schram.orgschram.org/expocs2018/apcs(p)-auditsyllabus.docx · web vieweven though the aim is for...

AP Computer Science Principles Course Syllabus # 1657659v1 College Board Authorized

CR # CURRICULAR REQUIREMENTS PagesCR 1a Students are provided with opportunities to meet learning objectives connected to

Computational Thinking Practice P1: Connecting Computing.8, 9, 11, 22, 24, 25, 27,30

CR 1b Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P2: Creating Computational Artifacts.

7, 8, 9, 13, 14, 18, 25,29, 32, 33

CR 1c Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P3: Abstracting.

4, 6, 7, 11, 14, 16, 18,20, 27, 32, 33

CR 1d Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P4: Analyzing Problems and Artifacts.

4, 8, 14, 16, 20, 22, 24,27, 29, 32, 33

CR 1e Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P5: Communicating.

6, 9, 20, 25, 27, 30, 32

CR 1f Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P6: Collaborating.

9, 13, 14, 18, 27, 29

CR 2a Students are provided with opportunities to meet learning objectives withinBig Idea 1: Creativity. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

13, 14, 27, 29, 32, 33

CR 2b Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

4, 6, 7, 11, 13, 14, 16,18, 20, 32, 33, 35

CR 2c Students are provided with opportunities to meet learning objectives withinBig Idea 3: Data and Information. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

25, 27, 29, 35

CR 2d Students are provided with opportunities to meet learning objectives withinBig Idea 4: Algorithms. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

9, 11, 24, 25, 32, 35

CR 2e Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

7, 8, 9, 11, 13, 16, 18,24, 25, 27, 32, 33, 35

CR 2f Students are provided with opportunities to meet learning objectives withinBig Idea 6: The Internet. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

4, 14, 20, 22, 27, 35

CR 2g Students are provided with opportunities to meet learning objectives withinBig Idea 7: Global Impact. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

4, 8, 14, 22, 29, 30, 35

CR 3 Students are provided the required amount of class time to complete the AP Through-Course Assessment Explore - Impact of Computing Innovations Performance Task.

29, 30, 31

CR 4 Students are provided the required amount of class time to complete the AP Through-Course Assessment Create - Applications from Ideas Performance Task.

32, 33, 34

AP Computer Science Principles Syllabus

Resources (Note: This syllabus serves two purposes. First it is an audit syllabus created for College Board AP Computer Science Principles course approval and second it fulfills the requirement for high school departments to create a syllabus in such a manner that an incoming teacher will have a clear and detailed guide to use to continue the teaching of the course after the creator of the syllabus is no longer teaching at the school.)

(Exposure CS) Schram, Leon. Exposure Computer Science 2016-2017 for Advanced Placement Computer Science Principles. Royse City, Texas: Leon Schram, 2016.

This is the primary textbook specifically designed for the APCS Principles course. A complete Python course, which includes all the programming topics listed in the course description and graphics programming topics for creating artifacts are included. The book provides lab assignments and evaluation tools for all the topics. The units are organized in such a manner that it clearly states when additional resources should be researched on a given topic, either from the books listed below or by additional Internet research.

(CS Illuminated) Dale, Nell and Lewis, John. Computer Science Illuminated. 6th ed. Burlington, MA. Jones & Bartlett Learning, 2016.

This is a comprehensive textbook developed for non-computer science majors in a program-language independent environment. It is not used for this syllabus as a chapter-by-chapter primary source. For many topics where a different perspective and extra research is required, students will find much information relevant to the course.

(Blown Bits) Abelson, Hal and Ledeen, Ken and Lewis, Harry. Blown to Bits: Your Life, Liberty, and Happiness After the Digital Explosion. Boston, MA. Addison-Wesley, 2008.

This book provides relaxed reading with many historical anecdotes that illustrate the current point being made. It is an excellent resource for several specific topics, such as security and others that give historical insights.

http://www.bitsbook.com/excerptsAvailable for download under a Creative Commons License

(9 Algorithms) MacCormick, John. Nine Algorithms that Changed the Future: The Ingenious Ideas that Drive Today's Computers. Princeton, NJ: Princeton University Press, 2012

This book is an excellent resource for one of the big ideas by focusing strictly on those algorithms that have been very significant for the development of computers. In the process of discussing important algorithms much information is provided for topics on searching, security, encryption and data management.

(Course Description) College Board. Advanced Placement Computer Science Principles Course Description 2016. New York: College Entrance Examination Board, 2016.

The College Board course description is very detailed and includes the framework that provides the backbone of AP Computer Science Principles. In areas where there is uncertainty about curriculum requirements, the course description will be the definitive source to clearly detail the expectations for the school, teacher and students.

http://apcentral.collegeboard.com

jGRASP Software "jGRASP," Auburn University at www.jgrasp.org

The jGrasp Integrated Development Environment if free for student use, easy to learn, and provides identical software for PC and Mac users.

Python Software "Python IDLE," at www.python.org

Python is an ideal language teaching AP Computer Science Principles. It allows either an Object Oriented or strictly procedural programming approach. Since the course description does not require any OOP programming, Python becomes a good choice for a course that has many curriculum requirements in a short time period. Python also resembles the pseudo-code closely and makes this transition easy for students as they prepare for the End-Of-Course AP Exam.

SYLLABUS PACING (Partial week at start of each semester is not counted)AP Computer Science Principles Syllabus

SEMESTER 1Unit IWeek 01

Introduction to Computer ScienceUnit IIWeek 02

Bits, Bases, Numbers and Abstracting DataUnit IIIWeek 03

Installing and Using PythonUnit IVWeek 04

Basic Python FeaturesUnit VWeeks 05-06

Control Structures and AlgorithmsUnit VIWeek 07

Boolean logicUnit VIIWeeks 08-09

Graphics and SubroutinesUnit VIIIWeeks 10-11

Webpage Creation With HTMLUnit IXWeeks 12-13

Abstraction with Graphics Procedure LibrariesUnit XWeek 14

Block Pseudo-Code and Text Pseudo-CodeUnit XIWeek 15

How Does The Internet Work?Unit XIIWeek 16

Networking Ethics: How Networking Changed the WorldSEMESTER 2

Unit XIIIWeeks 01-02

Sequences with Strings, Tuples and ArraysUnit XIVWeek 03

Sorting, Searching and Algorithmic AnalysisUnit XVWeek 04

Data Processing in a Modern WorldUnit XVIWeeks 05-06**

Through-Course Mock Explore Performance TaskUnit XVIIWeeks **06-07

Through-Course Explore Performance TaskUnit XVIIIWeeks 08-11**

Through-Course Mock Create Performance TaskUnit XIXWeeks **11-14

Through-Course Create Performance TaskUnit XXWeeks 15-16

Review and Prepare for End-Of-Course-Exam

NOTE: 06** means first half of the week only**06 means second half of the week only

Unit I Introduction to Computer Science (1 week)Big Idea(s) #2: Abstracting, #3: Data and Information, #6: The Internet, #7: Global Impact

GeneralObjectives

In the first unit of the course students get an overview of how computers work and the history of computer science. Students also learn what programming is and study a brief sequence of programming languages.

Resources (Exposure CS) Chapter 1, Introduction to Computer Science (YouTube) Did You Know video

Unit Lesson Show the Did You Know video Communicating with Morse Code


Sequence ofTopics

Storing Information Electronically Computer Memory and Secondary Storage Computer Hardware Computer Software A Brief History of Computers What is Programming? Instructions to a Human Robot A Brief History of Programming Languages

Activities Students are shown the Did You Know Video, which provides many details about the growth and the global impact of computing.LO 7.1.1 [P4] [CR1d] [CR2f]

After watching the video, students individually need to write an essay how they think the information presented in the video will impact their future.LO 7.1.1 [P4] [CR1d] [CR2g]

Students do a short exercise where they create Morse Code messages.LO 2.1.1 [P3] [CR1c] [CR2b]

Students convert base-10 numbers into binary code. LO 2.1.2 [P5] [CR1e] [CR2c] Students learn about assumptions made in human communication and the need for logical

precision in programming with a Human Robot exercise. The teacher simulates a robot capable of understanding simple commands. Students are asked to give a logical sequence of instructions so that the robot (teacher) draws a circle on the white board.

