Mr. John Meinzen

"Success is the ability to go from one failure to another with no loss of enthusiasm." Winston Churchill

The College Board Annual Conference
Advanced Placement™ Computer Science-A Workshop

Walt Disney World Swan & Dolphin Conference Center

Orlando, FL

July 18, 2019


 

Start of Workshop [where & when am I?]

8:30-9:00 Section 1 - Goals for this Workshop: [Survey & Handouts]

Three main websites used in this workshop (what's with the 4 colors?):

 

  1. official College Board website at apcentral.collegeboard.org

  2. presenter website at www.meinzeit.com

  3. Shared Drive - especially the "Instructional Resources Guidebook for AP CSA"

    [28MB and 67 pages of official "answers" to any questions not addressed in this workshop!]

     

Goal 1: Understanding the Course : College Board, AP Program, & AP CSA Overview

know that the over-arching purpose & design is to: [4x6 notecard]

  • Model the Philosophy of the College Board - equity & access, recruiting & retention.

    • The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education.

  • Define the purpose of the AP Program, this AP CSA Workshop, & Presenter

    • the AP program is a "cooperative educational endeavor between secondary schools and colleges and universities...[to] provide motivated high school students with the opportunity to take college-level courses in a high school setting."

    • the AP CSA workshop is to help experienced teachers (you) teach your students the AP CSA curriculum so that they can do well on the AP CSA exam.

    • Presenter : Mr. John Meinzen (Philosophy & Vitae)

  • Explain AP CSA in terms of the :

    • Course

    • Exam

    • Syllabus & Audit

    • Labs

    • Instructional Practices (Pedagogy)

  • Address Participants' Goals, Needs, & Community

    • This workshop (like your classroom) may have participants with vastly different levels of expertise...I will address the needs of each participant but it helps to know what your needs are.

    • Complete : 4x6 NoteCard detailing your :

      • Name,

      • number of years of AP CSA experience, and

      • need (or goal) you would like to be addressed today.

know AP CSA Official Resources

use AP CSA 1-Day Workshop Resources

  • Printed CED Binder
  • Your workshop leader (John) -- 25+ years' experience in teaching
    • 20 different STEM-based courses
    • AP CSA (3 languages) (current course), AP CSP, AP Calculus AB/BC, AP Statistics
  • Shared drive includes additional College Board material and workshop partcipant submissions.

Goal 2: Planning the Course : Course & Exam Description (CED), AP Classroom and Fall Registration

Videos & PDFs : 2019-20 School Year changes that impact (almost) all AP Course

Video Links at APCentral -- in case you want to watch videos today ;)

AP Coordinator - setup, enrolling, and ordering

Video: Intro to CED

(launching February 2019)

~2 minute video introducing Unit Guides – explaining their “value prop” & a quick overview of how teachers can use them

Videos: Course & Exam Update videos

(launching February 2019)

~2 minute videos, providing details on specific course & exam change videos for each course (27)

PDFs: Quick Reference Sheets

(launching May 2019)

Tear sheets, explaining key student and teacher tasks in the new system

Video: Intro to the Question Bank

(launching May 2019)

~2 minute video giving a high-level tour of the new Question Bank capabilities

Video: Intro to Personal Progress Checks

(launching May 2019)

~2 minute video introducing Personal Progress Checks

Video: Intro to Progress Dashboard

(launching May 2019)

~2 minute video introducing the new performance results dashboard

Interactive tutorials: CED modules

(launching May 2019)

Course-specific online modules, explaining how to interpret and implement Unit Guides and the Unit structure in class (27)

Interactive tutorials: Systems training

(launching 8/1/19)

~6 modules, step-by-step guides through creating classes, and creating/assigning/scoring/reviewing Question Bank assessments

AP CSA Course and Exam Description (CED) :

    • 10 Unit Guides :

      • suggested : sequencing, pacing, and progression of content (similar to chapters in textbooks)

      • suggested : skills and scaffolding techniques

      • coordinates with online student and teacher resources

      • teachers may order CED online or CED to be provided at APSIs/Workshops

    • content changes :

      • no number base conversions (binary-decimal),

      • no abstract classes or interfaces,

      • clarified autoboxing/unboxing of Double and Integer classes

    • exam changes : reference sheet is now only 1 page!

AP Classroom [available August 1, 2019 via myAP.collegeboard.org ]:

    • For Teachers to optionally assign problems to students for practice, provide formative assessments, and keep track of student/class progress throughout the year.

    • Includes: Question Bank, Personal Progress Checks, and Progress Dashboard.

Fall Registration [available August 1, 2019]:

    Online registration of students for AP Classroom resources & registering (ordering) for spring AP Exams.

    • October 15 : preferred deadline for online registration, $94/exam

    • November 15 : final deadline for online registration without late fee, $94/exam

    • November 16 - March 13 : $94/exam + $40 late fee [Exception: no late fee for 2nd semester-only courses]

    • March 13 : final order changes [$40 late fee for 2nd semester-only courses after this date]

    • $40 fee for unused exams

     

    Official Flyers for generating and using classroom "join codes" [printout and hand to your students or teachers]:

Goal 3: Teaching the Course : 4 New CED-aligned Labs + 3 Exemplar Labs

The 3 pre-2019 Exemplar Labs may still be used :

  • Magpie Lab - String manipulation & conditionals in a text-based human-computer "discussion"
  • Picture Lab - 2D data structure & manipulation using images
  • Elevens Lab - object oriented program design in a Card game context

The 4 new CED-aligned Labs :

  • Consumer Review - multiple class design, method calling, String manipulation, control stuctures.
  • Data - class design, using objects, real-world applications and ethical implications
  • Celebrity - class design, inheritance, polymorphism
  • Steganography - 2D arrays that can expand on Picture Lab - encrypt/decrypt data within other data. [options to go beyond new CED...binary conversions]

Goal 4: Assessing Student Progress and Understanding : The Exam & AP Classroom

  • Explain Exam intent & use :

    • students receive an AP CSA score between 1 and 5.

    • A score of 3 (or higher) means that the student--according to College Board--is qualified to receive college credit for AP CSA.

    • Each school determines specific course and score that they will "accept".

  • Know the Exam Components :

    • 90 minutes multiple choice (50% of AP score)

    • 90 minutes free response (50% of AP score)

  • Know the Scoring Process : become an AP CSA Reader!

  • Know the new teacher and student supports available on August 2019

    • AP Classroom [available August 1, 2019]
      [similar to many Content or Course Management Systems like Moodle, Blackboard, Schoology, etc.]

        • Question Bank for teachers to optionally assign problems to students.

        • Personal Progress Checks for Student and Teacher. Teachers may assign or create assessments for students.

        • Progress Dashboard for Teachers to identify student/classroom skill competencies.

    • Fall Registration [available August 1, 2019]:

          Online registration of students for AP Classroom resources & registering (ordering) for spring AP Exams.

          • October 15 : preferred deadline for online registration, $94/exam

          • November 15 : final deadline for online registration without late fee, $94/exam

          • November 16 - March 13 : $94/exam + $40 late fee [Exception: no late fee for 2nd semester-only courses]

          • March 13 : final order changes [$40 late fee for 2nd semester-only courses after this date ]

          • $40 fee for unused exams

           

          Official Flyers for generating and using classroom "join codes" [printout and hand to your students or teachers]:

Goal 5: Being A Member of the AP Community : Teacher Syllabus, Course Audit, AP Teacher Community (Listserv)

  • For experienced AP CSA teachers with an already approved syllabus, there is no need to submit a NEW syllabus for 2019-20

  • Audit Process (allows teacher acess to Secure Documents as well as AP Classroom:

    • For 2019 - 2020

      • For existing teachers of AP CSA - simple renewal by administrator (AP Coordinator)

        • For teachers in AP World History, Art & Design, Drawing, Biology, Human Geo, EnvSci, Eng Lang, Compar GOPO, or Italian - complete a Course Authorization form and "attestation" to the updated curricular requirements

      • For new teachers of AP CSA - here are the "simplified" steps:

        1. login to apcentral.collegeboard.org,

        2. find & start the audit form,

        3. download & accept the new CED as your syllabus

        4. your AP coordinator (administrator) can now finish the Audit Form and "approve" you as the course teacher.

