Now that students have had the chance to see and evaluate various data visualizations, they will learn to make visualizations of their own. This lesson teaches students how to build visualizations from provided datasets. The levels in Code Studio provide a detailed walkthrough of how to use Google Sheets to create several different kinds of charts. While this lesson focuses on the Google Sheets tool, other tools may be substituted at the teacher’s discretion, and MS Excel support is coming soon to the lesson.

The main activity teaches students to build different chart types (scatter, line, and bar charts) from a single data set. It should be emphasized to students that the purpose of this lesson is to explore and experiment with creating different types of visualizations, not to build the perfect chart. Students will have a chance to create and customize their own charts. At the end of class, students compare their custom visualizations with those of their classmates.

In this lesson, students will collaboratively investigate some datasets and use visualization tools to “discover a data story.” The lesson assumes that students know how to use some kind of visualization tool - in the previous lesson we used the charting tools of a basic spreadsheet program. Students should be working with a partner but without much teacher hand-holding. Most of the time should be spent with students poking around the data and trying to discover connections and trends using data visualization tools. It is up to them to discover a trend, make a chart, and accurately write about it.

In this lesson, students begin working with the data that they have been collecting since the first lesson of the chapter in the class "data tracker." They are introduced to the first step in analyzing data: cleaning the data. Students will follow a guide in Code Studio, which demonstrates the common techniques of filtering and sorting data to familiarize themselves with its contents. Then they will correct errors they find in the data by either hand-correcting invalid values or deleting them. Finally they will categorize any free-text columns that were collected to prepare them for analysis. This lesson introduces many new skills with spreadsheets and reveals the sometimes subjective nature of data analysis.

In this lesson students learn how create their own summary tables from raw data. A summary table typically represents one or more aggregations (groupings of items) and computations that are performed on the raw dataset. In most spreadsheet programs, a summary table is called a pivot table. In the lesson, students learn how to make pivot tables in Google Sheets using a provided dataset. Then students turn to the data they’ve collected as a class and, with their partner, use pivot tables to investigate it further.

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.

Save a lot of work with CSS!
In our CSS tutorial you will learn how to use CSS to control the style and layout of multiple Web pages all at once.

When you join our new Learning Tool you gain access to:
• Learning courses designed to show you how to teach code to kids and teens
• Access to FREE resources including micro-lessons, (which can be as quick as 30 min), training videos, rubrics, language/tool assessments and so much more
• A national network of others who are learning to teach coding and computer science; together you can share what you’ve learned, ask questions and join a growing virtual community!

Canadian art is a door to learning about a wide range of subjects.

The Art Canada Institute teacher resource guides presented here offer students the opportunity to study a multitude of subjects—from environmental awareness to activism, social justice to gender studies, politics to computer science (to name a few)—through the art and artists who have defined this country’s visual culture.

Following our provinces’ education curricula, the teacher resource guides provide multidisciplinary learning activities that reveal how Canadian art powerfully reflects our world so we can better understand it.

Activities for K-12!

Today we’re going to build the ticking heart of every computer - the Central Processing Unit or CPU. The CPU’s job is to execute the programs we know and love - you know like GTA V, Slack... and Power Point. To make our CPU we’ll bring in our ALU and RAM we made in the previous two episodes and then with the help of Carrie Anne’s wonderful dictation (slowly) step through some clock cycles. WARNING: this is probably the most complicated episode in this series, we watched this a few times over ourselves, but don't worry at about .03Hz we think you can keep up.

FULL COURSES are available here for students.

Learn to make your own game, app, or computer drawing. (K-5)

Build real working apps, games and websites using blocks, JavaScript, CSS, HTML and more. (6-9)

Go beyond Code.org and take university courses online or learn a new programming language. (10-12)

Plus access to all the Hour of Code games/coding activities!

Anyone can learn computer science! Over 70 million students have learned on Code.org!

Get started coding today. Our courses and activities are free! Create an account to save your projects.

