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?]
Red = recent significant or official changes |
Green = important for newer AP teachers |
Blue = activities for workshop participants |
Orange = personal perspectives by workshop leader |
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?):
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official College Board website at apcentral.collegeboard.org
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presenter website at www.meinzeit.com
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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]
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Model the Philosophy of the College Board - equity & access, recruiting & retention.
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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.
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Define the purpose of the AP Program, this AP CSA Workshop, & Presenter
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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."
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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.
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Presenter : Mr. John Meinzen (Philosophy & Vitae)
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Explain AP CSA in terms of the :
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Course
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Exam
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Syllabus & Audit
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Labs
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Instructional Practices (Pedagogy)
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Address Participants' Goals, Needs, & Community
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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.
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Complete : 4x6 NoteCard detailing your :
Name,
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number of years of AP CSA experience, and
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need (or goal) you would like to be addressed today.
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know AP CSA Official Resources
- The Course and Exam Description (CED)
- AP Central [http://apcentral.collegeboard.org]
- Other AP workshops & Summer Institutes
- [Requires Login] Audit website contains Lab Materials and Secure Documents http://www.collegeboard.org/html/apcourseaudit
- [Requires Login] AP CSA Teacher Community [https://apcommunity.collegeboard.org]
- [Requires Login] AP Classroom - optionally assign student formative assessments (practice MC & FR questions) and keep track of student progress. Available 1Aug2019 [https://myap.collegeboard.org]
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) :
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10 Unit Guides :
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suggested : sequencing, pacing, and progression of content (similar to chapters in textbooks)
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suggested : skills and scaffolding techniques
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coordinates with online student and teacher resources
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teachers may order CED online or CED to be provided at APSIs/Workshops
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content changes :
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no number base conversions (binary-decimal),
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no abstract classes or interfaces,
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clarified autoboxing/unboxing of Double and Integer classes
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exam changes : reference sheet is now only 1 page!
AP Classroom [available August 1, 2019 via myAP.collegeboard.org ]:
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For Teachers to optionally assign problems to students for practice, provide formative assessments, and keep track of student/class progress throughout the year.
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Includes: Question Bank, Personal Progress Checks, and Progress Dashboard.
Fall Registration [available August 1, 2019]:
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
Student Account tips
Teacher Account tips
AP Coordinator (administrator) setup, enrollment, and ordering
Online registration of students for AP Classroom resources & registering (ordering) for spring AP 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
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Explain Exam intent & use :
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students receive an AP CSA score between 1 and 5.
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A score of 3 (or higher) means that the student--according to College Board--is qualified to receive college credit for AP CSA.
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Each school determines specific course and score that they will "accept".
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Know the Exam Components :
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90 minutes multiple choice (50% of AP score)
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90 minutes free response (50% of AP score)
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Know the Scoring Process : become an AP CSA Reader!
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Know the new teacher and student supports available on August 2019
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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.
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Personal Progress Checks for Student and Teacher. Teachers may assign or create assessments for students.
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Progress Dashboard for Teachers to identify student/classroom skill competencies.
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Fall Registration [available August 1, 2019]:
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
Student Account tips
Teacher Account tips
AP Coordinator (administrator) setup, enrollment, and ordering
Online registration of students for AP Classroom resources & registering (ordering) for spring AP 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)
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For experienced AP CSA teachers with an already approved syllabus, there is no need to submit a NEW syllabus for 2019-20
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Audit Process (allows teacher acess to Secure Documents as well as AP Classroom:
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For 2019 - 2020
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For existing teachers of AP CSA - simple renewal by administrator (AP Coordinator)
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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
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For new teachers of AP CSA - here are the "simplified" steps:
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login to apcentral.collegeboard.org,
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find & start the audit form,
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download & accept the new CED as your syllabus
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your AP coordinator (administrator) can now finish the Audit Form and "approve" you as the course teacher.
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For teachers of AP CSP, Research, Seminar - complete a Course Audit form and submit a syllabus
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For 2020 - 2021
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For existing teachers of AP CSA - simple renewal by administrator (AP Coordinator)
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For teachers of AP World History - approved Course Authorization form transferred and or submit syllabus for review.
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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.
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For new teachers of AP CSA - already approved Course Authorization form can be transferred or submit a new syllabus based on updated curricular requirements
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For teachers of AP CSP, Research, Seminar - complete a Course Audit form and submit a syllabus
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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!
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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
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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).
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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.
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Understand how the Course and Exam Description can be a Design for Instruction...see page 162 for Instructional Strategies including :
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Peer Programming
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Code Tracing
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Error Analysis
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Think aloud (talking to the Rubber-Duck!]