        • For teachers of AP CSP, Research, Seminar - complete a Course Audit form and submit a syllabus

    • For 2020 - 2021

      • For existing teachers of AP CSA - simple renewal by administrator (AP Coordinator)

        • For teachers of AP World History - approved Course Authorization form transferred and or submit syllabus for review.

        • For teachers of AP Art & Design, Drawing, Biology, Human Geo, EnvSci, Eng Lang, Compar GOPO, or Italian - approved Course Authorization form transferred or submit a new syllabus based on updated curricular requirements.

      • For new teachers of AP CSA - already approved Course Authorization form can be transferred or submit a new syllabus based on updated curricular requirements

        • For teachers of AP CSP, Research, Seminar - complete a Course Audit form and submit a syllabus

    • Course Approval means the teacher has submitted an approved Syllabus as part of the Audit Form so schools may use "AP" on student transcripts. New CED can be submitted (attested) as new teacher Syllabus!

  • AP Teacher Community is a ListServer for teachers to ask questions, share insights, and receive official answers from the College Board. Requires Educator Professional Login (EPL) at apcentral.collegeboard.org

Goal 6: Using Instructional Design & Strategies for Teaching Content

  • Understand Assessments - Formative vs Summative

    • AP Exams are Summative Assessements of Student Learning -- AP Exams are not designed to be used for students to "learn from" (i.e. not future-view)...only assess what students have already learned (i.e. historical-view only).

    • AP Classroom are Formative Assessments & Practice for Student Learning - include new online resources [Question Bank, Personal Progess Checks, and Progress Dashboard]. Formative Assessments are designed as both future-view (students may learn from) and historical-view (assess what has/has not been learned). Formative assessments are not to be used as evaluation of teacher effectiveness.

  • Understand how the Course and Exam Description can be a Design for Instruction...see page 162 for Instructional Strategies including :

    • Peer Programming

    • Code Tracing

    • Error Analysis

    • Think aloud (talking to the Rubber-Duck!]

    • etc.

9:00-9:30 Section 2 - Overview of the Course & Exam Description [Marking the Text in CED]

Know the Course and Exam Description (CED) - official binder

See the official AP CSA Course Framework from AP Central

 

  1. AP CSA now has 4 Big Ideas (Content Standards)

    1. Modularity (MOD) - breaking problems down into interacting pieces, each with their own purpose, makes writing complex programs easier. Object-oriented programming allows us to break complex programs into individual classes and methods.

    2. Variables (VAR) - Information used as a basis for reasoning, discussion, or calculation is referred to as data. Programs rely on variables to store data and on data structures to organize multiple values when program complexity increases.

    3. Control (CON) - Doing things in order, making decisions, and doing the same process multiple times are represented in code by using control structures and specifying the order in which instructions are executed.

    4. Impact of Computing (IOC) - Computers and computing have revolutionized our lives. To use computing safely and responsibly, we need to be aware of privacy, security, and ethical issues. As programmers, we need to understand how our programs will be used and be responsible for the consequences.

  2. AP CSA now has 5 Computational Thinking (Practice Standards)

    Each of the 5 Practices is broken down into Skills (A, B, C, ...)

     

    1. Program Design and Algorithm Development - determine required code segments to produce a given output.

      Skills [Tested in the Multiple Choice Questions 30-35% of Exam]

      1. Determine an appropriate program design to solve a problem or accomplish a test. (not assessed)

      2. Determine code that would be used to complete code segments.

      3. Determine code that would be used to interact with completed program code.

    2. Code Logic - determine the output, value , or result of given program code given initial values.

      Skills [Tested in the Multiple Choice Questions 40-45% of Exam]

      1. Apply the meaning of specific operators.

      2. Determine the result or output based on statement execution order in a code segment without method calls (other than output).

      3. Determine the result or output based on statement execution order in a code segment containing method calls.

      4. Determine the number of times a code segment will execute.

    3. Code Implementation - Write and implement program code.

      Skills [Tested in the Free Response Questions]

      1. Write program code to create objects of a class and call methods.

      2. Write program code to define a new type by creating a class.

      3. Write program code to satisfy method specifications using expressions, conditional statements, and iterative statements.

      4. Write program code to create, traverse, and manipulate elements in 1D array or ArrayList objects.

      5. Write program code to create, travers, and manipulate elements in 2D array objects.

    4. Code Testing - Analyze program code for correctness, equivalence, and errors.

      Skills [Tested in the Multiple Choice Questions 12-18% of Exam]

      1. Use test-cases to find errors or validate results.

      2. Identify errors in program code.

      3. Determine if two or more code segments yield equivalent results.

    5. Documention - Describe the behavior and conditions that produce identified results in a program.

      Skills [Tested in the Multiple Choice Questions 12-18% of Exam]

      1. Describe the behavior of a given sement of program code.

      2. Explain why a codes segment will not compile or work as intended.

      3. Explain how the result of program code changes, given a change to the initial code.

      4. Describe the initial conditions that must be met for a program segment to work as intended or described.

  3. AP CSA now has 10 Unit Designs

    Unit Designs (i.e. Chapters) help with sequencing, pacing, topic progression, and assessing students on the Big Ideas & Practices.

     

    ...also allows teachers & students to plan and use the AP Classroom's Question Bank, Personal Progress Checks, and Progress Dashboard.

     

    1. Unit 1 : Primitive Types [no number base conversions such as binary-decimal]

    2. Unit 2 : Using Objects [added use of Integer & Double auto-boxing/unboxing]

    3. Unit 3 : Boolean Expressions and if Statements

    4. Unit 4 : Iteration

    5. Unit 5 : Writing Classes

    6. Unit 6 : Array

    7. Unit 7 : ArrayList

    8. Unit 8 : 2D Array

    9. Unit 9 : Inheritance [no Interfaces or Abstract classes]

    10. Unit 10: Recursion

     

    Note : the sequence of the Units lend themselves to "Objects Later" but the Units can be easily re-arranged to be used as "Objects Earlier."

  4. AP CSA now has 4 new Labs while retaining 3 older Exemplar Labs.

    • 20 hours minimum for "hands-on structured-labs" from page 7 of CED.

    • Each student should have access to a computer "at least 3 hours a week" as part of Resource Requirement.

    • May use 3 Exemplar Labs if you so choose but not required. Not aligned to 2019-20 CED

      • Magpie Lab - String manipulation

      • Picture Lab - Image manipulation, 2D arrays

      • Elevens Lab - Object-oriented design

    • May use 4 new CED Framework-aligned Labs if you so choose but not required.

      • Consumer Review Lab - aimed at FRQ 1 (Methods & Control Structures) including multiple classes, method calling, String manipulation, control stuctures.

      • Celebrity Lab - aimed at FRQ 2 (Class Design) including inheritance, polymorphism, and using objects.

      • Data Lab - aimed at FRQ 3 (Arrays and ArrayLists) including real-world applications and ethical implications.

