The College Board Advanced Placement™ Computer Science-Principles Summer Institute: Mr. John Meinzen

Home | Day 1 | Day 2 | Day 3 | Day 4 |Day 5 | Handouts | LOs-EKs

Red = key understandings & official course documents

Green = important for 1st year AP teachers

Blue = activities for workshop participants

Orange = personal perspectives by workshop leader

Morning Session : Introductions and Understanding the AP CSP Course

Prior to Day 1 (if possible) : Assignment #1 : sign on to the shared Google Drive and complete the Day0: Getting to know each other Survey.

 

Lesson 0 : Introductions & preparing for the Week

Key Understanding:

    • RELAX...or at least Don't Panic...it's at least a 3-year journey and all you need is a desire for your students to learn!

    • We can only fight 0's and 1's a little BIT at a time.

  •  

    Notes about color coding in this Website :

    • Red page numbers and highlights refer to official Course and Exam Description (3-ring Binder) and other critical concepts.
    • Blue page numbers and highlights refer to Workshop Handbook (thick workbook if available) and activities for Workshop Teachers.
    • Green highlights are helpful hints and for 1st year teacher insights.
    • Orange highlights are unofficial perspectives from your workshop leader...use with caution and don't quote me.

    APSI Host

  • Presenter's Goals: Mr. John Meinzen, Edwardsville High School, Illinois

    • Overall Goal : Provide you (participants) with an organized but non-linear progression of knowledge and activities to assist you in developing & teaching your AP CS Principles course.

    • Day 1 & 2 : Explain the official AP CSP Course Framework by "Expanding and Contracting" byte-sized pieces of the Course and Exam Description (CED).

    • Day 2 : Provide clarity and depth for required components of the AP CSP course (what you teach your students).

    • Day 3 : Provide structure and "classroom-ready" resources for planning your AP CSP course without dictating assignments.

    • Day 4 : Demonstrate "best-practices" while giving freedom for you to decide your pedagogy (how you teach your students).

    • Last Goal : Provide you with sufficient resources and experiences to start your course with confidence (even if you will be a bit overwhelmed :)

     

    This week has a linear progression...

    ...but we will have "tangential mini-discussion" as questions arise...

    ...that may interrupt your focus. --> let John know!

     

    We will most likely NOT be able to complete each activity...this week is just a cliff and a parachute, or just maybe a sled ride down a gentle slope:)

  • AP Summer Institute Workshop Resources for the Week : Websites & Printables

    Printables for the Week (optional)

    		 
    AP Computer Science Principles Course & Exam :
    3-ring Binder : CED Effective Fall 2020)
    AP Computer Science Principles Workshop/APSI :
    Thin Workshop Handbook : 2020 : Lessons 1-9

    Websites for the Week

    [Bookmark in separate Browser Tabs for the week]

    		  
    AP Central : College Board :
    apcentral.collegeboard.org
    AP Computer Science Principles : Leader website :
    www.meinzeit.com
    Shared Google Drive : complete Day 0 : Survey
    link provided at APSI
    AP Summer Institute : LMS (if required) :
    not required by most APSI's and is site-specific

     

    Additional Resources that may be used for specific purposes :

  • Teacher-to-Teacher: informal "best of (mostly free) online" materials from experienced AP CSP teachers

    Classroom Management and Student Support

    Learn: Computer Programming (each are free software)

    NOTE: Endorsed Providers will have a ready-made course for students and teachers to learn programming...these are a sample from other APSI teachers that does not necessarily focused only on AP CSP course.

    1. Programming the Internet with JavaScript: www.w3Schools.com, or www.codeAcademy.com - works in any browser.

    2. Beginner Programming: student exploration or teacher-directed demonstration: Alice.org (3D Drag-n-Drop environment) installation required

    3. Intermediate Programming: teacher-directed demonstrations. Greenfoot.org (2D grid-based) installation required

    4. Advanced: Connect to AP CSA: Object-Oriented Programming (OOPs) let John know if you are interested in this topic

      • Using BlueJ (or similar) to:

        • Write a Cake recipe (Class or Type)