LO 2.3.1 [P3] [CR1c] [CR2b]

[CR1c] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P3: Abstracting.[CR1d] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P4: Analyzing Problems and Artifacts.[CR1e] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P5: Communicating.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2c] --- Students are provided with opportunities to meet learning objectives withinBig Idea 3: Data and Information. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2f] --- Students are provided with opportunities to meet learning objectives withinBig Idea 6: The Internet. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2g] --- Students are provided with opportunities to meet learning objectives withinBig Idea 7: Global Impact. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

Unit I Continued

SummativeEvaluations

2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test1 Essay on the Did You Know video

TeachingStrategies

The AP Computer Science Principles syllabus includes many topics with many activities. A steady, organized pace must be started immediately to manage the many requirements of the course in two semesters of 16 weeks each. This is the second day in the course, but actual first day of instruction, after the housekeeping and administrative requirements first day of school. The class starts immediately with the Did You Know Video. The movie is quite startling for many students as they become aware of the global impact of computing. This


is followed by explaining how computers manage to store information electronically using two states of 1 and 0. Morse Code is explained and then students do an exercise creating Morse Code messages that lets them see that it is possible to create message with dots and dashes. More importantly, they then learn that the dots and dashes can be send with short and long electrical pulses to create dots and dashes, long or short sounds or long or short appearances of light. A slide presentation is used to show the history of computing. The lesson concludes with an explanation of programming. At the conclusion of this unit the teacher becomes a robot and shows students how difficult instructions can be when a robot - with limited language skills - strictly follows what is communicated without assumptions. For instance, when students say "Pick up the marker," the robot picks up the marker with his teeth.

Unit II Bits, Bases, Numbers and Abstracting Data (1 week)Big Idea(s) #2: Abstracting

GeneralObjectives

Students learn about many levels of abstraction from the most complex multimedia production down to a simple binary digit with value 1 or 0. Students will study number representation in bases from 2 to 16 and learn to convert numbers from any base to any other base from 2 to 16. Students also receive a brief introduction on how the binary system manages to represent not only numerical data, but also characters, images, audio and movies.

Resources (Exposure CS) Chapter 2, Bits, Bases and Numbers (CS Illuminated) Chapter 3, Data Representation


Unit LessonSequence ofTopics

Data and Computers It is all about the bit and its two states Representing Numeric Data Representing Text with the ASCII and Unicode Character Sets Representing Audio Data Representing Images and Graphics Representing Video Counting in Other Number Systems Converting any Base to Base-10 Converting Base to Base-10 Converting Base-10 to any Base Special Relationship Between Base-2 and Base-16 Numbers

Activities 8 Students simulate being placeholder bits in a byte. Each student represents a value from 1 to 128. Each student can be turned ":on" or "off" by turning around or having a card that shows a "1" or "0". In a small length of time the "byte" of students needs to change their bits to represent different numbers from 0 to 255.LO 2.1.1 [P3] LO 2.1.2 [P5] [CR1c] [CR1e] [CR2b]

Students, collaborating in small groups, create a poster with examples of non-computing abstractions that occur in every-day activities.LO 2.3.1 [P3] [CR1c] [CR2b]

Students discuss in small groups examples of computing abstractions that occur regularly. LO 2.1.1 [P3] LO2.1.2 [P5] [CR1c] [CR1e] [CR2b]

Students, individually, complete in-class exercises, practicing number system conversions after each lesson.LO 2.1,1 [P3] LO2.1.2 [P5] [CR1c] [CR1e] [CR2b]

[CR1c] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P3: Abstracting.[CR1e] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P5: Communicating.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test

TeachingStrategies

The main purpose of this unit is to teach students that their world is surrounded by abstractions both technical and non-technical. The unit then flows into a discussion how technical data (numbers, text, audio, images, and video) is represented in the computer. As it becomes clear that fundamentally all computing data is represented by bits, which are used for the representation of base-2 numbers, the need arises to convert between different number systems. Examples include the use of base-16 used for memory addresses and assembly language as well as human computer input and data storage in base-10.

Unit III Installing and Using Python (1 week)Big Idea(s) #2: Abstracting, #5: Programming

GeneralObjectives

Students get their first formal introduction to programming with the language Python. They start by learning how to install the appropriate software for Python programming. Students then learn about high-level languages and low-level machine code, which requires a translating program. The remainder of the lesson is devoted to entering simple commands at the Python prompt. The unit concludes by learning how to use an Integrated Development Environment (IDE) to easily edit, run and save programs. Student then complete the first Python lab assignment.

Resources (Exposure CS) Chapter 3, Installing and Using Python JGRASP Software


Python Software


Install the Python software and the Integrated Development Environment (IDE), jGrasp The MAC and PC use different software, but the Python commands are the same High-Level and Low-Level languages and the need for a translator Interpreters and compilers Grace Hopper's contribution Using Python at the Command Prompt and the Python IDLE Creating Text output with print Python's binary operators Using variables in an assignment statement The shortcomings of command-prompt one-line-at-time programming Loading and saving a program with an IDE, like jGrasp Complete a lab assignment by writing a simple output program

Activities Students install the Python software and the jGrasp IDE.LO 2.2.3 [P3] [CR1c] [CR2b] [CR2e]

Students write small programs at the Python >>> prompt.LO 5.1.1 [P2] [CR1b] [CR2e]

Students complete a lab assignment by writing a program that generates text output and performs examples of all the binary arithmetic operations.LO 5.1.1 [P2] [CR1b] [CR2e]

[CR1b] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P2: Creating Computational Artifacts.[CR1c] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P3: Abstracting.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test1 Minor Lab Assignment

TeachingStrategies

The lesson starts by installing the software required to run Python programs. Wherever possible, students should install the actual software on the lab computers or their laptops. This activity enables students to also install the free software on their home computers. Students are provided with a step-by-step slide presentation that they can use for home computer installation. In this lesson students run numerous small programs at the Python >>> prompt. This style of programming is simple and allows a quick demonstration of new commands, but programs cannot be edited easily and cannot be saved for later use.

Unit IV Basic Python Features (1 Week)Big Idea(s) #5: Programming

GeneralObjectives

Students are introduced to using existing procedures. They learn that some procedures, such as print, are available directly while other procedures like sqrt can only be accessed with an import library. In this unit students learn to use procedures that are available in the math and random libraries. Students also learn to appreciate the interest that is paid back on loans and credit cards by completing a lab assignment that uses formulas to compute monthly loan payments, interest paid and computes future savings balances..

Resources (Exposure CS) Chapter 4, Basic Python Features JGRASP Software Python Software



Creating output with the print command Using variables in a program Executing programs with keyboard input procedure Identifying variables data types with the type procedure Accessing additional Python procedures with import Using Python math library procedures Using Python random library procedures

Activities Students look at programs that use procedures sqrt, ceil, floor, abs and random Students look at programs that use attributes pi and e Student look at programs that use procedures random, seed and randint Students learn about the impact of randomness on society for advertising and polling.

Students learn that use of technology for political predictions is not always accurate.LO 7.3.1 [P4] [CR1d] [CR2g]

Students look at programs that use shortcut notations +=, ==, *=, //=, %=, /=, **= Students complete a lab assignment that uses formulas to compute loan payments for

carloads, house mortgages and credit cards.LO 5.1.1 [P2] LO 5.5.1 [P1] [CR1a] [CR1b] [CR2e]

[CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing.[CR1b] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P2: Creating Computational Artifacts.[CR1d] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P4: Analyzing Problems and Artifacts.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2g] --- Students are provided with opportunities to meet learning objectives withinBig Idea 7: Global Impact. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test1 Major Lab Assignment

TeachingStrategies

The importance of randomness in society needs to be emphasized with examples of surveys that are used for calculating advertising revenues and political polling. These surveys are only possible with randomly selected population samples. Interest affects everybody. Ask students what type car they like to purchase and then ask what they expect the monthly payment to be. Students greatly underestimate what needs to be paid. After mortgage payments are calculated for a 30-year loan demonstrate the savings of a 15-year loan.

Unit V Control Structures and Algorithms (2 Weeks)Big Idea(s) #4: Algorithms, #5: Programming

GeneralObjectives

Students learn that programming sequence is depended on control structures that select the next program path or repeat previous program segments. These control structures use Boolean conditions that are true or false to determine which path much be followed or which program segment must be repeated. Students will also be introduced to algorithms and their role in program design. Students will study a variety of common algorithms and then write computer programs after first creating an algorithm to handle the program logic.