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etc.
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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
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AP CSA now has 4 Big Ideas (Content Standards)
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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.
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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.
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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.
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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.
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AP CSA now has 5 Computational Thinking (Practice Standards)
Each of the 5 Practices is broken down into Skills (A, B, C, ...)
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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]
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Determine an appropriate program design to solve a problem or accomplish a test. (not assessed)
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Determine code that would be used to complete code segments.
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Determine code that would be used to interact with completed program code.
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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]
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Apply the meaning of specific operators.
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Determine the result or output based on statement execution order in a code segment without method calls (other than output).
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Determine the result or output based on statement execution order in a code segment containing method calls.
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Determine the number of times a code segment will execute.
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Code Implementation - Write and implement program code.
Skills [Tested in the Free Response Questions]
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Write program code to create objects of a class and call methods.
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Write program code to define a new type by creating a class.
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Write program code to satisfy method specifications using expressions, conditional statements, and iterative statements.
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Write program code to create, traverse, and manipulate elements in 1D array or ArrayList objects.
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Write program code to create, travers, and manipulate elements in 2D array objects.
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Code Testing - Analyze program code for correctness, equivalence, and errors.
Skills [Tested in the Multiple Choice Questions 12-18% of Exam]
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Use test-cases to find errors or validate results.
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Identify errors in program code.
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Determine if two or more code segments yield equivalent results.
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Documention - Describe the behavior and conditions that produce identified results in a program.
Skills [Tested in the Multiple Choice Questions 12-18% of Exam]
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Describe the behavior of a given sement of program code.
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Explain why a codes segment will not compile or work as intended.
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Explain how the result of program code changes, given a change to the initial code.
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Describe the initial conditions that must be met for a program segment to work as intended or described.
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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.
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Unit 1 : Primitive Types [no number base conversions such as binary-decimal]
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Unit 2 : Using Objects [added use of Integer & Double auto-boxing/unboxing]
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Unit 3 : Boolean Expressions and if Statements
Unit 4 : Iteration
Unit 5 : Writing Classes
Unit 6 : Array
Unit 7 : ArrayList
Unit 8 : 2D Array
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Unit 9 : Inheritance [no Interfaces or Abstract classes]
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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."
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AP CSA now has 4 new Labs while retaining 3 older Exemplar Labs.
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20 hours minimum for "hands-on structured-labs" from page 7 of CED.
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Each student should have access to a computer "at least 3 hours a week" as part of Resource Requirement.
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May use 3 Exemplar Labs if you so choose but not required. Not aligned to 2019-20 CED
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Magpie Lab - String manipulation
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Picture Lab - Image manipulation, 2D arrays
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Elevens Lab - Object-oriented design
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May use 4 new CED Framework-aligned Labs if you so choose but not required.
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Consumer Review Lab - aimed at FRQ 1 (Methods & Control Structures) including multiple classes, method calling, String manipulation, control stuctures.
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Celebrity Lab - aimed at FRQ 2 (Class Design) including inheritance, polymorphism, and using objects.
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Data Lab - aimed at FRQ 3 (Arrays and ArrayLists) including real-world applications and ethical implications.
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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]
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The Exam
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3 hours, afternoon of Friday, May 8, 2020
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Two Parts (equal weight, 50% each):
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40 Multiple Choice Questions in 1hr 30 min
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4 Free Response Questions on the following topics in 1hr 30 min
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Question 1 : Methods and Control Structures (9 points)
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Question 2 : Class Design (9 points)
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Question 3 : Array/ArrayList (9 points)
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Question 4 : 2D Array (9 points)
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New Java API Quick Reference (1 page) provided to students on Exam
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No Lab-specific questions.
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Appendices : Java Language Subset, Student Exam Reference & Algorithms for Teachers
Language (Java) not expected to change for next 5 years...:
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A - 2019-20 Java Quick Reference - 1 page only! Available to Students during Exam
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B - pre-2019 Java Language Subset - Page 1, Page 2, Page 3, Notes 1, Notes 2
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C - Sample Search & Sort - sequential search, binary search, selection sort, insertion sort, and merge sort. (NOT available to students during Exam)
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Explore Workshop Resources - Mark the Text in the CED Binder
Course and Exam Description (CED Binder)
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Page 23 : Course at a Glance
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10 Units + Exam Weightings + Number of Classes (assuming 45min periods)
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Topic List + Big Ideas + Practices/Skills
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Number of Multiple Choice Questions in Personal Progress Checks
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Page 28 : Explanation of the structured of each Unit Guides
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Unit Openers & Unit at a Glance
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Sample Instructional Activities
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Topic Pages within each Unit
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Page 33 : Unit 1 : Primitive Types
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Page 45 : Unit 2 : Using Objects
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Page 65 : Unit 3 : Boolean Expressions and if Statements
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Page 77 : Unit 4 : Iteration
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Page 89 : Unit 5 : Writing Classes
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Page 109 : Unit 6 : Array
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Page 119 : Unit 7 : ArrayList
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Page 133 : Unit 8 : 2D Array
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Page 141 : Unit 9 : Inheritance
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Page 153 : Unit 10 : Recursion
Workshop Leader's Insights:
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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.