      • Steganography Lab - aimed at FRQ 4 (2D Arrays) including expansion of Picture Lab - encrypt/decrypt data within other data. [options to go beyond new CED...binary conversions]

  5. The Exam

    1. 3 hours, afternoon of Friday, May 8, 2020

    2. Two Parts (equal weight, 50% each):

      • 40 Multiple Choice Questions in 1hr 30 min

      • 4 Free Response Questions on the following topics in 1hr 30 min

        • Question 1 : Methods and Control Structures (9 points)

        • Question 2 : Class Design (9 points)

        • Question 3 : Array/ArrayList (9 points)

        • Question 4 : 2D Array (9 points)

    3. New Java API Quick Reference (1 page) provided to students on Exam

    4. No Lab-specific questions.

  6. Appendices : Java Language Subset, Student Exam Reference & Algorithms for Teachers

    Language (Java) not expected to change for next 5 years...:

Explore Workshop Resources - Mark the Text in the CED Binder

Course and Exam Description (CED Binder)

  • Page 23 : Course at a Glance

    • 10 Units + Exam Weightings + Number of Classes (assuming 45min periods)

    • Topic List + Big Ideas + Practices/Skills

    • Number of Multiple Choice Questions in Personal Progress Checks

  • Page 28 : Explanation of the structured of each Unit Guides

    • Unit Openers & Unit at a Glance

    • Sample Instructional Activities

    • Topic Pages within each Unit

  • Page 33 : Unit 1 : Primitive Types

  • Page 45 : Unit 2 : Using Objects

  • Page 65 : Unit 3 : Boolean Expressions and if Statements

  • Page 77 : Unit 4 : Iteration

  • Page 89 : Unit 5 : Writing Classes

  • Page 109 : Unit 6 : Array

  • Page 119 : Unit 7 : ArrayList

  • Page 133 : Unit 8 : 2D Array

  • Page 141 : Unit 9 : Inheritance

  • Page 153 : Unit 10 : Recursion

Workshop Leader's Insights:

  • for new AP CSA teachers, the Course & Exam Description (CED) is the "oracle" that will guide you when planning your course, preparing exams, and answer many of your questions when no one else is around to help. The new AP Classroom can provide much-needed classroom support for yourself and your students throughout the school year.

  • for experienced AP CSA teachers, the new CED along with AP Classroom represents a major "upgrade" by the College Board toward its mission to "connect students to college success and opportunity." While the changes are significant, a successful AP teacher can maintain their current course and transition over time (several years?).

9:30-10:00 Section 3 - Introducing New Resources [Videos & Looking for a Pattern in the CED Treasure Hunt]

New Official Resources (available online 1Aug2019) [videos]

AP Classroom - requires online digital activation for students to gain access to myAP.collegeboard.org.

 

College Board videos (experience):

  1. Teacher Experience 5-min video linkhttps://vimeo.com/344369067

  2. Student Experience 3-min video linkhttps://vimeo.com/339368756

 

  • AP Question Bank - Library of real AP Exam questions (MC and FR) indexed and referenced to Unit Guides for teachers to create customized tests (online or paper)

  • Unit Guides (in CED) - Used to "coordinate" online resources.

  • Personal Progress Checks - formative AP questions for student feedback optionally assigned by teacher [if not assigned by teacher, students cannot access online questions]

  • Progress Dashboard - Used by teacher to review individual student and class progress to identify student struggles with content and skills over time.

 

Enhanced Score Reports (available July2020) - Instructional Planning Reports (IPR) for teachers to assess student content and skills on AP Exams.

Participant Activity [Workshop Binder Treasure Hunt]

Detailed exploration of the Unit Guides in Groups to "Look for a Pattern"

 

  1. Pick one Unit in the Workshop Binder for your Group to focus on.

  2. Your group's objective is to sequentially complete the following 9 CheckPoints and find a "treasure" within the Unit to share.

 

CheckPoints:

  1. What do the colors of the Practices represent?

    Answers

    1. Purple : Program Design and Development
    2. Blue : Code Logic
    3. Brown : Code Implementation
    4. Yellow : Code Testing
    5. Green : Documentation

  2. What do the three letter abreviations above each colored box represent?

    Answers

    The 4 Big Ideas

    • MOD : Modularity
    • CON : Control
    • VAR : Variables
    • IOC : Impact of Computing

  3. How many units are there for the entire course? Why do you think they are sequenced in this order?

    Answers

    10 Units

    Sequence determined by the College Board from feedback received from content experts, studies, & textbook examples at the collegiate level.

  4. Under each Unit title, there is a number range (that is not %). What are the ranges for?

    Answers

    Estimated number of 45 minute class periods for the Unit.

  5. Which two units have the most topics? Which two have the least?

    Answers

    Most : Unit 2 Using Objects has 9 topics. Unit 5 Writing Classes has 10 topics.

    Least : Unit 8 2D Array has 2 topics. Unit 10 Recursion has 2 topics.

  6. What is the information at the bottom of the column telling you?

    Answers

    The estimated number of Multiple Choice (and Free Response) Questions available in each Unit.

    Teachers may assign none, some, or all from the Question Bank and use as Personal Progress Checks (available 1Aug2019).

  7. Under each Unit title, there is a percentage(s). What do they represent?

    Answers

    Approximate weighting of each Unit on the AP Exam

  8. What do you think is measured in the Personal Progress Checks (PPC)?

    Answers

    The skills and topics the students have learned.

    Free Response Questions measure Learning Objectives

    Multiple Choice Questions mesure Essential Knowledge Statements.

  9. How is the scaffolding of skills displayed across the Units?

    Answers

    Practices are spiralled across units.

    Practices -> Skills are learned through repetition and scaffolded across increasingly complex content sequenced via 10 Units

    The 10 Units spiral the 4 Big Ideas via Topics

Workshop Leader's Insights

CONTENT :

  • The new Curricular Framework is a re-organization of the historical AP CSA topic list.

      • no need for a new syllabus submission in 2019-20

      • Content removed : Interfaces & Abstract Classes, binary conversions

      • Content clarified : autoboxing/unboxing for Integer and Double classes

  • Understanding by Design (UbD) framework is now used across all College Board AP courses:

      • CONTENT : Big Ideas (BI) -> Enduring Understandings (EU) -> Learning Objectives (LO) -> Essential Knowledge (EK)

      • PRACTICE : Computational Thinking Practices -> Skills

EXAM :

    • The written exam is not changing "significantly" in structure or content but has more specificity...see "Task Verbs Used in Free-Response Questions" in Binder (Exam Info tab, approximately page 190)

    • Exam questions are now mapped to the new Curricular Framework (CED).

    • Fall Registration for students will be a change for teachers depending on your AP Coordinator and use of the new supports for teachers and student.

WHY? :

  • For new AP CSA teachers, the re-format is an improved and more clear structure that is aligned with the new teacher and student supports available in August 1, 2019, including alignment of all of the following:

    • CED :

      • Curriculum Framework follows Understanding by Design principles.

        • CONTENT : BI-> EU -> LO -> EK

        • PRACTICE : Computational Thinking Practices -> Skills

      • 10 Unit Guides with sequencing, pacing, and Exam weightings.

    • AP Classroom available 1Aug2019:

      • AP Question Bank can be selectively assigned by teacher to students as practice, Formative Assessments (think quizzes), or Summative Assessments (think tests).

      • Personal Progress Checks for Students.

      • Progress Dashboard for Teachers to monitor their classes.

  •  

    For experienced AP CSA teachers, there is no need to immediately change a "successful" course. All the new material is optional (except for fall registration) and does not change the topics or the exam.

  • For new AP CSA teachers :

AP Central : resources for supporting new teachers

AP Central CSA Home Page :

  • Important Updates
  • Essential Course Resources (i.e. Course Description, Exam Info, Teacher Guide, FAQ)
  • Audit
  • Professional Development
  • Classroom Resources
  • Higher Education, Policies, Development Committee

 

AP Central's CSA classroom Resource Page :

  • Additional Curriculum Modules
  • Teaching Units / Projects
  • Ideas, Strategies, Nifty Assignments, etc. from Colleagues
  • Advanced and Special Focus Topics
  • Textbook, website, and software reviews

pre-2019 Course Description states...