        • Create a CyberPet or PetRock object

      • Focus on basic Class design (& UML) and differentiate objects from Classes

        • field variables : Strings & booleans

        • methods: accessors & mutators

    5. Algorithmic Skill Development: CodingBat.com - online algorithm practice using Java or Python

    Learn: Cybersecurity

    NOTE: Endorsed Providers will have a ready-made module (or unit/chapter) for students and teachers to learn CyberSecurity...here is a sample from other APSI teachers that is not necessarily mapped to AP CSP terminology

    1. Online game and annual competition for students (& teachers) to learn about Cybersecurity: www.cyberstartamerica.org/

 

Activity : 1st Day of School : Engagement in CS! aka: keeping the students busy ;)

Play: Computer Science Learning Games Day 1 to full course ideas

Introduction to AP CSP: online & supported by several Endorsed Providers:

  1. Explore: Code Combat for an adventure-like coding game...can also browse Code.org's site of educational coding games.

  2. Explore: Coding Minecraft using Code.org website...click on X in upper-right corner of video to skip past the video and start the tutorial.

  3. Accelerated: Drag-n-Drop Environment: Snap! using Beauty and Joy of Computing website at UC Berkeley

  4. John's all-time favorite: LightBot 2.0 [or a video demonstration: Hour of Code at www.hourofcode.com]

    • can be free, with advertisement--be careful where you click-- at Armor Games which may be blocked

    • https://www.lightbot.com (for purchase as an app through Amazon only for Android or iPhone)

Lesson 1 : Engagement & AP CSP Course Goals [CED Binder & Updatex]

Key Understandings:

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

  • 2.E An underlying goal of AP CSP is to broaden participation and provide a class for all academically prepared students to learn computer science content and skills

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

 

2023-24 and 2024-25 Updates for Experienced or returning AP CSP teachers

  • 2023-24 school year included a significant change in Create Task and Written Exam

    • Create Task modified to require students to create and submit a Personal Project Reference (PPR) in addition to their Program Code (PC) and Video (V) of their program running.

    • Written Exam was extended by 1 hour to include questions regarding the student PPR.

    • Updated (not new) 2023 Course and Exam Description (CED) to reflect the above changes and to include Exam Reference Sheet.

  • No definitive AP CSP course changes announced (yet) for the 2024-25 school year. However, the AP Reading--during first two weeks of June 2024--will eventually clarify some scoring details of the Create Task and provide additional insight/resources for the 2023-24 updates to the Create Task specifications. Most-likely these resources will be included in AP Classroom.

  • For the 2023-24 school year, the Create Task specifications changed in order to address the general availability of online software to auto-generate responses and/or code (i.e ChapGPT). This requires the AP CSP Teacher to be more involved in the process of supporting student work.

    • Historically, the AP CSP Teacher chose to merely monitor the Digital Portfolio for submissions (Draft and Final) and may chose to mark a student's Create Task Final Submission as *plagarized* with some type of evidence.

    • Starting 2024, John advises and encourages teachers to help students prepare for the AP Written Exam by practicing several PPRs and doing Mock Exam(s) for the last hour of the Written Exam. John will demonstrate his approach later this week.

  • 2023-24 Digital Testing App is available for those schools/districts electing to take AP CSP Exam online.

  • 2024-25 Digital Testing required for AP CSP (and other selected AP courses). Students who have access to the App should take the practice test to verify their technology works and to become familiar with the App. Teachers who have students taking the online Digital Testing App can monitor their progress through a Digital Exam Readiness dashboard when logged into AP Central. The online platform appears similar to SAT testing platform.

  • Endorsed Providers - there are now 20+ organizations that have CB-approved course content and syllabi. (think Course-in-a-Can). See APCentral for more details. We will have more time later this week to investigate and share information regarding Endorsed Providers.

2020-23 Changes for Experienced or returning AP CSP teachers

Course and Exam Descriptions (CEDs) :

    • New Course Framework in CED as of Fall 2020

      • New Big Ideas broken down into Enduring Understandings then Learning Objectives and, finally, Essential Knowledge Statements

      • New Computational Thinking Practices broken down into Skills.

      • NOT sequenced like many AP courses (i.e. no Unit or Chapter Guides)...may need to use an Endorsed Provider's schedule.

      • suggested spiral and scaffolding techniques

      • coordinated with online student and teacher resources in AP Classroom.

      • teachers may download for free on AP Central, order 3-ring Binder online, or use the 3-ring Binder provided at APSIs/Conferences [for Johns APSI's, you should already have this shipped to your home and in your hands]

      • Major change: Explore Task is gone...assessed in MC questions

    • Endorsed Providers - 20 have CB-approved course content and syllabi. (think Course-in-a-Can!!!)

