturer defect is found, how is the purchaser protected?

c. What is the procedure for obtaining repairs?
d. What disclaimers are cited?
e. Does the warranty expire? If so, when?

Have students “claim” a product and research.
Once claimed, no other ind/group can have.

May intro conversation into PLC - Product Life Cycle

Concerning your phone, given we have already looked at specific product/company Warranties, why would one need additional coverage in the form of “phone replacement” through your cell service provider?

                                                                                                                                                    
AP COMPUTER SCIENCE PRINCIPLES
---------------------------------


Graded Unit 2 - U2L3.
Will continue grading the remainder this week
YOU STILL CAN REWORK UNIT 2 material.
   email :
     Unit and Lesson w/name
        Question
          Orig Answer
            New Answer
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Computing innovation - Let's explore together


-----------------------------------

What should we have learned?
U1L1 - Personal Innovations
U1L2 - Sending Binary Messages
U1L3 - Sending Binary Messages with the Internet Simulator
U1L4 - Number Systems
U1L5 - Binary Numbers
U1L6 - Sending Numbers
U1L7 - Sending Text

U1L8 - The Internet
U1L9 - The Need for Addressing
U1L10 - Routers and Redundancy
U1L11 - Packets and Making a Reliable Internet
U1L12 - The Need for DNS
U1L13 - HTTP and Abstraction

U2L1 - Bytes and File Sizes
U2L2 - Text Compression
U2L3 - Encoding B&W images
U2L4 - Encoding Color Images
U2L5 - Lossy v Lossless Compression

U3L1 - The need for Programming Languages
U3L2 - The Need for Algoithms
U3L3 - Creativity in Algorithms
U3L4 - Using Simple Commands
U3L5 - Creating Functions
U3L6 - Functions and Top Down Design
U3L7
U3L8
U3L9






APCSP Unit 1, Lessons 1-14 - Vocab
http://www.quia.com/jg/2892671.html

AP CSP Unit 1 Chapter 2 Review
http://www.quia.com/quiz/6973743.html

You may want to ask me before you try this:
AP Computer Science Principles Midterm

I will not have access to answers
Not too sure if it will give you answers either.
But it will be a good look as to types of questions to expects from the APCSP testing




U3L4 - Using Simple Commands
     Review - Efficiency
     Peanut Butter and Jelly Sandwich
     Draw a house (four commands)
          Collaboration please - Pairs
     

U3L5 - Creating Functions
     Review - Why do we need to create functions?
     





3.5 Creating Functions - Blogspot

Objectives:

Students will be able to:


Recognize functions in programs as a form of abstraction.
Write a program that solves a turtle drawing problem using multiple levels of abstraction (i.e. functions that call other functions within your code).
Explain why and how functions can make code easier to read and maintain.
Define and call simple functions that solve turtle drawing tasks.

Vocabulary:
Abstraction - a simplified representation of something more complex. Abstractions allow you to hide
details to help you manage complexity, focus on relevant concepts, and reason about problems at a
higher level.
Function - A named group of programming instructions. Functions are reusable abstractions that
reduce the complexity of writing and maintaining programs.

Agenda
Getting Started
Discussion - The need for Functions
In the previous lesson we created simple turtle drawings using only four commands.
At some point you probably wished that more commands were available to you.
Describe a command you wanted to be able to use and explain why you wanted to
use it.

Programming languages will always have some commands that are already defined,
but there will be many instances when the exact command we want isn’t available.
Today we’re going to start exploring a powerful feature of most programming
languages that will allow us to overcome this issue and create commands of our own

Activity (35 Mins)
Programming with Functions
Place students in pairs. Consider using pair programming for this activity. If each
student will work on their own computer have them check in with their partner
throughout the activity.

Do Activity on Code.org

Wrap-Up (15 mins)
Introduce PT (10 mins)
We will review pages 9-11 which introduces the Create PT Components (Digital copy linked to
from student resource section for this lesson on code studio).

