This lesson is a capstone to the Internet unit. Students will research and prepare a flash talk about an issue facing society: either **[v Net Neutrality]** or **Internet Censorship**. Developing an informed opinion about these issues hinges on an understanding of how the Internet functions as a system. Students will prepare and deliver a flash talk that should combine forming an opinion about the issue and an exhibition of their knowledge of the internet.

This lesson is good *practice* for certain elements of the AP Explore Performance Task.1 The primary things practiced here are: doing a bit of research about impacts of computing (though here it’s specifically about the Internet), explaining some technical details related to ideas in computer science, and connecting these ideas to global and social impacts. Students will practice synthesizing information, and presenting their learning in a flash talk.

1**Note:** This is NOT the official AP® Performance Task that will be submitted as part of the Advanced Placement exam; it is a practice activity intended to prepare students for some portions of their individual performance at a later time.

In this lesson students will conduct a small amount of research to explore a file format either currently in use or from history. Students will conduct research in order to complete a "one-pager" that summarizes their findings. They will also design a computational artifact (video, audio, graphic, etc.) that succinctly summarizes the advantages of their format over other similar ones.

This lesson is intended to be a quick, short version of a performance task in which students rapidly do some research and respond in writing. It might take 2 class days but should not take more. The goal is to develop skills that students will use when they complete the actual Explore PT later in the year.

To conclude their introduction to programming, students will design a program that draws a digital scene of their choosing. Students will be working in groups of 3 or 4 and will begin by identifying a scene they wish to create. They will then use Top-Down Design to identify the high-level functions necessary to create that image. The group will then assign these components to individual members of the group to program. After programming their individual portion, students will combine all of their code to compose the whole scene. The project concludes with reflection questions similar to those students will see on the AP® Performance Tasks.

Note: This is NOT the official AP Performance Task that will be submitted as part of the Advanced Placement exam; it is a practice activity intended to prepare students for some portions of their individual performance at a later time.

AP® is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this curriculum.

Students learn about various types of cybercrimes and the cybersecurity measures that can help prevent them. Then students perform a Rapid Research project investigating a particular cybercrime event with a particular focus on the data that was lost or stolen and the concerns that arise as a result. The Rapid Research activity features vocabulary, concepts, and skills that should help prepare them for the AP Explore PT, and also serves as a capstone for the sequence of lessons on encryption and security.

In this lesson students will conduct a small amount of research to explore a computing innovation that leverages the use of data. Students will research a topic of personal interest and respond to questions about about how that innovation produces, uses, or consumes data. The lesson is intended to give students practice with doing research of this nature and provides a small amount of scaffolding to help students figure out what to look for.

This lesson is intended to be a quick, short version of a performance task in which students rapidly do some research and respond in writing. It might take 2 class days but should not take more. The goal is to generate ideas for exploration later when students complete the actual Explore PT later in the year.

This lesson attempts to walk students through the iterative development process of building an app (basically) from scratch that involves the use of `if` statements. Following an imaginary conversation between two characters - Alexis and Michael - students follow the problem solving and program design decisions they make for each step of constructing the app. Along the way they decide when and how to break things down into functions, and of course discuss the logic necessary to make a simple game.

The last step - writing code that executes an end-of-game condition - students must do on their own. How they decide to use `if` statements to end the game will require some creativity. The suggested condition - first to score 10 points - is subtly tricky and can be written many different ways.

At the conclusion of the lesson there are three practice Create PT-style questions as well as resources explaining the connection between this lesson and the actual Create PT. Depending on how you use these materials they can easily add an additional day to this lesson.

Students will extend the **My Favorite Things** app they built in the previous lesson so that it now manages and displays a collection of images and responds to key events. Students are introduced to the practice of refactoring code in order to keep programs consistent and remove redundancies when adding new functionality. As part of learning to use key events, students are shown that event handlers pass a parameter which contains additional information about the event. This lesson also serves as further practice at using arrays in programs.

Students continue to practice working with arrays and are introduced to a new user interface element, the canvas. The canvas includes commands for drawing simple geometric shapes (circles, rectangles, lines) and also triggers mouse and key events like any other user interface element. Over the course of the lesson, students combine these features to make an app that allows a user to draw an image while recording every dot drawn on the canvas in an array. By processing this array in different ways, the app will allow students to redraw their image in different styles, like random, spray paint, and sketching. Along the way, students use their knowledge of functions with return values to make code which is easy to manage and reuse.

This lesson gives students time to familiarize themselves with the process of making event-driven apps before we move on to deeper content. They will design and create a (minimum) 4-screen app on a topic of their choosing. There are some other constraints on the project to help guide students in their thinking. Students are also encouraged to do independent work, but alongside a "coding buddy" or "thought partner" to be a help along the way.

