QUOTABLES
Blocks 1-4
- Use the Ranch PowerPoint to review ACT and what you and your students believe it should look like in your class (all blocks 1-4)
There’s no such thing as a born salesperson.
What there are… are people with empathy and learned charisma who choose to work hard.
If you show up and show up and show up, and care enough to learn to connect, you will have a skill for life.
In the meantime, consider getting yourself hooked on 30 minutes a day of audio that trains you to sell. It takes a while, but it’s learnable.
Zig Ziglar, Anthony Iannarino, Dan Pink, Brian Tracy, Frank Bettinger, Jill Konrath … anyone who will help you learn the long-game, the generous long game.
Homeroom 8:40 a.m. – 8:55 a.m.
1st Block 9:00 a.m. – 10:20 a.m.
Junior Class Meeting 9:15– 10:00 Auditorium
2nd Block 10:25 a.m. – 11:50 a.m.
Senior Class Meeting 10:45– 11:30 Auditorium
3rd Block 12:20 p.m. – 2:00 p.m.
1st Lunch 11:50 – 12:15
4th Block 2:05 p.m. – 3:35 p.m.
Freshman Class Meeting 2:10– 2:50 Auditorium
Sophomore Class Meeting 2:55– Dismissal - Auditorium
MARKETING
Murphy's Class-o-Rama - Finish
Day 1 - What would the world look like without Marketing?
San Paulo images
San Paulo Video
1.01 Practice Questions
Class Discussion – Have the class discuss the Model T Ford and Henry Ford’s
famous quip that customers could have any color they wanted…as long as it was black.
Contrast with the way cars are marketed today.
famous quip that customers could have any color they wanted…as long as it was black.
Contrast with the way cars are marketed today.
1. How does the marketing differ?
2. How do consumers benefit from the changes that have taken place?
3. What business today still thinks with the Model T mentality?
Homework asking the students to write down 5 products they would have not purchased/owned if it had not been for Marketing.
Vocab 1.01
Vocab test This Friday, first 5 of class
HW Assignment - About me
Each week, you will be required to summarize your work in this course by answering the following prompts in your Google Doc titled Marketing_Block_#_YourLastNameYourFirstName.
0. Date, Time
1. What did you learn this week that you found interesting and you understand well? What did you find motivational and exciting to learn?
2. What did you explore that was challenging or that did not capture your interest? What failed to motivate you or negatively impacted you?
3. What did you want to learn that you did not have time to explore? What ideas or processes would you like to study in the future?
Your journal should always posses the following characteristics.
- The most recent entry will always be at the top of the document.
- The first entry of the school year should always be the last entry at the bottom of your document.
- All entries should include detailed writing using Marketing terminology and ideas.
AP COMPUTER SCIENCE PRINCIPLES
Email me with further questions - murphyk2@gcsnc.com
Each individual's area of interest: (1 min)
Quizlet Vocab for APCSP class code https://quizlet.com/join/6efxdQeHh1st Vocab will be Sept 7th first 5 of class
- Identify some way that technology is used with, or affects that thing
- Make suggestions for either:
- a way that technology might be improved to make it better, faster, easier to use
- a creative or innovative new technology might help solve some problem within that area, or at least make it better?
Reflection piece on code.org
HW
- Select an innovation. Describe the positive and negative impacts it has had on the world.
- Speculate on how students 25 years from now will answer, "What computing innovation has had a significant impact on your life?"
- Think about how the adults in their lives might answer the question, "What computing innovation has had the most significant personal impact on your life?“ To reinforce visual learning, suggest that students create time-lines showing the years when the various innovations they hear about from other adults were invented or became available to consumers.
- Blown to Bits http://www.bitsbook.com/wp-content/uploads/2008/12/B2B_3.pdf - read Chapter 4, Needles in the Haystack, pages 141-142 (Placements, Clicks, and Auctions), then answer the following question about innovation:
- Discuss the positive and negative results of Overture's three search engine innovations. How did those innovations turn out today?.
- Responses should be typed...emailed - murphyk2@gcsnc.com
Quizlet Vocab for APCSP class code https://quizlet.com/join/6efxdQeHh1st Vocab will be Sept 7th first 5 of class
Quiz on the assessment components, including AP submissions - Fri, Aug 31
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1.2 Sending Binary Messages
1.2 Powerpoint
Binary Message Devices - Activity Guide
Rubric - Binary Communication
Ask:
- There was something in between you and your partner?
- You couldn’t see your partner?
- You were in a loud room?
- Your partner wasn’t paying attention?
Other iterations
- Could you use another group’s device to send your set of messages? Why or why not? What would you need to know from the other groups?
- Based on what you've seen in today's activity what do you think are the limitations on the kinds of information we can send with binary message
- Give an example of a question that can't be answered with a binary message. Change the way the question is asked to make it a binary question.
Message Length Limitations: the length of a message limits the number of things you can represent as binary states. Anything that doesn't map easily or obviously to discrete states would be hard or impossible to represent.*------
1.1 Personal Innovations Standards
- Communicate with classmates about computing innovations in their lives.
- Describe positive and negative effects of computing innovations.
CSP:
- P1: Connecting Computing: Describe connections between people and computing.
- P5: Communicating: Describe computation and the impact of technology and computation.
- P6: Collaborating: Foster a constructive, collaborative climate by facilitating the contributions of a team member; exchange knowledge and feedback with a partner or team member.
CSTA K-12 Computer Science Standards (2011)
CI - Community, Global, and Ethical Impacts
- CI.L3B:2 - Analyze the beneficial and harmful effects of computing innovations.