Resources (Exposure CS) Chapter 5, Control Structures and Algorithms (CS Illuminated) Chapter 7.2, Algorithms with Simple Variables (9 Algorithms) Chapter 1, Extraordinary Ideas Computers Use Every Day


(9 Algorithms) Chapter 2, The Technology That Launched Google JGRASP Software Python Software


Types of Control Structures Boolean Relational Operators Fixed repetition with for .. in One-Way Selection with if Two-Way Selection with if .. else Multi-Way Selection with if .. elif Pre-Condition Loop Control with while Introduction to Algorithms An Algorithm to compute the value of PI An Algorithm to compute the Square Root General Algorithm Strategies Brute Force Algorithms that Computers Can Manage

Activities Students do an activity without computers to create a GCF algorithm.LO 4.1.1 [P2] [CR1b] [CR2d]

Students do an activity without computers to create a Pi Approximation algorithm.LO 4.1.1 [P2] [CR1b] [CR2d]

Students look at a program that computes the GCF using Euclid's Algorithm.LO 4.1.2 [P5] [CR1e] [CR2e]

Students complete a lab assignment that computes the GCF using a brute force algorithm. LO 4.1.1 [P2] LO 4.1.2 [P5] LO 4.2.1 [P1] [CR1a] [CR1b] [CR1e] [CR2d] [CR2e] Students complete a lab assignment where they must devise an algorithm that lists all the

possible combinations of nickels, dimes and quarters that add up to 50 cents.LO 5.1.2 [P2] LO 5.1.3 [P6] [CR1b] [CR1f] [CR2e]

Students complete a lab assignment that computes the value of pi using the polygon approximation algorithm.LO 4.1.1] [P2] LO 5.1.1 [P2] LO 5.1.2 [P2] [LO 5.1.3] [P6] [CR1b] [CR1f] [CR2e]

Students complete a lab assignment that computes the square root of a number using a bracketing algorithm.LO 4.1.1 [P2] LO 4.1.2 [P5] LO 5.1.2[P2] [CR1b] [CR1f] [CR2d] [CR2e]

[CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing.[CR1b] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P2: Creating Computational Artifacts.[CR1e] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P5: Communicating.[CR1f] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P6: Collaborating.

Unit V Continued

ActivitiesContinued

[CR2d] --- Students are provided with opportunities to meet learning objectives withinBig Idea 4: Algorithms. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

Summative 2 Reading Quizzes


Evaluations 2 Homework Exercises1 Multiple-Choice Unit Test2 Minor Lab Assignment2 Major Lab Assignments

TeachingStrategies

This unit shows a variety of algorithms that must be implemented in Python. The first job is to concentrate on creating an algorithm separate from any programming. For instance, in the PI Approximating algorithm activity it is effective to have groups of 3 to 5 students work together. Start them with the picture of a regular hexagon and show how the hexagon perimeter, taken as an approximation of a circle's circumference, results in a value of 3.0 for PI. Students then need to compute the polygon perimeter for a 12-sided regular polygon, followed by a 24-sided polygon to increase the accuracy of PI. This process motivates the use of a computer program as it requires a regular polygon of around 10,000 sides to compute PI accurately to 6 places.

Unit VI Boolean Logic (1 Week)Big Idea(s) #3: Data and Information, #5: Programming

GeneralObjectives

Students will learn that computer programs make many decisions. These decisions are Boolean in nature and will only evaluate to True or False. Students learn that there are simple conditions with a single Boolean operator and there are compound conditions with two or more Boolean operators in a single statement. Students learn that complex computer programs are controlled by complex Boolean expressions. Students also learn that computer programs can simplify its processing when a situation occurs, known as short-circuiting. In such a scenario Boolean logic determines that some complex expressions do not need to be evaluated completely. Certain simple conditions provide sufficient information for the evaluations of much greater Boolean expressions.


Resources (Exposure CS) Chapter 6, Boolean Logic (CS Illuminated) Chapter 4, Logic Gates and Circuits JGRASP Software Python Software


Logic Gates and Boolean Operators: NOT, AND, OR and XOR Truth Tables Boolean Operators in Python Using Venn Diagrams to Display Boolean Logic Selection and Loop Statements With Compound Decisions Program Input Protection DeMorgan's Law Short-Circuiting Compound Decisions

Activities Students will complete the creation of a flow chart using Power Point or similar softwarefor several provided mathematical algorithms using Boolean LogicLO 5.5.1 [P1] [CR1a] [CR2d]

Students will complete several diagrams that display the use of logic gates to handle variouscommon computer operations using Power Point or similar software.LO 2.2.3 [P3] [CR1c] [CR2b]

Students will complete a lab assignment that places randomly created graphics objects in random location in different cells of a grid. Students will need to use compound Boolean conditions to determine the proper coordinates that guarantee that the graphics objects are displayed within the boundaries of each cell.LO 5.5.1 [P1] [CR1a] [CR2e]

[CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing.[CR1c] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P3: Abstracting.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2d] --- Students are provided with opportunities to meet learning objectives withinBig Idea 4: Algorithms. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


1 Reading Quiz2 Homework Exercises1 Multiple-Choice Unit Test1 Minor Lab Assignment1 Major Lab Assignments

Unit VI Continued

TeachingStrategies

In this unit it helps to use analogies with English statements help, such as You may only go on the ski trip, if you make Bs or better AND you do all your assigned chores. Students know that the following, slightly altered statement has a very different meaning: You may only go on the ski trip, if you make Bs or better OR you do all your assigned chores.

Short circuiting determines when it is unnecessary to consider all Boolean conditions. The ski trip requirements with the AND compound condition short-circuits the moment a student brings home an unacceptable report card. The required-chores check list is not needed. Likewise if the students has completed every chore and the condition is OR then the report card is no longer relevant.


The random graphics lab assignment is not only mathematical in the Boolean Logic sense, but also requires understanding of coordinate Geometry. Students must first determine the boundaries and express such boundaries with (x,y) coordinates. Knowing the coordinate values the proper compound conditions can then be placed in the computer program.

Unit VII Graphics and Subroutines (2 Weeks)Big Idea(s) #1: Creativity, #2 Abstracting, #5: ProgrammingGeneralObjectives

In this unit students are introduced to graphics programming. The first part of the unit introduces students to turtle graphics and allows them to create interesting designs. In the second half of the unit students are introduced to the creation of subroutines. Students are expected to use many of their own procedures for the second assignment.

Resources (Exposure CS) Chapter 7, Graphics and Subroutines JGRASP Software Python Software



Turtle Graphics Basics Controlling the Turtle's Pen Controlling the drawing speed of the program Add Color with Turtle Graphics Introduction to Subroutines Creating and Calling Subroutine Procedures Important Vocabulary and Rules Creating and Calling Function Subroutines Creating and Calling Graphics Subroutines Creating interesting designs with graphics and loop structures. Creating interesting designs with graphics and random values.

Activities Students complete a lab assignment that draws a house on the screen, using procedures.LO 5.1.2 [P2] [CR1b] [CR2e]

Students do an open-ended graphics assignment that combines control structures with graphics procedures to display an interesting design. Students are expected to includeuser-defined subroutines in their design.LO 1.2.1 [P2] LO 2.2.1 [P2] LO5.1.2 [P2] LO 5.1.3 [P6][CR1b] [CR1f] [CR2a] [CR2b] [CR2e]

[CR1b] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P2: Creating Computational Artifacts.[CR1f] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P6: Collaborating.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test1 Minor Lab Assignment1 Major Lab Assignment

TeachingStrategies

This unit represents a very significant leap. First the introduction of graphics is not only interesting for the students, but it also starts to give them the tools to create programs that are visually attractive, such as they may design for their "create" artifact. This is also the right time to introduce user-defined procedures. Graphics allow visual demonstration of various subroutines. It not only make graphics programming simpler, but it also assists in learning abstraction better.

This unit requires that students complete a lab assignment that is completely open-ended. It is time for their creativity to shine and students are also expected to include writing with their program. This is a mini version of what students will do for their later performance tasks.

Unit VIII Webpage Creation with HTML (2 Weeks)Big Idea(s) #1: Creativity, #6: The Internet, #7: Global Impact

GeneralObjectives

Students have already been Internet and WWW consumers for quite some time. In this unit they learn to be on the other side and become the creators and providers of web pages. Students will learn how HTML is the glue of the web pages and its foundation and use HTML to create their own websites capable of linking to multiple subpages.

Resources (Exposure CS) Chapter 8, Web Page Creation With HTML (CS Illuminated) Chapter 16, The World Wide Web JGRASP Software



A brief history of the World Wide Web Spinning the Web HTML and CSS Interactive Webpages XML Social Networks HTML and Web Authoring software The HTML webpage creation setup HTML basics Formatting text Using lists on web pages Adding color to web pages Linking to other web pages Preparing images for a web page Adding Images to web pages

Activities Students create a single web page that demonstrates examples of the basic HTML tags.LO 2.2.3 [P3] [CR1c] [CR2b]

Students complete a few pages that display a variety of different lists.LO 5.1.1 [P2] [CR1b] [CR2f]

Students do research on a country they will use for a future lab assignment. The worksheetasks fundamental fact questions about the selected country.LO 1.2.1 [P2] LO 1.3.1 [P2] LO 7.1.1 [P4] [CR1b] [CR1d] [CR2a] [CR2g]

Students complete a lab assignment that will inform viewers about one specific country.For this assignment there will only be a home page completed with links to many subpages.All the subpages have a title and links to all other pages. This is a skeleton web site and thefirst part of a website that is completed in the next lab assignment.LO 1.2.1 [P2] LO 1.3.1 [P2] LO 7.1.1 [P4] [CR1b] [CR1d] [CR2a] [CR2g]

Students complete the country lab assignment collaborating with a partner. Every subpage is one information category, such as government, sports, food, etc. Each subpage shows pictures along text boxes that explain what is shown by the pictures.LO 1.2.1 [P2] LO 1.2.2 [P2] LO 1.2.4 [P6] [CR1b] [CR1f] [CR2a] [CR2f]

[CR1b] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P2: Creating Computational Artifacts.[CR1c] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P3: Abstracting.[CR1d] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P4: Analyzing Problems and Artifacts.[CR1f] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P6: Collaborating.

