Magnet Foundations: AP Computer Science Principles

Course Information

Teacher: Jennifer Callison-Bliss

E-mail address: jennifer.callison-bliss@cobbk12.org Tutoring: By appointment
Blog: blissclassblog.edublogs.org Remind Code: A Day Blocks: @whsmagnetA to 81010
B Day Blocks: @ whsmagnetB to 81010

Course Description
College Board designed AP Computer Science Principles with the goal of creating leaders in computer science
fields and attracting and engaging those who are traditionally underrepresented with essential computing
tools and multidisciplinary opportunities. It is a required course for all freshmen entering the Center for
Advanced Studies magnet program. The purpose of the course is twofold. First, this course will serve to
prepare magnet students for the math, science, and technology curriculum that will be the basis of the
magnet program. Students will also learn the essentials necessary for success in the program such as:
research methodologies, presentation skills, collaboration, time management, etc.

A second major purpose of the course is to allow students to explore the many technology cluster areas that
will be a vital part of their magnet course of study. Utilizing the latest in technology-based instruction,
students will rotate through exploratory modules designed to give them an overview of such areas as
engineering, computer technologies, and research. These exploratory modules allow students to make
informed decisions about the technology clusters from which they will be required to choose entering their
sophomore year in the magnet program.

Course Outline

The units that follow interweave six Computer …along with the seven Computer Science
Science Principles Computational Thinking Principles Big Ideas:
Practices…
Big Idea 1: Creativity
P1: Connecting Computing* Big Idea 2: Abstraction
P2: Creating Computational Artifacts Big Idea 3: Data and Information
P3: Abstracting Big Idea 4: Algorithms
P4: Analyzing Problems and Artifacts Big Idea 5: Programming
P5: Communicating (both orally and written) Big Idea 6: The Internet
P6: Collaborating Big Idea 7: Global Impact*

Sample Activities for the Course

Students will do research on prominent figures of CS. They will explore what their contributions to
CS were as well as how their inventions or ideas have impacted the lives of people outside of CS. After
working together to research the figures, students will create an interactive webpage using HTML and CSS
to display the information. (P1, P6, BI7- LO 7.2.1)
Students will create a variety of computational artifacts throughout the course including creating
their own song through the use of “Earsketch” in Python. Students will work through Python tutorials and
a series of challenges to familiarize themselves with the programming language. They will then use that
knowledge to create their final Python project through “Earsketch”. (P2, BI5- LO 5.1.1)
Students will be introduced to “Snap!” during the last week of the first semester of the course.
Students will work collaboratively to familiarize themselves with the language and the use of block
programming languages. Their first task together is going to be to create their own modern art by creating
their own blocks. Through this activity, abstraction will be focused on as students work to understand how
creating a block with their desired methods and procedures they can manage complexity of the program
and enhance functionality. (P3, P6, BI2- LO 2.1.1)
Students will be placed into groups and be assigned a board game to play and study the rules.
Once the students understand the rules of the game they will be tasked with writing an algorithm of the
rules of the game. All groups will create a flowchart first and will be asked to look at other groups’
flowchart to find places that the algorithm could be refined through different methods or increased
abstraction. Once groups receive feedback they will again work as a group to write the pseudocode for
their board game. (P4, P6, BI4- LO 4.2.4)
Students will create a game using “Snap!”, Python, or a programming language of their choice.
They can work together or independently. Once their game is created, they must write a pitch to convince
a developer to buy their game prototype. They will also present their pitch either in-person to the class, or
through a video presentation that will be played for the class. Other class members will evaluate the
presentation as well as the game to determine whether or not the product and presentation were
effective. (P5, BI1- LO 1.2.5)
Students will research Internet protocols and how data is transmitted through the internet,
including packet switching. Students will create an infographic with the goal of educating younger students
on how the internet works. (P2, P5, BI6- LO 6.1.1, LO 6.2.1)
Students will write a paper about data management and issues surrounding data security. Students
will look into one of the major security breaches within the past year to identify what happened and how
the breech impacted the organization as well as potential impacts to clients. Explanations regarding how
large organization collect and store information and the problems surrounding large data management
should be addressed. Students will find credible resources and site their sources appropriately. (P5, BI3-
LO 3.3.1, BI7- LO 7.3.1)
The following are the units this class will complete:

