Continue to learn numbers reminders

Today we will learn the 9 (R3), the 4 (L1), and the 0 (R4).

Just a couple of quick reminders...remember that you have a crossword puzzle that is due on Friday.  You can turn that in anytime between now and then - please make sure to put your name at the top.
Also, we do have a vocab quiz next week (over list #6).  If you are responsible for defining words this week is a great time to get that completed as you probably have very little homework with ISAT testing going on.  Again, all definitions will need to be posted by Tuesday night of next week.

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Keypad numbers

We will start today with a review of the numbers that we learned yesterday.  After reviewing we will add in the other numbers of the keypad by using two additional handouts.

If there is time we will continue with the speed tournament.  Some people have already been eliminated, and other people are at a point where they have to wait for someone else to get done before they can compete.  Therefore, just like last time not everyone will be competing today.

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Data Unit Lets do the Numbers

Today we started the unit on data in the CS Principles

Sketch for Day 1 - (I am a visual planner)

This is probably the trickiest of all of the CS Principles Big Ideas. Data is just a big toic - a lot of ideas under one umbrella. For most Computer Science teachers it is not a topic that was a part of our training and it is not something we are used to teaching. It is a fairly new topic to computer science in general and I do think we are not yet sure how to approach the topic so that it is understandable and engaging for high school kids and also reachers the rigor of a college level course.

My approach for this Unit ("Lets do the Numbers") is to cover a few topics. Well do the Data portfolio this unit. We need to look at number calculations in coding. This includes some ideas like roudoff error and will also tie back to the topics we did at the beginning of the year around data representation. If we have the time well also do some things around modeling and simulation.

This is a change for this year. Last year we got bogged down with coding and lost sight of the data aspects. really they dont need to amster all teh minutia of numeric processing, but you do want them to connect that processing to some pretty big changes happening in computer science right now.

A note of caution on Data - not all Data is BIG. There is a lot of buzz around the idea of Big data and it is important to to implement this with fidelity to the actual CS Principles standards. Big Idea II is Data, and it states:

Data: Data and information facilitate the creation of knowledge.

There are seven "Supporting Concepts" for this. Only one of them mentions Big Data.

(As an aside "supporting concepts??"- I know - sometimes I also wish we just got a topic list like the regular APCS and be done with it. Trust me, youll get used to it).

So What? The point is not everything your kids will be doing for this topic involve big data sets. A lot of it really is just engaging with the topic and making connections outside the computer science lab.

Here are the thinking points I want my kids walking away with for the data topics:

• Is it true?
• What data is being collected about me?
• How has data changed scientific research?
• How is data stored?
• Is data always good?

And really, arent these basic civics topics for anyone living on the Internet?

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The Unit --> Heres a list of what we are doing for the unit

• Day 1: Introduction
• Day 2: Notes on Data and Explore a Simple Data Set 
• Day 3: Explore Data in a Spreadsheet
• Day 4: Asking Questions
• Day 5: Questions 
• Day 6: Start on the Data Portfolio
• Day 7: Portfolio - Crunching the Numbers
• Day 8: Portfolio Due
• Day 9: Code - number calculations in C++ and Roundoff Error

• 
  

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Start learning the numbers

Today we are going to review the keyboard.  We really havent practiced much in the last 2 weeks, so this will be a good day for reacquainting ourselves with the keys.

After a review we are going to start learning the numbers.  Today we are going to learn the 8 (R2) and the 1 (L4).

Also, ANYONE CAUGHT CHATTING IN GOOGLE DURING CLASS WILL BE GIVEN A REFERRAL - NO EXCEPTIONS!

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Random Numbers make Big Hair

Random numbers are one of those core topics in teaching computer science. We experience them all the time, but most folks really dont know anything about how they happen or what they are used for.

Often games are the most obvious way of teaching about random numbers. It is a quick and easy way to introduce the topic. However there is a downside in relying too much on games. Not all students, especially females, are naturally interested in gaming. Traditionally it is perceived to be a very male centered activity and  only using gaming to teach runs the risk of turning off a large chunk of our students.

This months Wired Magazine had a quick article on how the animators at Pixar created the hair in Brave. It gives and interesting discussion of how geometry and computer science come together in animation. The article is nice and short and would make a good discussion board prompt on random numbers.

I do use games throughout my courses, but I try to balance them with other types of programs. We use a lot of media computation based problems also, and when I do games I try to wither offer a social component or an alternative assignment.

A side note - overall this was one of the better issues for high school kids. Pretty readable overall, and less questionable content than some.

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