Unit VIII Continued

ActivitiesContinued

[CR2a] --- Students are provided with opportunities to meet learning objectives withinBig Idea 1: Creativity. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2f] --- Students are provided with opportunities to meet learning objectives withinBig Idea 6: The Internet. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


[CR2g] --- Students are provided with opportunities to meet learning objectives withinBig Idea 7: Global Impact. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test1 Lab Preparation Worksheet2 Minor Lab Assignments2 Major Lab Assignments

TeachingStrategies

The emphasis of this unit is to create web pages using low-level tools. There exist many web authoring software packages, such as Dream Weaver. Such software simplifies the process of creating web pages, but also hides much of what is actually creating the web page. It is also good to demonstrate to students that some software, like WordPress is quite limited in its webpage creation. Yet one feature of the software is an HTML tab, available in many software packages, that allows direct HTML entries. If HTML is taught, students have not only a greater knowledge of WWW functionality, but a greater control of the web page appearance.JGRASP is an excellent text editor for the creation of web pages. It has two practical features: First, students have already used jGRASP for Python programs. Second, jGRASP is available for both the MAC and PC.

Unit IX Abstraction with Graphics Procedures (2 weeks)Big Idea(s) #2: Abstracting, #5: Programming

GeneralObjectives

Students have already several seen examples of abstraction used in the programs they have created so far. This unit is meant to teach and use the practicality of abstraction for their personal use. In this unit students will create an extensive graphics library that will be a tremendous aid in creating graphics projects more efficiently and also provide students with better graphic tools that can be used for the create performance task.

Resources (Exposure CS) Chapter 8, Abstracting


(CS Illuminated) Chapter 7.7, Important Threads, Information Hiding & Abstraction JGRASP Software Python Software


Abstraction in everyday living The benefits of abstraction Abstraction in a computer program

Data abstraction Procedural abstraction Control abstraction

Layers of abstraction with a "Circle & Oval Creation" Case Study The fundamental use of an existing circle procedure Understanding the mathematics of a circle The relationship between video memory and the graphics card

Creating a practical graphics library

Activities Students work in groups and create a poster or write on a paper, abstractions that are used by people on a typical day.LO 2.3.1 [P3] [CR1c] [CR2b]

Students starts with a single pixel and create an oval and arc procedure using various layers of abstraction. Test accuracy of each implemented layer.LO 2.2.3 [P3] LO 5.4.1 [P4] [CR1c] [CR2b] [CR2e]

Students create an extensive graphics library that places a layer of abstraction on top of turtle graphics to provide both a more convenient set of graphics tools, but also add toolsthat are not currently available in turtle graphics.LO 2.2.1 [P2] LO 2.2.2 [P3] LO 2.2.3 [P3] LO 5.3.1 [P3] LO 5.4.1[P4][CR1b] [CR1c] [CR1d] [CR2b] [CR2e]

[CR1b] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P2: Creating Computational Artifacts.[CR1c] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P3: Abstracting.[CR1d] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P4: Analyzing Problems and Artifacts.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


1 Reading Quiz1 Homework Exercise1 Multiple-Choice Unit Test1 Worksheet Exercise1 Minor Lab Assignment1 Major Lab Assignment

Unit IX Continued

TeachingStrategies

This unit is designed to provide students with a set of practical tools for creating their future create performance task. At the same time students will experience the actual use of abstraction to create these tools. The existing turtle graphics are excellent routines to immediately start programming graphics projects, but the drawing approach is not efficient and practical for substantial graphics projects. For instance, it is much simpler to use a rectangle command with two coordinate points than multiple forward and right statements.

Students will have two goals with the creation of their graphics library. First, they will take the existing turtle commands and change them to be coordinate specific rather than draw specific. Second, students need to


create many procedures that do not yet exist. They will create useful procedures, such as regular polygons, stars and some 3-D procedures, such as cubes and spheres. As students get closer to their performance tasks they may want to create their own library of procedures that will be specific to the needs of their programs.

Unit X Block Pseudo-Code and Text Pseudo-Code (1 Week)Big Idea(s) #3: Abstracting #5: Programming

GeneralObjectives

Students learn to write programs in text-based pseudo-code and block-based pseudo-code. They will learn that pseudo-code allows the creation of program logic and sequence without yet committing to a specific programming language. Students also practice creating pseudo-code block diagrams and practice reading provided pseudo-code. Students will also work with a selection of multiple-choice program questions that are similar to the questions they can expect on the AP End-Of-Course AP Examination. Students need to realize that they are learning Python, have completed lab assignments in Python, and will probably complete Create Performance Task in Python. Yet they must understand that multiple-choice questions will not be program language specific and will be


strictly written in pseudo-code.

Resources (Exposure CS) Chapter 10, Block Pseudo-Code & Text Pseudo-Code (CS Illuminated) Chapter 6.5, Expressing Algorithms with Pseudo-Code (Course Description) Pages 114-120, Pseudo-Code Reference Sheet JGRASP Software Python Software


Understanding The Course Descriptions Pseudo-Code Reference sheet Assignment display and Input Arithmetic Operators and Numeric Procedures Relational and Boolean operators Selection Control Structures Iteration Control Structures Explain how List Operations will be Shown in the future Procedures Special Robot Commands

Activities Students complete an assignment using a graphic editor, like MS PowerPoint, to create block-based pseudo-code.LO 1.3.1 [P2] [CR1b] [CR1c] [CR2b] [CR2e]

Students participate in an exercise to become familiar with the Robot simulation program.This program uses actual robot pseudo-code and displays a simulated grid display with the robot to test the accuracy of the entered code. Students complete a program that makes the robot visit every cell on the grid with a single move and single rotate command.LO 2.31 [P3] LO 2.3.2 [P3] LO 5.3.1 [P3] [CR1c] [CR2b] [CR2e]

Students complete a program that enables the robot to find a gray cell on the grid in random locations with a black obstacle blocks in random locations.LO 5.1.2 [P2] LO 5.1.3 [P6] [CR1b] [CR1f] [CR2e]

[CR1b] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P2: Creating Computational Artifacts.[CR1c] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P3: Abstracting.[CR1f] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P6: Collaborating.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

Unit X Continued


1 Reading Quiz1 Homework Exercise1 Multiple-Choice Unit Test2 Minor Lab Assignment1 Major Lab Assignment

Teaching Pseudo-code is well-documented on a reference sheet that is provided during the AP Examination. Most


Strategies students will have no problem analyzing the questions with the provided reference sheet and selecting the correct answer. The problem at the AP Exam is time. There are 74 questions that must be answered in less than 100 seconds each. Teaching students a unit on pseudo-code has general benefits in understanding algorithms, abstraction and programming. If the pseudo-code used is also the same pseudo-code that is used on the AP Exam then students will handle those questions very rapidly and be less stressed by time limits.

Unit XI How The Internet Works (1 Week)Big Idea(s) #2: Abstracting, #6: The Internet

GeneralObjectives

Students are introduced to the technical operations of the Internet. Using Cisco videos , students are shown networking from simple LANs connected with a hub to the complexity of The Internet. Students will learn about the different networking devices with an emphasis on switches and routers. Students will also get an introduction to the protocols that make it possible for information to travel from any computer on the Internet to any other computer.


