course syllabus: advanced placement® computer science ... · pdf fileuteach cs principles...

! ! AP CS Principles Syllabus #: 1662695v1

Course Syllabus: Advanced Placement® Computer Science Principles !

AP®!Computer!Science!Principles!is!the!newest!AP!course!introduced!by!the!College!Board!for!the!2016@17!school!year.!This!course!introduces!students!to!the!foundational!concepts!of!computer!science!and!

explores!the!impact!computing!and!technology!have!on!our!society.!!

Edhesive! has! partnered!with! the!University! of! Texas! at! Austin’s! UTeach! Institute! to! launch! an! online!

version!of!the!esteemed!UTeach!CS!Principles!curriculum.!!

Course(Prerequisites!

It!is!recommended!that!a!student!will!have!successfully!completed!Algebra!I!prior!to!taking!AP!Computer!Science! Principles.! Completion! or! concurrent! enrollment! in! Algebra! II! is! recommended.! No! previous!

programming!experience!is!required.!!

Learning(Environment!

Edhesive’s! online! version! of! the! UTeach! CS! Principles! course! was! designed! to! be! used! in! a! blended!

classroom.! The! course! uses! a!mix! of! web@based! and! in@person! instruction.! Students! will! work! online!where!they!will!watch!videos,!complete! interactive!activities,!quizzes!and!exams,!and!participate! in!an!online,!moderated!discussion!forum!with!their!peers!located!around!the!country.!Students!will!also!work!

in@person!with!their!classmates!on!unit!projects,!activities!and!class!discussions.!Teachers!use!the!course!lesson!guides!and!data!and!analytics!reports!to!manage!their!classrooms,!facilitate!collaborative!learning!

amongst!students,!and!give!focused!attention!to!individual!students.!!

Course(Assessments(

This!courses!uses!three!types!of!assessments:!!

1) There!are!short!formative!assessments!to!check!for!understanding!after!each!sub@lesson.!These!are! low! stakes! quizzes! that! are! typically! either! multiple! choice! or! fill@in@the@blank,! and! are!automatically!graded!by!the!online!courseware.!

2) A!summative!exam!at!the!end!of!each!unit!assesses!students’!knowledge!of!concepts!covered!in!the! unit.! These! exams! are!multiple! choice! only,! written! in! the! same! style! and! format! as! the!

multiple! choice! questions! students!will! see! on! the!AP! exam.! The! summative! assessments! are!also!automatically!graded!by!the!online!courseware.!!

3) Each!unit!has!a!unit!project!that!presents!an!overarching!challenge!for!students!to!investigate,!

research,!and!solve.!Over!the!course!of!the!unit,!students!will!collaborate!in!groups!to!complete!their!projects.!Detailed!grading!rubrics!are!given!to!students!to!set!expectations!and!guide!their!research!and!learning,!and!also!to!teachers!to!assess!the!final!project!grade.!

The! following! pages! detail! the! UTeach! CS! Principles! curriculum! in! detail.! Edhesive’s! AP! Computer!

Science! Principles! course! strictly! follows! UTeach’s! curriculum,! while! including! additional! video,!interactives,!and!assessments!to!support!student!instruction.!!

UTeachCSPrinciplesCourseSyllabusandPlanningGuide

2016-2017EditionSyllabusID#1648112v1

CurricularRequirements Pages

CR1aStudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP1:ConnectingComputing.

3,11,21,22,31,32,43,44,49,50,55

CR1bStudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP2:CreatingComputationalArtifacts.

3,11,21,22,26,27,31,32,37,38,43,44,50,55

CR1c StudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP3:Abstracting.

3,11,21,26,27,31,32,37,43,44,49,50,55

CR1dStudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP4:AnalyzingProblemsandArtifacts.

3,11,21,22,26,27,31,37,43,44,49,50,55

CR1eStudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP5:Communicating(bothorallyandwritten).

3,11,21,26,27,31,32,37,43,44,49,50,55

CR1f StudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP6:Collaborating.

3,11,26,27,32,37,38,43,44,50,55

CR2a StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea1:Creativity.

3,4,26,27,37,38,44,50,55

CR2b StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea2:Abstraction.

