Thursday, November 1, 2018

Thursday, November 1, 2018 All Saints' Eve/All Hallows' Eve/Hallowe'een no longer. WE are about to celebrate some Turkey!!

                                                        
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


2.08 LAPS due by Friday


The Adjustment Bureau movie clip




Feature Benefit Selling Video

The Difference Between Features and Benefits



Wall of Iconic Marketing Crap

    Choose two/three different items
               Kodak Disc Camera
               Furby
               SodaStream
               Mr Potato Head



3.01 Vocab - Friday - Nov 2
Feature Benefit Chart


Assignment:

Hand out

Students will find 3 items in their home and do a feature/benefit assessment on each.

Due: Monday, November 5, 2018 beginning of class
NOTE: A Benefit must have a reasonable Feature to balance it...Not, yellow in color - saves money.  Does not equate
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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
---------------------------------

Graded -> Unit 2 - U2L6
Zeros have been placed.
Will grade ->U3L2 by Tuesday
                    U3L6 by Thursday
                    Hope to get to U3L10 by Sat.
Will continue grading the remainder this week
YOU STILL CAN REWORK UNIT 2 material....until the Thursday...cutoff and all grades will stand.
   email :
     Unit and Lesson w/name
        Question
          Orig Answer
            New Answer
----------------------------------

Computing innovation - Let's explore together


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

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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Lesson 10 finishing up

Your project should be finished

HW
use with
and
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4.1 What is Big Data? - Blogspot

Objectives


Students will be able to:


-Identify sources of data produced, used, and consumed by a web application.

-Given a tool that provides access to a large dataset, explain the kinds of problems such a tool could solve.
-Use a tool that provides access to “big data” and investigate its sources.
-Explain that new techniques are necessary to store, manage, transmit, and process data at the scale it is currently being produced.

Vocabulary

-Big Data - a broad term for datasets so large or complex that traditional data processing applications are inadequate.
-Moore's Law - a prediction made by Gordon Moore in 1965 that computing power will double every 1.5-2 years, it has remained more or less true ever since.

Agenda

  • Getting Started (20 mins)
  • Video: Big data is better data
Prompt: Based on what you saw in the video, what is big data?
Discuss: In small groups, have students share their responses. Afterwards, open the discussion to the whole class. The main points to draw out from this conversation are:
Big data means different things, at different times, to different people.
It can mean devices that are constantly collecting data.
It can mean digitizing data that’s been around for a long time (e.g., every book ever written).
It can mean machine learning and artificial intelligence.
  • Activity (30 mins)
  • Exponential Growth and Moore's Law (10 mins)
Moore’s Law - Chart

As you can see from the chart, the amount of data flying around is growing exponentially,
doubling every two years or so. Here’s a way to think about how fast this is: The world will
produce as much digital data over the next 2 years, as currently existed in all of humanity prior
to that. And it will do the same the 2 years after that. And so on. That’s a lot!

-Moore's law is actually about computing power, not data, but data growth seems to following the same trend
-So far, computing power/capacity seems to double every 1.5-2 years...
-That means it grows exponentially...
-Expontential growth is hard for humans to fathom…(let’s play with pennies and the power of 2)
-Yet we need to plan for it.
Moore's Law Remarks
There is a principle in computer science known as Moore's Law.
It is not a law of nature or mathematics but simply a surprisingly accurate prediction that was made a long time ago. In 1965, a computer chip designer named Gordon Moore predicted that the number of transistors one could fit on a chip would double every 18 months or so.
Amazingly, that prediction has more or less held true to the present day! The result is that since about 1970, computers have gotten twice as fast, at half the cost, roughly every 1.5-2 years. With some small differences, the same is true for data storage capacity.
This is extraordinarily fast growth - we call it exponential growth. With more and more machines that are faster and faster, the amount of data being pushed around, saved, and processed is growing exponentially. This is so fast that it's hard to fathom and even harder to plan for. For example:
  • If the average hard drive today is 1 TB and you are planning for something or 6 years away, you should expect that average hard drives will be 8-10 TB.
Key Takeaway: We need to keep Moore’s Law in mind as we plan for the future.

  • Big Data Sleuth Card (20 mins)
Put students into pairs and assign each pair one of the 5 websites listed.
Wind Sensor network http://earth.nullschool.net/


  • Wrap-up (20 mins)
  • Big Data Wrap Up (10 mins)
What kinds of data are out there?
What format does it come it?
Where does it come from?
Did anyone find a link to an actual data source?
Did anyone find an API? What’s an API?

Prompt: After your explorations what do you think "big data" actually means? What makes it "big" as opposed to not?*"

Here is a general-purpose definition of Big Data (taken from Wikipedia: Big Data): “Big data is a broad
term for datasets so large or complex that traditional data processing applications are inadequate." The
fact that big data is increasingly important across industries reflects rapid changes in how much data
we're collecting, and the ways we're using it.
In this unit we're going to be looking into how growth in data and computing more generally is
impacting society. In almost every industry and every aspect our lives, computing and data is affecting
our lives in both positive and negative ways. This will also be very useful preparation as we begin to
look towards the Explore PT.

  • Introduce Explore PT (10 mins)
Pages 4-6
Review: Quick skim this document with the class, touching on the following points.
  • Page 4: The Explore PT has 2 major components, 1. computational artifact, 2. written responses

  • Pages 5-6: Skim the submission requirements and give students time to read prompts 2a - 2e.

  • Highlight prompts 2c and 2d which references beneficial / harmful effects and the way computing
  • innovations use data, themes of this unit.



  • Extended Learning
Open Data: You might be interested in looking at some of the publicly available datasets
provided at these sites. It can take a little digging, but you can see the raw datasets
and some of the applications that have been made from them.
Google Maps Traffic: Another big data resource that students may use every day:
  • Go to maps.google.com and zoom in on your town or city.
  • Turn on the Live Traffic view for your area or a nearby town or city.
  • The map should show real-time traffic data.
  • Have students respond to the same set of questions that they did on the Big Data Sleuth Card. This may take a little more research, since the sources of the data aren’t as clearly marked.

  • Assessment
No open ended questions...still 2 small questions on code.org

1.


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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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