Resources (Exposure CS) Chapter 11, How The Internet Works(CS Illuminated) Chapter 15, Networks(NetworKing Cisco Unit1) https://www.youtube.com/watch?v=n2D1o-aM-2s(NetworKing Cisco Unit2) https://www.youtube.com/watch?v=l_OPR2yh2co&t=468s(NetworKing Cisco Unit3) https://www.youtube.com/watch?v=Ct4PU6CyvTQ&t=5s(NetworKing Cisco Unit4) https://www.youtube.com/watch?v=dd_fKRA7lBA


History of the Internet Networking basics (view Cisco Video Unit 1) How the Internet Works (view Cisco Video Unit 2)

OSI: Physical - Data Link - Network - Transport - Session - Presentation - ApplicationTCP/IP: Network Interface - Internet - Transport - Application

How data travels on The Internet (view Cisco Video Unit 3)Network addressing - Subnetting to identify local networks

Common Internet protocols: IP, TCP, HTTP, HTTPS Network addressing with DNS Networking Devices (view Cisco Video Unit 4)

Hub, Switch, Router, Gateway Router, Cat 5 cable RJ45 jacks, Making the Internet reliable with multiple routes and packets that are checked for accuracy The difference between a Lan, Intranet and Internet The difference between The Internet and the World Wide Web

Activities Students create a Local Area Network connected with a hub or switch and Ethernet cables. Connected computers are configured for communication and students can view and ping the other computers to check connectivity. A printer will also connect to the LAN allowing students access and print to the single printer.LO 6.1.1 [P3] LO 6.2.1 [P5] [CR1c] [CR2f]

Students are taken on a tour of the school's networking facility. They will learn the difference between the routers and switches and see the cable management of the racks between all the switches and routers. Students learn that the basic principle of The Internet is a routing system with redundancy so that multiple paths can be taken for communication. Students also learn how the networking configuration has the ability to scale up for more staff and more students to handle. Students will also learn that the school has the ability to network computers via a cable or via a wireless system.LO 6.1.1 [P3] LO 6.2.1 [P5] LO 6.2.2 [P4] [CR1c] [CR1d] [CR1e] [CR2b] [CR2f]

[CR1c] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P3: Abstracting.[CR1d] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P4: Analyzing Problems and Artifacts.[CR1e] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P5: Communicating.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2f] --- Students are provided with opportunities to meet learning objectives withinBig Idea 6: The Internet. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

Unit XI Continued


4 Video Quizzes4 Homework Exercises1 Multiple-Choice Unit Test1 Minor Lab Assignment

TeachingStrategies

This unit is very interesting to teach. The details of networking are such that an introduction to networking for introductory certification is usually a two-semester course. The job of the teacher is to explain how the various devices work together and how protocols, subnets, and other devices work together to make this amazing


communication possible. This can be explained and it can be shown, but students are not expected to do the technical computations required to configure subnets and other configurations. It is possible to be given an introduction to the components of a car engine, show how they work together and give some fundamental understanding of car mechanics without the level required to be a car mechanic.

Unit XII Networking Ethics Issues: How Networking Changed the World. (1 Week)

Big Idea(s) #6: The Internet, #7: Global Impact

GeneralObjectives

Students will look at the Internet in two ways. First they will look at it objectively and learn how the Internet functions technically and manages to send data anywhere. This was done in the previous unit. Second, in this unit students will look at the Internet subjectively and study the benefits and harmful effects of The Internet.


Resources (Exposure CS) Chapter 12, Networking Ethics Issues: How Networking Changed the World(CS Illuminated) Chapter 17, Computer Security(Blown Bits) Chapter 2, Privacy Lost, Privacy Abandoned(Blown Bits) Chapter 5, How Codes Become Unbreakable


Networking and Privacy How Turbo Pascal and Apple ITunes overcame software piracy The Impact of Evolving Social Media Cyber Security problems Historical cryptography and cryptography today Digital censorship Preventing Computer Attacks with CAPTCHA The Age of WikiLeaks Types of Computer Viruses The Difference Between Computer Hacking and Social Engineering Digital Cyber Wars of The Future

Activities Students divide in groups and discuss how Technology and Networking has changed the lives of people globally. Students specifically are asked to discuss changes in home living, transportation, education, shopping, communication, medicine and politics.

LO 7.1.1 [P4] LO 7.2.1. [P1] [CR1a] [CR1d] [CR2f] [CR2g] Students divide into groups and are provided various scenarios of technology as they exist

today. Different groups are given different technology scenarios. Each group needs to discuss how the given scenario works currently and decide how well the problem will scale in the future and what can be done to insure a positive global impact.LO 7.1.2 [P4] LO 7.3.1 [P4] [CR1d] [CR2f] [CR2g]

Students divide into groups and have to create a cryptic code that will be demonstrated to the other students, who need to analyze the effectiveness of the cryptology.LO 6.3.1 [P1] [CR1a] [CR2f]

Students write a paper on the impact of Social Media, specifically on how Social Media has a different impact depending on online access, cultural differences , political differences, generational differences and socio-economic differences.LO 7.4.1 [P1] [CR1a] [CR2f] [CR2g]

[CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing.[CR1d] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P4: Analyzing Problems and Artifacts.[CR2f] --- Students are provided with opportunities to meet learning objectives withinBig Idea 6: The Internet. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2g] --- Students are provided with opportunities to meet learning objectives withinBig Idea 7: Global Impact. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.

Unit XII Continued


1 Multiple-Choice Unit Test1 Essay

TeachingStrategies

This chapter is in sharp contrast to the previous networking chapter. The previous chapter was very technical and concentrated on the devices and protocols that have made global communication possible. This is the subjective chapter where students examine what has been the impact of all of this technology. Students need to realize that The Internet has not only had tremendous benefits that we now cannot imagine living without, but there are also potential harmful effects.


In one isolated case it is interesting to see that impact is rarely one-sided. Today's Google search ability makes it possible to find information on every conceivable topic. It makes research much simpler for students and it also makes it more tempting to utilize the found research as original writing by the students. Roughly at the same time that plagiarism is now easier and more tempting for students, teachers have a new technology tool. The same Internet and the same computing community can now takes programming skills, searching algorithms and the Internet to search and check to see if a given document contains phrases that have been improperly copied.

Perhaps the biggest problem for young people, and perhaps older people as well, is the permanence of The Internet. Long before the Internet existed somebody angry at somebody else makes an unkind remark. An argument starts; feelings are hurt and hopefully it clears up and both sides apologize. Enter The Internet. Once again somebody is angry. Now an unkind remark is made, somebody records the encounter and posts it on The Internet. Many people see the post. People take sides. Quickly the anger spreads and escalates. It is now too late to simple apologize. Some years ago a young, popular pop artist did something immature, unkind and just plain stupid. It was videoed and displayed on The Internet. The young artist - not aware of today's reality - demanded that the video be removed. He learned a quick lesson in the nature of today's technology.

Unit XIII Sequences with Strings, Tuples and Arrays (2 weeks)Big Idea(s) #4: Algorithms, #5: Programming

GeneralObjectives

Students learn the difference between primitive data types that store one value and data structures that stores multiple values. In this unit students learn about ordered sequences that can be accessed with an index. Students will learn three sequences, the string, the immutable tuple and the dynamic array. Students will also learn additional block and text pseudo code for lists that will be used for the End-Of-Course AP Exam testing of array-style data structures.

Resources (Exposure CS) Chapter 13, Sequences with Strings, Tuples and Arrays JGRASP Software


Python Software


Primitive Data Types and Data structures Python Sequences: Strings, Tuples and Arrays Index sequence access with brackets. String Operations Tuples One-Dimensional Array Two-Dimensional Array List Block and Text Pseudo-Code Understanding the Robot Python Program with its Two-Dimensional Grid

Activities Students will write a program to determine if a string is a palindrome.LO 5.1.2 [P2] [CR1b] [CR2e]

Students work in small groups of three and four people to work out an algorithm that creates a magic square of consecutive integers.LO 4.2.4 [P4] [CR1d] [CR2d]

Students will write a program that displays magic squares, such that all the numbers in the rows, columns and diagonals of a matrix add up to the same sum.LO 5.5.1 [P1] [CR1a] [CR2d] [CR2e]

[CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing.[CR1b] --- Students are provided with opportunities to meet learning objectives connected to Computational ThinkingPractice P2: Creating Computational Artifacts.[CR1d] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P4: Analyzing Problems and Artifacts.[CR2d] --- Students are provided with opportunities to meet learning objectives withinBig Idea 4: Algorithms. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.


2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test2 Minor Lab Assignments1 Major Lab Assignment

TeachingStrategies

Strings, tuples and arrays are placed in the same chapter since Python treats all three data structures as a sequence. All three are ordered lists and can be accessed with an index. Each sequence starts the first element in the list at index 0 and in Python a string is an array of single characters. Students also learn about two-dimensional arrays that are accessed with a double index. After students learn two-dimensional arrays, they revisit the robot.py program and study how the initial starting grid is created and how the robot moves on the grid and handles obstacles. Array questions are very popular on AP Computer Science exams and students need to learn the pseudo-codes for lists that were not included with the pseudo-code chapter.

Unit XIV Sorting, Searching and Algorithmic Analysis (2 weeks)Big Idea(s) #2: Abstracting, #3: Data and Information, #4: Algorithms, #5: Programming

GeneralObjectives

Students learn that much computer programming revolves around searching data. Credit card approval requires finding the card account, patients must be found in a hospital database, student grades are searched on a counselor's computer, books are searched online, bank accounts are searched to make payments, airline schedules are searched to find flights, FedEx packages are tracked to find if they have been delivered, credit scores must be found before loans are approved, license plates are searched by police to find owners of a car, and on and on it goes.Efficient search algorithms are vital for the multi-billion search attempts made on a daily basis.

One factor in searching is the nature of data storage. If data is sorted, searching becomes more


efficient. Students learn that sorting and searching algorithms go together. Different algorithms are used to perform the same task and students will do some informal analysis of algorithmic efficiency.