3,4,21,31,32,37,43,44,55

CR2c StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea3:DataandInformation. 3,4,31,37,43,44,55

CR2d StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea4:Algorithms.

3,4,21,22,26,27,32,37,43,55

CR2e StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea5:Programming.

3,4,21,26,27,31,32,37,38,43,44,50,55

CR2f StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea6:TheInternet. 3,4,21,22,49,46

CR2g StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea7:GlobalImpact.

3,4,21,26,31,37,43,44,49,50,55

CR3StudentsareprovidedtherequiredamountofclasstimetocompletetheAPThrough-CourseAssessmentExplore-ImpactofComputingInnovationsperformancetask.

CR4StudentsareprovidedtherequiredamountofclasstimetocompletetheAPThrough-CourseAssessmentCreate-ApplicationsfromIdeasperformancetask.

UTeachCSPrinciples CourseSyllabusandPlanningGuide(2016-2017)SyllabusID#1648112v1

UTeachComputerScience–http://uteachcs.org 3

UTeachCSPrinciplesCourseName

APComputerSciencePrinciples

Developers(http://uteachcs.org)

UTeachCSPrincipleshasbeendevelopedbyTheUTeachInstitutethroughagrantfromtheNationalScienceFoundation(award#1543014).

CourseOverview

UTeachCSPrincipleshasbeendesignedasayear-longhighschoolcoursethatfullyaddressestheseven"BigIdeas"ofcomputerscienceandsix"ComputationalThinkingPractices",asspecifiedbytheCollegeBoard'sAPComputerSciencePrinciplescurriculumframework.

ThelessonsandmaterialsusedthroughoutthiscourseincorporateProject-BasedLearning(PBL),apedagogicalapproachthatactivelyengagesstudentsintheeducationalprocess,improvesretention,anddevelopsproblemsolving,criticalthinking,andgroupcommunicationskills.Throughthiscollaborative,learner-centricapproach,studentsareencouragedtoexploretheadvantagesandsocietalimpactofcomputationaltechnologywhiledevelopingtheirownprogrammingandcomputationalthinkingskills.

BigIdeas[CR2a-g] Topics Perspectives

Abstraction[BigIdea2] DataandInformation[BigIdea3]

Programming[BigIdea5] TheInternet[BigIdea6]

Creativity[BigIdea1] Algorithms[BigIdea4]

GlobalImpact[BigIdea7]

ComputationalThinkingPractices[CR1a-f] P1 P2 P3 P4 P5 P6

ConnectingComputing

CreatingComputational

Artifacts Abstracting

AnalyzingProblemsand

Artifacts Communicating Collaborating

CourseBibliography

Abelson,H.,Ledeen,K.,andLewis,H.R.BlowntoBits:yourlife,liberty,andhappinessafterthedigitalexplosion.UpperSaddleRiver,N.J.:Addison-Wesley,2008.

CourseSequencingTheyear-longcourseconsistsofsevenunitsthathavebeencarefullystructuredtogentlyguidenovicestudentsthroughthestudyofcomputationaltechnologybyfirstestablishingacontextforthecoursematerial,thenteachingthecoreskillsforcreatingandusingcomputationaltools,followedbydemonstratingreal-worldapplicationsofdigitaltechnology,andfinallyallowingthestudentstoexhibittheskillstheyhavedeveloped.

CourseUnits[CR2a-g]Core Unit1:ComputationalThinking

Introductiontocomputationalthinking,logicalreasoning,anddescribingprocessesthroughalgorithmsandpseudocode.

BigIdeas:Abstraction[2]Algorithms[4]Programming[5]TheInternet[6]GlobalImpact[7]

ComputationalThinkingPractices(CTP):P1,P2,P3,P4,P5

EnduringUnderstandings(EU):2.2,4.1,4.2,5.2,6.3,7.2

Unit2:Programming

UseScratchtoexploresequencing,selection,anditerationaspartofthegoaltocreateprogramsthatserveusefulfunctions.

BigIdeas:Creativity[1]Algorithms[4]Programming[5]GlobalImpact[7]

EnduringUnderstandings(EU):1.1,1.2,4.1,5.1,5.2,7.3

Unit3:DataRepresentation

Explorethedifferentmeansofrepresentinginformationdigitally.

