Merge pull request #151 from bjc-edc/csp

Updates to CSP TG Intro

cur/programming/2-complexity/1-variables-games/3-debugging-extending.html

@@ -34,7 +34,7 @@ <h2>Debugging and Extending Your Number Guessing Game</h2>
 		</div>
 
 		<div class="atworkFullWidth">
-			<!--<img class="noshadow imageRight" height="200px" src="/bjc-r/img/atwork/Jerry_Lawson.jpg" alt="photo of Jerry Lawson" title="photo of Jerry Lawson" />-->
+			<img class="noshadow imageRight" height="200px" src="/bjc-r/img/atwork/Jerry_Lawson.png" alt="photo of Jerry Lawson" title="photo of Jerry Lawson" />
 			<p>Jerry Lawson (1940-2011) was an American electronic engineer and gaming pioneer who is dubbed the "father of the video game cartridge." Born in New York City, Jerry took classes at both Queens College and City College of New York. While working as a Chief Hardware Engineer at Fairchild Semiconductor, he led the development of the Channel F console and pioneered the technology of the video game cartridge, which was popularized with the Atari 2600.</p>
 			<p><a href="https://www.cnbc.com/2021/10/30/jerry-lawson-black-silicon-valley-pioneer-changed-video-games-forever.html" title="Article: One of the most important Silicon Valley pioneers you've never heard of" target="_blank">Article: One of the most important Silicon Valley pioneers you've never heard of</a></p>
 		</div>

cur/programming/4-internet/1-reliable-communication/2-network-redundancy.html

@@ -25,9 +25,9 @@ <h2>Network Redundancy</h2>
         </div>
 
 		<div class="atwork">
-			<!--<img class="noshadow imageRight" height="200px" src="/bjc-r/img/atwork/Thomas_Petite.jpg" alt="photo of Thomas Petite" title="photo of Thomas Petite" />-->
+			<img class="noshadow imageRight" height="200px" src="/bjc-r/img/atwork/Thomas_David_Petite.jpeg" alt="photo of Thomas Petite" title="photo of Thomas Petite" />
 			<p>Thomas (David) Petite (born 1956) is a member of the Fond du Lac Band of the Lake Superior Chippewa tribe. David is best known for his work on wireless enabled devices. He is one of the early inventors of the wireless ad hoc networks, a temporary decentralized type of wireless network that enables all mobile phones to work today. His inventions were also a driving force behind the development of what is now known as the "Smart Grid" which monitors and harnesses the power of wireless-enabled devices at a specific location.</p>
-			<!--<p><a href="" title="" target="_blank"></a></p>-->
+			<p><a href="https://en.wikipedia.org/wiki/Thomas_David_Petite" title="Wikipedia Article on Thomas Petite" target="_blank">Learn More</a></p>
 		</div>
 
         <p>Given the enormous number of devices on the Internet and the reality that pieces of a complex system fail at unexpected times (and often in groups of neighbors such as a whole city), the Internet had to be designed to be <em>reliable</em>. This is achieved by building many <em>redundant</em> connections into the physical systems of the Internet. That way, if part of the Internet fails, data can be re-routed via a different <em>path</em>. And such changes to the path can happen in transit because <em>routing</em> on the Internet is dynamic; it is not specified in advance. Creating such redundancy can require additional resources (such as additional computers and cables) but it also increases the Internet's <em>fault tolerance</em> (ability to work around problems) and helps the Internet <em>scale</em> (expand) to more devices and people.</p>

cur/programming/5-algorithms/4-unsolvable-undecidable/2-halting-problem.html

@@ -156,10 +156,10 @@ <h4><strong>Understanding the Contradiction</strong></h4>
 				<div class="imageRight">
 					<img class="noshadow" height="200px" src="/bjc-r/img/atwork/Alan_Turing.jpeg" alt="photo of Alan Turing" title="photo of Alan Turing" />
 				</div>
-				<p>Alan Turing (1912–1954) was a British computer scientist and mathematician. During World War II, he developed a number of critical technologies to decipher encrypted German messages, playing a key role in helping the Allied forces defeat the Nazis. While working at the University of Manchester after the war, he devoted more of his time to the idea of Artificial Intelligence, proposing what is now known as the "Turing Test". Together with his colleague Alonzo Church, Turing was a founder of theoretical computer science: proving that computers must work regardless of future technology. <br><br>
+				<p>Alan Turing (1912–1954) was a British computer scientist and mathematician. During World War II, he developed a number of critical technologies to decipher encrypted German messages, playing a key role in helping the Allied forces defeat the Nazis. While working at the University of Manchester after the war, he devoted more of his time to the idea of Artificial Intelligence, proposing what is now known as the "Turing Test". Together with his colleague Alonzo Church, Turing was a founder of theoretical computer science: proving that computers must work regardless of future technology.</p>
 