 

AP Classroom - online question bank. but questions cannot be used on any Summative Assessments (i.e. no student grades or teacher evaluations but may use for completion points!)):

      • Question Bank for Teachers to optionally assign TOPIC Questions to students.

      • Unlike most AP courses, there are NO Personal Progress Checks or Progress Dashboard for Teachers to identify student improvement...this would imply a given sequence of content progression (i.e. Units) which is NOT the case for AP CSP.

      • AP Daily Videos : experienced teachers who share insights into specific topics

 

AP Instructional Planning Report (available after July):

    • Summarizes your students' scores compared with state and national averages.

    • Breaks down your students' scores and allows you to filter based on Topics, Practices, Question Types, etc...this is especially useful to identify your own strengths and areas of improvements.

    • Not available for 2020 Exams (Covid year)...just in case if you keep historical records of AP scores.

 

Cost (as of Spring 2022...opens August 1...subject to change) :

        • Online Registration of Students for AP Course Resources & ordering of Spring AP Exams.

          • October 15 : preferred deadline for online registration, $96/exam in US ($126 international)

          • November 15 : final deadline for online registration without late fee added $40/exam

          • March 13 : final order changes,$94 + $40 per exam late fee (no late fee for 2nd semester-only courses)

          • $40 fee for unused exams

Lesson 1: Participant Exploration : Recruiting Strategies for Teachers [pages 9-15]

Learning Goals: (i.e. Can AP CSP teachers ...)

  • Explain the goals of computer science as it relates to STEM education and broadening participation

  • Connect computer science to students’ lives.

  • Create a classroom that is representative of their school, that engages students, and fosters a sense of belonging for students.

Knowledge Statements: (i.e. Are AP CSP teachers aware that...)

  • The field of CS is lacking in female and minority groups. AP CSP is meant to be engaging and accessible to all students.

  • Create a classroom that is representative of their school, that engages students, and fosters a sense of belonging for students.

 

Workshop Handbook: Lesson 1: Pages 9-15

    • Represent demographics of school population ...do you know--for your school--the number (or %) of girls and boys, under-represented groups, etc.

    • Recruit clusters of students...start in middle schools

    • Extend an invitation to students

    • Encourage current students to showcase projects in school ...it can take years to develop a reputation

    • Reach parents...course info sheets in multiple languages

    • Reach counselors...describe creativity, communication, collaboration in STEM

 

Explore the above Recruiting Resources and create a list of YOUR priorities for greatest IMPACT at your school

    • Browse for demographic information on your school or district's website

    • Browse for demographic information at your state's State Board of Education website

    • Search the internet for "Demographics of NAME OF SCHOOL in STATE"

    • Who are the "key" people to contact at your school/district?

Lesson 1: Participant Activity : Preparing for the Week [full CED]

Mark the following sections in the Course & Exam Description (3-ring Binder)

  1. Pages 11-117 : Course Framework (i.e. Content...what is to be learned). Note: page numbers may not match on printed copies vs online PDF

    • Page 13 : Course Framework Components (both are hierarchical)

      • Course Practices: 6 Computational Thinking Practices -> 20 Skills

      • Course Content : 5 Big Ideas -> EU -> LO -> EK

    • Page 20 : Course-at-a-Glance: these are NOT Unit Guides or Chapters...not sequenced in tme!

    • Page 24 : Using the Big Idea Guides: these are NOT Unit Guides or Chapters!

    • Page 27, 41, 57, 97, 109: 5 Big Idea Guides with AP Exam Weightings

  2. Pages 127 - 153 : Instructional Approaches : Best Practices in the Classroom (i.e. Pedagogy...how Content is to be learned)

  3. Pages 161 -192 : Exam Overview; 18 Sample Multiple Choice Questions with Answers; NEW for 2024: 4 Sample Create Task Prompts with Sample Scoring Guidelines. However, no Sample Answers available as no Sample PPR was provided. John created his own PPR from the Exam Reference Sheet language.

  4. Pages 195 - 208 : Student Handouts : Create Performance Task

    ready-made masters to be photocopied for your classroom, teacher MUST provide (i.e. photocopy) and handed to each student!

