AP Computer Science Principles Course Syllabus # 1657659v1 College .

Unit I ContinuedSummativeEvaluations2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test1 Essay on the Did You Know videoTeachingStrategiesThe AP Computer Science Principles syllabus includes many topics with many activities. A steady, organizedpace must be started immediately to manage the many requirements of the course in two semesters of 16weeks each. This is the second day in the course, but actual first day of instruction, after the housekeeping andadministrative requirements first day of school. The class starts immediately with the Did You Know Video.The movie is quite startling for many students as they become aware of the global impact of computing. Thisis followed by explaining how computers manage to store information electronically using two states of 1 and0. Morse Code is explained and then students do an exercise creating Morse Code messages that lets them seethat it is possible to create message with dots and dashes. More importantly, they then learn that the dots anddashes can be send with short and long electrical pulses to create dots and dashes, long or short sounds or longor short appearances of light. A slide presentation is used to show the history of computing. The lessonconcludes with an explanation of programming. At the conclusion of this unit the teacher becomes a robot andshows students how difficult instructions can be when a robot - with limited language skills - strictly followswhat is communicated without assumptions. For instance, when students say "Pick up the marker," the robotpicks up the marker with his teeth.AP Computer Science Principles SyllabusPage 5

Unit IIBig Idea(s)GeneralObjectivesBits, Bases, Numbers and Abstracting Data (1 week)#2: AbstractingStudents learn about many levels of abstraction from the most complex multimedia production down to asimple binary digit with value 1 or 0. Students will study number representation in bases from 2 to 16 andlearn to convert numbers from any base to any other base from 2 to 16. Students also receive a briefintroduction on how the binary system manages to represent not only numerical data, but also characters,images, audio and movies.Resources (Exposure CS)(CS Illuminated)Unit LessonSequence ofTopics Data and ComputersIt is all about the bit and its two statesRepresenting Numeric DataRepresenting Text with the ASCII and Unicode Character SetsRepresenting Audio DataRepresenting Images and GraphicsRepresenting VideoCounting in Other Number SystemsConverting any Base to Base-10Converting Base to Base-10Converting Base-10 to any BaseSpecial Relationship Between Base-2 and Base-16 NumbersActivities 8 Students simulate being placeholder bits in a byte. Each student represents a value from 1to 128. Each student can be turned ":on" or "off" by turning around or having a card thatshows a "1" or "0". In a small length of time the "byte" of students needs to change their bitsto represent different numbers from 0 to 255.LO 2.1.1 [P3] LO 2.1.2 [P5] [CR1c] [CR1e] [CR2b]Students, collaborating in small groups, create a poster with examples of non-computingabstractions that occur in every-day activities.LO 2.3.1 [P3] [CR1c] [CR2b]Students discuss in small groups examples of computing abstractions that occur regularly.LO 2.1.1 [P3] LO2.1.2 [P5] [CR1c] [CR1e] [CR2b]Students, individually, complete in-class exercises, practicing number system conversionsafter each lesson.LO 2.1,1 [P3] LO2.1.2 [P5] [CR1c] [CR1e] [CR2b] Chapter 2, Bits, Bases and NumbersChapter 3, Data Representation[CR1c] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P3: Abstracting.[CR1e] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P5: Communicating.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.SummativeEvaluations2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit TestTeachingStrategiesThe main purpose of this unit is to teach students that their world is surrounded by abstractions both technicaland non-technical. The unit then flows into a discussion how technical data (numbers, text, audio, images, andvideo) is represented in the computer. As it becomes clear that fundamentally all computing data is representedby bits, which are used for the representation of base-2 numbers, the need arises to convert between differentnumber systems. Examples include the use of base-16 used for memory addresses and assembly language aswell as human computer input and data storage in base-10.AP Computer Science Principles SyllabusPage 6

Unit IIIBig Idea(s)GeneralObjectivesInstalling and Using Python (1 week)#2: Abstracting, #5: ProgrammingStudents get their first formal introduction to programming with the language Python. They start bylearning how to install the appropriate software for Python programming. Students then learn abouthigh-level languages and low-level machine code, which requires a translating program. Theremainder of the lesson is devoted to entering simple commands at the Python prompt. The unitconcludes by learning how to use an Integrated Development Environment (IDE) to easily edit, runand save programs. Student then complete the first Python lab assignment.Resources (Exposure CS)Chapter 3, Installing and Using PythonJGRASP SoftwarePython SoftwareUnit LessonSequence ofTopics Install the Python software and the Integrated Development Environment (IDE), jGraspThe MAC and PC use different software, but the Python commands are the sameHigh-Level and Low-Level languages and the need for a translatorInterpreters and compilersGrace Hopper's contributionUsing Python at the Command Prompt and the Python IDLECreating Text output with printPython's binary operatorsUsing variables in an assignment statementThe shortcomings of command-prompt one-line-at-time programmingLoading and saving a program with an IDE, like jGraspComplete a lab assignment by writing a simple output programActivities Students install the Python software and the jGrasp IDE.LO 2.2.3 [P3] [CR1c] [CR2b] [CR2e]Students write small programs at the Python prompt.LO 5.1.1 [P2] [CR1b] [CR2e]Students complete a lab assignment by writing a program that generates text output andperforms examples of all the binary arithmetic operations.LO 5.1.1 [P2] [CR1b] [CR2e] [CR1b] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P2: Creating Computational Artifacts.[CR1c] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P3: Abstracting.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.SummativeEvaluations2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test1 Minor Lab AssignmentTeachingStrategiesThe lesson starts by installing the software required to run Python programs. Wherever possible, studentsshould install the actual software on the lab computers or their laptops. This activity enables students to alsoinstall the free software on their home computers. Students are provided with a step-by-step slide presentationthat they can use for home computer installation. In this lesson students run numerous small programs at thePython prompt. This style of programming is simple and allows a quick demonstration of newcommands, but programs cannot be edited easily and cannot be saved for later use.AP Computer Science Principles SyllabusPage 7

