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Computer Science Principles Unit Post AP Chapter 1 Lesson 7: Practice PT - Tell a Data Story

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Title:

Computer Science Principles Unit Post AP Chapter 1 Lesson 7: Practice PT - Tell a Data Story

URL:

https://curriculum.code.org/csp-18/post-ap/7/

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

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.

Students will be able to:
- create summaries of a dataset using a pivot table.
- manipulate and clean data in order to prepare it for analysis.
- explain the process used to create a visualization.
- design a visualization that clearly presents a trend, pattern, or relationship within a dataset.
- create visualizations of a dataset in order to discover trends and patterns.
- draw conclusions from the contents of a data visualization.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
5) Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using current events.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use digital tools to create content as it relates to current events.
  • seek feedback to revise computational artifacts.
Knowledge:
Students know:
  • how to design and develop computational artifacts for practical intent.
  • how to design and develop computational artifacts for personal expression.
  • how to design and develop computational artifacts to address a societal issue by using current events.
Skills:
Students are able to:
  • design and develop computational artifacts using an iterative design process.
  • use current events to bring merit to computational artifacts.
Understanding:
Students understand that:
  • design should be an iterative process whereby the designer seeks feedback to improve upon his/her creation.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
25) Utilize a variety of digital tools to create digital artifacts across content areas.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use digital tools to create digital artifacts across content areas.
  • seek and use feedback to revise digital artifacts.
Knowledge:
Students know:
  • how to use a variety of digital tools.
  • how to use a digital tool to create a digital artifact.
  • the appropriate use of digital tools and artifacts for specific content areas.
Skills:
Students are able to:
  • use a variety of digital tools.
  • create digital artifacts using a variety of digital tools.
  • appropriately match digital artifacts and content areas for effective communication.
Understanding:
Students understand that:
  • digital tools are used to create digital artifacts that can be used for effective communication of competency across content areas.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
31) Create interactive data visualizations using software tools to help others understand real-world phenomena.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • collect data to depict real-world phenomena.
  • create displays to share collected data.
  • create interactive data visualizations using software tools to help others understand real-world phenomena.
Knowledge:
Students know:
  • data can be communicated with visual representations.
  • tools exists to share data via interactive visualizations.
  • how to create interactive visualizations to represent real-world phenomena.
Skills:
Students are able to:
  • gather data.
  • share data using an interactive visualization tool.
Understanding:
Students understand that:
  • visualizations of data can be much more powerful than a database full of numbers.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
32) Use data analysis tools and techniques to identify patterns in data representing complex systems.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify patterns in data.
  • use data analysis tools and techniques.
  • use data analysis tools and techniques to identify patterns in data representing complex systems.
Teacher Vocabulary:
  • datamining
Knowledge:
Students know:
  • how to identify patterns in data.
  • how to select and apply data analysis tools and techniques.
  • use data analysis tools and techniques to identify patterns in data representing complex systems.
Skills:
Students are able to:
  • evaluate data sets.
  • select and apply data analysis tools and techniques.
  • use technology to mine data.
Understanding:
Students understand that:
  • data can be important in a problem
  • solving process.
  • tools exists to aid in the processing of complex data sets.
  • it can be more efficient to allow a program to identify patterns in a complex data set.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
37) Evaluate the ability of models and simulations to test and support the refinement of hypotheses.

a. Create and utilize models and simulations to help formulate, test, and refine a hypothesis.

b. Form a model of a hypothesis, testing the hypothesis by the collection and analysis of data generated by simulations.

Examples: Science lab, robotics lab, manufacturing, space exploration.

c. Explore situations where a flawed model provided an incorrect answer.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • evaluate how models and simulations can be used to examine theories and test and support the refinement of hypotheses.
  • explain how predictions and inferences are affected by large and complex data sets, quality of inputs, and software and hardware used.
a.
  • create a model or simulation to formulate, test, and refine a hypothesis.
  • utilize a model or simulation to formulate, test, and refine a hypothesis.
b.
  • form a model of a hypothesis.
  • test a hypothesis by the collection and analysis of data generated by simulations.
c.
  • be given a flawed model and explore reasons that the outcomes are not as expected or intended.
Teacher Vocabulary:
  • model
  • simulations
  • hypotheses
  • phenomena
  • target system
Knowledge:
Students know:
  • how to explain the use of models and simulations to generate new knowledge and understanding related to the phenomena or target system that is being studied.
  • how to explain the ability of models and simulations to test and support the refinement of hypotheses related to phenomena under consideration.
a.
  • that modeling and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.
b.
  • how to form a hypothesis.
  • how to test a hypothesis.
  • how to create a model or simulation.
c.
  • that simulations or models can be created to test a hypothesis but not provide the information expected or intended.
  • that it is vital to verify the data being generated by a model or simulation.
Skills:
Students are able to:
  • use a diagram or program to represent a model to express key properties of a phenomena or target system.
  • research existing models and simulations and how they are used to test and refine hypotheses.
  • explain how existing models and simulations are used to test and support the refinement of hypotheses.
a.
  • create a model or simulation to formulate, test, and refine a hypothesis.
  • utilize a model or simulation to formulate, test, and refine a hypothesis.
b.
  • form a model of a hypothesis.
  • test the hypothesis by collecting and analyzing data from a simulation.
c.
  • examine a model or simulation to determine the correctness of the generated data.
  • examine a flawed model or simulation and identify areas in which it is providing incorrect data.
Understanding:
Students understand that:
  • a simulation is based on a model and enables observation of the system as key properties change.
  • the accuracy of models and simulations are limited by the level of detail and quality of information used and the software and hardware used.
  • models and simulations are an effective and cost efficient way to understand phenomena and test and refine hypotheses.
a.
  • models and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.
  • models and simulations can be the only cost- ot time-effective way to test a hypothesis.
b.
  • Models and simulations can save money, are safer, usually requires less time, and do not have the environmental impact that a full experiment or operational test may induce.
c.
  • while a process may operate without errors, that does not guarantee that the process is providing accurate data to meet your needs.
Tags: analyze, artifact creation, data, dataset, external tools, pattern, practice PT, project, trend, visualization
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Author: Aimee Bates