 
-				He proved that there are well-defined mathematical problems that computers can never solve, no matter how large and fast they get. Tragically, Turing was prosecuted for "indecency" when authorities discovered he was gay, and it is suspected that he commited suicide after being subjected to hormone treatments. He is often considered to be the "father of modern computing."
+				<p>He proved that there are well-defined mathematical problems that computers can never solve, no matter how large and fast they get. Tragically, Turing was prosecuted for "indecency" when authorities discovered he was gay, and it is suspected that he commited suicide after being subjected to hormone treatments. He is often considered to be the "father of modern computing."
 				</p>
 				<p><a href="https://www.nytimes.com/2019/06/05/obituaries/alan-turing-overlooked.html" title="Article: Overlooked No More" target="_blank">Article: Overlooked No More</a></p>
 			</div>	

cur/programming/6-computers/1-abstraction/06-digital-architecture.html

@@ -79,9 +79,9 @@ <h4><strong>The Analytical Engine</strong></h4>
 				<div class="imageRight">
 					<img class="noshadow" height="200px" src="/bjc-r/img/atwork/Ada_Lovelace.jpeg" alt="photo of Ada Lovelace" title="photo of Ada Lovelace" />
 				</div>
-				<p>Ada Lovelace (1815–1852) was an English mathematician who worked with  Charles Babbage on the Analytical Engine. She is widely considered to be "the first programmer”. Much of what we know today about Babbage's design comes from Ada Lovelace's extensive notes on his design, including the first published program for the Analytical Engine. <br> <br>
+				<p>Ada Lovelace (1815–1852) was an English mathematician who worked with  Charles Babbage on the Analytical Engine. She is widely considered to be "the first programmer”. Much of what we know today about Babbage's design comes from Ada Lovelace's extensive notes on his design, including the first published program for the Analytical Engine.</p>
 
-				It was Ada, Countess of Lovelace, who first recognized that the numbers in Babbage's computer could be used not only as quantities but also as representing musical notes, text characters, and so on. She therefore is credited with inventing the idea of symbolic computation (including text, pictures, music, etc.) as opposed to only numeric computation. This insight paved the way for all the ways that computers are used today, from movies on demand to voice-interactive programs such as Siri and Alexa.
+				<p>It was Ada, Countess of Lovelace, who first recognized that the numbers in Babbage's computer could be used not only as quantities but also as representing musical notes, text characters, and so on. She therefore is credited with inventing the idea of symbolic computation (including text, pictures, music, etc.) as opposed to only numeric computation. This insight paved the way for all the ways that computers are used today, from movies on demand to voice-interactive programs such as Siri and Alexa.
 				</p>
 				<p><a href="https://www.history.com/news/10-things-you-may-not-know-about-ada-lovelace" title="Article: 10 Things You May Not Know About Ada Lovelace" target="_blank">Article: 10 Things You May Not Know About Ada Lovelace</a></p>
 			</div>

cur/teaching-guide/U1/overview.html

@@ -14,7 +14,9 @@ <h2>Introduction to Teacher Guide</h2>
 		<p>Welcome to the Teacher Guide for the Beauty and Joy of Computing (BJC)  AP Computer Science Principles (CSP) course. This guide is designed to support high school CSP teachers with  timing and activities for  the BJC student materials.  We start this guide by presenting our three goals: including student groups typically underrepresented in computing, preparing students to pass the AP CS Principles exam, and conveying the beauty and joy that we see in computer science.</p>
 
 		<h3>Goals: Equity and Inclusion</h3>
-        <p>A primary goal of this curriculum is to attract new students, especially those traditionally underrepresented in CS, to the joys and life opportunities that come with programming and computer science and to make rigorous computer science accessible and enjoyable. Please note any ways this curriculum does not meet your students' needs and any ideas you have for meeting them better, and tell the research team by using the blue feedback button.</p>
+        <p>A primary goal of the BJC curriculum is to attract new students, especially those traditionally underrepresented in computer science, to the joys and life opportunities that come with programming and CS through rigorous, accessible, and enjoyable content. BJC aims to foster the engagement of diverse students through project-based learning activities, opportunities for personalization, and discussions of the social implications of computing.</p>
+
+		<p><a href="#@ Work" title="Computer Scientists @ Work">Computer Scientists @ Work</a> curriculum elements are designed to support students' sense of belonging by representing diverse individuals in the field. Each box highlights a different individual and their contribution to computer science and includes an additional link where students can learn more about the individual and their work. This curriculum feature also serves to educate all students about the contributions of diverse individuals and some of the challenges these individuals have faced.</p>
 