  • Three exemplar labs, the AP CSA Labs, have been developed for teachers to use in the AP Computer Science A course.

  • AP CSA teachers will be able to access all instructional resources for each lab (Teacher and Student Guides, solutions and code files) through their AP Course Audit accounts.

    • Magpie, the first lab, can be incorporated early in the course and involves simple string processing and conditional execution.

    • Picture, the second lab, involves 2-dimensional array manipulation in the context of image processing.

    • Elevens, the third lab, provides an example of larger object-oriented program design.

  • Each AP Computer Science Lab includes :

    • teacher guides along with Java code.

    • student guides along with Java code.

  • Each teacher guide includes :

    • concepts covered, learning objectives, and necessary prerequisite knowledge,

    • guidelines on when each lab might fit naturally into a course and suggestions on the use of the materials,

    • suggested problems and questions for use during each activity, and sample assessment exercises.

  • The Student Guides for the AP CSA Labs can be found on the AP Computer Science home page:

  • Teachers may use the provided labs, utilize laboratory exercises from textbook authors or other sources, and/or develop their own labs.

  • When choosing labs, teachers must carefully evaluate the activities, objectives, and materials to be certain that the labs address the characteristics outlined above.

Explore the Exemplar Labs:

  • For each Exemplar Lab, the handbook is organized according to:

    • Teacher Guide

      • learning objectives & Course Description topics addressed

      • required setup & estimated time

      • Student Activities & solutions

      • practice assessment questions (MC & FR) along with answers

      • optional extensions

    • Student Guide - based upon each Student Activity, teachers can assign students:

      • preparation information

      • guided questions

      • explorations

      • exercises

  • Magpie Lab on pages 193-221 (4 Student Activities, 1 optional)

    • focus on String manipulation & conditionals in a text-based human-PC "discussion"

      • A1 - understanding Magpie-type programs

      • A2 - running Magpie

      • A3 - keyword detection

      • A4 - Student Transformations "I want..." leads to "Do you really want..."

      • A5 - ArrayList option

  • Pictures Lab on pages 223-276 (9 Student Activities)

    • focus on 2-dimensional array manipulation in the context of image processing

      • A1 - Intro to RGB, pixels, binary

      • A2 - picking a Color

      • A3 - Explore Picture

      • A4 - 2D arrays (matrices)

      • A5 - modifying an image using PictureTester

      • A6 & A7 mirroring an image using PictureTester

      • A8 - creating a collage

      • A9 - edge detection

    • In the Picture Lab, setup can be a bit finicky depending on your IDE. See page 227 (4).

  • Elevens Lab on pages 277-345 (11 Student Activities)

    • focus on larger object-oriented program design

      • A1 - design & create a Card

      • A2 - initial design of a Deck

      • A3 & A4- shuffling the Cards in a Deck

      • A5 - optional testing with Assertions

      • A6 - playing Elevens

      • A7 - designing Elevens Board

      • A8 - Abstract Board

      • A9 implementing Elevens Board

      • A10 & A11 - optional ThirteensBoard and simulation

    • In the Elevens Lab, be careful with the code provided in the Student Activities. The answers to prior Activities may be provided in subsequent Activities.

Personal perspectives on Exemplar Labs

  • Labs are the "fastest" way to cover many of the AP CSA topics & 20 hour lab requirement

  • Labs are as close to "Course-in-a-Can" as I've seen

  • Labs are not required and are not tested directly on the AP CSA Exam (as opposed to older Case Studies such as GridWorld)

  • Using other textbook labs may offer different resources and may fit your classroom environment better.

  • Writing your own labs is time-consuming and challenging (covering all AP CSA topics!)

  • Writing your own labs is rewarding for your students (and for yourself)

Morning Break - 15 min

10:15-12:00 Section 4 - Teaching : Lesson Plans & Labs [shared drive software to Create a Lesson Plan]

Create a Plan : using the new CED, pick a Unit, write a UbD-structured Lesson Plan, and add to the shared drive.

  • Strategy Planning Table for Understanding by Design (UbD)

    UbDLessonPlan-planning table

 

New Labs are in Draft form : download the one (1) PDF containing all 4 labs.

Each lab includes Teacher's Notes, Student Handouts, and Code (student code & solution code).

 

Labs : explore the software (Solution Code) provided in shared drive. Consider using Instructional Strategies : Paired Programming, Code Tracing, and/or Error Analysis.

 

Summary of 4 new CED-aligned Labs

 


Consumer Review

 

Sentimental value of words used for review0s (star ratings)

Celebrity

 

Charades-like game with clues to a celebrity's name

Data

 

Download online database (xml, JSON or cvs files) to store & manipulate in ArrayLists

Steganography

 

Hiding data in a Picture by bit-masking. addition to Picture Exemplar Lab

 

Use after Unit 4

Matched with FRQ 1 : Methods & Control Structures

6 class periods

Use after Unit 9

Matched with FRQ 2 : class design

7 class periods

Use after Unit 7

Matched with FRQ 3 : Array/ArrayList

8 class periods

Use after Unit 8

Matched with FRQ 4 : :2D Array

6 class periods

Activity 1

1.1 : primitives

2.9 : using objects

2.1, 2.3 : using objects

2.1, 2.2 : using objects

7.7 : ArrayList

1.3 : primitives

5.4 : writing classes

6.4 : Array

Activity 2

 

2.5, 2.6

5.2, 5.4 : writing classes

5.1, 5.2, 5.4 : writing classes

5.1, 5.7

8.2 : 2D Array

Activity 3

 

3.2, 3.5 : boolean expressions & if statements

4.1, 4.3 : iteration

5.1

7.1, 7.2, 7.3 : ArrayList

7.1, 7.2, 7.3, 7.5

(requires Sinbad Java1.8 library)

7.3, 7.4 : ArrayList

8.2

Activity 4

 

4.4

5.10 : writing classes

9.1, 9.5, 9.6 : Inheritance

Open ended

(requires Sinbad Java1.8 library)

Hiding Text

(lossless data)

Activity 5

 

Open ended

Open ended


 

Lab Insights : Consumer Review

Consumer Review

Lab

Sentimental value of words used for reviews (i.e. online star ratings)

Use after Unit 4

Matched with FRQ 1 : Methods & Control Structures

6 class periods

 

Insights and suggestions for Teacher and classroom/student use

Activity 1

1.1 : primitives

2.9 : using objects

  • Students will need to create a main method to test sentimentVal().

  • Comment out line 26 (System.out.println) in the Review class

Activity 2

 

2.5, 2.6

  • Give students code for removePunctuation() & totalSentimentVal().

  • Focus on calling methods within methods.

  • We suggest having the students annotate a real amazon review (on paper) to follow the steps of these methods. Leads into IF statements for starRating().

  • Best to do this activity with support, lab manual may not be sufficient. as

Activity 3

 

3.2, 3.5 : boolean expressions & if statements

4.1, 4.3 : iteration

 

Activity 4

 

4.4

5.10 : writing classes

 

Activity 5

 

Open ended

 

 

Lab Insights : Data

Data

Lab

Download online database (xml, JSON or cvs files) to store & manipulate in ArrayLists

Use after Unit 7

Matched with FRQ 3 : Array/ArrayList

8 class periods

 

Insights and suggestions for Teacher and classroom/student use

Activity 1

2.1, 2.2 : using objects

7.7 : ArrayList

  • No coding, but ties in to activity 4 later. Sets up real world applications and builds interest in data as a topic.

  • Some discussion opportunities and they individually answer questions.

  • Focuses on 7.7 more than 2.1 & 2.2...Could add a couple of questions on variables involved in desired topic to link to 2.2

Activity 2

 

5.1, 5.2, 5.4 : writing classes

  • Could also extend the activity by showing students how to import the CSV file and sort by columns.

