The bulk of this unit is based on Unit 1: Digital Information from the Code.org. Since many of the activities are classroom activities, unplugged activities (no technology involved), or small group activities you will not follow the Code.org website in the same way you will for some of the later Units.

Use this page as a guideline to work your way through this unit. Some activities will be done independently and some will be done in small groups. It is likely that we will jump around quite a bit, back-and-forth, between lessons as we go.

Pay close attention to the directions in the Daily Class Announcements so that you know what you need to be working on each day.

The Chapter and/or Lesson names below match what you see in Code.org to make it easier to stay on track. Lessons with shaded backgrounds represent assessments.

Before we get started with our Code.org curriculum, there is a survey (from Code.org) to complete. A couple of things about the survey:

• The survey is optional . . . although I highly encourage you to take it.
• The survey is anonymous. The feedback from this survey serves two purposes:
  • It gives Code.org feedback to help it improve its curriculum. They do lots of little surveys at various check-points in the curriculum. I think this is the best AP CSP curriculum out there so your feedback only helps make it better
  • I get the summary results and I compare the results with the Code.org post-course survey to check how I did during the year and where I can improve for next year . . . so your feedback helps make me better.
• The survey is LOCKED until I unlock it for you. A post will be made in Daily Announcements for you to take this survey.

You can access the survey directly from the Code.org curriculum OR you can use this survey link to get there (you will need to be logged in to your students account in order to take the survey).

Code.org link: U1: L1: Welcome to CSP

Modifications: You only need to do TWO things for this lesson:

1. Watch the video, "Computer Science is Changing Everything," which you can find below.
2. Be sure to answer the reflection question on Level 3.

Notes: There is nothing you need to add to your notebook for this lesson.

Code.org link: U1: L2: Representing Information

Modifications: You will use this page to complete this lesson

Notes: Create a notebook entry on an open page in your notebook. Be sure to title it with the name of this lesson and with the date you started this activity.

Prep (Individual Work)

Overview

Using some common, everyday materials we will attempt to create a device that will allow them to send a non-verbal answer to a question from their partner. We will then test these devices to see how well they work. Once we have them working, we will see how easily we can modify our device to answer more complex complex questions.

Warm-up

A lot of people think that computer science is the study of computers, like the phone in your pocket or the computer on your desk. As we'll see this year, computer science actually has a lot more to do with information.

Find the next open space in your notebook and respond to the following prompt.

Prompt: What is your definition of information?

There are many ways we can think about the word “information,” but one possible definition we’ll explore in this lesson is that information is the answer to a question. We're going to investigate what it takes to send that information back and forth to one another.

Challenge #1

In your journal, answer the following prompt.

Prompt: Write down a question that has two possible answers.

Review the information on the slide below. We're going to modify the directions of the slide. For now, just review what it says.

In your journal, brainstorm possible ways you could use one of the provided images as a communication device. For example, if I asked you any of the following questions, how could you use your communication device to send a non-verbal answer back to a partner?

• Do you know what Ska music is?
• True or False: the Clash is the greatest band of all time.
• Do you prefer soccer or basketball?

Be sure to include your protocols (rules) for how the device should work to be able to answer each of these questions.

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Overview

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Code.org link: U1: L3: Circle Square Patterns ('20)

Modifications: We covered this lesson during our live session on Tuesday, August 18, 2020.

Notes:

• Here is the link to the slide deck used for the class presentation.

Here's an additional video that might help you with the "patterns" for binary (it also gives a brief introduction to the Flippy Do tool).

Code.org link: U1: L4: Binary Numbers ('20)

Modifications: We will cover the majority of this lesson in class. We usually cover L3, L4, and L5 over two class periods so L4 is split over the two days.

Notes:

1. You may start on this lesson early if you wish. However, if you attempt to work on this lesson before it is assigned by your teacher you will not be able to access all parts of the lesson.
2. Be sure to complete the prep work for your Flippy Do and Flippy Do Pro so that you are ready to complete the work in Lessons 4 and 5.

Prep Work

About the Flippy Do and Flippy Do Pro

The Flippy Do and Flippy Do Pro are tools we use to help students master the concepts of converting binary number to decimal (and back again). There are three versions of this tool.

If possible, I strongly recommend you build the paper tool. I find that the majority of the students learn the concepts better with the printed version. However, if you don't have access, there are two digital options for you.

Creating your Flippy Do

There are TWO versions of the Flippy Do:

• Paper (recommended). The link will have you make a Google Doc copy and you can then print it out at home. Watch the videos for how to make your Flippy Do and how to use your Flippy Do.
• Slide Deck. Here's a quick video on how to use the slide deck version of the Flippy Do.

Creating your Flippy Do Pro

There are THREE versions of the Flippy Do Pro. We will not use the Flippy Do Pro until Lesson 5 but it's good to get it set up now:

• Paper (recommended). The link will take you to a PDF file that you can print.
• Slide Deck.
• AppLab (if you know how to work the original Flippy Do, you should be able to figure out how this works)

Warm up

STEP 1: NOTEBOOK PROMPT

1. Answer this prompt in your notebook: Is there a limit to how much information we can represent with only two symbols?

STEP 2: REVIEW VIDEO

Watch this short video that reviews the patterns for binary numbers and get's you prepped and ready to use your Flippy Do.

Activity

STEP 1: FLIPPY DO PRACTICE

Practice converting these numbers to binary using your Flippy Do.

• 7
• 20
• 37

Practice converting these binary numbers to decimal using your Flippy Do.

• 0000 0100
• 0100 0111
• 0100 1100

STEP 2: CONVERTING BINARY TO DECIMAL WORKSHEET

Follow these directions:

• Go to the CLASSWORK section of Google Classroom.
• Scroll to the Unit 1 topic
• Find the lesson titled, "LESSON 4: Binary to Decimal Conversion Worksheet (Using the Flippy Do)."
• Follow the directions on the digital worksheet and submit the completed document via Google Classroom

STEP 3: MINI SELF ASSESSMENT

Take the Mini Self-Assessment for this lesson.

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