         <div class="endnote"><a href="https://d1b10bmlvqabco.cloudfront.net/attach/i7hy3udaukx6su/i7hyc52k71v6jo/id0db6p47w6x/Resources_for_Recruiting_Female_Underrepresented_Minority_Students.pdf" target="_blank" title="Resources for Recruiting Female and Underrepresented Minority Students">Resources for Recruiting Female and Underrepresented Minority Students</a> from the College Board</div>
 
@@ -60,7 +62,7 @@ <h3>A Typical BJC Class Day</h3>
 		<p><strong>Rest of class:</strong> Students work on the lab.  You go around the room helping individuals.</p>
 		<p><strong>Bell rings:</strong> Nobody wants to leave.  But you sadly remind them that other students are waiting to use the room.</p>
 
-    	<h3>Pacing<a name="pacing" class="anchor">&nbsp;</a></h3>
+    	<h3>Pacing<a name="pacing">&nbsp;</a></h3>
     	<p>Teaching any curriculum for the first time takes a lot more time and effort than repeated teaching of the same curriculum. Unanticipated events (snow-days, absences, school issues) can also interfere with <em>any</em> teacher's schedule.</p>
         <p>To help you make decisions when pacing gets difficult, the Teacher Guide marks some pages with an asterisk. While <em>all</em> of the BJC pages (except for "Optional Projects" at the end of each unit) are part of the essence of BJC (<em>all</em> part of learning the beauty, the joy, and the computing) if you must adjust your schedule, these are the pages that are safe to skip (safe, in that students will <em>still</em> be able to do later pages and will still be safe for the AP).</p>
         <p>Units 1 through 5 cover the basic AP content and therefore must be finished <em>before</em> the AP exam. Units 6-8 expand on some of the beautiful and powerful ideas of computer science that are rarely if ever seen in other AP CSP courses.</p>
@@ -154,7 +156,50 @@ <h3>Teacher Materials:</h3>
         </p>
 -->
 