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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):
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Teacher Experience 5-min video link: https://vimeo.com/344369067
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Student Experience 3-min video link: https://vimeo.com/339368756
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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)
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Unit Guides (in CED) - Used to "coordinate" online resources.
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Personal Progress Checks - formative AP questions for student feedback optionally assigned by teacher [if not assigned by teacher, students cannot access online questions]
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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"
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Pick one Unit in the Workshop Binder for your Group to focus on.
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Your group's objective is to sequentially complete the following 9 CheckPoints and find a "treasure" within the Unit to share.
CheckPoints:
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What do the colors of the Practices represent?
Answers
- Purple : Program Design and Development
- Blue : Code Logic
- Brown : Code Implementation
- Yellow : Code Testing
- Green : Documentation
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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
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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.
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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.
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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.
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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).
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Under each Unit title, there is a percentage(s). What do they represent?
Answers
Approximate weighting of each Unit on the AP Exam
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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.
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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 :
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The new Curricular Framework is a re-organization of the historical AP CSA topic list.
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no need for a new syllabus submission in 2019-20
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Content removed : Interfaces & Abstract Classes, binary conversions
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Content clarified : autoboxing/unboxing for Integer and Double classes
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Understanding by Design (UbD) framework is now used across all College Board AP courses:
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CONTENT : Big Ideas (BI) -> Enduring Understandings (EU) -> Learning Objectives (LO) -> Essential Knowledge (EK)
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PRACTICE : Computational Thinking Practices -> Skills
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EXAM :
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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)
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Exam questions are now mapped to the new Curricular Framework (CED).
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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? :
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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:
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CED :
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Curriculum Framework follows Understanding by Design principles.
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CONTENT : BI-> EU -> LO -> EK
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PRACTICE : Computational Thinking Practices -> Skills
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10 Unit Guides with sequencing, pacing, and Exam weightings.
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AP Classroom available 1Aug2019:
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AP Question Bank can be selectively assigned by teacher to students as practice, Formative Assessments (think quizzes), or Summative Assessments (think tests).
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Personal Progress Checks for Students.
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Progress Dashboard for Teachers to monitor their classes.
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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.
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For new AP CSA teachers :
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The Unit plans allow for less "guessing" what is to be on the Exam and helps with decision on how much time to spend on each topic.
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if you don't have a textbook already available/chosen or want to assign online practice--the following resources are online options:
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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...
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Three exemplar labs, the AP CSA Labs, have been developed for teachers to use in the AP Computer Science A course.
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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.
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Magpie, the first lab, can be incorporated early in the course and involves simple string processing and conditional execution.
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Picture, the second lab, involves 2-dimensional array manipulation in the context of image processing.
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Elevens, the third lab, provides an example of larger object-oriented program design.
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Each AP Computer Science Lab includes :
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teacher guides along with Java code.
student guides along with Java code.
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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.
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The Student Guides for the AP CSA Labs can be found on the AP Computer Science home page:
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Teachers may use the provided labs, utilize laboratory exercises from textbook authors or other sources, and/or develop their own labs.
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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:
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For each Exemplar Lab, the handbook is organized according to:
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Teacher Guide
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learning objectives & Course Description topics addressed
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required setup & estimated time
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Student Activities & solutions
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practice assessment questions (MC & FR) along with answers
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optional extensions
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Student Guide - based upon each Student Activity, teachers can assign students:
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preparation information
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guided questions
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explorations
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exercises
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Magpie Lab on pages 193-221 (4 Student Activities, 1 optional)
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focus on String manipulation & conditionals in a text-based human-PC "discussion"
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A1 - understanding Magpie-type programs
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A2 - running Magpie
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A3 - keyword detection
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A4 - Student Transformations "I want..." leads to "Do you really want..."