- CI.L3B:4 - Summarize how computation has revolutionized the way people build real and virtual organizations and infrastructures.
Computer Scence Principles
7.1 - Computing enhances communication, interaction, and cognition.
- 7.1.1 - Explain how computing innovations affect communication, interaction, and cognition. [P4]
- 7.1.1A - Email, short message service (SMS), and chat have fostered new ways to communicate and collaborate.
- 7.1.1B - Video conferencing and video chat have fostered new ways to communicate and collaborate.
- 7.1.1C - Social media continues to evolve and foster new ways to communicate.
- 7.1.1D - Cloud computing fosters new ways to communicate and collaborate.
- 7.1.1E - Widespread access to information facilitates the identification of problems, development of solutions, and dissemination of results.
- 7.1.1F - Public data provides widespread access and enables solutions to identified problems.
- 7.1.1G - Search trends are predictors.
- 7.1.1H - Social media, such as blogs and Twitter, have enhanced dissemination.
- 7.1.1I - Global Positioning System (GPS) and related technologies have changed how humans travel, navigate, and find information related to geolocation.
- 7.1.1J - Sensor networks facilitate new ways of interacting with the environment and with physical systems.
- 7.1.1K - Smart grids, smart buildings, and smart transportation are changing and facilitating human capabilities.
- 7.1.1L - Computing contributes to many assistive technologies that enhance human capabilities.
- 7.1.1M - The Internet and the Web have enhanced methods of and opportunities for communication and collaboration.
- 7.1.1N - The Internet and the Web have changed many areas, including ecommerce, health care, access to information and entertainment, and online learning.
- 7.1.1O - The Internet and the Web have impacted productivity, positively and negatively, in many areas.
7.2 - Computing enables innovation in nearly every field.
- 7.2.1 - Explain how computing has impacted innovations in other fields. [P1]
- 7.2.1A - Machine learning and data mining have enabled innovation in medicine, business, and science.
- 7.2.1B - Scientific computing has enabled innovation in science and business.
- 7.2.1C - Computing enables innovation by providing access to and sharing of information.
- 7.2.1G - Advances in computing as an enabling technology have generated and increased the creativity in other fields.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
- 7.3.1A - Innovations enabled by computing raise legal and ethical concerns.
- 7.3.1B - Commercial access to music and movie downloads and streaming raises legal and ethical concerns.
- 7.3.1C - Access to digital content via peer to peer networks raises legal and ethical concerns.
- 7.3.1D - Both authenticated and anonymous access to digital information raise legal and ethical concerns.
- 7.3.1E - Commercial and governmental censorship of digital information raise legal and ethical concerns.
- 7.3.1G - Privacy and security concerns arise in the development and use of computational systems and artifacts.
- 7.3.1H - Aggregation of information, such as geolocation, cookies, and browsing history, raises privacy and security concerns.
- 7.3.1I - Anonymity in online interactions can be enabled through the use of online anonymity software and proxy servers.
- 7.3.1J - Technology enables the collection, use, and exploitation of information about, by, and for individuals, groups, and institutions.
- 7.3.1K - People can have instant access to vast amounts of information online; accessing this information can enable the collection of both individual and aggregate data that can be used and collected.
- 7.3.1L - Commercial and governmental curation of information may be exploited if privacy and other protections are ignored.
- 7.3.1M - Targeted advertising is used to help individuals, but it can be misused at both individual and aggregate levels.
- 7.3.1N - Widespread access to digitized information raises questions about intellectual property.
- 7.3.1O - Creation of digital audio, video, and textual content by combining existing content has been impacted by copyright concerns.
7.4 - Computing innovations influence and are influenced by the economic, social, and cultural contexts in which they are designed and used.
- 7.4.1 - Explain the connections between computing and economic, social, and cultural contexts. [P1]
- 7.4.1A - The innovation and impact of social media and online access is different in different countries and in different socioeconomic groups.
- 7.4.1B - Mobile, wireless, and networked computing have an impact on innovation throughout the world.
- 7.4.1C - The global distribution of computing resources raises issues of equity, access, and power.
- 7.4.1D - Groups and individuals are affected by the “digital divide†— differing access to computing and the Internet based on socioeconomic or geographic characteristics.
1.2 Sending Binary Messages Standards
- Create a device for sending a single bit of information - state A or state B - over a distance.
- Analyze the possibilities and limitations that arise when sending binary messages.
- Explain or demonstrate how to use a binary message sending device to send messages that have more than two states
CSTA K-12 Computer Science Standards (2011)
- CL - Collaboration
- CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
- CL.L2:4 - Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
- CT - Computational Thinking
- CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
- CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs, charts, network diagrams, flowcharts).
Computer Science Principles
- 2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
- 2.1.1 - Describe the variety of abstractions used to represent data. [P3]
- 2.1.1A - Digital data is represented by abstractions at different levels.
- 2.1.1B - At the lowest level, all digital data are represented by bits.
- 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
- 2.1.1E - At one of the lowest levels of abstraction, digital data is represented in binary (base 2) using only combinations of the digits zero and one
- 2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
- 2.1.2D - The interpretation of a binary sequence depends on how it is used.
- 2.1.2E - A sequence of bits may represent instructions or data.
- 2.1.2F - A sequence of bits may represent different types of data in different contexts.
- 3.3 - There are trade offs when representing information as digital data.
- 3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
- 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.
- 3.3.1B - Security concerns engender tradeoffs in storing and transmitting information.
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