Students will:
• Learn how HTML and CSS create webpages
Unit 1: Web Design • Create a web page that will serve as their own e-portfolio for their work
throughout the course
Students will:
• Explore encoding and transmitting data using binary, ASCII, and
hexadecimal number bases
Unit 2: The Internet
• Understand the computer hardware needed to access the Internet
• Explain the process of Internet Protocols (IP), routers, domain name
servers, packets, and HyperText Transfer Protocol (HTTP)
Students will:
• Learn how computers process data
Unit 3: Data and • Learn how society uses big data
Information • Analyze a large data set and create a visualization to represent this data
• Describe the impact of accurate and inaccurate visual representations of
data
Students will:
Unit 4: Graphic • Learn how to manipulate an image using Photoshop
Design • Create a computational artifact for a Mock Explore PT
Students will:
• Learn the history of ciphering and cryptography
Unit 5: Protecting • Send encrypted messages and decrypt a received message
Digital Data and • Learn how modern cybersecurity was created with small data and big
Information data using encryption keys
• Explain when a person’s privacy may be compromised while using the
Internet by describing different types of cybercrime
Explore Performance Task
 Students will:
• Explore how algorithms follow a specific order using flowcharts
Unit 6: Introduction • Create a program design using flowcharts before programming
to Programming • Learn the basics of programming using SNAP!
• Demonstrate the benefits of pair programming to give each other
feedback
Students will:
• Create programs using mathematical and logical concepts, programming
Unit 7: Creating loops, lists, strings, functions, and classes
Through • Create different types of calculators (basic and advanced) and games
Programming (text adventure, hangman, or guessing) using Python and explain how
algorithms and abstractions are used in their programs
• Create a short song using EarSketch through iteration and control flow

Create Performance Task

Students will:
• Explain the parts of a computer’s hardware
Unit 8: Computers • Understand the different memory types (RAM vs. Hard Drive)
• Explore how computers compress data files for storage
AP Exam Prep
AP Exam

Grading:
Grading in this course will consist of the following major components:

Class Performance Tasks 50%

E-portfolio Journal 15%
Classwork 20%
Tests/Quizzes 15%

Please Note:
− Missed assignments including assignments missed due to an excused absence, will be recorded as a 0
until they are made up.
− Late work will be accepted, however there will be a 30% grade reduction
− Individual grades may differ for a group assignment
− If students miss a quiz or test, they are expected to take it the next time they are in class

Grading for the AP assessment has two parts. This first is a through-course performance assessment
consisting of two performance tasks, completed and submitted during the semester, and the second is an
end of course exam administered in May 15, 2020. All of these components are summative and the
scoring results of each will be used to calculate a final AP score using the 1-5 scale, as shown in the table
below.

Component Timing % of Total AP Score

Explore Performance Task 8 hours (in-class Fall 2019) 16%
Create Performance Task 12 hours (in-class Spring 2020) 24%
End of Course Exam 2 hours (May 2018) 60%

Supplies:
Required

• 2 3-pronged folders with pockets • Writing Utensils (Pencils & Pens)

Folder Expectations: All students will be expected to maintain 3-pronged folders that include handouts
and guided notes from class.
Behavior and Expectations:

1. You must be in your assigned seat at the start of class and return there before you can be dismissed at
the end of class
2. You are young adults and should act as such. Respect the space and property of others, as you would
expect others to respect your own.
3. Cheating and plagiarism will not be tolerated. Violations will include students receiving a zero for the
assignment in question and other measures as outlined in the student handbook.
4. The use of the computers for personal entertainment is not tolerated during class. The Internet may
be used ONLY for class assignments. No surfing of the web is permitted. Computer games,
downloads, and other unauthorized computer use is a direct violation of the class policy and may result
in the loss of computer privileges.
5. Any work being done during class time not related to Magnet Foundations is subject to confiscation
6. Students who leave a class for any reason are responsible for asking their teacher for a pass. The pass
should include the date, time, and destination, as well as the teacher’s signature. No passes will be
written during the first or last ten minutes of class.
7. Students shall not use cellular phones, smart watches, laptops/tablets or any other electronic devices
during instructional time unless specifically authorized by individual teachers for instructional purposes
during school day. Otherwise, communication and electronic devices must be off during instructional
time and during class changes.
8. The use of electronic devices is prohibited during tests and quizzes, all devices must be off and put
away. Device use of any kind will result in a zero.
9. No food is allowed in the classroom. Water is allowed in a covered container.

Behavior Consequences:
• 1st offense – verbal warning
• 2nd offense – 2nd warning/talk in the hall
• 3rd offense – 15-minute detention before + contact guardian
• 4th offense – Office referral + contact guardian

Please detach, fill out, and return the section below.

Wheeler High School - Magnet Foundations/AP Computer Science Principles

Course Information
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above. I agree to adhere to the rules and guidelines as stated.

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agree to the rules and guidelines as stated.
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