    • Assessment Overview (1 Create Task and 1 Written Exam consisting of Multiple Choice Questions)

  5. Pages 213 - 218 : Appendix 1 : Exam Reference Sheet(s)

    • Exam Reference sheet - students will be given these on the Written Multiple Choice Exam

  6. Pages 221 - 258 : Appendix 2 : AP CSP Conceptual Framework

 

 

Afternoon Session : Understanding the Course using the CED

Lesson 2 : Six Computational Thinking Practices [page 16]

Key Understanding:

  • 2.B 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.

 

Delving Deep : Lesson 2 : PowerPoint (9-page pdf) : Exam Sample Multiple-choice Questions and alignment with the CED's 6 Practices and Skills

 

CED : 6 Practice Standards and 20 Skills

P1: Computational Solution Design

  • 1.A Investigate the situation, context or task.

  • 1.B Determine and design an appropriate method or approach to achieve the purpose.

  • 1.C Explain how collaboration affects the development of a solution.

  • 1.D Evaluate solution options.

P2: Algorithm and Program Development

  • 2.A Represent algorithmic processes without using a programming language.

  • 2.B Implement an algorithm in a program.

P3: Abstraction in Program Develoment

  • 3.A Generalize data sources through variables

  • 3.B Use abstraction to manage complexity in a program.

  • 3.C Explain how abstraction manages complexity.

P4: Code Analysis

  • 4.A Explain how a code segment or program functions.

  • 4.B Determine the result of code segments.

  • 4.C Identify and correct errors in algorithms and programs.

P5: Computing Innovations

  • 5.A Explain how computing systems work.

  • 5.B Explain how knowledge can be generated from data.

  • 5.C Describe the impact of a computing innovation.

  • 5.D Describe the impact of gathering data.

  • 5.E Evaluate the use of computing based on legal and ethical factors.

P6: Responsible Computing

  • 6.A Collaborate in the development of solutions.

  • 6.B Use safe and secure methods when using computing devices.

  • 6.C Acknowledge the intellectual property of others.

Assessment of Students : Overview [Pages 163-183]

  1. Create Performance Task

      • ...develop and design process to create a computational artifact (i.e. a computer program)

      • ...Create Performance Task requires individual effort with in-depth understanding (collaboration is allowed on some parts)

      • 30% of overall score

      • 9 (formerly 12) hours of classroom time the teacher MUST provide for their students (i.e. no work at home, no classroom distractions/lectures/discussions!)

      • online student submission by 30Apr (15Apr suggested) but actual date may differ from year to year:

        • (V) - Video of Programming, (<1min, <30MB, in mp4, avi,, wmv, mov) ...[ LOs 5.1.1 or 5.1.2],

        • (PC) - Program Code in PDF (comment Program Code allowed).

        • (PPR) - Personal Project Reference : selected Code Segments by student without comments that fulfill specific requirements:

          • procedural algorithm : sequence, selection, iteration

          • abstractions : a List and Procedure

          • PPR to be printed by AP Coordinator and given to students during 3rd hour of Written Exam.

          • Students use their PPR to answer 4 specific Prompts (i.e. 4 questions) during 3rd hour of Written Exam.

          • Prior to 2024 PPR was called (IWR) - Individual Written Response subttimed prior to Written Exam

    • Student & Teacher Expectations on Create Performance Task :

      Students ... [Note: The CED has complete specifications for students]

      • complete in or out of the classroom that may include certain documented! help from other students or technology (ChatGPT)!

      • complete without teacher assistance ...it is essential do at least two "practice" performance tasks before the students work on their own independently.

      • describe, modify, or analyze student work including proper citation of any other sources used in the Create task!

       

      Teachers ... [Note: The CED has complete specifications for teachers]

      • let students do everything...you can't even assign a list of topics to choose from.

      • but you must be an advisor, organizer, and point out resources and references...you are a "Leader" not the "Sage on the Stage" !

      • provide students with handout for timeline (you generate) & photocopy of Create Scoring Guidelines...there are scoring Guidelines for each of the 4 prompts on a Written Exam.

      • provide students with a photocopy of Student Submission Guidelines for Create Task.

      • provide students with access to the Learning Objectives (LOs and EKs).

      • Updated details and Student Sample Scoring Guidelines will be posted by Chief Reader on AP Central usually in July or early August

  2. One End-of-Course Written Exam [100% of overall score]

      • Date to be posted after AP Reading but usually mid May 2025, 3 hours.

