AP® Computer Science Principles INCLUDES Course Framework Instructional Section Sample Exam Questions Create Performance Task Guidelines
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INCLUDES Course & Exam Description Workshop Handbook AP® Computer Science Principles INCLUDES Course framework Instructional section Sample exam questions Create performance task guidelines AP® Computer Science Principles COURSE AND EXAM DESCRIPTION Effective Fall 2020 AP® Computer Science Principles COURSE AND EXAM DESCRIPTION Effective Fall 2020 AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY Please visit AP Central (apcentral.collegeboard.org) to determine whether a more recent course and exam description is available. About College Board College Board is a mission-driven, not-for-profit organization that connects students to college success and opportunity. Founded in 1900, College Board was created to expand access to higher education. Today, the membership association is made up of more than 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success— including the SAT® and the Advanced Placement® Program. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit collegeboard.org. AP Equity and Access Policy 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 underrepresented. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population. College Board also believes that all students should have access to academically challenging coursework 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. Designers: Sonny Mui and Bill Tully © 2020 College Board. College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered trademarks of College Board. All other products and services may be trademarks of their respective owners. Visit College Board on the web: collegeboard.org. Contents v Acknowledgments 1 About AP 4 AP Resources and Supports 6 Instructional Model 7 About the AP Computer Science Principles Course 7 College Course Equivalent 7 Prerequisites COURSE FRAMEWORK 11 Introduction 13 Course Framework Components 15 Computational Thinking Practices 17 Course Content 20 Course at a Glance 23 Big Idea Guides 24 Using the Big Idea Guides 27 BIG IDEA 1: Creative Development 41 BIG IDEA 2: Data 57 BIG IDEA 3: Algorithms and Programming 97 BIG IDEA 4: Computer Systems and Networks 109 BIG IDEA 5: Impact of Computing INSTRUCTIONAL APPROACHES 129 Selecting and Using Course Materials 132 Instructional Strategies 140 Developing Computational Thinking Practices 152 Using Strategies for Collaboration 153 Differentiating Computer Science Instruction CURRICULUM ALIGNMENT 157 Curriculum Alignment 158 Unit at a Glance EXAM INFORMATION 163 Exam Overview 172 Sample Exam Questions STUDENT HANDOUTS 189 Create Performance Task 197 Guidelines for Completing the Create Performance Task APPENDIX 205 APPENDIX 1: AP CSP Exam Reference Sheet 213 APPENDIX 2: AP CSP Conceptual Framework Acknowledgments In partnership with the National Science Foundation, the AP Program collaborated with secondary and postsecondary educators and members of computer science education professional organizations to develop the AP Computer Science Principles course framework. College Board would like to acknowledge the contributors and reviewers for their assistance with and commitment to the development of this course. All individuals’ names and their affiliations were current at the time of contribution. Christine Alvarado, University of California, San Diego, CA Bradley Bearden, Dadeville High School, Dadeville, AL Joseph Coglianese, Troy High School, Fullerton, CA Adam Cannon, Columbia University, New York, NY Tom Cortina, Carnegie Mellon University, Pittsburgh, PA Sandy Czajka, Riverside Brookfield High School, Riverside, IL Marilyn Fitzpatrick, Charles H. Flowers High School, Springdale, MD Dan Garcia, University of California, Berkeley, CA Jessica Jarboe, Milton High School, Milton, MA Douglas Kiang, Punahou High School, Honolulu, HI Jennifer Rosato, The College of St. Scholastica, Duluth, MN Alexander Schenk, Collegiate School of Medicine and Bioscience, St. Louis, MO Paul Tymann, Rochester Institute of Technology, Rochester, NY Chinma Uche, CREC Academy of Aerospace and Engineering, Windsor, CT Jill Westerlund, Hoover High School, Hoover, AL Carol Yarbrough, Alabama School of Fine Arts, Birmingham, AL College Board Staff Becky Coutts, Director, AP Computer Science A Content Development Crystal Furman, Director, AP Computer Science Principles Content Development Dana Kopelman, Executive Director, AP Instructional Products Claire Lorenz, Senior Director, AP Instructional Products Daniel McDonough, Senior Director, AP Content and Assessment Publications Allison Milverton, Director, AP Curricular Publications Maureen Reyes, Executive Director, AP Program Management Allison Thurber, Executive Director, AP Curriculum and Assessment Carol Whang, Senior Project Manager, AP Program Management SPECIAL THANKS Jan Cuny, Owen Astrachan, Amy Briggs, and the National Science Foundation AP Computer Science Principles Course and Exam Description V.1 | v Return to Table© 2020 of College Contents Board THIS PAGE IS INTENTIONALLY LEFT BLANK. About AP College Board’s Advanced Placement® Program (AP®) with formative Topic Questions that teachers can assign enables willing and academically prepared students throughout the year to measure students’ progress as to pursue college-level studies—with the opportunity they acquire content knowledge and develop skills. to earn college credit, advanced placement, or both—while still in high school. Through AP courses Enrolling Students: in 38 subjects, each culminating in a challenging Equity and Access exam, students learn to think critically, construct solid arguments, and see many sides of an issue—skills College Board strongly encourages educators to that prepare them for college and beyond. Taking AP make equitable access a guiding principle for their courses demonstrates to college admission officers AP programs by giving all willing and academically that students have sought the most challenging prepared students the opportunity to participate curriculum available to them, and research indicates in AP. We encourage the elimination of barriers that students who score a 3 or higher on an AP Exam that restrict access to AP for students from ethnic, typically experience greater academic success in racial, and socioeconomic groups that have been college and are more likely to earn a college degree traditionally underserved. College Board also believes than non-AP students. Each AP teacher’s syllabus that all students should have access to academically is evaluated and approved by faculty from some of challenging coursework before they enroll in AP classes, the nation’s leading colleges and universities, and AP which can prepare them for AP success. It is only Exams are developed and scored by college faculty and through a commitment to equitable preparation and experienced AP teachers. Most four-year colleges and access that true equity and excellence can be achieved. universities in the United States grant credit, advanced placement, or both on the basis of successful AP Offering AP Courses: Exam scores—more than 3,300 institutions worldwide The AP Course Audit annually receive AP scores. The AP Program unequivocally supports the principle AP Course Development that each school implements its own curriculum that will enable students to develop the content understandings In an ongoing effort to maintain alignment with best and skills described in the course framework. practices in college-level learning, AP courses and exams emphasize challenging, research-based The AP Program does have a short list of curricular curricula aligned with higher education expectations. and resource requirements that must be fulfilled before a school can label a course “Advanced Teachers can choose to adopt the curriculum of Placement” or “AP.” Schools wishing to offer AP one of the AP endorsed providers or design their courses must participate in the AP Course Audit, a own curriculum for AP Computer Science Principles, process through which AP teachers’ course materials selecting appropriate college-level readings, are reviewed by college faculty. Teachers can also assignments, and resources. This course and exam adopt a syllabus from an AP endorsed provider description presents the content and skills that during this process.The AP Course Audit was created are the focus of the corresponding college course to provide teachers and administrators with clear and that appear on the AP Exam. The intention guidelines on curricular and resource requirements of this publication is to respect teachers’ time for AP courses and to help colleges and universities and expertise by providing a roadmap that they validate courses marked “AP” on students’ transcripts. can modify and adapt to their local priorities and