  • Cereal class has 15 fields.Discussions on how other data structures may be more appropriate.

  • In its most basic sense, this is a Java Bean.

  • One of the data fields (rating) is dubious. A discussion about the reliability of data would be perfect here. (Author of data even posted: “rating: a rating of the cereals (Possibly from Consumer Reports?)” and variable “shelf” is unclear just from the table). And what store are we in? What is this data???

  • Not clear that the students can pick just a few fields from the answer key. Looks a lot more tedious than it actually is (can pick just a few out of 15 fields).

  • Individual activity.

  • Definitely uses the topics indicated.

Activity 3

 

7.1, 7.2, 7.3, 7.5

 

  • Requires Sinbad (Java1.8 library)

Activity 4

 

Open ended

 

  • Requires Sinbad (Java1.8 library)

Activity 5

 


 

 

Lab Insights : Steganography

Steganography

Lab

Hiding data in a Picture by bit-masking.

 

Requires classes from Picture Exemplar Lab

Use after Unit 8

Matched with FRQ 4 : :2D Array

6 class periods

 

Insights and suggestions for Teacher and classroom/student use

Activity 1

1.3 : primitives

5.4 : writing classes

6.4 : Array

  • Need to explain binary representation of RGB

  • Need to explain Picture Lab classes (i.e. Pixel, Picture, etc.)

  • Helps to explain Most Significant and Least Significant Bits (MSB, LSB)

  • May modify given teacher code with more than 2 bits using field variables to calculate the appropriate power of 2 for MSB and LSB...replace literal values for mathematical operations (i.e. /4 or /64 and *4 or *64)

Activity 2

 

5.1, 5.7

8.2 : 2D Array

 

Activity 3

 

7.3, 7.4 : ArrayList

8.2

 

Activity 4

 

Hiding Text

(lossless data)

(can skip A2 & A3)

 

 

Lab Insights : Celebrity

Celebrity

Lab

Charades-like game with clues to a celebrity's name

Use after Unit 9

Matched with FRQ 2 : class design

7 class periods

 

Insights and suggestions for Teacher and classroom/student use

Activity 1

2.1, 2.3 : using objects

  • Unplugged activity where students play the game physically.

  • Possibly show students the end result of creating the game so they know where they are going in their creation.

  • At the end of the activity, have students create UML Design for each class.

  • This might be overwhelming for some students so have them work in groups or consider a share out at the end.

Activity 2

 

5.2, 5.4 : writing classes

  • Teacher tips in the manual are REALLY GOOD for students to know; have them include it in their “notes” (whatever that looks like in your classroom.)

  • The keyword this Reference is used just as a heads up.

  • There is a toString() method in the program the students need to code but is never addressed. May need to use it to make the code work but guide your students with the implementation of the method.

  • There is no starter code for the celebrityTester so maybe create one for students to use.

  • Encourage students to write all possible constructors (will lead to errors) and show them different constructors need different parameter types

Activity 3

 

5.1

7.1, 7.2, 7.3 : ArrayList

  • “Front end” & “Backend” terminology explained in the project is good for students to hear

  • Demonstration of separation of roles is done well which is very crucial for working in the industry

  • Seems LONG because there is a lot of coding to be done

  • Go back to UML designs from Activity 1 and see what needs to be modified

Activity 4

 

9.1, 9.5, 9.6 : Inheritance

  • Lots of inheritance directions such as overriding, subclass, superclass.

  • Lots of random GUI material...not necessary to understand but will need it to make the program to run

  • Opportunity for some differentiation among students

Activity 5

 

Open ended

 

 

12:-1:00pm Lunch

Dolphin, Ground Level, Atlantic Hall A-C & Pacific C)

1:00-2:00 Section 5 - Understanding the Exam [Sample FRQ and MC Questions from CED]

New CED-aligned Sample Questions [Exam Info Tab]

15 Sample Multiple Choice Questions in CED

  • Note 1 : Answers on page 205

  • Note 2 : ** are questions that can easily be modified (i.e. create-your-own-test)

  • Note 3 : MC questions that focus on specific topics :

     

    • 2,8 (String)

    • 3 (Math.random())

    • 4 (nested if...else...if) **

    • 6 (math operators with loop)

    • 7 (JavaBean = accessor & mutator) **

    • 9 (loops and int arrays)

    • 10, 11 (ArrayList)

    • 12, 13 (2D arrays/ArrayLists)

    • 14 (Polymorphism)

    • 15 (Recursion)

 

2 Free Response Questions in CED

  • Note 1 : Canonical Solutions or Scoring Guides to Free Response Questions are not included in CED but are downloadable on apcentral.collegeboard.org (and on shared drive)

  • Note 2 : Sample FRQ2 (class design) & FRQ4 (2D array/ArrayLists) are not available but are available for 2019 Exam from apcentral.collegeboard.org

 

Sample FRQ

Specification

Notes

Classes and Methods

CheckDigits

 

FRQ 1: Methods &
Control Structures

Write two methods that call other specified methods.

 

getCheck() takes an integer and returns a digit calculated according to a set of rules.

 

isValid() returns a boolean based on whether a parameter contains the digit specified by getCheck() method

static used.

 

Simple application for data error detection such as a checksum.

 

Requires modulus (n%10) and integer division (n/10)

CheckDigits

int getCheck(int n)

boolean isValid(int n)

int getNumberOfDigi56ts(int n)

int getDigit(int num, int n)

Gizmo

 

FRQ 3 : array or
ArrayList

Given a Gizmo class with two three specified methods, write two methods of another class, OnlinePurchaseManager that has an ArrayList of Gizmos.

 

countElectronicsByMaker(String m) returns the number of Gizmo objects purchased (in ArrayList) as specified by parameter.

 

hasAdjacentEqualPair() detects whether two adjacent Gizmo objects purchased (in ArrayList) are equal. If no pair is found (or fewer than two elements) then returns false.

 

 

Use of overloaded Gizmo.equals(Object) method that is specified in the Gizmo class but not implemented (i.e. method signature given but method body not shown).

 

Clarification of Overridding versus Overloading of equals() method and Polymorphism may be appropriate though Overloading is not part of CED.

 

Ex: The equals() method call in the canonical solution specifies Gizmo.equals(Gizmo) [see g1.equals(g2) conditional] but Gizmo class & equals() method description specifies Gizmo.equals(Object) as the method signature.

Gizmo

String getMaker()

boolean isElectronic()

boolean isEqual(Object o)

 

OnlinePurchaseManager

ArrayList<Gizmo> purchase

int countElectronicsByMaker(String m)

boolean hasAdjacentEqualPair()

Analysis of Student Performance using prior Exams [shared drive]

Previous years' Exam Information [ available on Exam page (scroll down) at AP Central]

Historical Free Response Questions [what students receive on Exam Day]

 

2019

Specification

Notes

Classes and Methods

APCalendar

 

FRQ 1: Methods &
Control Structures

Write two methods that call other specified methods.

 

numberOfLeapYears() returns the number of leap years between two given years.

 

dayOfWeek() returns the value of the day of the week with Sunday=0,...,Saturday=6

static used

APCalendar

boolean isLeapYear(int y)

int numberOfLeapYears(int y1, int y2)

int firstDayOfYear(int y)

int dayOfYear(int m, int d, int y)

int dayOfWeek(int m, int d, int y)

StepTracker

 

FRQ 2 : Class Design

Write a class, constructor, 3 methods, and a field variable to implement a fitness tracking system.

 

Declare & initialize private field variable.

 

Declare parameters and assign to field variable.

 

Return updated field variable

 

Cast int to double.

StepTracker

StepTracker(int d)

void addDailySteps(int s)

int activeDays()

double averageSteps()

Delimiter

 

FRQ 3 : array or
ArrayList

Given a Delimiters class with two String field variables, write two methods.