      • As of 2025, AP CSP Exam is all Digital (online)...similar platform as SAT

      • 180 minutes

      • First 120 minutes: 70 Multiple Choice questions [70% of overall AP CSP score]

        • 65 Multiple Choice: Historically, 57 were Single-Select-Multiple-Choice (select 1 answer from 4 options) and 8 were Multiple-Select-Multiple-Choice (select 2 answers from 4 choices)

        • 5 Single-Select-Multiple-Choice with reading passage about a computing innovation. Example in CED page 165.

        • Note: On the digital exam, there are 59 single-select multiple-choice questions, 5 single-select multiple-choice questions with reading passage, and 6 multiple-select multiple-choice questions.

        • May be presented as "sets" of problems or discrete questions

        • Exam Reference Sheet will be available during Written Exam and the student's PPR will be available durng 3rd Hour.

      • Last 60 minutes: Create Task: [30% of overall AP CSP score]

        • 4 Prompts (i.e. questions). Students will answer based on their PPR submitted earlier in semester.

      • Assesses the Learning Objectives and Skills from the Big Ideas and Computational Thinking Practices

      • Practice Exams

        1. accessible via AP Classroom after course authorization (i.e. your syllabus has gone through Audit) received via login only at apcentral.collegeboard.org or myap.collegeboard.org

        2. 18 Sample Multiple Choice Exam Questions along with 4 Sample Prompts for Create Task in Course & Exam Description (CED) 3-ring Binder

Lesson 2: Participant Activity : Six Practices and 2 Assessments : Create Task & Written Exam [pages 17 - 19]

Learning Goals: (i.e. Can AP CSP teachers ...)

  • Explain how the 6 Practices provide opportunities for student to transfer their knowledge and skills into new contexts. 

Knowledge Statements: (i.e. Are AP CSP teachers aware that...)

  • The 6 Computational Thinking Practices are broken down into Skills that professionals use in computer science. 

 

Read and Complete - Workshop Handbook: Lesson 2: page 17 - 19

  • Student Handouts are in CED (3-ring Binder)

    • Pages 161 -192 : Assessments : Teacher Overview of the 2 parts of AP CSP Assessments composed of 1 Create Task & 1 Written Exam

    • Page 195 : Create Task : Student Handouts.

    • Make a list of what students need to DO rather than should KNOW. Hint : See Page 170 for Performance Task Verbs.

    • Pages 175-192 : Written Exam : Sample Multiple Choice Questions and 4 Prompts for Create Task PPR

    • Make a list of VERBS students need to have the SKILL to complete. Hint: See Page 187 for Answer Key of Multiple Choice and Pages 188-195 for Create Task. There are also Learning Objectives-to-Skills mappings (i.e. Practice Standards <-> Content Standards)

 

Experienced/returning AP CSP Teachers ONLY : Comparing 2019-20 and 2020-22 Course & Assessments

pre-2021 Assessment

Changes for 2020-21

74 multiple choice questions

  • Single select and multiple select questions

Multiple choice questions

  • 70 Single select and multiple select questions

  • 1 set of 5 stimulus based questions

Explore Performance Task

  • Students investigate a computing innovation, create a computing artifact, and answer a series of prompts related to the data used in the computing innovation and its effects.

Explore Curricular Requirement

  • Students will be required to investigate 3 computing innovations of their choosing and answer similar questions.

  • This will be assessed in multiple choice.

Create Performance Task

  • Students collaborate in the creation of a computer program.

  • Students answer questions about the development of their program as well as about algorithms and abstraction used in its creation.

Create Performance Task

  • Students collaborate in the creation of a computer program.

  • Students will be required to use lists and procedures that include parameters in writing their programs.

  • Students will answer questions about their program development, use of algorithms and abstraction, as well as test cases to round out the iterative development process.