  • Page 9: The Create PT has 3 major components, 1. video, 2. written responses 3. program code. Students will skip the video this time as well as written response 2c.
  • Pages 10-11: Skim the submission requirements and give students time to read prompts 2a - 2d.
  • Highlight prompt 2d which references abstraction, the theme of this lesson and a focus of this unit.
Reflection on Abstraction and managing complexity (5 mins)
Prompt 1: List the benefits of being able to define and call functions in a program. Who
specifically gets to enjoy those benefits?
Prompt 2: How is the use of a function an example of abstraction?

Assessment
Assessing Programs

  • The program draws the diamond.
  • The program defines four functions: right(), drawStep(), drawSide(), and drawDiamond(). The names are less important than the existence of four functions with this functionality.
  • The program makes a single call to drawDiamond().
  • The program looks clean and organized.

Questions

  1. Check the two items that are true statements about functions:
    • Meaningful function names help people better understand programs.
    • Meaningful function names help computers better understand programs.
    • Functions in programming are useful mathematical tools for doing complex computations.
    • Functions in programming are named groupings of programming instructions.
  2. In your own words explain at least one reason why programming languages have functions.

Extended Learning
Share and Compare
Challenge Students to think about potential tradeoffs between efficiency
and readability

Keeping Going!
Can you make your diamond even more spectacular?


----------------------
U3L6 - Functions and Top Down Design

Worksheet - U3L6 - MY BAD!  I HAD THE WRONG LINK!!!!


3.6 Functions and Top-Down Design Blogspot

Objectives:

Write a complete program with functions that solve sub-tasks of a larger programming task.

Explain how functions are an example of abstraction.
Use a “top-down” problem-solving approach to identify sub-tasks of a larger programming task.

Vocabulary:
Abstraction - a simplified representation of something more complex. Abstractions allow you to hide
details to help you manage complexity, focus on relevant concepts, and reason about problems at a
higher level.
Function - A named group of programming instructions. Functions are reusable abstractions that
reduce the complexity of writing and maintaining programs.
Top Down Design - a problem solving approach (also known as stepwise design) in which you break
down a system to gain insight into the sub-systems that make it up.

Agenda
Getting Started
What Does Efficiency mean?
Recall:In the previous lesson we wrote a program that used layers of functions (functions
that called other functions) to get the turtle to draw a diamond-shaped figure.
"Imagine that you have two programs that drew the diamond-shaped figure. One
program uses functions as we did in the previous lesson. The other doesn’t use
functions; it’s just a long sequence of the turtle’s primitive commands. Which program
is more efficient? Make an argument for why one is more efficient than the other."

Wait for answers - sharing

Transition: Efficiency is an interesting thing to think about, but functions also introduce the
ability to leverage the power of abstraction: when we write a function, it solves a small
piece of a bigger problem. Having the small problem solved allows us to ignore its details
and focus on bigger problems or tasks.

Today we’ll get more practice with thinking about how to break problems down into useful
functions.


Activity
Distribute Worksheet

Students should work in pairs.
Read the first page of the worksheet that describes the top-down problem solving
Process.
Design a solution to the problem on the second page by writing down the functions
they would write to solve the problem.
After a pair has come up with a solution on paper, have them compare with another
group to see similarities and differences.



Transition to Code.org
Code.org
Wrap-Up
Some points about functions and abstraction
When we layer functions - with functions that call other functions - we are creating
layers of abstraction.
In programming, writing functions helps us create layers of abstraction that allow us
to design and create increasingly complex systems.
We’ve seen layers of abstraction before in the design of Internet protocols, or in the
binary encoding of information.
Solving a fundamental piece of a problem that can be reliably reused in a different
context frees us to think about more complex problems because we can trust the
piece that has been solved and don’t have to worry about its details.
Solving small problems - like how to send a single bit from one place to another -
allows us to think about bigger problems, like sending numbers, or text, or images, to
multiple people, over networks, in packets...etc., etc., etc.

Prompt: "Where else in your life have you seen layers of abstraction? Connect the
idea of layers of abstraction to some other activity."

Assessment
Assessing Programs
The program draws the figure correctly.

The program defines multiple layers of functions.
The functions defined have descriptive and meaningful names.
The program is “kicked off” with a single call to a function that makes calls to subsequent functions.
The program looks clean and organized.

Questions

Code.org Reflection

1.
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