THE INTERNET

What can be represented with a single bit and how do we get a single bit of information from one place to another? This unit explores the technical challenges and questions that arise from the need to represent digital information in computers and transfer it between people and computational devices. Topics include: the digital representation of information - numbers, text, images, and communication protocols.

DIGITAL INFORMATION

This unit further explores the ways that digital information is encoded, represented and manipulated. In this unit students will look at and generate data, clean it, manipulate it, and create and use visualizations to identify patterns and trends.

ALGORITHMS AND PROGRAMMING

This unit introduces the foundational concepts of computer programming, which unlocks the ability to make rich, interactive apps. This course uses JavaScript as the programming language, and App Lab as the programming environment to build apps, but the concepts learned in these lessons span all programming languages and tools.

BIG DATA AND PRIVACY

The data rich world we live in also introduces many complex questions related to public policy, law, ethics and societal impact. In many ways this unit acts as a unit on current events. It is highly likely that there will be something related to big data, privacy and security going on in the news at any point in time. The major goals of the unit are 1) for students to develop a well-rounded and balanced view about data in the world around them and both the positive and negative effects of it and 2) to understand the basics of how and why modern encryption works.

BUILDING APPS

This unit continues to develop students’ ability to program in the JavaScript language, using Code.org’s App Lab environment to create a series of small applications (apps) that live on the web, each highlighting a core concept of programming. In this unit students transition to creating event-driven apps. The unit assumes that students have learned the concepts and skills from Unit 3, namely: writing and using functions, using simple repeat loops, being able to read documentation, collaborating, and using the Code Studio environment with App Lab.

AP PERFORMANCE TASKS

This unit contains lessons to help students with preparation and execution of the AP® Performance Tasks: Create and Explore

Additional Reading

Bad Choices - illustrated introduction to computational thinking

Resources/Software that may be used: 

• Google 
• Code.org
• CollegeBoard
• CodeHS
• Microsoft Office

Methodology 

This class is mainly hands-on using computers and technology equipment. Students will also be presenting or sharing projects with the class.

Course Schedule  

The course schedule is in Schoology. Schedules are posted weekly and adjusted as needed for the class.

Methods of Assessment/Grading Policy: 

FORMATIVE: Daily Work 10% 

SUMMATIVE: Summative Assessments/Quizzes/Projects 90%

• Summative assessments will make up the majority of the grade. 90% of grade
• • Retakes/reassessments/revisions are not penalized by point deductions or averaging multiple attempts.
  • Because they indicate mastery of standards, missing summative assessments will be marked zero, and parents will be contacted when zeros are put in the electronic gradebook.
  • Students have up to one week to complete missing summative or revised assessments unless other arrangements are made with the teacher.
  • A summative assessment may be taken or completed one additional time.
    • Test Corrections
      • 75% of formative work must be completed to be eligible (3 of every 4 assignments)
      • Any student who scores below a 90% may be eligible to complete test corrections, except on Finals which are not eligible for revisions
      • 1st test taken or scheduled on or before initial exam date with the exception of sickness and/or emergencies
      • Students must consult with the teacher and schedule test corrections outside of class time.
      • If a student skips a class to avoid the summative assessment, they will not be eligible to complete test corrections at a later date.

       

• Formative: Evidence of formative assessment needs to be present in the gradebook.10% of the grade.

  • Formative assignments that are not turned in will be marked missing and receive a 0 in the gradebook.
  • Assignments shall be directly correlated to standards found on approved curriculum maps. (i.e. no ‘Syllabus’ for points)
  • Late formative work can not be penalized by point reduction and must be accepted up until the end of the unit. 
  • Teachers shall establish reasonable time frames for the completion of formative retakes/revisions/reassessments during the unit of study. Some exceptions may apply in extenuating circumstances.