Unit IVBig Idea(s)GeneralObjectivesBasic Python Features (1 Week)#5: ProgrammingStudents are introduced to using existing procedures. They learn that some procedures, such asprint, are available directly while other procedures like sqrt can only be accessed with an importlibrary. In this unit students learn to use procedures that are available in the math and randomlibraries. Students also learn to appreciate the interest that is paid back on loans and credit cards bycompleting a lab assignment that uses formulas to compute monthly loan payments, interest paidand computes future savings balances.Resources (Exposure CS)Chapter 4, Basic Python FeaturesJGRASP SoftwarePython SoftwareUnit LessonSequence ofTopics Creating output with the print commandUsing variables in a programExecuting programs with keyboard input procedureIdentifying variables data types with the type procedureAccessing additional Python procedures with importUsing Python math library proceduresUsing Python random library proceduresActivities Students look at programs that use procedures sqrt, ceil, floor, abs and randomStudents look at programs that use attributes pi and eStudent look at programs that use procedures random, seed and randintStudents learn about the impact of randomness on society for advertising and polling.Students learn that use of technology for political predictions is not always accurate.LO 7.3.1 [P4] [CR1d] [CR2g]Students look at programs that use shortcut notations , , * , // , % , / , ** Students complete a lab assignment that uses formulas to compute loan payments forcarloads, house mortgages and credit cards.LO 5.1.1 [P2] LO 5.5.1 [P1] [CR1a] [CR1b] [CR2e] [CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing.[CR1b] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P2: Creating Computational Artifacts.[CR1d] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P4: Analyzing Problems and Artifacts.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.[CR2g] --- Students are provided with opportunities to meet learning objectives withinBig Idea 7: Global Impact. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.SummativeEvaluations2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test1 Major Lab AssignmentTeachingStrategiesThe importance of randomness in society needs to be emphasized with examples of surveys that are used forcalculating advertising revenues and political polling. These surveys are only possible with randomly selectedpopulation samples. Interest affects everybody. Ask students what type car they like to purchase and then askwhat they expect the monthly payment to be. Students greatly underestimate what needs to be paid. Aftermortgage payments are calculated for a 30-year loan demonstrate the savings of a 15-year loan.AP Computer Science Principles SyllabusPage 8

Unit VBig Idea(s)GeneralObjectivesControl Structures and Algorithms (2 Weeks)#4: Algorithms, #5: ProgrammingStudents learn that programming sequence is depended on control structures that select the nextprogram path or repeat previous program segments. These control structures use Booleanconditions that are true or false to determine which path much be followed or which programsegment must be repeated. Students will also be introduced to algorithms and their role in programdesign. Students will study a variety of common algorithms and then write computer programs afterfirst creating an algorithm to handle the program logic.Resources (Exposure CS)(CS Illuminated)(9 Algorithms)(9 Algorithms)JGRASP SoftwarePython SoftwareUnit LessonSequence ofTopics Types of Control StructuresBoolean Relational OperatorsFixed repetition with for . inOne-Way Selection with ifTwo-Way Selection with if . elseMulti-Way Selection with if . elifPre-Condition Loop Control with whileIntroduction to AlgorithmsAn Algorithm to compute the value of PIAn Algorithm to compute the Square RootGeneral Algorithm StrategiesBrute Force Algorithms that Computers Can ManageActivities Students do an activity without computers to create a GCF algorithm.LO 4.1.1 [P2] [CR1b] [CR2d]Students do an activity without computers to create a Pi Approximation algorithm.LO 4.1.1 [P2] [CR1b] [CR2d]Students look at a program that computes the GCF using Euclid's Algorithm.LO 4.1.2 [P5] [CR1e] [CR2e]Students complete a lab assignment that computes the GCF using a brute force algorithm.LO 4.1.1 [P2] LO 4.1.2 [P5] LO 4.2.1 [P1] [CR1a] [CR1b] [CR1e] [CR2d] [CR2e]Students complete a lab assignment where they must devise an algorithm that lists all thepossible combinations of nickels, dimes and quarters that add up to 50 cents.LO 5.1.2 [P2] LO 5.1.3 [P6] [CR1b] [CR1f] [CR2e]Students complete a lab assignment that computes the value of pi using the polygonapproximation algorithm.LO 4.1.1] [P2] LO 5.1.1 [P2] LO 5.1.2 [P2] [LO 5.1.3] [P6] [CR1b] [CR1f] [CR2e]Students complete a lab assignment that computes the square root of a number using abracketing algorithm.LO 4.1.1 [P2] LO 4.1.2 [P5] LO 5.1.2[P2] [CR1b] [CR1f] [CR2d] [CR2e] Chapter 5, Control Structures and AlgorithmsChapter 7.2, Algorithms with Simple VariablesChapter 1, Extraordinary Ideas Computers Use Every DayChapter 2, The Technology That Launched Google[CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing.[CR1b] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P2: Creating Computational Artifacts.[CR1e] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P5: Communicating.[CR1f] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P6: Collaborating.AP Computer Science Principles SyllabusPage 9