Students will also learn that certain problems have no algorithms and they will learn that there are some problems that have algorithms for many instances of the problem, but not for all situations.

Resources (Exposure CS) Chapter 14, Sorting, Searching and Algorithmic Analysis (9 Algorithms) Chapter 10, What Is Computable? What Is Undecidable? JGRASP Software Python Software


Introduce Popular Sorting Algorithms Using the Partial Sort to explain sorting algorithms in general The Regular Bubble Sort The Smart Bubble Sort The Selection Sort The Merge Sort

Introduce Popular Searching Algorithms The Linear Search The Binary Search

Informal Algorithmic Analysis Problems that cannot be solved using any algorithm Undecidable problems that cannot be solved for every instance of the problem

Activities Students divide into groups or 3 and 4 and need to devise an algorithm to sort a stack of index cards - with names only - and sort them ascending order.LO 4.1.1] [P2] [CR1b] [CR2d]

Students need to complete a program that generates random numbers and sorts them into both ascending and descending order using a bubble sort.LO 4.1.1 [P2] LO 4.1.2 [P5] [CR1b] [CR1e] [CR2d] [CR2e]

Students need to complete a program that takes the previous sorting program and uses both a linear search and a binary search to find specified numbers.LO 4.1.1 [P2] LO 4.1.2 [P5] [CR1b] [CR1e] [CR2d] [CR2e]

Students work in pairs analyzing different sorts and searches. Students will receive a program that uses different sorting algorithms and different searching algorithms. The program displays the elapsed time for each sort and search, performed on a variety of different data. Students will create a matrix of algorithms with recorded times and perform informal algorithmic analysis of each one of the algorithms.LO 4.2.1 [P1] LO 3.2.1 [P1] [CR1a] [CR2c] [CR2d]

Students work in small groups of 3 and 4 and discuss possible algorithms for several provided problems. Students need to realize that some problems cannot be solved using any algorithm and some "undecidable" problems have no algorithm, for every instance of the problem.

LO 4.2.2 [P1] LO 4.2.3[P1] [CR1a] [CR2d]

Unit XIV Continued

ActivitiesContinued

[CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing. [CR1b] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P2: Creating Computational Artifacts.[CR1e] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P5: Communicating.[CR2c] --- Students are provided with opportunities to meet learning objectives within


Big Idea 3: Data and Information. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2d] --- Students are provided with opportunities to meet learning objectives withinBig Idea 4: Algorithms. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test1 Minor Lab Assignment1 Major Lab Assignment

TeachingStrategies

Teaching sorting can be done in many ways without a computer. Students can be lined up and then "bubble sorted" according to height. The concept of the "partial sort" is significant. A partial sort places one element in the correct location. Once an algorithm is found for a partial sort, the completed sort repeats the steps of the partial sort.

For instance, in a Bubble Sort, adjacent elements are compared for proper rank. If the two elements are not ordered correctly, they are swapped. After one comparison pass all elements are compared and swapped where necessary and the largest or smallest element is in the correct location.

With searches a good point can be made for the need to sort data. The Linear Search is not depended on order, but it is very inefficient. A Binary Search is dramatically faster than a Linear Search, but it requires ordered data. Sorting is not simply a matter of neatness. In the days of printed Encyclopedias, the books were ordered alphabetically to make searching simpler.

The exercise with the provided sorting procedures is very effective, but must be properly used. It is very important that the amount of data (the random numbers) doubles with each test. As the data doubles students observe the execution time required and can make some informal algorithmic conclusions.

Students may be surprised that some students do not have a solution. When students get the problems they should not be told that there is no algorithm available that can solve the problem.

Unit XV Data Processing in a Modern World (1 Week)Big Idea(s) #1: Creativity, #2: Data and Information, #5: Programming, #6: The Internet

GeneralObjectives

Students will learn to manage data both with a provided data file to test a program and analyze the results of the programs output and also do research on the data management of very large files. Students will learn how many different types of data are represented and stored, such as numbers, text, pictures, movies and sound. Students will examine the different working environments for managing data, the local computing, cloud computing and local computing combined with cloud syncing. Students will also look looks again, with greater detail, at the data representation of numbers, text, audio, still pictures and movies.


Resources (Exposure CS) Chapter 15, Data Processing in a Modern World (CS Illuminated) Chapter 3, Data Representation (Algorithms) Chapter 5, Error-Correcting Codes: Mistakes That Fix Themselves JGRASP Software Python Software


The Difference Between Data and Meta Data Analog data representation and Digital data representation

Numbers Text Pictures Movies Sound

Storing and transmitted compressed data Lossless compression Loss compression

Security issues with stealing data and destroying data Manipulation of Data with Selective Data Display Problems with data when the database size becomes huge. Efficient managing of data. What is the best environment/

Working and storing on a local computer Working and storing in the Cloud Working on a local computer, but storing and syncing data in the Cloud

How secure is our data? How correct is our data? Can data be altered? Are bank accounts accurate and save?

Activities Students groups of around 4 people observe demonstrations of graphical data representations. Students will notice how the impression of the graphs alters perception. Students will collaborate and complete an assignment titled is Gold a Better Investment than the Stock Market or Real Estate? Students will look at several small interval data graphs and also at other long-range graphics to make conclusions.LO 3.1.2 [P6] LO 3.1.3 [P5] LO 3.2.1 [P1] [CR1a] [CR1e] [CR1f] [CR2c] [CR2f]

Student groups of around 4 people complete a program that processes a large set of student data about student performance. Students will be provided with a data file to use with the program. This data will include mean, median, mode and standard deviations of different student groups. The program will also rank students according to GPA. Students will do research to determine how how huge sets of data, such as used by the government and academia is handled differently from the size of data used for this program.LO 3.1.1 [P4] LO 3.1.2 [P6] LO 3.2.2 [P3] LO 5.1.3 [P6] LO 5.5.1 [P1][CR1a] [CR1c] [CR1d] [CR1f] [CR2a] [CR2c] [CR2e]

Students with one partner transmit large data files, such as movie files. Students will observe how the quality of the movies changes as files are rendered or compressed at lower quality, such as lossy compression or lossless compression. Students also observe the difference in upload and download time of a file with different compression techniques.LO 3.1.2 [P6] LO 3.3.1 [P4] [CR1d] [CR1f] [CR2c]

Unit XV Continued

ActivitiesContinued

Students will do a project comparing data management three ways. First students will work strictly on a local computer and both the work and data storage are done on the same computer. Any backup is done with an external hard drive. Student switch to working strictly in the cloud with a system like Google Drive and using Google cloud-based software. Finally students work at a local work station, but all the data is stored in a dropbox, which is synced with the Cloud and any other desired computers. Students will write an analysis comparing and contrasting the three modes of using computers.


LO 7.1.1 [P4] LO 7.3.1 [P4] [CR1d] [CR2c]

[CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing.[CR1c] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P3: Abstracting.[CR1d] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P4: Analyzing Problems and Artifacts.[CR1e] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P5: Communicating.[CR1f] --- Students are provided with opportunities to meet learning objectives connected to Computational Thinking Practice P6: Collaborating.[CR2a] --- Students are provided with opportunities to meet learning objectives withinBig Idea 1: Creativity. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2c] --- Students are provided with opportunities to meet learning objectives withinBig Idea 3: Data and Information. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.[CR2f] --- Students are provided with opportunities to meet learning objectives withinBig Idea 6: The Internet. Such opportunities must occur in addition to the AP Computer Science Principles Performance Tasks.


4 Video Quizzes4 Homework Exercises1 Multiple-Choice Unit Test1 Minor Lab Assignment1 Essay

TeachingStrategies

This chapter is deceptively complex. Pretty much everything in technology revolves around processing data. Teaching this topic involves a combination of technology teaching that is closer to the social sciences. The first lab activity starts by showing how data can be reported accurately - with gorgeous graphical charts - and yet be misleading. For instance, students are given a research project to study investments between gold, the stock market and real estate. Which one is best? The demonstration slides can be tailored to give the desired impression. A long chart from 1900 to 2000 is probably the most telling and honest. The shorter the chart the more misleading it can be. Students are also personally writing a program to store and manipulate provided data. The school program puts the focus on averages, GPAs and other school related information.

This chapter has many projects. Another project is to analyze the storage of data. High-quality data files for video and audio will give better playback results but extract a penalty in storage requirements, rendering and data transmission. This type of project can be done taking a provided (high definition) movie clip and rendering it into different formats. Students will see that the better formats, such as avi, m2ts or AVCHD retain more original video quality, but they take much longer to render and upload. Media formats like WMV, MOV and MP4 will render quicker, upload quicker, but these formats creates smaller files at the expense of some data information. The compression use creates efficiency at the expense of quality.