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A5 - ArrayList option
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Pictures Lab on pages 223-276 (9 Student Activities)
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focus on 2-dimensional array manipulation in the context of image processing
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A1 - Intro to RGB, pixels, binary
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A2 - picking a Color
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A3 - Explore Picture
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A4 - 2D arrays (matrices)
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A5 - modifying an image using PictureTester
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A6 & A7 mirroring an image using PictureTester
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A8 - creating a collage
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A9 - edge detection
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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)
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focus on larger object-oriented program design
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A1 - design & create a Card
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A2 - initial design of a Deck
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A3 & A4- shuffling the Cards in a Deck
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A5 - optional testing with Assertions
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A6 - playing Elevens
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A7 - designing Elevens Board
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A8 - Abstract Board
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A9 implementing Elevens Board
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A10 & A11 - optional ThirteensBoard and simulation
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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
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Labs are the "fastest" way to cover many of the AP CSA topics & 20 hour lab requirement
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Labs are as close to "Course-in-a-Can" as I've seen
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Labs are not required and are not tested directly on the AP CSA Exam (as opposed to older Case Studies such as GridWorld)
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Using other textbook labs may offer different resources and may fit your classroom environment better.
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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)
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 ReviewSentimental value of words used for review0s (star ratings) |
CelebrityCharades-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 4Matched with FRQ 1 : Methods & Control Structures6 class periods |
Use after Unit 9Matched with FRQ 2 : class design7 class periods |
Use after Unit 7Matched with FRQ 3 : Array/ArrayList8 class periods |
Use after Unit 8Matched with FRQ 4 : :2D Array6 class periods |
|
Activity 1 |
1.1 : primitives2.9 : using objects |
2.1, 2.3 : using objects |
2.1, 2.2 : using objects7.7 : ArrayList |
1.3 : primitives5.4 : writing classes6.4 : Array |
Activity 2 |
2.5, 2.6 |
5.2, 5.4 : writing classes |
5.1, 5.2, 5.4 : writing classes |
5.1, 5.78.2 : 2D Array |
Activity 3 |
3.2, 3.5 : boolean expressions & if statements4.1, 4.3 : iteration |
5.17.1, 7.2, 7.3 : ArrayList |
7.1, 7.2, 7.3, 7.5(requires Sinbad Java1.8 library) |
7.3, 7.4 : ArrayList8.2 |
Activity 4 |
4.45.10 : 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 ReviewLab |
Sentimental value of words used for reviews (i.e. online star ratings) |
Use after Unit 4Matched with FRQ 1 : Methods & Control Structures6 class periods
Insights and suggestions for Teacher and classroom/student use |
Activity 1 |
1.1 : primitives2.9 : using objects |
|
Activity 2 |
2.5, 2.6 |
|
Activity 3 |
3.2, 3.5 : boolean expressions & if statements4.1, 4.3 : iteration |
|
Activity 4 |
4.45.10 : writing classes |
|
Activity 5 |
Open ended |
Lab Insights : Data
DataLab |
Download online database (xml, JSON or cvs files) to store & manipulate in ArrayLists |
Use after Unit 7Matched with FRQ 3 : Array/ArrayList8 class periods
Insights and suggestions for Teacher and classroom/student use |
Activity 1 |
2.1, 2.2 : using objects7.7 : ArrayList |
|
Activity 2 |
5.1, 5.2, 5.4 : writing classes |
|
Activity 3 |
7.1, 7.2, 7.3, 7.5 |
|
Activity 4 |
Open ended |
|
Activity 5 |
Lab Insights : Steganography
SteganographyLab |
Hiding data in a Picture by bit-masking.Requires classes from Picture Exemplar Lab |
Use after Unit 8Matched with FRQ 4 : :2D Array6 class periodsInsights and suggestions for Teacher and classroom/student use |
Activity 1 |
1.3 : primitives5.4 : writing classes6.4 : Array |
|
Activity 2 |
5.1, 5.78.2 : 2D Array |
|
Activity 3 |
7.3, 7.4 : ArrayList8.2 |
|
Activity 4 |
Hiding Text(lossless data)(can skip A2 & A3) |
Lab Insights : Celebrity
CelebrityLab |
Charades-like game with clues to a celebrity's name |
Use after Unit 9Matched with FRQ 2 : class design7 class periodsInsights and suggestions for Teacher and classroom/student use |
Activity 1 |
2.1, 2.3 : using objects |
|
Activity 2 |
5.2, 5.4 : writing classes |
|
Activity 3 |
5.17.1, 7.2, 7.3 : ArrayList |
|
Activity 4 |
9.1, 9.5, 9.6 : Inheritance |
|
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 & |
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 |
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 & |
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 |
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 |
StandardDeviation |
Number ofPossible Points |
1 |
9 | ||
2 |
9 | ||
3 |
9 | ||
4 |
9 |
2019 Overall Exam Statistics
Exam Score |
N |
% At |
5 |
||
4 |
||
3 |
||
2 |
||
1 |
||
Number ofStudents |
||
3 or Higher / % |
||
Mean Score |
||
Standard Deviation |
2018 Test Question Details
Question |
Mean |
StandardDeviation |
Number ofPossible 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 ofStudents |
65133 | |
3 or Higher / % |
44129 | 67.8 |
Mean Score |
3.18 | |
Standard Deviation |
1.45 |
2017 Test Question Details
Question |
Mean |
StandardDeviation |
Number ofPossible 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 ofStudents |
60519 | |
3 or Higher / % |
40544 | |
Mean Score |
3.15 | 67.0 |
Standard Deviation |
1.46 |
2016 Test Question Details
Question |
Mean |
StandardDeviation |
Number ofPossible 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 ofStudents |
57937 | |
3 or Higher / % |
37937 | |
Mean Score |
3.04 | 64.5 |
Standard Deviation |
1.44 |
2015 Test Question Details
Question |
Mean |
StandardDeviation |
Number ofPossible 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 ofStudents |
48994 | |
3 or Higher / % |
31494 | |
Mean Score |
3.09 | 64.3 |
Standard Deviation |
1.56 |