BigIdeas:Abstraction[2]DataandInformation[3]Algorithms[4]Programming[5]

ComputationalThinkingPractices(CTP):P1,P2,P3,P4,P5,P6

EnduringUnderstandings(EU):2.1,2.2,2.3,3.3,4.1,5.1,5.3,5.5

Application Unit4:DigitalMediaProcessing

UseProcessingtoprogrammaticallymanipulatedigitalimagesandaudio.

BigIdeas:Creativity[1]Abstraction[2] DataandInformation[3]Algorithms[4]Programming[5]GlobalImpact[7]

EnduringUnderstandings(EU):1.2,1.3,2.2,3.3,4.1,5.1,5.3,5.4,7.3

Unit5:BigData

Discovernewknowledgethroughtheuseoflargedatasets.

EnduringUnderstandings(EU):1.2,2.3,3.1,3.2,3.3,4.2,5.1,7.1,7.2,7.3,7.5

Unit6:InnovativeTechnologies

Explorethecurrentstateoftechnologyanditsroleinoureverydaylives.

BigIdeas:Creativity[1]Programming[5]TheInternet[6]GlobalImpact[7]

EnduringUnderstandings(EU):1.1,1.2,5.1,6.1,6.2,7.1,7.4

Exhibition Unit7:PerformanceTasks

StudentsdemonstratetheirlearningbycreatingaportfoliooftheirworkforsubmissiontotheCollegeBoard.

EnduringUnderstandings(EU):1.2,2.2,3.3,4.1,5.1,5.2,5.3,5.4,5.5,7.1,7.2,7.3,7.4

SequencingandPacingofUnits

Core (3units/12weeks)

Application (3units/12weeks)

Exhibition (1unit/5weeks)

Introductiontotraditionalcomputerscienceandprogramming

Examplesofapplieduse-casesforcoursecontentthroughoutsociety

andindustries

Student-directedprojectsfortheirPerformanceTasks

TheComputationalThinking,Programming,andDataRepresentationunitsintroducestudentstothecomputationalthinkingskillsthatwillenablethemtofullyexploitthepowerofdigitaltechnologyandhelpthemtodevelopastrongfoundationincoreprogrammingandproblem-solvingskills.Inaddition,studentswilldevelopaprofoundappreciationforthekeyrolethatinformationplaysincomputingandthemanywaysinformationcanbecodified,expressed,stored,andmanipulated.

Application

Oncestudentsarearmedwiththenecessaryskillstocreatecomputationalprogramsandartifacts,theDigitalMediaProcessing,BigData,andInnovativeTechnologiesunitsallowstudentstofurtherexploreavarietyofwaysdigitalcomputingcanandhasbeenappliedtorevolutionizeindustriesandenablenewformsofexpression,communication,anddiscovery.

Exhibition

Finally,servingasacapstonetothecourse,thePerformanceTaskunitencouragesstudentstodemonstratewhatthey'velearnedbydesigning,developing,andfurtherrefininganumberofstudent-directedprojects,bothindividuallyandcollaboratively.

CompositionofInstructionalUnits TopicLessons/Activities Projects/Discussions Assessments

Eachunitaddressesoneormorerelated,BigIdea"Topics".

Eachunitincludesthreemoduleswhoseactivitiesframetheunitcontentwithin

thecontextsofthethreeBigIdea"Perspectives".

FormalAssessments(modeledafterAPMultiple-Choiceformat)and

Projects/PerformanceAssessments(modeledaftertheAP"Create"and"Explore"PerformanceTaskrubrics).

InstructionalUnitsEachfour-weekunitfocusesononeormoreofthefourBigIdea"Topics"(e.g.,Abstraction,DataandInformation,Programming,andTheInternet)whilesimultaneouslypresentingthesetopicsinthecontextofthethreeBigIdea"Perspectives"(e.g.,Creativity,Algorithms,andGlobalImpact)throughtheuseofstructuredin-classactivities,projectextensions,and/orclassroomdiscussions.

Introduction

Thefirstmoduleofeachinstructionalunitleadsoffwithananchorvideoand/orengagementactivitydesignedtointroducethedrivingquestions,majorproject(s),andkeytopicsforthenextfewweeksofstudy.Studentsareexpectedtoparticipateinsmall-groupand/orwhole-classdiscussiontoidentifyareasoffocusthatwilldirectanddrivelearningthroughouttheunit.