**Note:** This activity **is not intended to be a Practice PT** but could be used similarly. The aim is to give an opportunity to get comfortable with Design Mode and the structure of event-driven programming in a creative way. Another goal is to intentionally build in an environment of informal collaboration, even when doing individual work. Suggestions for containing the scope of the project and amount of time allocated to it can be found in the lesson plan.

In this lesson, students add variables to two different exemplar apps to keep track of a score, or a count of some number of button clicks. The major topic is **variable scope** and understanding the differences, benefits, and drawbacks, of using global versus local variables. This lesson focuses more on using global variables, since in event-driven apps that’s what you need to keep track of data across multiple events.

The very basics of a **simple if statement** are also presented in this lesson, mostly to highlight the difference between the = and == operators. Finally, students are asked to apply what they’ve learned about variables, scope, and if statements, to make their own “clicker” game modeled after one of the exemplars they saw during the lesson.

It is finally time for students to take on the Explore Performance Task. For a minimum of 8 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas).

The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Explore PT requires a minimum of 8 hours of class time. At the end, students will submit their computational artifact and written responses through their AP digital portfolio.

It is finally time for students to take on the Create Performance Task. For a total of 12 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas). Students may also work with a collaborative partner in *in development of their program* - written responses must be done on their own.

The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Create PT requires a minimum of 12 hours of class time. At the end, students will submit their program code, program video, and written responses through their AP digital portfolio.

For this Practice PT students will analyze the data that they have been collecting as a class in order to demonstrate their ability to discover, visualize, and present a trend or pattern they find in the data. Leading up to this lesson, students will have been working in pairs to clean and summarize their data. Students should complete this project individually but can get feedback on their ideas from their data-cleaning partner.

**Note**: This is NOT the official AP® Performance Task that will be submitted as part of the Advanced Placement exam; it is a practice activity intended to prepare students for some portions of their individual performance at a later time.

Las siguientes actividades han sido diseñadas para una WebQuest dirigida a alumnos de 1º de Bachillerato con un nivel B1 de inglés.La propuesta de actividades online fomenta el desarrollo de la competencia intercultural y el trabajo colaborativo. Además, los alumnos podrán desarrollar su pensamiento crítico comparando sus hábitos con los de otros compañeros.--------------------------------------------------------------------------------------------------------------------------------The following activities has been designed for a WebQuest addressed to 1º Bachillerato students with a B1 level of English.The proposal of these online activities encourages the development of intercultural competence and collaborative work. In addition, learners will be able to develop their critical knowledge by comparing their habits with those of other classmates.

Students learn that ordinary citizens, including students like themselves, can make meaningful contributions to science through the concept of "citizen science." First, students learn some examples of ongoing citizen science projects that are common around the world, such as medical research, medication testing and donating idle computer time to perform scientific calculations. Then they explore Zooniverse, an interactive website that shows how research in areas from marine biology to astronomy leverage the power of the Internet to use the assistance of non-scientists to classify large amounts of data that is unclassifiable by machines for various reasons. To conclude, student groups act as engineering teams to brainstorm projects ideas for their own town that could benefit from community help, then design conceptual interactive websites that could organize and support the projects.

A checklist used by teachers to assess high school students’ commitment to critical thinking.

This activity requires students to process, interpret and integrate a wide variety of remote sensing and other data as they investigate a complex, open-ended research question. It is hands-on, collaborative, and manageable for a variety of class sizes. The problem addressed has geological, hydrological, biological and political implications, and is thus of interest to a wide array of undergraduates.

This is a highly adaptable outline for how design thinking could be introduced to your learners over a multi-day project. This plan works best if students are divided up into groups of 3-4 for all work except the introduction to each concept at the beginning of class. Learners should stay in the same group for the whole class.

Includes pre-work links, general instructions to guide planning for each day, design thinking student handouts, and multi-grade NGSS standards linked to design thinking.

This course is a fast-paced introduction to the C and C++ programming languages, with an emphasis on good programming practices and how to be an effective programmer in these languages. Topics include object-oriented programming, memory management, advantages of C and C++, optimization, and others. Students are given weekly coding assignments and a final project to hone their skills. Recommended for programmers with some background and experience in other languages.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

This is an advanced course on modeling, design, integration and best practices for use of machine elements such as bearings, springs, gears, cams and mechanisms. Modeling and analysis of these elements is based upon extensive application of physics, mathematics and core mechanical engineering principles (solid mechanics, fluid mechanics, manufacturing, estimation, computer simulation, etc.). These principles are reinforced via (1) hands-on laboratory experiences wherein students conduct experiments and disassemble machines and (2) a substantial design project wherein students model, design, fabricate and characterize a mechanical system that is relevant to a real world application. Students master the materials via problems sets that are directly related to, and coordinated with, the deliverables of their project. Student assessment is based upon mastery of the course materials and the student’s ability to synthesize, model and fabricate a mechanical device subject to engineering constraints (e.g. cost and time/schedule).