2.  Creative  Abstract  Algorithm  Programming  Data  Internet  Impact

3.  1: The student can use computing tools and techniques to create artifacts.  4: The student can use programming as a creative tool.  5: The student can describe the combination of abstractions used to represent data.  6: The student can explain how binary sequences are used to represent digital data.  7: The student can develop an abstraction.  9: The student can use models and simulations to raise and answer questions.  28: The student can analyze how computing affects communication, interaction, and cognition.  29: The student can connect computing with innovations in other fields.  30: The student can analyze the beneficial and harmful effects of computing.  31: The student can connect computing within economic, social, and cultural contexts

4.  Abstractions can build upon binary sequences which an be used to represent all digital data.  Computing has global impacts.  This focuses, in part, on the following learning objectives: The student can develop an abstraction.

5.  Abstraction is arguably the central idea of all of computer science. Computer programming is easy, as long as the  programs are small. What’s hard isn’t the programming, but the keeping track of details in a huge program. The  solution is chunking, or layering – two metaphors for abstraction.

6. “ The act or process of leaving out of consideration one or more properties of a complex object so as to attend to others.” Henri Matisse Blue Nude I 1952 Painting

7.  “The process of  formulating  general concepts  by abstracting  common properties  of instances”

9.  You’ll want to write a project to simulate a real-world situation or play a game, or …  Abstraction is the idea that you focus on the essence, the cleanest way to map the messy real world to one you can build.  Experts are often  brought in to know what  to remove and what to  keep!

10. From what you have learned so far, which of the following is NOT a great example of abstraction? a) Google’s search results page b)How a master surgeon would teach an apprentice a particular technique. c) An elevator pitch for a screenplay d) The next football play radioed in by the coach to the quarterback

11. You have a farm with many animal kinds. ♣ Different food for each ♣ You have directions that say -To feed dog, put dog food in dog dish –To feed chicken, put chicken food in chicken dish –To feed rabbit, put rabbit food in rabbit dish –Etc...  How could you do better?  To feed, put  food in

12.  ♣ You are going to  learn to write  functions, like in  math class:  y = sin(x)  ♣ You should think  about  what  inputs make  sense to use so  you don’t have  to duplicate

13.  Abstraction is also seen when creating contracts, or specifications between entities. For example, say you are going to hire a contractor to dig a ditch. If you followed proper rules of abstraction, what would you be able to specify to the contractor?  a) Who on their team should dig the ditch.  b) Where to dig the ditch.  c) How to dig the ditch.  d) All of the above.  e) None of the above.

14.  How many of your parents know how a car works?  How many of your parents can drive a car?  Abstraction! Someone who drived in 1930 could still drive a car today because they’ve kept the same Abstraction! (right pedal faster, left pedal slow)

15.  Examples: Functions (e.g., sin x) Hiring contractors Application Programming Interfaces (APIs) Technology (e.g., cars)  Amazing things are built when these layer And the abstraction layers are getting deeper by the day! Abstraction Barrier (Interface) (the interface, or specification, or contract) Below the abstraction line This is where / how / when / by whom it is actually built, which is done according to the interface, specification, or contract. We only need to worry about the interface, or specification, or contract NOT how (or by whom) it’s built Above the abstraction line