Unit XVI Mock Explore Performance Task (2.5 weeks)Big Idea(s) #1: Creativity, #2: Abstracting, #3: Data and Information, #6: The Internet, #7: Global Impact

GeneralObjectives

Students will do a mock experience of the Explore Performance Task (PT). All elements of the PT are the same as the actual Explore PT that will be uploaded for evaluation. The only difference is that all students are doing the same - teacher selected - topic. The topic for this mock PT is to Investigate the impact of a Cashless Society. Cashless does not mean no money, such as would be the case in a barter society. In this type of society all financial transactions are done in a digital manner. Cash does not exist nor are there checks available. The project does not involve the


feasibility of a cashless society. It may be assumed that the technology exists to implement a cashless society. Students should investigate the different implementations of a cashless society. Students need to investigate and present their findings of the positive and negative impact on society if such a technological change is made to eliminate any type of cash and change to a completely digital mode of financial transactions.

Resources (Exposure CS) Chapter 16, The Explore Performance Task(Course Description) Overview of Performance Task: Explore, Pages 70-75, 108-110(AP Central) Scoring guide line and rubrics to evaluate Explore PTs

Unit LessonSequence

Students will receive the Course Description student handout of the Explore Performance task and learn all the rules and requirements of turning in the Explore PT correctly.

Students will learn how to use collaboration properly during the creation of the PT. Students will receive a checklist that contains both the requirements and the sequence of items that

must be completed prior to the PT upload. Students will learn the official role of the teacher in the creating and completions of the PT. Students

will understand the difference in the teacher's role during the mock PT and the actual PT.

Activities Prior to the official time-start of the PT, students will learn the rubric criteria for high, medium and low levels and apply the rubric to examples of several Explore PTs.LO 1.2.5 [P4] [CR1d] [CR2a]

Prior to the official time-start of the PT students will learn the technical skills required to prepare the Explore PT correctly. Students will create a video with narration, using screen and audio capture software, such as Camtasia of an earlier project they completed, like the Geography Project. Students will also take earlier written documents and convert them into a PDF file.[CR3]

Students will complete a mock computational artifact - that investigates a cashless society - for creative expression.LO 1.2.1 [P2] [CR1b] [CR2a]

Students will create the computational artifact using computing tools and techniques to solve the assigned "Cashless Society" problem.LO 1.2.2 [P2] [CR1b] [CR2a]

Students will analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. This is especially significant in a cashless society where all financial transactions must rely on proper storage, accuracy, security and transmission.LO 3.3.1 [P4] [CR1d] [CR2c]

Students will explain how computing innovations affect communications, interaction and cognition as it applies to a cashless society.LO 7.1.1 [P1] [CR1a] [CR2g]

Students will analyze the impact of changes on a cashless society as it scales from an individual country to regions, such as The European Union, and eventually becomes global.LO 7.1.2 [P4] [CR1d] [CR2g]

Students will analyze the beneficial and harmful effects of changing to a cashless society.LO 7.3.1 [P4] [CR1d] [CR2g]

Students will collaborate in the creation of the Cashless Society Explore Performance Task. The collaboration is limited to other students, not the teacher and students will log the time and nature of collaboration to be included with the final Explore PT.LO 1.2.4 [P6] [CR1f] [CR2a]

Unit XVI Continued

ActivitiesContinued Students will explain the connections between computing and real-world contexts, including

economic, social and cultural context for a cashless society.LO 7.4.1 [P1] [CR1a] [CR2g]

Students will research, investigate and evaluate online, print and personal expert interview sources for appropriateness and credibility.


LO 7.5.1 [P1] LO 7.5.2 [P5] [CR1a] [CR1e] [CR2g] Students will prepare the Computational Artifacts for proper upload to the College Board dropbox

Students will create a video presentation that illustrates the information, concerns and conclusion students have about the implementation of a cashless society. Students will also add appropriate narration to the video. At the conclusion students will have prepared two files for submission to the College Board. This includes the artifact in a video format such as MP4 and a PDF file with the written responses to the required questions.[CR3]


Major grade determined by evaluating the Explore PT using the provided rubric criteria.

TeachingStrategies

The mock Explore Performance Task should involve minimal teacher interaction. As much as possible the environment and requirements for completion of the artifact should resemble what will happen for the artifacts that will be uploaded for evaluation. The key difference is that students are provided with a topic to allow them to become familiar with the many aspects and requirements of this project within a limited time frame. They will also practice solving problems without teacher assistance.

Even though the aim is for this mock Explore Performance Task to simulate an environment that is as close as possible to actual College Board submission, it has unique last-minute opportunities. It is precisely with the mock projects that students who encounter serious obstacles, such as evidence of not comprehending the requirements correctly that the teacher can still step in and make timely corrections. This may avoid any situation that would be very damaging if repeated for the submission of the future final PT.

Unit XVII Explore Performance Task (2.5 weeks)Big Idea(s) #1: Creativity, #2: Abstracting, #3: Data and Information, #6: The Internet, #7: Global Impact

GeneralObjectives

Students will complete the Explore Performance Task according to the requirements of the College Board outlined in the AP Computer Science Principles Course Description.

Resources (Exposure CS) Chapter 16, The Explore Performance Task

(Course Description) AP Computer Science Principles Performance Task: Explore - Impact of


Computing Innovations. Pages 70-75, 108-110

Activities Students will complete the Explore Performance Task as outlined in the Course Description and as practiced in the Mock Explore Performance Task. Students will be provided with 8 hours total in 6 class periods of 80 minutes in accordance with the College Board project parameters. During these 480 minutes the teacher will ensure that students are progressing towards the Explore PT completion with some appropriate peer-to-peer collaboration, but without assistance of the teacher, except on issues of computer functionality and technical issues as outlined in the course description.[CR3]

Students are provided the required amount of class time to complete the AP Through-Course Assessment Explore - Impact of Computing Innovations Performance Task.[CR3]


Students will submit a project video file or audio file with narration, where appropriate, in a multimedia format, such as MP4, to the College Board.

Students will submit a PDF file of all the required written responses for the PT within the limit of maximum words PT to the College Board.

Students will complete the submission of all deliverables to the College Board by April 30.

TeachingStrategies

The best teaching strategy for the Explore Performance Task is a well-executed Mock Explore Performance Task. People handle stress situations poorly without the comfort of practice. Fire drills and tornado drills in school result in calmer, better student behavior during a real event.

The student's part of the Performance Task is creativity and Implementation. The teacher's part precedes the start of the PT. The teacher needs to give a crystal-clear explanation of every aspect and requirement of the task. The teacher also needs to make sure that all skills required for completion of the Performance Task are handled in prior classes or during the Mock Performance Task.

Students must understand that it is entirely possible that during the actual performance task scheduled period, situations arise where students realize that they do not have the necessary technological skills or practice to complete part of the desired performance task. In such a situation there are only two options. Option-1: The task is altered, such that the skill is not required anymore. Option-2: Students learn this skill during the controlled period on their own. Students need to make sure that such episodes of obstacles are clearly documented along with solutions that the students tried to overcome the obstacle(s).

Unit XVIII Mock Create Performance Task (3.5 weeks)Big Idea(s) #1: Creativity, #2: Abstracting, #4: Algorithms, #5: Programming

GeneralObjectives

Students will do a mock experience of the Create Performance Task (PT). All elements of the PT are the same as the actual Create PT that will be uploaded for evaluation. The only difference is that all students are doing the same - teacher selected - topic. The topic for this mock PT is to create a practical program using technology to compute and display many aspects of How Interest Impacts Our Lives. This program will calculate monthly payments for a home mortgage, car loan and credit cards. The program will display amortization tables over the duration of the loan and shows impact


of payoff duration and interest saved when the payments are increased. The program also shows the impact of compounded interest in savings and display tables of money saved over time with and without additional monthly payments. The program will include graphical displays of bar charts and pie charts that give a visual displays of the higher monthly payments and higher interest rates.

Resources (Exposure CS) Chapter 17, The Create Performance Task (Course Description) Overview of Performance Task: Create, Pages 76-81,111-113 (AP Central) Scoring guide line and rubrics to evaluate Create PTs JGRASP Software Python Software

Unit LessonSequence

Prior to the official time-start of the PT students will learn the technical skills required to prepare the Explore PT correctly. Students will create a video with narration of the program execution, using screen and audio capture software, such as Camtasia of an earlier programming project they completed, like the Graphics Procedure Library Project. Students will also take earlier written documents and convert them into a PDF file.[CR4]

Students will receive the Course Description handout on the Create Performance task and learn all the rules and requirements of turning in the Create PT correctly.

Students will learn how to use collaboration properly during the creation of the PT. Students will receive a checklist that contains both the requirements and the sequence of items that

must be completed prior to the PT upload. Students will learn the official role of the teacher in the creating and completions of the PT. Students

will understand the difference in the teacher's role during the mock PT and the actual PT.