 

pre-2021 Course Practices

Changes for 2020-22

6 Computational Thinking Practices

  • Creating Computational Artifacts

  • Analyzing Problems and Artifacts

  • Connecting Computing

  • Collaborating

  • Abstracting

  • Communicating

 

6 Computational Thinking Practices

  • Computational Solution Design;

    Algorithms and Program Development

  • Code Analysis

  • Computing Innovations

  • Responsible Computing

  • Abstraction in Program Development

  • Responsible Computing

 

pre-2021 :
Seven Big Ideas

Changes for 2020-22 :
Five Big Ideas

Justification

Creativity

 

 

 

Creative Development

  • Currently BI 1 is not tested

  • Updated is testable

  • Collaboration LOs have been condensed in 1 EU

 

Abstraction

 

 

Abstraction integrated throughout

 

  • EU on data is moved to data

  • EUs on programming are moved to programming

Data and Information

 

 

Data

 

  • Largely staying the same, but now includes data abstraction

 

Algorithms

 

 

Algorithms

 

and

 

Programming

  • Reduced redundant concepts

  • Includes the exam reference components

Programming

 

 

The Internet

 

Computer Systems and Networks

  • Some concepts have been removed; mainly specifics that might evolve or change over time

  • Parallel and distributed computing

 

Global Impact

Impact of Computing

  • More testable LOs

  • Privacy and safety has been included

  • Focuses on the effect of computing on the individual and how to keep yourself safer when using technology

Lesson 3: Big Ideas and Course at a Glance. AP CSP in a Nutshell

Key Understandings

  • 1.A 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.

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

 

Delving Deep : Lesson 3 : PowerPoint (9-page pdf) : CED Course-at-a-Glance and Understanding by Design (UbD)

 

Starting Your Course : Planning

Plan for the Official Content (i.e. online CED for for searching)

  • Content Standards :

    • about 340 Essential Knowledge (EK) statements

    • within 66 Learning Objectives (LO)

    • encapsulated in 12 Enduring Understandings (EU)

    • organized under 5 Big Ideas (BI) - Creative Development (CRD), Data (DAT), Algorithms & Programming (AAP), Computing Systems & Networks (CSN), Impact of Computing (IOC)

  • Practice Standards :

    • using 6 Computational Thinking Practices

    • broken down into 20 Skills.

  • Use the "AP CSP LO-EK Search" tab/page to investigate Curriculum Framework (i.e. John's Create Task)

 

Ending Your Course : Planning [Modeling Strategy: re-emphasizing of Lesson 2...example of spiraling in same day]

Plan to Assess Students (11 pages of Assessment Overview...must giveStudent Handout to students...same as in CED)

    1. Create Performance Task : final online submission generally by 30April, though suggest students be given recognition (bonus pts/completion pts) if final submissions before deadline

      • (PC) Final Program Code (Independently or Collaboratively)

      • (V) Video displaying running of student program and demonstrates functionality student developed (created independently)

      • (PPR) Personal Project Reference : selected Code Segments selected individually from their Program Code by student without comments that fulfill specific requirements:

        • procedural algorithm : sequence, selection, iteration

        • abstractions : a List and Procedure

        • PPR to be printed by AP Coordinator and given to students during 3rd hour of Written Exam.

        • Students use their PPR to answer 4 specific Prompts (i.e. 4 questions) during 3rd hour of Written Exam.

      • prior to 2024

        (IWR) Independently Written Response [750 word limit for combined written parts exclusive of Program Code] in 18 different boxes. Collaboration is NOT allowed.

          Part 3a. Provide a written response. Approx. 150 words combined in 3 subparts

          • i. Describe overall purpose. Why did YOU write the whole program?
          • ii. Describe functionality of program demonstrated in video. How does the program work as seen in your video?
          • iii. Describe input & output of program demonstrated in video

          Part 3b. Paste two program code segments that contains a list (or other collection type) being used to manage complexity. Approx. . 200 words combined in 5 subparts, exclusive of Code

          • i. Code segment that shows how data have been stored in the list
          • ii. A second code segment that show the data in the same list being used as part of fulfilling the programs purpose.
          • iii. Identify the name of the list.
          • iv. Describe what the data contained in the list represents.
          • v. Explain how the selected list manages complexity by explaining why program could not be written, or how it would be written differently, if the list was not used.

          Part 3c. Paste two program code segments that contains a procedure that implements an algorithm and a call to that procedure. Approx. 200 words combined in 4 subparts, exclusive of Code

          • i. Code segment developed by student that :
            • defines procedure's name and return type (if necessary)
            • Contains and uses one or more parameters that have an effect on the fuunctionality of the procedure
            • Implements an algorithm that includes sequencing, selection, and iteration.
          • ii. A second code segment that shows where the procedure is called.
          • iii. [with part iv] Describe in general what identified procedure does and how it contributes to the overall functionality
          • iv [with part iii] Explain in detailed steps how the algorithm implemented in the procedure works. Explanation must be detailed enough for someone else to recreate it.