 

ArrayList<String> getDelimitersList(String[] t) returns a list of delimiters from an array of tokens in the order they appear.

 

boolean isBalanced(ArrayList<String> d) returns whether or not the opening and closing delimiters are balanced.

Assumes open and close delimiters are distinct Strings.

 

Use of String.equals(String o)

 

Local variable as accumulator for balancing equal number and sequencing of open & close delimters..

 

Recursive solution possible but few were correct.

Delimiters

private String openDel

private String closeDel

public Delimeters(String o, String c)

 

ArrayList<String> getDelimitersList(String[] t)

 

boolean isBalanced(ArrayList<String> d)

LightBoard

 

FRQ 4 : 2D array

Given a LightBoard class with a 2D array of on/off lights, write a constructor and method to initialize and determine if a light is on or off.

 

LightBoard(int numR, int numC) will initialize a 2D array of booleans with a 40% probability of any light being on.

 

boolean evaluateLight(int r, int c) will return whehter a specified light is on (return true) or off.

Use of Math.random() and assignment/cast of double to boolean.

 

Rules include use of modulus operator to determine if column is even or a multple of 3.

 

Use of an accumulator for number of lights on in 2D array.

LightBoard

private boolean[][] lights

LightBoard(int numR, int numC)

boolean evaluateLight(int r, int c)

 

 

Free Response analysis table provided by Ria Galanos [pre 2015]

Name

String based

Design / Simulation

array

1D or 2D

ArrayList or List

Interacting Classes

Topics and Notes

Classes and Methods

2018              
FrogSimulation   x       Use of conditionals, loops, method calls FrogSimulation, hopDistance, simulate, runSimulations
WordPair x   x x   Write a constructor and method for a class representing a list of pairs of words WordPair, WordPairList, numMatches
StringChecker x x     x Write two constructors and a method. Check string length within given limits and exclude specified substring StringChecker, isValid, CodeWordChecker
ArrayTester     x/x     Extract a column in a 2D array of integers and Test if 2D array represents a specific criteria ("Latin Square") ArrayTester, getColumn, hasAllValues, containsDuplicates, isLatin
2017              
Digits       x   write a constructor that select digits from an int parameter, %, determine if digits are increasing in value Digits constructor, isStrictlyIncreasing
MultiPractice   x       write a MultiPractice class that implements a given interface StudyPractice, MultPractice, getProblem, nextProblem
Phrase x         write a search for a sub-String and replace at the n-th occurrance Phrase, findNthOccurrence, replaceNthOccurrence, findLastOccurrence, toString
Successor     x   x write 2 static methods: search 2D array of ints to create a new 2D array of Positions Position, findPosition, getSuccessorArray

2016

             
RandomStringChooser   x x     selecting character from String and String from an array of Strings RandomStringChooser, RandomLetterChooser , getSingleLetters
LogMessage x     x x search for String, Lists of interacting objects LogMessage, containsWord, SystemLog , removeMessages
Crossword   x x/x     2D array of objects, identify objects by neighboring object properties Square, Crossword, toBeLabeled
StringFormatter x     x   String and character manipulation and formatting StringFormatter, totalLetters, basicGapWidth, format

2015








Diverse Array     x/x     array manipulation, array of arrays arraySum, rowSums, isDiverse
HiddenWord x x       Design a class to process a String HiddenWord, getHint
SparseArray   x   x x Given class definitions for SparseArrayEntry and SparseArray (i.e. List of objects), manipulate the list based on the entry's location and value. SparseArrayEntry, getRow, getCol, getValue, SparseArray, getNumRows, getNumCols, getValueAt, removeColumn
NumberGroup   x   x x Interface design and implementation including NumberGroup, contains, Range, MultiGroup, contains

2014

Case Study







Scrambler




x


String manipulation, ArrayList processing

scrambledWord, scrambleOrRemove

Director

x

x


x

x

Grid World, write complete class, ArrayList processing

Director, act

Seating Chart



x

x

x

2-D array processing, ArrayList processing

Student, SeatingChart, removeAbsentStudents

Trio


x



x

interface, write a complete class, finding min

MenuItem, Trio, getName, getPrice

2013








Song List




x

x

list processing, equals

DownloadInfo, getDownloadInfo, updateDownloads

Token Pass


x

x



array processing, random, consecutive elements, pre/post

TokenPass, constructor, distributeCurrentPlayerTokens

Jumping Critter

x



x

x

GridWorld, write complete class, ArrayList processing

GridWorldUtilities, getEmptyLocations, JumpingCritt

Sky View



x



2-D array processing (doubles), constructor

SkyView, constructor, getAverage

2012








Climber




x


ArrayList <String>, compareTo, and implicatons of design choices

ClimbInfo, addClimb, distinctPeakNames

Retro Bug

x

x




inheritance, maintaining state, overriding, write complete class

act, restore

Horse Barn



x



array processing (Horses), interface

Horse, HorseBarn, findHorseSpace, consolidate

Gray Image



x



2-D array processing (ints)

GrayImage, countWhitePixels, processImage

2011








Sound



x



array processing

limitAmplitude, trimSilenceFromBeginning

AttractiveCritter

x





Grid World, write complete class, don't violate postConditions

AttractiveCritter

Fuel Depot




x

x

interface, ArrayList <FuelTank>, min

FuelDepot, FuelTank, FuelRobot, nextTankToFill, moveToLocation

Route Cipher



x



2-D array processing (String), string manipulation

RouteCipher, fillBlock, encryptMessage

2010








Cookie Order




x

x

ArrayList, accumulator

getTotalBoxes, removeVariety

APLine


x




write a complete class, integer division

APLine, getSlope, isOnLine

Trail



x



array, consecutive elements

isLevelTrailSegment, isDifficult

GridChecker

x



x

x

GridWorld, ArrayList processing

actorWithMostNeighbors, getOccupiedWithinTwo

2009








Number Cube



x



array processing (int), max/min

NumberCube, getNumTosses, getLongestRun

Stockpile Critter

x

x




Grid World, inheritance, write complete class, no part A/B

StockPileCritter

Battery Charger



x



array processing (int), wrap around, modulus

BatteryCharger, getChargingCost, getChargeStartTime

Tile Game




x


ArrayList <NumberTile> processing, interface

TileGame, getIndexForFit, insertTile

2008








Flight List




x

x

ArrayList processing, max/min

Flight,Trip, getDuration, getShortestLayover

String Coder




x


ArrayList <String> processing, string manipulation

StringCoder, decodeString, encodeString

Opossum Critter

x





Grid World, inheritance

OpossumCritter, processActors, selectMoveLocation

Checker Objects


x




write two classes, interface, indexOf, object instantiation

SubstringChecker, AndChecker, yummyChecker

2007








Self Divisor



x



array processing (int), extracting digits, modulus

SelfDivisor, isSelfDivisor, firstNumSelfDivisors

Pounce Fish (MBS)

x





Marine Biology, inheritance

PounceFish, findFish, act

Answer Sheets




x

x

ArrayList <String> processing, max/min

ScoreSheets, getScore, highestScoringStudent

Game Design


x




inheritance, interface, write entire class + 1 method

GameDriver, RandomPlayer, playGame

2006








Daily Schedule




x

x

ArrayList processing, remove

TimeInterval, Appointment, conflictsWith, clearConflicts, addAppt

Taxable Items


x




inheritance, interface, write class

Item, TaxableItem, purchasePrice, Vehicle

Customer List



x



array processing, merge, compare customers

compareCustomer, prefixMerge

Drop Game

x





Marine Biology like, Connect-4 like drop game, 2-D array

dropLocationForColumn, dropMatchesNeighbors

2005








Hotel Reservation



x

x

x

array and ArrayList processing

Hotel, Reservation, requestRoom, cancelAndReassign

Ticket Sales


x




inheritance,write two complete classes

Ticket, AdvanceTicket, StudentAdvanceTicket

Zig Zag Fish (MBS)

x





Marine Biology, inheritance

ZigZagFish, nextLocation, move

Improve Grades



x



array processing (int), average, compare consecutive elements

average, hasImproved, finalAverage

Scoring Performance and Statistics

2019 Test Question Details (coming soon to an AP workshop near you...or just look on AP Central when published)

Question

Mean

Standard

Deviation

Number of

Possible Points

1

    9

2

    9

3

    9

4

    9

 