Unit V ContinuedActivitiesContinued[CR2d] --- Students are provided with opportunities to meet learning objectives withinBig Idea 4: Algorithms. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.SummativeEvaluations2 Reading Quizzes2 Homework Exercises1 Multiple-Choice Unit Test2 Minor Lab Assignment2 Major Lab AssignmentsTeachingStrategiesThis unit shows a variety of algorithms that must be implemented in Python. The first job is to concentrate oncreating an algorithm separate from any programming. For instance, in the PI Approximating algorithmactivity it is effective to have groups of 3 to 5 students work together. Start them with the picture of a regularhexagon and show how the hexagon perimeter, taken as an approximation of a circle's circumference, resultsin a value of 3.0 for PI. Students then need to compute the polygon perimeter for a 12-sided regular polygon,followed by a 24-sided polygon to increase the accuracy of PI. This process motivates the use of a computerprogram as it requires a regular polygon of around 10,000 sides to compute PI accurately to 6 places.AP Computer Science Principles SyllabusPage 10

Unit VIBig Idea(s)GeneralObjectivesBoolean Logic (1 Week)#3: Data and Information, #5: ProgrammingStudents will learn that computer programs make many decisions. These decisions are Boolean innature and will only evaluate to True or False. Students learn that there are simple conditions with asingle Boolean operator and there are compound conditions with two or more Boolean operators ina single statement. Students learn that complex computer programs are controlled by complexBoolean expressions. Students also learn that computer programs can simplify its processing whena situation occurs, known as short-circuiting. In such a scenario Boolean logic determines that somecomplex expressions do not need to be evaluated completely. Certain simple conditions providesufficient information for the evaluations of much greater Boolean expressions.Resources (Exposure CS)Chapter 6, Boolean Logic(CS Illuminated)Chapter 4, Logic Gates and CircuitsJGRASP SoftwarePython SoftwareUnit LessonSequence ofTopics Logic Gates and Boolean Operators: NOT, AND, OR and XORTruth TablesBoolean Operators in PythonUsing Venn Diagrams to Display Boolean LogicSelection and Loop Statements With Compound DecisionsProgram Input ProtectionDeMorgan's LawShort-Circuiting Compound DecisionsActivities Students will complete the creation of a flow chart using Power Point or similar softwarefor several provided mathematical algorithms using Boolean LogicLO 5.5.1 [P1] [CR1a] [CR2d]Students will complete several diagrams that display the use of logic gates to handle variouscommon computer operations using Power Point or similar software.LO 2.2.3 [P3] [CR1c] [CR2b]Students will complete a lab assignment that places randomly created graphics objects inrandom location in different cells of a grid. Students will need to use compound Booleanconditions to determine the proper coordinates that guarantee that the graphics objects aredisplayed within the boundaries of each cell.LO 5.5.1 [P1] [CR1a] [CR2e] [CR1a] --- Students are provided with opportunities to meet learning objectives connected toComputational Thinking Practice P1: Connecting Computing.[CR1c] --- Students are provided with opportunities to meet learning objectives connected to ComputationalThinking Practice P3: Abstracting.[CR2b] --- Students are provided with opportunities to meet learning objectives withinBig Idea 2: Abstracting. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.[CR2d] --- Students are provided with opportunities to meet learning objectives withinBig Idea 4: Algorithms. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.[CR2e] --- Students are provided with opportunities to meet learning objectives withinBig Idea 5: Programming. Such opportunities must occur in addition to the AP Computer Science PrinciplesPerformance Tasks.SummativeEvaluations1 Reading Quiz2 Homework Exercises1 Multiple-Choice Unit Test1 Minor Lab Assignment1 Major Lab

a syllabus in such a manner that an incoming teacher will have a clear and detailed guide to use to continue the teaching of the course after the creator of the syllabus is no longer teaching at the school.) (Exposure CS) Schram, Leon. Exposure Computer Science 2016-2017 for Advanced Placement Computer Science Principles.