          Part 3d. Provide a written response. Approx. 200 words combined in 3 subparts.

          • i. Describes two calls to the procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute.
            • First call:
            • Second call:
          • ii.Describes what condition(s) is being tested by each call to the procedure.
            • Condition(s) tested by the first call:
            • Condition(s) tested by the second call:
          • iii. Identifies the result of each call.
            • Result of the first call:
            • Result of the second call:

    2. Written Exam online digital submision generally in early-to-mid-May:

      • Date to be posted after AP Reading but Exam is usually early-to-mid May 2025, 3 hours.

      • 180 minutes

      • First 120 minutes: 70 Multiple Choice questions 70% of AP CSP score

        • 65 Multiple Choice (Historically, 57 were Single-Select-Multiple-Choice and 8 were Multiple-Select-Multiple-Choice (select 1 answer from 4 options or select 2 answers from 4 choices)

        • 5 Single-Select-Multiple-Choice with reading passage about a computing innovation. Example in CED page 165.

        • Note: On the digital exam, there are 59 single-select multiple-choice questions, 5 single-select multiple-choice questions with reading passage, and 6 multiple-select multiple-choice questions.

        • May be presented as "sets" of problems or discrete questions

        • Exam Reference Sheet will be available during Written Exam

      • Last 60 minutes: Create Task: 30% of AP CSP score

        • 4 Prompts (i.e. questions). Students will answer based on their PPR submitted earlier in semester.

 

Everything about the Course :

 

Lesson 3: Participant Activity : Big Ideas and Course at a Glance [page 21 - 24]

Learning Goals: (i.e. Can AP CSP teachers ...)

  • Identify the Big Ideas for AP CSP 

  • Identify the relationship between and among big ideas, learning objectives, essential knowledge, and computational thinking practices in AP CSP.

  • Explain how the essential knowledge statements define what students need to know and build toward the learning objectives that define what students need to be able to do in order to develop or “earn” enduring understandings.

Knowledge Statements: (i.e. Are AP CSP teachers aware that...)

  • The big ideas are threads, themes, or concepts that are revisited throughout the course. 

  • There are five Big Ideas in AP CSP.

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

  • The Understanding by Design TM model of the AP CSP course framework supports planning that helps students build deep conceptual understanding.

  • Understanding is earned over time. In order to develop enduring understandings, students must learn the essential knowledge in the context of learning objectives, which they must have multiple opportunities to practice. 

 

Read and Complete - Workshop Handbook: Lesson 3: page 21 - 24

Consideration Issues : as you plan to teach AP CSP

  • Models of Computational Tools and used in John's class [scaffolding with minimal teacher instruction]

    • 3rd Quarter : Project 3 : Data Representations & Encodings - students learn about basic encodings then create their own ciphers or encodings of their own names

      Unplugged Activity : Binary & Encodings EK2.1.1 C, D, E, & G

      Each requires 1 printed sheet & 1 blank sheet: Modeling Strategy

       

      1. Encoding - Binary Representation of a Number - Encode your Birth Month in Binary

      2. Encoding - Binary Representation of a Character - Encode Your Name in Binary

        1. Level 1 - Using 5 bits to encode the letters of the alphabet using: 'a'=00000 to 'z'=11001=25

          Example: "john" = 9 14 6 13 in decimal = 01001 01110 00110 01101 in binary

        2. Level 2 - Using the ASCII/ANSI code of 8 bits = 1 byte = 1 character to encode typewritten characters

          Example: "john" = 106 111 104 110 in decimal = 01101010 01101111 01101000 01101110

        3. Level 3 - Using the Unicode to Latin1 to encode character code sets (requires Hexadecimal)

          Example: "john" = 6a 6f 68 6e in Hexadecimal

      3. Encoding - Binary Representation of Color - Encode Your Name as a Color

        1. Level 1 - Encode "purple" as an Red-Green-Blue (RGB) value in binary (note: 8 bits = 1 primary color, 24 bits total)

        2. Level 2 - Use your ASCII/ANSI 8-bit, binary-encoded name to discover "your colors." Use 3 bytes (3 characters) per RGB color (1 byte = 1 character)

