Classroom Resource

Screens & 2D Graphics: Crash Course Computer Science #23

Subject Area

Digital Literacy and Computer Science

Grade(s)

9, 10, 11, 12

Overview

We begin our discussion of computer graphics. So, we ended the last episode (Keyboards and Command Line Interfaces: Crash Course Computer Science #22) with the proliferation of command line (or text) interfaces, which sometimes used screens, but typically electronic typewriters or teletypes onto paper. But by the early 1960s, a number of technologies were introduced to make screens much more useful, from cathode ray tubes and graphics cards to ASCII art and light pens. This era would mark a turning point in computing - computers were no longer just number-crunching machines, but potential assistants interactively augmenting human tasks. This was the dawn of graphical user interfaces which we’ll cover more in a few episodes.

Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.2

Explain how computing systems are often integrated with other systems and embedded in ways that may not be apparent to the user.

Unpacked Content

UP:DLCS18.HS.2

Knowledge

Students know:
  • that many electronic devices we encounter are comprised of multiple complex systems.

Skills

Students are able to:
  • identify examples of complex computing systems in everyday life.
  • explain how computing systems are often integrated with other systems and embedded in ways that may not be apparent to most users.

Understanding

Students understand that:
  • complex computing systems exist that integrate computing systems with one another in ways that may not be apparent to the user.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.28

Develop a model that reflects the methods, procedures and concepts used by computing devices in translating digital bits as real-world phenomena, such as print characters, sound, images, and video.

Unpacked Content

UP:DLCS18.HS.28

Knowledge

Students know:
  • computing devices use methods, procedures, and concepts to translate digital bits from an abstract form into real-world phenomena such as sound, images, etc.
  • each device has a process for translating from computational information to real-world phenomena.

Skills

Students are able to:
  • model the translation of digital information to real-world phenomena.
  • understand that this process is that way in which computing devices and humans interact.

Understanding

Students understand that:
  • for computing devices to communicate in a way in which humans understand, there is a process (methods, procedures, and concepts) used to translate computational information to real-world phenomena.
Link to Resource
https://aptv.pbslearningmedia.org/resource/screens-2d-graphics-crash-course-cs/…

CR Resource Type

Audio/Video

Resource Provider

PBS
Accessibility

Accessibility

Video resources: includes closed captioning or subtitles
License

License Type

CUSTOM

Custom License Type (URL)

https://www.pbslearningmedia.org/help/terms-of-use/

Approved Date

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