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. We'll 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 we'll 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 don't 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, you'll 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, aren't these basic civics topics for anyone living on the Internet?

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The Unit --> Here's 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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Why Binary?

I was challenged by a parent last year about why we teach binary in our CS classes. Honestly I didn't answer too well. I was in a bit of shock, good shock - it is not often I have a parent have much of an idea about what we teach in CS.

So I didn't answer well. But I do teach it, and for very specific reasons.

Analog Binary Calculator

You have to be intentional about why you are teaching anything. Are you using it as a way of dividing the smart and the dumb kids? We might not state this as a goal, but often difficult topics in class create just this divide. This group gets it easily, so they are valued more than the kids that struggle. Think back to the last class you really struggled in and be honest - it can feel that way. As a non-speller this was a lot of my own elementary experience.

So as a community we have to move beyond teaching a skill for the sake of the skill. Frankly teaching something like binary is a bit of a cheap trick. Here are the steps you perform, practice those steps, now demonstrate mastery. Especially for those of us with a math education background this is exactly how we were taught to teach. To some degree this is training behavior, not teaching content.

CS gives us the opportunity to move beyond basic skills and give them context. We see this same issue happening in math. The kids don't get WHY they have to do fractions, so rather than provide a context, we hand them a calculator and move on. Most of them will never use it anyway, right? We rob them of a deeper understanding of their world when we take the easy route.

So, why do we bother with binary?

It is our job to constantly link these skills based topics back to the bigger questions of CS. Binary is foundational to understanding how computers act and what they can and cannot do.

So as you teach binary your students should be writing and answering questions. This is a perfect time to explore what kinds of problems computers can solve. Why is it fairly simple to search a cell phone's address book for your grandma's phone number, but you cannot just type in "solve world hunger" and get a solution? Well, part of the answer is the kinds of things computers can store. We can easily download Shakespeare's Hamlet, but we cannot get the computer to read it for us and list the major themes. That kind of processing is, for now, outside it's abilities.

And this is something students of any level can discuss. Perhaps not to the same depth or level of analysis, but they can form knowledge around it, and in fact they should.

And back to teaching the skill, it is also our job to teach difficult and abstract things with appropriate scaffolding so that all kids can get some level of mastery.  Again, not every kid will fully absorb the amazing beauty that is the two's comp algorithm, but if they have done it they will better understand why int x =/*insert hugemungous number*/ pops around and gives them a negative number. And maybe when that kid has gone off to college and is sitting in a very intimidating CS class they are that much less likely to drop it.

So for me binary is a cheap trick, but not for the skill's sake, but as a bridge to the bigger philosophical ideas that should be a part of CS education. Every person should be thinking about these things. It impacts us all.

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Back to School

So Tuesday we start off the new school year. My classes are full to bursting this year - which is kind of exciting. We are even having to add extra computers to fit every one.

One of the things I did for the online Algebra class I taught this summer was a discussion board entry where students introduced themselves to the class. Since the course is online it is easy to feel disconnected from everyone. This year I am starting off each of my computer science classes with a similar intro.

Since we do lots of groups/partner work I figure it can't hurt to know a little more about the folks around you. Plus, I think we all make the assumption as teachers that the kids all know each other. That assumption can make someone feel pretty alone in a crowd. I start off by answering the questions myself, just to set the tone.

For the CS Principles class we'll start next week on how to do effective discussion board postings.



Discussion Board Topic:

Introduce yourself to everyone.

Make sure to tell us:

1. I am in the __ grade
2. The favorite thing I ever learned in a class is ...
3. I am excited about taking computer science because...
4. The biggest question I have about this class is...
5. One thing people would be surprised to know about me is...

To get credit for this assignment you must answer all of the questions, and ask a question of one other student. Make sure to answer any questions folks ask you.

Do you do anything similar?

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Google Science Fair Winners

Google just awarded their Science Fair 2012 awards. The grand prize winner was Brittany Wenger from Florida. She won $50,000 scholarship, an internship and a trip to the Galapagos Islands. Not too shabby.

Her project focused on breast cancer detection. She wrote a program in Java that analyzed large data sets from the cloud looking for patterns.

"For Wenger, one of the highlights of the experience was meeting famed computer scientist Vint Cerf, who talked with her at length about computer science and neural networks."

Google's site also has some materials for teachers interested in the competition.

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I Know What You Did on the Web

This graphic from Baynote Shows a summary of what common online companies like Facebook and Google are doing with your data. This would make a great discussion board topic relating to Big Data for CS Principles.

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Marissa Meyer - Nine Lessons Learned about Creativity at Google

This is a talk given at the Stanford's Entrepreneurial Thought Leader's podcast by Marissa Meyer, new CEO at Yahoo back in 2006.

The talk is 48 minutes total, and they have it broken down into ten video clips. These would make great prompts for student discussion boards.

Of course as a high school computer science teacher this news is very exciting. She is a very visible and successful computer science major. All the news buzz about her balancing work and family have been a bit overdone in the media, buy for the girls in our classes it is great to see this conversation play out on such a large stage.

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