          Example: "john" = 6a 6f 68

        3. Level 3 - Use website CSS color values to specify the color of your name (requires Hexadecimal)

       

      Other Number Encodings Worksheets

       

    • 3D Visualizations - using PovRay for photo-realistic programming using raytracing

    • Javascript+HTML - basic webpages to advanced interactive websites (including JQuery)

    • Robocode - design and program tanks in a 2D environment using Java - great for basic and advanced trigonometry

  • Consider teaching techniques such as scoffolding - "easier" assignments that grow naturally to grow more complex assignments or spiraling assignments that branch out to similar assignments to reinforce understandings.

  • Consider how students will design and develop computational artifacts [on their own!]. This often means more modeling/demonstrating or referencing examples than it does talking.

      • software development life-cycle or engineering design process:

        • investigate/question -> plan -> design/tools -> create/implement -> evaluate/test -> document/analysis

      • educational design process (for the students):

        • plan -> implement -> reflect ->revise

  • Examples of effective and ineffective supports for AP CSP:

    • Long lectures - ineffective unless student attention spans are "trained" appropriately

    • Handouts - Organizational charts, Rubrics, & Timelines specifying development process, Sample work

Misconception Issues : teaching skills and not just content

  • Often, teachers assign tasks without teaching the skills to complete the task...frustration is often a sign of this aspect of creating computation artifacts.

    • Modeling Tasks helps

    • Start with a very simple task...then see where it leads.

    • Breaking Tasks down, scaffolding, and feedback on "safe" practice tasks minimizes frustration and maximizes skill development.

    • Ask students to be aware of their frustration level...and communicate with each other (partners) and you!

Lesson 3 :Alternate Participant Activity : Condensed Investigation of BI -> EU -> LO -> EK

Use the "LOs-EKs" tab or click the next link to answer the questions regarding the organization of the Curriculum Framework

 

Questions to be answered individually or in groups:

  • How does the labeling system work?

  • Look up the following : "BI 3, EU 3.1", "LO 3.1.3", "EK 3.1.3A" and "EK 3.1.3E". Can you explain what they have in common?

  • Which one category (BI, EU, LO, or EK) specify what students are to "do" on a performance task?

  • Which one category (BI, EU, LO, or EK) can be written as questions on an exam?

  • Use the "Search All 7 Big Ideas" tab. How many lines contain the word "abstract"? [35]

  • How is the "Search all 7 Big Ideas" concept related to "LO 3.1.3"?

  • Which of the 3.1.3 EK's is the "Search all 7 Big Ideas" concept related?

  • What are relationships between Big Ideas (BI) and Enduring Understandings (EU)?

  • What are relationships between Learning Objectives (LO) and Essential Knowledge statements (EK)?

  • What are "Exclusion Statements" and what is their purpose?

  • Does the Curriculum Framework clarify everything or are there some overlap of topics?

  • Search for word variations of "creat" such as "creativ", "create", or "creating"...what patterns in the curriculum do you see?

  • Search for "P6" or word variations of "coll" such as "collab" or "collect" ...what patterns in the curriculum do you see?

  • Search for student "instructional" words such as "explain", "describe", "select", "identify", "use"

  • What happens when a space is put in the search box (i.e. "connect abstract")?

     

 

At the end of Day 1, can you... [if not, ask John!]

Lesson 1 : Recruiting Strategies

  • Explain the goals of computer science as it relates to STEM education and broadening participation?

  • Connect computer science to students’ lives?

  • Create a classroom that is representative of your school, that engages students, and fosters a sense of belonging for students?

Lesson 2 : 6 Computational Thinking Practices & 2 Assessments

  • Explain how the Skills are related to the Practices?

  • Explain how Computational Thinking Practices provide opportunities for student to transfer their knowledge and skills into new contexts?

  • Solution Examples for Lesson 2

Lesson 3 : 5 Big Ideas & Course-at-a-Glance

  • Identify the Big Ideas for AP CSP? 

  • Identify the relationship between and among big ideas, learning objectives, essential knowledge, and computational thinking practices in AP CSP?

  • Explain how the essential knowledge statements define what students need to know and build toward the learning objectives that define what students need to be able to do in order to develop or “earn” enduring understandings?

  • Solution Examples for Lesson 3

 

Daily Checkout : Day 1

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