Tuesday, November 6, 2018

Tuesday, November 6, 2018 Mondays are such a drag

                                                        
Kaplan's SAT Question of the day
                                                            
MARKETING

Obj 1.00 - For Fun!  For You!
Marketing Overview

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




3.01 Vocab - Tuesday - Nov 6th


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2.09 - Selling has a process.  Do you know it?

If you can understand the way salespeople flow through the selling process, you can interrupt their flow and screw with them.  Or, simply become a better salesperson.





Youtube - Magic Bullet
Shamwow


Step through the Selling process for each example given:
Luggage:  Corporate Executive Vs.  College freshman
Handbag:  High school student Vs. Fashion designer in NYC
Boots:  Fisherman/Hunter Vs. College student living in the mountains
Cell phone:  ABC Inc. purchased for sales reps Vs. 25 – 45 year old consumer
Car:  16-year-old male Vs. 50 year old male
Therapeutic Massage:  CEO of corporation Vs. injured athlete



      Do not be scared.  Open note.

        2.06-2.09 Marketing 2011


         1-5 correct = 0 for your quiz grade (out of 5)
         6-10 correct = 1 for your quiz grade (out of 5)
         11-17 correct =  2 for your quiz grade (out of 5)
          18-23 correct =  3 for your quiz grade (out of 5)
            24-29 correct =  4 for your quiz grade (out of 5)
            30-33 correct =  5 for your quiz grade (out of 5)
            34 correct = 6 for your quiz grade (out of 5) - that is called bonus




                                                                                                                                                    
AP COMPUTER SCIENCE PRINCIPLES

All units (U1-U3) have been graded.

I turn in my grades on Thursday afternoon

Some of you have a lot of work to do.

Again:
if missed or reworks:
                U#L#  Q#
                orig Question
                Orig Answer (if you did it prior - skip if you didn't)
                New Answer

If it is not in this format...I will not grade.
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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 - APIs and Function Parameters
U3L8 - Creating Functions with Parameters
U3L9 - Looping and Random Numbers
U3L10 - Design a digital Scene



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


Quizlet - APCSP Exam Review - terminology


Google Chrome add on - screen and voice recorder for computer
Screencastomatic
Or look here for alternatives

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4.2 Finding Trends in Visualizations - Blogspot

Objectives

Students will be able to:


-Use Google Trends to identify and explore connections and patterns within a data visualization.
-Accurately describe what a data visualization of a trend is showing.
-Provide plausible explanations of trends and patterns observed within a data visualization.

Purpose

The two main purposes of this lesson are:
  1. Navigating and using a real data tool (Google Trends, see below) that is external to the course
  2. Getting acquainted with talking and writing about data. In particular we want to
-Draw a distinction between describing what the data shows and describing why it might be that way
-In other words: describe connections and trends in data separate from drawing conclusions.
-We want students to get in the habit of separating the what from the why when it comes to talking and writing about data

Agenda

  • Getting Started (5 mins
  • Introduce: Data Stories
Yesterday we started to look at the ways big data is changing lots of fields. Today we're
going to start looking a little more closely at what we can learn from data. In particular,
how can we use data to learn or "tell a story".
  • Activity (30 mins)
  • Exploring Google Trends
Distribute: Activity Guide - Exploring Trends - Activity Guide
    Students will use Google Trends a tool which visualizes data taken from Google search
histories all around the world from the past several years.

-Students will work individually or in pairs to identify topics they wish to examine in greater detail.
-They should spend some time just exploring the tool, but eventually they will need to choose a single topic or set of topics that they will use to answer the questions that appear on the bottom of the activity guide.
    Tell a Story
Students should find a trend or set of trends they think is particularly interesting or personally relevant and try to tell a story from the data they see. Students will write down:
-A description of what they were trying to look for
-An accurate description of what the visualization is showing
-A plausible explanation of why that trend might have happened.
  • Wrap-up (5-20 mins)
  • Share Data Stories
  • One minute to share:
Good questions include:
-Is the story the students told supported by the chart?
-Are there other ways to interpret the chart?
-Are there additional terms you’d also like to see shown on the chart?
  • Assessment
Score Activity Guides
  • Collect and Grade
  • Have students do peer review
Code Studio: Assessment questions are available on the Code Studio.
1.
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