-        <h3 id="design" class="anchor">Design Elements</h3>
+
+		<h3 id="@ Work">Computer Scientists @ Work</h3>
+
+			<div class="atwork">
+				<div class="imageRight">
+					<img class="noshadow" height="200px" src="/bjc-r/img/atwork/Luis_von_Ahn.jpg" alt="photo of Luis von Ahn" title="photo of Luis von Ahn" />
+					<div class="endnote" style="width:141px;margin:6px;"><small>Image from Wikimedia user <a href="https://commons.wikimedia.org/wiki/User:EneasMx" title="Wikimedia user EneasMx" target="_blank">EneasMx</a></small></div>
+				</div>
+				<p>Luis von Ahn (born in 1978), one of the pioneers of crowdsourcing, is a Guatemalan entrepreneur with a PhD in computer science. If you've ever had to click a box or identify images to confirm you are not a robot, you've used technology based on the work of Ahn's digital security company reCAPTCHA. reCAPTCHA protects websites from fraud and abuse with minimal disruption to user experience. After selling reCAPTCHA to Google in 2009, he co-founded the popular language learning platform Duolingo, which as of 2020 had over 500 million learners across 39 languages.</p>
+				<p><a href="https://www.americasquarterly.org/article/duolingos-luis-von-ahn-i-just-want-to-have-an-impact/" title="Article: 'I Just Want to Have an Impact'" target="_blank">Article: 'I Just Want to Have an Impact'</a></p>
+			</div>
+
+        <p>Computer Scientists @ Work boxes feature diverse individuals and their contributions to computer science. The example to the right is from Unit 4, <a href="https://bjc.edc.org/bjc-r/cur/programming/4-internet/2-cybersecurity/4-who-cares-about-encryption.html?topic=nyc_bjc%2F4-internet.topic&course=bjc4nyc.html&novideo&noassignment" title="Who Cares About Encryption?" target="_blank">"Who Cares About Encryption?"</a>.</p>
+		<p><strong>In the Classroom</strong></p>
+		<p>As students work through the curriculum, they will come across and read the text in the Computer Scientists @ Work boxes naturally, and you don’t necessarily have to do anything specific to support them. However, you may consider encouraging students to engage further with the text and additional links. Some options include:
+			<ul>
+				<li>Encouraging students to write a summary sharing what they learned about the individual or to do additional research (e.g., find three additional facts about this person)</li>
+				<li>Having students discuss (with a partner, in small groups, or as a class) the implications of the individual’s work or accomplishments (technologically, socially, or both)</li>
+				<li>Using related articles as part of Computing in the News activities</li>
+				<li>Asking extra credit questions about these individuals on assessments</li>
+				<li>On a day before a break or when there is a substitute teacher, planning to show a related film such as the <em>Imitation Game</em> or <em>Hidden Figures</em>, which highlight the lives of Alan Turing and Katherine Johnson, respectively</li>
+			</ul>
+		</p>
+		<p>There are also many ways to use these features as part of a project, lesson, or lesson sequence. Here are three ideas:
+			<ol>
+				<li><strong>Writing Your Own Bio.</strong> Students read and summarize three Computer Scientists @ Work bios of their choice. Then, they write their own bio either as a current computer science student or as themselves using computer science in their future career. Students then share their bios with their classmates.</li>
+				<li><strong>Storytelling in Snap<em>!</em></strong> Students choose one individual’s story that resonates with them. They do some additional research on the individual and their journey in computer science. Then, students use Snap<em>!</em> to tell the story of the individual, capturing at least three major life events as well as their overall contribution to the field of computer science. Teachers can add additional stipulations to the development of the student’s program to meet key learning objectives of the unit students are currently completing (e.g., use of a list or a custom block).</li>
+				<li><strong>Other Computer Scientists @ Work.</strong> Students read a few of the Computer Scientists @ Work boxes for inspiration. Then, they find a computer scientist not already represented in BJC to research on their own. Students are encouraged to find someone whose identity they connect with, who is from a similar background, or who is working on something they are interested in. Students research their chosen person and write a bio for them to share with the class. Alternatively, students could make a poster which could be used to decorate the classroom or a bulletin board.</li>
+			</ol>
+		</p>
+		<p><strong>Connecting with Local Computer Scientists</strong></p>
+		<p>Another way to support students in seeing themselves as computer scientists is to invite speakers into your classroom. This can be done virtually or in person depending on your location and your school and district policy around classroom visitors. Companies are often open to sending employees to speak at local schools. Below is an email template you can use to reach out.</p>
+
+		<small><p style="margin-left: 25px; margin-right: 25px">Subject line: Speakers Wanted for High School Computer Science Class<br>
+			I hope this message finds you well.<br>
+			[name of school] is looking for local experts to speak to students in our computer science class. We’re hoping that this would be an opportunity for students to learn more about local companies and opportunities in CS as well as to help students see themselves in a computer science role in the future.<br>
+			Our computer science class consists of [number of students] and meets [regular schedule]. We anticipate that presentations will last about 30 minutes and provide an overview of what the presenter’s current role is as well as a bit about their career trajectory. Afterwards, we’ll budget about 15 minutes for Q&A. However, the format is flexible.<br>
+			Please let me know if anyone at your organization is interested in presenting.<br>
+			Thank you for taking the time to consider, and I very much look forward to hearing from you soon.</p></small>
+
+		<p>If the visit goes well, maintain the relationship in hopes of having them speak again in the future.</p>
+
+
+		<h3 id="design">Design Elements</h3>
         <p>The BJC student materials have several design elements that are visually distinguished by color, each to serve a specific purpose:</p>
         <div class="forYouToDo" id="first">
             <div class="sidenote">Yellow boxes contain additional information for <em>optional</em> reading.</div>
@@ -227,7 +272,7 @@ <h3 id="design" class="anchor">Design Elements</h3>
         </div>
 
 
-    	<h3 id="resources" class="anchor">Optional Teaching Resources</h3>
+    	<h3 id="resources">Optional Teaching Resources</h3>
 		<p>Teachers have asked us for additional activities, and teachers have also reported having trouble fitting the entire curriculum into a year.</p>
 		<p>In response to this feedback, we have created a variety of additional supports available on each unit's Teacher Guide overview page that include vocabulary activities, formative assessment questions, and AP CSP preparation prompts that support the Create Task. Nevertheless, we recommend that, except for the five minutes of Computing in the News, students spend the entire period, every class period, working on the labs. (Social Implications labs may require small discussion groups, but ideally in the programming labs, students get straight to work without your help. Your idea role is walking around the room, looking over shoulders, and dealing with question.) The BJC curriculum is paced for this class format.</p>
 		<p>In addition, this curriculum is designed to support students in finding the beauty and joy in actively doing computer science and reflecting on its social implications rather than feeling like they are jumping through hoops with worksheet and supplemental documents. We encourage teachers <em>not</em> to collect student lab work, either directly or through secondary forms. BJC assessment and grading occurs at the end of each unit, roughly once a month.</p>