TopicLessons/Activities

Distributedthroughouteachunit,individuallessons,exercises,quizzes,anddailyactivitieswillallowstudentstoexploreandpracticeapplyingrelevantskillsandconceptsingreaterdetail.

Unit"Perspective"Modules UnitProject

Creativity[BigIdea1] CodingSkills

Algorithms[BigIdea4] TheBigPicture

GlobalImpact[BigIdea7] Exercisesthatencouragestudentsto

exploreandcreateartifactsandbuildnewknowledgefromunit-specificprojects.

Exercisesthatencouragestudentstodeconstructanddescribeunit-specific

processesprocedurally.

Classroomdiscussionsandinvestigationsthatexaminetheculturalandsocietalimpactofemergingtechnologies.

UnitProject

Withineachunit,selectmodulesaresetaparttoencouragestudentstoworkindependentlyand/orcollaborativelyinmoreopen-ended,student-directed,hands-onprojectsandactivities.Whilethecurrentunit'sdrivingquestiondictatesthecontentoftheUnitProjectmodules,theyprimarilyaddressthecurricularstandardsforthe"Creativity"(BigIdea1)componentofthecourseandallowstudentstoexploretheprocessofcreatingcomputationalartifacts.

CodingSkills

Whilestudentsareexpectedtoactivelyemploycomputationalthinkingtechniquesandpracticesthroughoutalloftheirwork,twoofthemodulesineachunitwillspecificallyaddressthedevelopmentandreinforcementoftheseskills.Inparticular,studentswillbeencouragedtopracticethinkingaboutthelogicandsequencingofasolutiontoaproblemandtothenexpressthatsolutionwithclarityandprecisionusingcode,pseudocode,and/ornaturallanguage,asappropriatetothesituation.Indoingso,thesemodulesaddressthecurricularstandardsforthe

"Algorithms"(BigIdea4)componentofthecourseandreinforcetheimportanceofthoroughanalysis,detailedpreparation,andclearcommunicationwhensolvingacomputationaltask.

TheBigPicture

Midwaythrougheachunit,studentsareaskedtostepbackandconsiderthebroaderimplicationsoftheunit'smaintopicanditsimpactonsocietyatlarge.Throughin-classdiscussions,debates,andcreativeactivities,studentswillextrapolatefromtheideasandconceptspresentedinclasstoexploretheimplicationsoftheuseofandadvancesincomputationaltechnology.TheseBigPicturemodulesspecificallyaddressthecurricularstandardsforthe"GlobalImpact"(BigIdea7)componentofthecourseandencouragestudentstoalwaysconsidertheconsequencesoftheirdigitalinteractionsandcreationsontheworldaroundthem.

Assessments Inadditiontominor,informalassessmentsthroughouteachunit,studentlearningandprogresswillalsobemonitoredattheendofeachunitthroughformalassessmentsandanevaluationoftheirindependentandcollaborativeefforts.

Formalassessmentsaremodeledafterthesingle-selectandmultiple-selectmultiple-choicequestionsoftheAPComputerSciencePrinciplesexamsothatstudentscanfamiliarizethemselveswiththescopeandstyleofquestionsthattheycanexpecttoseeontheAPexaminMay.

Likewise,aspreparationforthePerformanceTasksthatthestudentswillsubmittotheCollegeBoardinMay,eachstudentwillberequiredtomaintainanddocumentaportfoliooftheirindependentandcollaborativeworkthroughouteachunit.DuringUnit7(PerformanceTasks),studentsareencouragedtodrawuponthisbodyofworktoproducetheirfinalsubmissionsfortheCollegeBoard.

Project-BasedLearningTheUTeachCSPrinciplescurriculumutilizesProject-BasedLearning(PBL)inordertobetterengagestudentsinthelearningprocess.Byencouragingstudentstousecriticalthinkingskillsandchallengingthemtosolveauthenticandmeaningfulproblems,PBLhelpsstudentstodevelopadeeperandmoreprofoundunderstandingofthepowerofcomputationinoureverydaylives.Thisproject-basedapproachisparticularlyeffectiveinengaginggirlsandotherhistoricallyunderrepresentedgroupsaswellasbroadeningparticipationincomputingoverall.Teacherswhoareunfamiliarwiththegoals,methods,andtechniquesofPBLcanlearnmoreattheBuckInstituteforEducationwebsite(http://bie.org/).

