Quotables
Inadequacy on parade
A never-ending stream of pictures. People who are prettier than you, happier than you, more confident than you. Weddings that are fancier than yours was, with sun-dappled trees, luscious desserts and delighted relatives. Or perhaps it’s the status updates from everyone who is where you aren’t, but wish you were.
And the billboards and the magazine ads always show us the people we’d like to be instead of the people we are.
In the short run, gazing at all this perfection gives us a short hit of dopamine, a chance to imagine what it might be like.
Over time, though, the grinding inadequacy caused by the marketing machine wears us down.
It’s okay to turn it off.
- Seth Godin
Tutoring buses begin sometime after Oct 15th....which is great! Because tennis doesn't end until another week or so after that!
MEME’d UP Monday Be an appropriate Meme Your theme must have some sort of “evidence”
BACK UP Tuesday Dress as your favorite Decade---before 2000!
WALT’d UP Wednesday Dress as your favorite Disney Character… or Marvel…or PIXAR… or Star Wars, but NO masks
GROWING UP Thursday
Freshman- Babies & Toddlers
Sophomores- College years…FraterniT’s, SororiT’s, CollegeT’s
Juniors- Moms & Dads…be the best soccer mom or coach dad
Seniors- Senior Citizens T’d UP
Friday- Everyone can be a COWBOY/GIRL…but if you do not quite have the gear… CLASS
COLORS WAR…shirts must be obviously school appropriate, jeans OK
Freshman- Grey
Sophomores- Green
Juniors- White
Seniors- Black
GLOW UP HOMECOMING NIGHT- Let’s see the NEON at the game!!
MARKETING
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2.01 LAP - Go Beyond the Sale - Due Monday
2.01 Go Beyond The Sale - LAP - 4 open ended questions
http://www.quia.com/quiz/6192674.html
2.01 Go Beyond The Sale - LAP - 4 open ended questions
http://www.quia.com/quiz/6192674.html
2.01 LAP - Sell away - Due Monday - unlimited Attempts
2.01 - Sell Away - LAP - 20 Qhttp://www.quia.com/quiz/6192656.html
2.02 Adapting Communication
Powerpoint
2.03 Vocab - Test on Thursday, Oct 4
Powerpoint
a. Define the following terms: selling policies, selling-activity policies, terms-of-sale policies and service policies.
b. Identify types of selling-activity policies.
c. Identify types of terms-of-sale policies.
d. Identify types of service policies.
e. Explain the importance of selling policies.
f. Describe the characteristics of selling policies.
g. Explain why selling policies are needed.
h. Describe external factors that affect selling policies.
i. Describe internal factors that affect selling policies.
j. Describe regulatory factors that affect selling policies.
k. Explain problems encountered with the use of selling policies.
Youtube Soup Chef
Youtube - Car Rental - Hold the Reservation
2.03 Difficult Customer Scenario - 7 things to know
2.03 LAP - Making Mad Glad - Due on Friday, Oct 5 - Will give time in class for you to complete on Friday
2.03/2.05 Making Mad Glad LAP Quiz (20 Q)
Correlation project - Let's learn a bit more
https://www.mathsisfun.com/data/correlation.html
Desmos - Graphing Calculator
Obj 1.00 - For Fun! For You!
Marketing Overview
Unit 1.00 Marketing
http://www.quia.com/quiz/5691395.html
http://www.quia.com/quiz/5691395.html
AP COMPUTER SCIENCE PRINCIPLES
Unit 1, Chap 2 test today!!!!
I need to open it!
I need to open it!
http://stylesuxx.github.io/steganography/
Let's Play!!!
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(HW - Due Saturday by noon - see calendar) Sept 29
If you had to send your favicon using the sending bits widget, it would probably take a long time. Could
you compress your image? How? Describe in broad strokes the kinds of things you could do.
Information in Images), then answer the following questions:
Besides hiding information sent to others, what other uses can steganography have for
everyday users? For example, what uses would steganography have for an American
businessman in China?
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Research in this project is presumed to be less detailed
- Day 1 - Choose Format, Research, Begin One-Pager
Review Activity Guide and Rubric
Choosing Your Format
Conduct Your Research
Begin One-Pager
- Day 2 - Complete One-pager and Computational Artifact
Complete One-Pager
Computational Artifact
Decide if you will encourage students to all create separate kinds of computational
artifacts or if they will do them in a unified way. You might have everyone create a slide,
a short video (e.g. a 30 second "campaign ad" for their format) etc. Remind students of
the requirements for this artifact (noted below):
A list of other formats you’d specifically like to target in your computational
artifact
Three key points you’d like to make in your artifact explaining the benefits of
your format
- Present if time is available
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3.1 The Need for Programming Languages
Objectives
Students will be able to:
Assess the clarity of a set of instructions expressed in human language.
Create a set of instructions in human language for building a simple LEGO block arrangement.
Identify connections between the ability to program and the ability to solve problems.
Describe the ambiguities inherent in human language and the ways programming languages seek to remove those ambiguities.
Agenda
Getting Started (2 mins)
Welcome to Unit 3 - Introduction to Programming
This unit is an introduction to the principles of programming.
As you'll see one of the most important things you can do in programming starts well before you write any code. It's about how you think.
We're going to launch into an activity right now that reveals an important principle of programming.
Try your best, and we'll discuss at the end.
Welcome to Unit 3!
Activity (25 mins)
(Non-LEGO Alternative: Building Blocks of Drawing - Activity Guide
Students can record their instructions on a plain sheet of paper, poster paper, piece of construction paper, etc.
Students are encouraged to work in groups of 2 or 3 (but can work alone)
Each group should be given 5-6 LEGO® blocks.
LEGO Instructions Activity
Create a simple LEGO arrangement (and record it)
Write instructions for building your arrangement
Trade instructions and attempt to follow them
Wrap Up (15 mins)
Discussion: Why is writing instructions hard?
"Were you always able to create the intended arrangement? Were your instructions as clear as you thought?"
"Why do you think we are running into these miscommunications? Is it really the fault of your classmates or is something else going on?"
Prompt:
If we were going to change human language to improve our odds of succeeding at this activity, what types of changes would we need to make?
The Need for Programming Languages
Today we saw how human language may not always be precise enough to express algorithms, even
for something as simple as building a small LEGO arrangement. The improvements you have
suggested actually create a new kind of language for expressing algorithms, which we as computer
scientists call a programming language. In the coming unit we are going to learn a lot more about how
we can use programming languages to express our ideas as algorithms, build new things, and solve
problems.
Assessment
Code.org reflections
Extended Learning
Ask students to rigorously define a small set of commands that could be used to build any
arrangement of LEGO blocks. For example: “rotate”, “attach”, “detach”, “move”, etc. Feel free to let students
select their own and then test out their new and more precise set of commands by repeating today’s activity
using them.
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