2014 Test Question Details
Question |
Mean |
StandardDeviation |
Number ofPossible 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 ofStudents | 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 https://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:
-
login to apcentral.collegeboard.org,
-
find & start the audit form,
-
download & accept the new CED as your syllabus
-
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
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For existing teachers of AP CSA - simple renewal by administrator (AP Coordinator)
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For teachers of AP World History - approved Course Authorization form transferred and or submit syllabus for review.
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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.
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For new teachers of AP CSA - already approved Course Authorization form can be transferred or submit a new syllabus based on updated curricular requirements
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For teachers of AP CSP, Research, Seminar - complete a Course Audit form and submit a syllabus
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Definitions & Insights
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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
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Audit Process: A process whereby the College Board -
receives an electronic copy of the syllabus from the teacher (requires teacher to have a College Board login)
receives an electronically submitted Audit Form from a school administrator (requires Course Audit Administrator to have a College Board login) and then
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.
The audit is an annual process.
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.
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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.
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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.
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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.
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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.
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Insight #1: You may create & submit your own syllabus or you submit one of the sample syllabi.
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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
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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]
- design & implement computer-based solutions to problems
- use & implement commonly used algorithms and data structures
- select appropriate algorithms and data structures to solve problems
- code fluently in object-oriented paradigm using the programming language Java
- use elements of the standard Java library from the AP Java subset in Appendix A of the official Course Description
- includes a structured lab component comprised of a minimum of 20 hours of hands-on lab experiences
- 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; |
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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 |
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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
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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.
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Building understanding and teaching for transfer require the application of content in new real-world, authentic contexts and scenarios.
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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
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Sequencing, pacing, and scaffolding are essential for building students' understanding and their ability to transfer and apply knowledge and skills to new contexts.
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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.
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The needs of all willing and academically-prepared students should be considered when planning, sequencing, pacing, and scaffolding the course.
3. Teaching the Course
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Teachers need a deep understanding of content and its applications in order to adapt their instructional strategies to address the different needs of students.
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Utilizing effective instructional strategies, like debriefing, helps develop the course skills and content knowledge.
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Students need multiple opportunities, in different settings or modes, to practice skills in order to develop mastery over time.
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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
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Assessments, instructions, and resources should be aligned to learning goals and matched to performance standards.
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Students should be progressively challenged, just beyond where they are, to apply their knowledge and skills in different contexts to deepen their understanding.
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Learning requires time, practice, and regular feedback.
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Understanding is earned over time.
5. Becoming a Member of the AP Community
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The curricular requirements ensure that all AP course instructors tech a college-level course.
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Professional networking can provide teachers with opportunities to discuss teaching strategies, share resources, and connect with each other.
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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]
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Questions?
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Feedback
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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) |
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Computer Science Teachers Association (www.csta.org) |
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) |
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) |
Editor & IDE to help visualize Object Instances Free |
progressively more difficult math problems that can be solved using CS. |
Google Educational Programs for Students & Teachers | |
Visualization for Understanding Object Instances & Variables Dynamically (i.e. visual debugger) Free |
Chromebooks can try repl.it |
downloadable Python-based project to learn computer science and music technology side by side |