Inteachingthiscourse,educatorsareencouragedtoutilizetherangeofPBLtechniquesthathavebeenincorporatedintoeachunit,includingdrivingquestions,overarchingunitprojects,clearrubrics,regularbenchmarks,scaffoldingactivities,finalproducts,andreflection.Usedtogetherinacoherent,unifiedmannerthatactivelyengagesstudentsintheeducationalprocess,PBLstrategiescanhelpstudentsimprovetheirretentionoflearnedexperiencesanddevelopstrongerproblemsolving,criticalthinking,andgroupcommunicationskills.

DrivingQuestions

Everyunitisultimatelyguidedbyoneormoredrivingquestionsthatservetospecifytheunifyinggoalforstudentinquiryandlearning.Thesequestions,whichgroundeachunitinanauthentic,real-worldcontext,willbeintroducedatthestartofeachunitandthenlaterrevisitedandreiteratedthroughouttheensuinginstructionalmodules.Throughthisregularrepetition,teacherscanensurethatstudentsalwayshaveaclearsenseofwhattheyaretryingtosolve,whattheystillneedtoknow,andwheretheystandintermsofachievingtheirgoalsfortheunit.

UnitProjects

Theopeningmoduleofeachunitalsoservesasaformallaunchoftheunitproject,anoverarching,product-orientedchallengeforstudentstoinvestigate,research,andsolveoverthecourseoftheunit.Theprojectlaunchstartswithananchorvideothatintroducesthefundamentalproblemorchallengetobesolvedandisintendedtosparkthestudents'imaginationsandinspirethemtowanttofindasolution.Teachersshouldthenusesubsequentclassroomdiscussions,lessons,andactivitiestohelpguidestudentsinidentifyingwaystheymightapproachtheprojectandwhattheywillneedtostudyandlearninordertodevelopacompletesolutiontothestatedchallenge.

Rubrics

Eachunitprojectisaccompaniedbyaclearlydefinedrubricthatspecifiesthesetofexpectationsforstudentworkthroughouttheunit,includinganexhaustivelistofassessmentcriteriafortheartifactsthatstudentswillproduceanddetaileddescriptorsforeach

performancelevelthatastudentmightdemonstrate.Teachersshouldprovidestudentswiththerubricatthestartoftheunitaspartoftheinitialdiscussionimmediatelyfollowingtheanchorvideo.Givingthestudentstherubricatthetimeoftheprojectlaunchiscriticalforsettingclearstudentexpectationsearlyintheresearchandlearningprocess.Overthecourseoftheunit,teachersshouldregularlyreferbacktothegoalsandcriteriaoftherubricinordertoensurethatstudentsremainfocusedandonpaceformeetingthestatedrequirements.

Benchmarks

Eachunitprovidestheteacherwithanumberofbenchmarkactivities,orsubtasks,thatfeedintothelargerunitproject.Eachofthesesubtaskscontributesdirectlytothefinalproductthatthestudentswillcreate.Teacherscanusethesebenchmarksasintermediate,informalassessmentstogaugetheprogressofeachstudentand/orcollaborativegroupintheirmasteryoftheunitgoals.

ScaffoldingActivities

Thebulkofeachunitconsistsofaseriesofindividualtopiclessons,activities,discussions,andhands-onapplicationsthatallowtheteachertoprovideinstruction,guidance,andsupporttostudentsandcollaborativegroupsastheyconductresearchfortheunitproject.Thesescaffoldingactivitiesservetointroduce,explain,andencouragetheuseoftheunit'scoreconceptsandskillsbyprovidingstudentswithstructuredopportunitiesandincentivestoexplorethematerialingreaterdepth.Specifically,topiclessonsfocusonextendingexistingknowledgeofunitconceptsthroughdirectinstructionandinquiry-basedinvestigations.MeanwhiletheUnitProject,CodingSkills,andBigPictureexercisescreateopportunitiesforstudent-centered,collaborativediscussionsandexercisesthatencouragestudentstoexploreunittopicsfromthebroaderperspectivesofcreativity,algorithms,andglobalimpact.