Code.org® is an education innovation nonprofit dedicated to the vision that every student in every school has the opportunity to learn computer science as part of their core K-12 education. The program increases diversity in computer science by reaching students of all backgrounds where they are — at their skill-level, in their schools, and in ways that inspire them to keep learning.

The Hour of Code started as a one-hour introduction to computer science, designed to demystify "code", to show that anybody can learn the basics, and to broaden participation in the field of computer science. It has since become a worldwide effort to celebrate computer science, starting with 1-hour coding activities but expanding to all sorts of community efforts. Check out the tutorials and activities. This grassroots campaign is supported by over 400 partners and 200,000 educators worldwide.

Students can code for just an hour, or complete full courses.

The courses are in 45 different languages.

There are even coding activities that can be down without computers called "unplugged".

Today we’re going to step back from hardware and software, and take a closer look at how the backdrop of the cold war and space race and the rise of consumerism and globalization brought us from huge, expensive codebreaking machines in the 1940s to affordable handhelds and personal computers in the 1970s. This is an era that saw huge government funded projects - like the race to the moon. And afterward, a shift towards the individual consumer, commoditization of components, and the rise of the Japanese electronics industry.

So last episode we talked about some basic file formats, but what we didn’t talk about is compression. Often files are way too large to be easily stored on hard drives or transferred over the Internet - the solution, unsurprisingly, is to make them smaller. Today, we’re going to talk about lossless compression, which will give you the exact same thing when reassembled, as well as lossy compression, which uses the limitations of human perception to remove less important data. From listening to music and sharing photos, to talking on the phone and even streaming this video right now the ways we use the Internet and our computing devices just wouldn’t be possible without the help of compression.

If you're not sure where to start to give your students a great experience during Computer Education Week in early December (or any time during the year!) this resource has a curated list of suggestions!

*grade level specific suggestions (K-2, 2+, 6+, unplugged)
*choice boards
*intro suggestions
*digital escape rooms
*a full unit
*robots
*more resources

Today we start a three episode arc on the rise of a global telecommunications network that changed the world forever. We’re going to begin with computer networks, and how they grew from small groups of connected computers on LAN networks to eventually larger worldwide networks like the ARPANET and even the Internet we know today. We'll also discuss how many technologies like Ethernet, MAC addresses, IP Addresses, packet switching, network switches, and TCP/IP were implemented to new problems as our computers became ever-increasingly connected. Next week we’ll talk about the Internet, and the week after the World Wide Web!

Students will recognize that computer science is so important because it can be found in almost every career. Don't wait, start learning how to code today.

This two-semester course provides instruction in the basics of computer construction and repair; emphasizes troubleshooting and diagnosis of hardware and software failures; provides the skills necessary to gain entry-level employment in the field of computer servicing. Students have the opportunity to service and repair a wide range of personal computers while learning theory of operation and gaining programming skills. Students will use a variety of service tools. The operation of each component of a computer is studied and tested while assembling test computers. Designed to provide a solid foundation as a basis for a student's continuing education in the computer sciences.

Today we’re going to talk about how computers see. We’ve long known that our digital cameras and smartphones can take incredibly detailed images, but taking pictures is not quite the same thing. For the past half-century, computer scientists have been working to help our computing devices understand the imagery they capture, leading to advancements everywhere, from tracking hands and whole bodies, biometrics to unlock our phones, and eventually giving autonomous cars the ability to understand their surroundings.

You will have to join this site to use it. It is free.

"Courera is an American online learning platform founded by Stanford professors Andrew Ng and Daphne Koller that offers massive open online courses (MOOC), specializations, and degrees. ... As of June 2018, Coursera had more than 33 million registered users and more than 2,400 courses." (Wikipedia).

Some partners are also Canadian, including: Alberta Machine Intelligence Institute, McMaster U, University of Toronto - which are partners along side well recognized international higher learning institutions.

Courses are available in pretty much all areas of study including: data science, business, computer science, info tech, languages, math and logic, social sciences, health, arts and humanities, physical science and engineering, etc.