Wednesday, August 29, 2018

Wednesday, August 29, 2018 If Sarcasm is the secret to long life, I will live forever

QUOTABLES

Ignore the questions

It doesn’t matter what the questions are, really. They’re a prompt.
When you’re in a job interview, a podcast interview, a sales call, a meeting… if we take the approach that this is a test and there’s a right answer, we’re not actually engaging and moving things forward.
Instead, considering using the question as a chance to see more deeply in what this interaction is for, where are you hoping to go? Focus on status roles, the creation and resolution of tension, and most of all, changing minds.
If you’re not working to change minds, why are you here again?

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) 

Day 3
2018-2019


Homeroom          8:40 a.m. – 8:55 a.m.

1st Block              9:00 a.m. – 10:20 a.m.

2nd Block             10:25 a.m. – 11:50 a.m.    

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.

                                                        
Kaplan's SAT Question of the day
                                                            
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.

What is the Importance of Marketing?


1.01_THE_SEVEN_FUNCTIONS - WS key - go over in class
Make a list of all of the goods and services that you have used in the past 24 hours, and respond to the following questions:

a. How did you come to use these goods/services?

b. How did you find out about these goods/services?
c. Where did you obtain these goods/services?
d.    How much did these goods/services cost?


Homework allowing the student to conjecture which one(s) of the 7 Functions is/are the most important….with support and examples

What are the Functions of Marketing?

Study for 5

1.04 Work the Big Six Quiz (20)
http://www.quia.com/quiz/6174719.html

Analyze This - Lap


LAP - Analyze This! (10Q) - Strength Weakness, Opportunity, or Threat (Multiple Answer - Strength/Weakness/Opportunity/Threat)

LAP Analyze This! (10Q - open ended)

LAP Analyze This! (20Q - MC)




                                                                                                                                                    
AP COMPUTER SCIENCE PRINCIPLES


Mr Murphy's APCSP Page

APCSP Exam overview - look for the Big Ideas

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

------
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







  • Switch devices with another group. Make sure you get their instructions        for indicating state A and state B. Using their device, send your message to your partner. Why is this possible?

    • 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.*------

    1.3

    • Students are introduced to the Internet Simulator, a tool they will return to many times in the first two units of the course.
    • Today, the Internet Simulator will be used to simulate a single shared wire, connecting two people.
    • The wire can only be in one of two possible states (state A or state B) and either partner may set or read the state of the wire at any time, but this is the only way in which students may communicate.
    • Students must invent a binary call-response protocol using this system. Coordination, speed and timing are problems that need to be solved.
    • At the conclusion of the lesson, students compete to demonstrate the speed and accuracy of their protocols, and calculate the bit rate of their message exchange.

    -----

    Remarks
    • Yesterday you all made your own binary message devices.
    • We learned that we could compose any number of messages by sending a sequence of states.
    • In order to interpret the message we needed to know
      1. which signal meant A and which meant B and
      2. some kind of mapping between sequences of signals and a possible message.
    • What we were really doing was beginning to develop a communication protocol
    • Today you're going to develop a protocol to solve a problem


      Vocab for 1.3
      • Bandwidth - Transmission capacity measure by bit rate
      • Bit - A contraction of "Binary Digit"; the single unit of information in a computer, 
      typically represented as a 0 or 1
      • Bit rate - (sometimes written bitrate) the number of bits that are conveyed 
      or processed per unit of time. e.g. 8 bits/sec.
      • Latency - Time it takes for a bit to travel from its sender to its receiver.
      • Protocol - A set of rules governing the exchange or transmission of data between devices.


      "Imagine that you and your friend have made a binary signaling protocol using a flashlight. The light on is state A, off is state B. "
      "Your friend sends you this message. What is being signaled here? 
      Write down what you think the message is."


       Oops! - Your friend made a mistake. They want to resend a new code

      Let's see it!



      - Did the new message make you think about your answer to the first question? Do you want to change your answer to the first question?
      What Assumptions did you make in interpreting these messages?
      Is this protocol specific enough to allow useful communication of a binary message? If not, what information would need to be added to it?

      Compare both messages with your classmate

      Internet Simulator -Sending Binary Messages - code.org - Lesson 3
      - Teacher to demo how to connect 

      • "Your job is to explore this tool with a partner - click all the buttons,
       type in the text areas what you can."
      • "You cannot break it so don't worry."
      • "There is a bit of a mystery in what the tool does...and doesn't do. Can you figure it out?"
      • "You and your partner have 5 minutes to poke around and see what you can find."

      Video if needed
    • Check your understanding



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