FinalProductsandStudentPortfolio

Attheculminationofeachunit,studentsareexpectedtopresentafinalproductthatrepresentsthebodyoftheirworkandresearchontheunitproject.Throughacombinationofindividualproductsandcollaborativegroupproducts,studentsdemonstratetheirmasteryofthecorecontentandskillsfortheunitbyexhibitingtheauthenticandpurposefulartifactsthattheyhavecreated.Whiletheexactformatofthefinalproductmayvaryfromunittounit,akeycomponentalwaysincludesapublicpresentationofeachstudent'sworkbeforetheirpeersasawayofprovidingmotivationforeachstudentandholdingthemaccountablefortheirownlearning.

Inaddition,teachersshouldencouragestudentstoaddartifactsoftheirfinalproducttoanongoingstudentportfoliothattheymaintainthroughoutthecourse.ThecontentsofthisportfoliocanlaterbeusedduringUnit7:PerformanceTasksasapointofinspirationforthe"Create"and"Explore"tasksthatthestudentswillneedtoproduceandsubmittotheCollegeBoardaspartoftheAPComputerSciencePrinciplesassessment.

Reflections

Finally,attheendofeachunit,teachersshouldallowtheirstudentsanopportunitytolookbackonwhattheyhavedone,experienced,andlearnedoverthecourseoftheunitandreflectonhowtheirperceptionofcomputingmayhavechangedasaresultoftheseexperiences.Similarly,studentsareexpectedtodiscusshowtheunitmaterialrelatestotheirownpersonalinterestsandtoarticulatehowtheycouldapplytheirnewlylearnedskillstoauthentictaskswithintheirownlives.

ProgrammingResourcesThroughoutthecourse,studentswillexplorethecodingprocessthroughthecontextoftwodifferentprogrammingenvironments–ScratchandProcessing.Eachoftheseplatformshasbeendesignedtoprovidebeginningstudentswithasimplifiedandnovice-friendlyinterfacewithwhichtowritetheirfirstdynamicandhighlyengagingprograms.Thetoolsforbothenvironmentsareplatform-independentandfreelyavailableonline,soschoolsandstudentscanruntheseapplicationsanddeveloptheirownprogramsonanyavailablecomputerwithouthavingtopurchaseanyadditionalsoftwareorlicenses.

Scratch(https://scratch.mit.edu)

DevelopedbytheMITMediaLab,Scratchoffersstudentsanintroductiontocodingthroughtheuseofavisualprogramminginterface.Bydragginganddroppinglabeledprogrammingcomponents(a.k.a.,"blocks")thatsnaptogetherintosyntacticallycorrectcompositions,studentscanquicklyconstructrobustandfullyfunctionalprogramswithverylittlepriorprogrammingknowledgeorskill.Thisblock-basedprogrammingenvironmentisideallysuitedtofirst-timeprogrammersasitabstractsawaymuchofthelow-levelimplementationdetailsandallowsstudentstoclearlyfocusonthemoregeneralizedconceptsthataresofundamentaltotheartofcomputationalthinking.

Processing(https://processing.org)

BuiltatoptheJavaprogramminglanguage,Processingoffersasimplifiedsyntaxandgraphicalprogrammingmodelthatallowsnoviceprogrammerstoeasilydevelopvisuallydynamicprogramsusingahigh-levelprogramminglanguage.Forstudentswhohavealreadybeenexposedtothedrag-and-dropprogrammingofablocks-basedlanguagelikeScratch,theintroductionofProcessinghelpsthemmakethetransitiontothetext-basedexperienceofaproceduralprogramminglanguage.AndbyleveragingthesyntaxandstructureofanindustriallanguagelikeJava,ProcessingmakesiteasierforstudentstolatermoreeasilyadoptJava(asisusedinAPComputerScienceA),C++,orPythonanumberofother,similarlanguagesthattheymightencounterinindustryorcontinuedstudiesincomputerscience.

course syllabus: advanced placement® computer science ... · pdf fileuteach cs principles...

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