2019 Overall Exam Statistics

Exam Score

N

% At

5

   

4

   

3

   

2

   

1

   

Number of

Students

   

3 or Higher / %

   

Mean Score

   

Standard Deviation

   

 


2018 Test Question Details

Question

Mean

Standard

Deviation

Number of

Possible Points

1

5.34 3.14 9

2

4.38 3.53 9

3

5.11 3.61 9

4

4.75 3.62 9

 

2018 Overall Exam Statistics

Exam Score

N

% At

5

16105 24.7

4

13802 21.2

3

14222 21.8

2

7738 11.9

1

13266 20.4

Number of

Students

65133  

3 or Higher / %

44129 67.8

Mean Score

3.18  

Standard Deviation

1.45  

 


2017 Test Question Details

Question

Mean

Standard

Deviation

Number of

Possible Points

1

4.10 3.17 9

2

5.86 3.54 9

3

3.84 3.31 9

4

4.75 3.46 9

 

2017 Overall Exam Statistics

Exam Score

N

% At

5

14623 24.2

4

12650 20.9

3

13271 21.9

2

6970 11.5

1

13005 21.5

Number of

Students

60519  

3 or Higher / %

40544  

Mean Score

3.15 67.0

Standard Deviation

1.46  

 


2016 Test Question Details

Question

Mean

Standard

Deviation

Number of

Possible Points

1

3.42 2.97 9

2

2.94 2.73 9

3

2.59 2.97 9

4

3.29 3.06 9

 

2016 Overall Exam Statistics

Exam Score

N

% At

5

12055 20.8

4

11900 20.5

3

13386 23.1

2

7215 12.5

1

13381 23.1

Number of

Students

57937  

3 or Higher / %

37937  

Mean Score

3.04 64.5

Standard Deviation

1.44  

 

2015 Test Question Details

Question

Mean

Standard

Deviation

Number of

Possible Points

1

5.05 3.36 9

2

4.41 3.4 9

3

3.05 3.4 9

4

3.99 3.19 9

 

2015 Overall Exam Statistics

Exam Score

N

% At

5

11963 24.4

4

12061 24.6

3

7470 15.2

2

3529 7.2

1

13971 28.5

Number of

Students

48994  

3 or Higher / %

31494  

Mean Score

3.09 64.3

Standard Deviation

1.56  

2014 Test Question Details

Question

Mean

Standard

Deviation

Number of

Possible Points

1

3.57

2.88

9

2

4.35

3.08

9

3

3.57

2.99

9

4

4.14

3.44

9

 

2014 Overall Exam Statistics

Exam Score

N

% At

5

8,367

21.3

4

9,091

23.1

3

6,588

16.8

2

3,016

7.7

1

12,216

31.1

Number of

Students

39,278

-

3 or Higher / %

24,046

61.2

Mean Score

2.96

-

Standard Deviation

1.55

-

AP Reading Experience - Sample Student Responses from AP Reading FR Questions

From the shared drive, download the 4.8MB pdf file "2019 Computer Science A Draft Sample Response"

 

Review for each of the 4 Free Response Questions

  • Question Statement

  • Scoring Guidelines (i.e. 9 pt rubric) & Scoring Notes for each FRQ

  • Canonical Answers for each FRQ

  • General Scoring Guidelines for Exam

  • 10 Sample Student responses (Student A through Student I)

  • Scoring Commentary for each Sample Student

Share Exam Preparation Ideas

John's practices....

  • On each test, I transition students from a non-AP course by adding a few MC questions and one FR Question.

  • I give a full 3-hour Mock Exam about 2 weeks prior to AP Exam...and practice having students score each other's Free Response answers

  • NO PRONOUNS...except "this"

  • Keep track of all AP scores...they may reveal long-term patterns (look for a pattern) [see Scores tab on http://www.meinzeit.com/personal/vitae.htm]

pre-2019 Sample Questions for 2015 and Full Practice Exam [downloadable from behind audit site]

Sample 2015 Multiple Choice Questions (25) in Workshop Handbook pages 14-39

  • focus on specific topics and "newer-style" questions [answers on page 40]:

    • 7 (inheritance),

    • 15 (polymorphism),

    • 16 (recursion),

    • 20 (challenge!),

    • 23 (shuffle--see Elevens lab),

    • 24 (arrays of arrays),

    • 25 (selectionSort)

  • Questions that can easily be modified (i.e. create-your-own-test): 2, 3, 7, 11, 15

  • Derived from older FR Question: 11


Sample 2015 Free Response Questions (4)

  • Question 1 - Lists (find minimum value) and object accessor

  • Question 2 - String manipulation [see Magpie Lab]

  • Question 3 - Design of Class Hierarchy and Lists, ["is-a", "has-a"]

  • Question 4 - 1D and 2D array/matrix manipulation [page 50, canonical solution on page 57]


Full Practice Exam on AP Central :

  • Use as full 3-hour Mock Exam, don't give to students!

  • Scoring the Free Response Solutions from previous year

Afternoon Break - 0 min

2:00-2:15 Section 6 - Syllabus Development & AP Course Audit [simplify the problem]

  • For 2019-20 school year, new AP CSA teachers will have to download the new CED and go through a checklist agreeing to various requirements (i.e. 20 hour lab time, CED is your syllabus, etc.)...it is relatively straightforward (though not obvious) and automatic process.

  • For experienced AP CSA teachers with an already approved syllabus, there is no need to submit a NEW syllabus for 2019-20

  • Audit Process :

    • For 2019 - 2020

      • For existing teachers of AP CSA - simple renewal by administrator (AP Coordinator)

        • For teachers in AP World History, Art & Design, Drawing, Biology, Human Geo, EnvSci, Eng Lang, Compar GOPO, or Italian - complete a Course Authorization form and "attestation" to the updated curricular requirements

      • For New teachers of AP CSA - here are the "simplified" steps:

        1. login to apcentral.collegeboard.org,

        2. find & start the audit form,

        3. download & accept the new CED as your syllabus

        4. your AP coordinator (administrator) can now finish the Audit Form and "approve" you as the course teacher.

        • For AP CSP, Research, Seminar teachers - complete a Course Audit form and submit a syllabus

    • For 2020 - 2021

      • For existing teachers of AP CSA - simple renewal by administrator (AP Coordinator)

        • For teachers of AP World History - approved Course Authorization form transferred and or submit syllabus for review.

        • For teachers of AP Art & Design, Drawing, Biology, Human Geo, EnvSci, Eng Lang, Compar GOPO, or Italian - approved Course Authorization form transferred or submit a new syllabus based on updated curricular requirements.

      • For new teachers of AP CSA - already approved Course Authorization form can be transferred or submit a new syllabus based on updated curricular requirements

        • For teachers of AP CSP, Research, Seminar - complete a Course Audit form and submit a syllabus

Definitions & Insights

  • Syllabus: The syllabus is a course-long plan that includes explicit evidence that each AP curricular requirement is addressed in the course. It is also a document that the teacher submits to the College Board as part of the Audit Process to receive Course Authorization

  • Audit Process: A process whereby the College Board -

    1. receives an electronic copy of the syllabus from the teacher (requires teacher to have a College Board login)

    2. receives an electronically submitted Audit Form from a school administrator (requires Course Audit Administrator to have a College Board login) and then

    3. has an experienced College Professor review the teacher's submitted syllabus to ensure that their syllabus addresses all of the curricular requirements listed in the official Course Description.