Activities Prior to the official time-start of the PT, students will learn the rubric criteria for high, medium and low levels and apply the rubric to examples of several Create PTs.LO 1.2.1 [P2] [CR1b] [CR1d]

Students will start with the creation of a library of procedures that will assist in the writing of the program and demonstrate the development of abstractions when writing a program or creating other computational artifacts for the interest program. Students will inventory previous libraries.LO 2.1.1 [P2] LO 2.2.1 [P2] [CR1b] [CR1c] [CR2b]

Students will develop multiple algorithms for the program, such as the display of amortization tables and savings tables. Students will also need to create algorithms to display bar graphs and pie charts.LO 4.1.1 [P2] LO 4.1.2 [P5] [CR1b] [CR1e] [CR2b] [CR2d] [CR2e]

Students will develop the interest program not only as a mock practice, but also to satisfy curiosity about the impact of interest in their lives as it pertains to different types of loans, credits cards and savings accounts. Students will show creative expression in the manner that the many results are displayed graphically for greater clarity and impact.LO 5.1.1 [P2] [CR1b] [CR2a] [CR2e]

Students will create a correct program to solve multiple problems. The program needs to calculate and display many different kinds of mathematical results. The program also requires the creating of various algorithms solving various problems such that mathematical results are translated into a display of bar graphs and pie charts.LO 4.1.1 [P2] LO 4.1.2 [P2] LO 5.1.2 [P2] [CR1b] [CR1d] [CR2d] [CR2e]

Students will explain and demonstrate how the algorithms for loan payoff tables, credit card payoffs, bar graphs and pie charts are implemented in the Python (or other) programming language .LO 5.2.1 [P3] [CR1c] [CR2b] [CR2d] [CR2e]

Unit XVIII Continued

ActivitiesContinued Students will use multiple abstractions to manage the complexity of many mathematical formulas,

algorithms and graphical displays. Students will appreciate the convenience of creating a library of procedures that can then be imported for easy access anywhere in the program.LO 2.2.1 [P2] LO 2.2.2 [P3] LO 2.2.3 [P3] LO 5.3.1 [P4][CR1b] [CR1c] [CR1d] [CR2b] [CR2e]


Students will practice proper program design and evaluate correctness of the program at every stage. This evaluation starts with the creation of many procedures, which students need to test individually before committing them to a functional library. As the program develops, students test the correctness of each stage, realizing the compounding effect of errors made early in a program.LO 5.4.1 [P4] [CR1d] [CR2e]

Students will employ existing mathematical formulas for many calculations in the program. They will also need to develop the mathematical logic to translate the numerical results into correct bar graphs and pie charts that will require the use of coordinate geometry.LO 5.5.1 [P1] [CR1a] [CR2d] [CR2e]

Students will collaborate in the creation of the How Interest Impact Our Lives Create Performance Task. The collaboration is limited to other students, not the teacher. Students will log the time and nature of collaboration to be included with the final Create PT.LO 1.2.4 [P6] LO 5.1.3 [P6] [CR1f] [CR2a] [CR2e]

Students will prepare the Computational Artifacts for proper upload to the College Board dropbox Students will capture the program execution in a video presentation using capture software, like Camtasia. Students will also add appropriate narration to the video as the execution proceeds. Students will convert program source code to PDF files and will identify areas where abstractions and algorithms were used. At the conclusion students will have prepared two files for submission to the College Board. This includes a video of the program output in a format such as MP4 and a PDF file with the program source code and written response to the required questions, in a PDF format[CR4]

[CR4]Students are provided the required amount of class time to complete the AP Through-Course Assessment Create - Applications from Ideas Performance Task.


Major grade determined by evaluating the Explore PT using the provided rubric criteria.

TeachingStrategies

The mock Create Performance should involve minimal teacher interaction. As much as possible the environment and requirements for completion of the artifact should resemble what will happen for the actual artifacts that will be uploaded for evaluation. The key difference is that students are provided with a topic to allow them to become familiar with the many aspects and requirements of this project within a limited time frame. They will also practice solving problems without teacher assistance. Many students have learned the convenience of teacher assistance when a program has syntax errors or logic errors. This mock practice is an excellent opportunity to get last-minute assistance.

Unit XIX Create Performance Task (3.5 weeks)Big Idea(s) #1: Creativity, #2: Abstracting, #4: Algorithms, #5: Programming

GeneralObjectives

Students will complete the Create Performance Task according to the requirements of the College Board outlined in the AP Computer Science Principles Course Description.

Resources (Exposure CS) Chapter 17, The Create Performance Task (Course Description) AP Computer Science Principles Performance Task:

Applications from Ideas. Pages 76-81,111-113 JGRASP Software


Python Software

Activities Students will complete the Create Performance Task as outlined in the Course Description and as practiced in the Mock Explore Performance Task. Students will be provided with 12 hours total in 9 class periods of 80 minutes in accordance with the College Board project parameters. During these 720 minutes the teacher will ensure that students are progressing towards the Create PT completion with some appropriate peer-to-peer collaboration, but without assistance of the teacher, except on issues of computer functionality and technical issues as outlined in the course description.

[CR4]Students are provided the required amount of class time to complete the AP Through-Course Assessment Create - Applications from Ideas Performance Task.[CR4]


Students will submit a project video file with narration, where appropriate, of the program execution in a multimedia format, such as MP4, to the College Board.

Students will submit a PDF file of all the required written responses for the PT within the limit of maximum words PT to the College Board.

Students will complete the submission of all deliverables to the College Board by April 30.

TeachingStrategies

The best teaching strategy for the Create Performance Task is a well-executed Mock Create Performance Task. People handle stress situations poorly without the comfort of practice. Fire drills and tornado drills in school result in calmer, better student behavior during a real event.

The student's part of the Performance Task is creativity and Implementation. The teacher's part precedes the start of the PT. The teacher needs to give a crystal-clear explanation of every aspect and requirements of the task. The teacher also needs to make sure that all skills required for completion of the Performance Task are handled in prior classes or during the Mock Performance Task.

Students must understand that it is entirely possible that during the actual performance task scheduled period, situations arise where students realize that they do not have the necessary technological skills or practice to complete part of the desired performance task. This is especially true for the Create PT. Students may have excellent creativity and totally correct algorithms and then realize that they lack the programming skills to implement the algorithms. In such a situation there are only two options. Option-1: The task is altered, such that the skill is not required anymore. This may mean a simpler program, which may be a lesser product. Option-2: Students learns this skill during the controlled period. Students need to make sure that such episodes of obstacles are clearly documented along with solutions that the students tried to overcome the obstacle(s).

Students must realize that a fully functional artifact must be presented. If problems occur that cannot be overcome in the time available then certain desired objectives must be abandoned. A fully functional lesser artifact is a better submission than a superior, but non-functional artifact.

Unit XX Review and Prepare For End-Of-Course-AP ExamBig Idea(s) #2: Abstracting, #3: Data and Information, #4: Algorithms, #5: Programming

#6: The Internet, #7: Global ImpactGeneralObjectives

Students will review the learning objectives of the seven Big Ideas and take two practice multiple-choice exams to prepare forv the End-Of-Course AP Exam.

Resources (Exposure CS) Chapter 18, Review and Prepare for the End-Of-Course AP Exam (Course Description) AP Computer Science Principles, Pages 82-101 (AP Central) AP Computer Science Principles Practice Exam


Unit LessonSequence

Students will review Learning Objectives and sample questions ofBig Idea #2: Abstracting

Students will review Learning Objectives and sample questions ofBig Idea #3: Data and Information

Students will review Learning Objectives and sample questions ofBig Idea #4: Algorithms

Students will review Learning Objectives and sample questions ofBig Idea #5: Programming

Students will review Learning Objectives and sample questions ofBig Idea #6: The Internet

Students will review Learning Objectives and sample questions ofBig Idea #6: Global Impact

Activities Students will take a teacher-created 74-Question AP Computer Science PrinciplesEnd-Of-Course Examination in a 2-Hour Period[CR2b] [CR2c] [CR2d] [CR2e] [CR2f] [CR2g]

Students will take a College Board provided 74-Question AP Computer Science PrinciplesEnd-Of-Course Examination in a 2-Hour Period[CR2b] [CR2c] [CR2d] [CR2e] [CR2f] [CR2g]

TeachingStrategies

Note that Big Idea #1: Creativity is evaluated with the two Performance Tasks and is not part of the End-Of-Course AP Examination.

The two practice exams are vital. Students who take actual practice exams in the same time period as the actual AP exam are better prepared than students who take the practice exam in pieces. Setting aside two actual hours after school or on a Saturday is done by many schools for AP Exams. Teachers with a first period AP course or last period AP course may have students come in early or stay late.

If two continuous hours are not possible, divide the test. Make sure that students cannot see the second half of the test until it is time to take that part of the exam. It is not ideal, but it is still good preparation.


schram.orgschram.org/expocs2018/apcs(p)-auditsyllabus.docx · web vieweven though the aim is for...

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