    4. The audit is an annual process.

    5. However, after the first year's Approval, the school's Course Audit Administrator can usually renew the course authorization without additional submissions from the teacher.

  • Course Audit Form: This form lists all curricular and resource requirements of the AP course. Through AP Course Audit accounts,the form is completed by the teacher, submitted by the teacher to the school administrator for approval, and finalized by the school/district Course Audit Administrator to be submitted to the College Board.

  • Authorization: A course with a finalized and submitted Course Audit Form and an approved syllabus is authorized to use the “AP™” designation on student transcripts.

  • Retention of Authorization: a streamlined Audit process for a school's Course Audit Administrator to use when they have received prior Authorization for an AP course. For AP CSA this requires an Attestation that the teacher will include 20 hours of lab time in their course.

  • Approval: Permission given by the school's Course Audit Administrator that assures to the College Board (via the Audit Form) that the school's AP course is being taught accurately.

  • Insight #1: You may create & submit your own syllabus or you submit one of the sample syllabi.

  • Insight #2: Prior to submitting your syllabus for auditing to the College Board website, a general self-evaluation checklist is on the audit website http://www.collegeboard.org/html/apcourseaudit

  • Insight #3: If you already have an approved syllabus then you may only need a "Retention of Authorization" which requires an Attestation to a minimum of 20 hours of Lab time

Pre-2019: Sample Syllabi

look at the course resources (i.e. textbook & software) that matches your situation

  • Syllabus 1 on pages 87 - 92 - Karel J. Robot...by Bergin, Joseph and Java Methods... by Litvin
  • Syllabus 2 on pages 93 - 101 - Java Software Solutions...by Lewis, et al. and Barron's AP Computer Science by Teukolsky and Blown to Bits... by Abelson, et al
  • Syllabus 3 on pages 102 - 112 - Karel J. Robot...by Bergin and Big Java... by Horstmann and Fundamentals of Java...by Lambert
  • Syllabus 4 on pages 113 - 124 - Introduction to Programming with Greenfoot...by Kolling and and Java Methods... by Litvin

Pre-2019 : The 7 Curricular Requirements

Identify evidence that a participant's syllabus meets the 7 Curricular Requirements that address the Topic Outline in the official Course Description [see Section 2 Parts I, II, & III]

 

  1. design & implement computer-based solutions to problems
  2. use & implement commonly used algorithms and data structures
  3. select appropriate algorithms and data structures to solve problems
  4. code fluently in object-oriented paradigm using the programming language Java
  5. use elements of the standard Java library from the AP Java subset in Appendix A of the official Course Description
  6. includes a structured lab component comprised of a minimum of 20 hours of hands-on lab experiences
  7. recognize the ethical and social implications of computer use

2:15-3:30 Section 7 - Instructional Design & Content Strategies [Timeline, Equity & Access, debriefing]

Timeline & Key Dates

Dates

AP Teachers

AP Students

AP Coordinators

Notes
before school year Sign into College Board
Set up class sections
Generate "join codes"
  Sign into College Board
Enter "Access Code" provided by Principal
Complete initial setup
AP Classroom resources available 1Aug
First week of classes Share "join code" and have students join class online
Setup classes
Create College Board Login Account;
Enter "join code" provided by teacher;
join AP class(es) online

Complete participation form;
setup classes

 
Oct 4 use optional AP Classroom
resources throughout year as desired
Sign up for AP Exam (preferred date) Order AP Exams (preferred date) Exam Fee $94
Nov 15   Sign up for AP Exam (final date) Order AP Exams (final date) $40 late fee
Jan 31 for new AP Teachers: deadline to submit AP Audit form for 2019-20 school year      
Mar     Finalize AP Exam order

Spring semester-only courses have no late fee until March 13

Apr     Receive AP ID labels  
May   Take AP Exams Administer AP Exams  
June     Pay Invoice $40 fee for unused/cancelled Exam
July

Access Scores via IPR

Access Scores    

Summary of Key Take-Aways for this Workshop

Feedback on a 4 x 6 Note Card (select one or more and identify any that are unclear or unaddressed). Error Analysis

1. Understanding the Course

  1. AP courses focus on building conceptual understandings through the teaching of linked learning objectives and essential knowledge statements, all contextualized around course-specific Big Ideas.

  2. Building understanding and teaching for transfer require the application of content in new real-world, authentic contexts and scenarios.

  3. The course framework defines the scope of the course and specifies what students must know and be able to do on the AP Exam.

2. Planning the Course

  1. Sequencing, pacing, and scaffolding are essential for building students' understanding and their ability to transfer and apply knowledge and skills to new contexts.

  2. Helping students develop mastery of the course skills requires careful planning to sequence skills in a developmentally appropriate way so that students master prerequisite skills before being asked to complete more complex tasks.

  3. The needs of all willing and academically-prepared students should be considered when planning, sequencing, pacing, and scaffolding the course.

3. Teaching the Course

  1. Teachers need a deep understanding of content and its applications in order to adapt their instructional strategies to address the different needs of students.

  2. Utilizing effective instructional strategies, like debriefing, helps develop the course skills and content knowledge.

  3. Students need multiple opportunities, in different settings or modes, to practice skills in order to develop mastery over time.

  4. Creating community within a classroom through collaborative discourse and shared experiences is essential to building student confidence and fostering student progress.

4. Assessing Student Progress and Understanding

  1. Assessments, instructions, and resources should be aligned to learning goals and matched to performance standards.

  2. Students should be progressively challenged, just beyond where they are, to apply their knowledge and skills in different contexts to deepen their understanding.

  3. Learning requires time, practice, and regular feedback.

  4. Understanding is earned over time.

5. Becoming a Member of the AP Community

  1. The curricular requirements ensure that all AP course instructors tech a college-level course.

  2. Professional networking can provide teachers with opportunities to discuss teaching strategies, share resources, and connect with each other.

  3. At the start of the year, teachers and students will complete a short digital activation process that will allow them immediate access to classroom resources.

Equity and Access Policy Statement

The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students whould have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.

AP Central AP CSA webpage lists numerous classroom Instructional Resources

  • Additional Curriculum Modules
  • Teaching Units / Projects
  • Ideas, Strategies, Nifty Assignments, etc. from Colleagues
  • Advanced and Special Focus Topics
  • Textbook, website, and software reviews

3:30-4:00 Section 8 - Closure & Feedback [Evaluations]

  • Questions?

  • Feedback

  • Official Evaluations of Workshop & Presenter

 

CS Organizations for High Schools

Online Student Programming Practice & Learning Tools

Online Coding Project & Lectures

Larger Coding Projects (some with API's)

CSTA

Computer Science Teachers Association

(www.csta.org)

CodingBat

practice coding problems in Java or Python (codingbat.com)

Free

Stanford Nifty CS Projects Made-with-Code

National Center for Women in Information Technology

competitions & awards for girls (NCWIT.org)

PracticeIt -

higher order practice coding problems in Java.

(practiceit.cs.washington.edu)

Requires subscription.

Princeton's Interdisciplinary CS Lectures Google Computer Science for High School (cs4hs.com)
 

BlueJ

Editor & IDE to help visualize Object Instances

Free

Project Euler

progressively more difficult math problems that can be solved using CS.

Google Educational Programs for Students & Teachers
 

Jeliot

Visualization for Understanding Object Instances & Variables Dynamically (i.e. visual debugger)

Free

 

Chromebooks can try repl.it

Georgia Techs' EarSketch

downloadable Python-based project to learn computer science and music technology side by side

QED