AP Computer Science a Study Guide
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AP Computer Science a Course and Exam Description, Effective 2020
INCLUDES Course framework Instructional section Sample exam questions AP® Computer Science A COURSE AND EXAM DESCRIPTION Effective Fall 2020 AP® Computer Science A 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. 00762-118-CED-CSA_FM.indd 1 4/5/19 9:01 AM 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. -
The Relationship of PSAT/NMSQT Scores and AP Examination Grades
Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered. -
Thriving in a Crowded and Changing World: C++ 2006–2020
Thriving in a Crowded and Changing World: C++ 2006–2020 BJARNE STROUSTRUP, Morgan Stanley and Columbia University, USA Shepherd: Yannis Smaragdakis, University of Athens, Greece By 2006, C++ had been in widespread industrial use for 20 years. It contained parts that had survived unchanged since introduced into C in the early 1970s as well as features that were novel in the early 2000s. From 2006 to 2020, the C++ developer community grew from about 3 million to about 4.5 million. It was a period where new programming models emerged, hardware architectures evolved, new application domains gained massive importance, and quite a few well-financed and professionally marketed languages fought for dominance. How did C++ ś an older language without serious commercial backing ś manage to thrive in the face of all that? This paper focuses on the major changes to the ISO C++ standard for the 2011, 2014, 2017, and 2020 revisions. The standard library is about 3/4 of the C++20 standard, but this paper’s primary focus is on language features and the programming techniques they support. The paper contains long lists of features documenting the growth of C++. Significant technical points are discussed and illustrated with short code fragments. In addition, it presents some failed proposals and the discussions that led to their failure. It offers a perspective on the bewildering flow of facts and features across the years. The emphasis is on the ideas, people, and processes that shaped the language. Themes include efforts to preserve the essence of C++ through evolutionary changes, to simplify itsuse,to improve support for generic programming, to better support compile-time programming, to extend support for concurrency and parallel programming, and to maintain stable support for decades’ old code. -
PHS Advanced Placement Course Information 2018-2019 Social
PHS Advanced Placement Course Information 2018-2019 Social Science Courses (category A in the A-G college requirements) AP World History (Grade 10 core class; Grade 11-12 elective) AP World History focuses on developing students’ abilities to think conceptually about world history from approximately 8000 BCE to the present and apply historical thinking skills as they learn about the past. Five themes of equal importance — focusing on the environment, cultures, state-building, economic systems, and social structures — provide areas of historical inquiry for investigation throughout the course. AP World History encompasses the history of the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania, with special focus on historical developments and processes that cross multiple regions. Prerequisites: There are no prerequisites for AP World History, although students should be able to read a college-level textbook and write grammatically correct, complete sentences. Teacher: Mr. Grady [email protected] and Mr. Simmons [email protected] AP United States History (Grade 11 core class) AP United States History focuses on developing students’ abilities to think conceptually about U.S. history from approximately 1491 to the present and apply historical thinking skills as they learn about the past. Seven themes of equal importance — identity; peopling; politics and power; work, exchange, and technology; America in the world; environment and geography; and ideas, beliefs, and culture — provide areas of historical inquiry for investigation throughout the course. These require students to reason historically about continuity and change over time and make comparisons among various historical developments in different times and places. -
Languages Other Than English
Languages Other Than English Course Name Credits Grade Levels Prerequisites American Sign Language I (ASL) 1 9-12 None American Sign Language II (ASL) 1 10-12 ASL I American Sign Language III (ASL) 1 11-12 ASL II American Sign Language IV (ASL) 1 12 ASL III None Computer Science I 1 9-12 Computer Science II 1 10-12 Computer Science I Computer Science III 1 11-12 Computer Science II, AP Comp. Science Prin. And AP Comp. A Teacher approval needed 1 10-12 AP Computer Science Principles Algebra I, Introduction to Computer Science, GTT I, II, III, IV (MS) or CS Proficiency exam 1 11-12 Computer Science I, or AP Computer AP Computer Science A Science Principles, and Alg. I (can also be used for a math credit) French I 1 9-12 None French II 1 9-12 French I French III Advanced 1 10-12 French II & See Suggested Guidelines French III Pre-AP & See Suggested AP French IV 1 11-12 Guidelines French IV AP, counselor and French V Advanced 1 12 teacher approval German I 1 9-12 None German II 1 9-12 German I German II & See Suggested German III Advanced 1 10-12 Guidelines German III Pre-AP & See Suggested AP German IV 1 11-12 Guidelines Spanish I 1 9-12 None Spanish II 1 9-12 Spanish I Spanish II & See Suggested Spanish III Advanced 1 9-12 Guidelines Spanish III Pre-AP & See Suggested AP Spanish IV 1 9-12 Guidelines AP Spanish V 1 10-12 AP Spanish IV Students must take at least two years of the same foreign language for admission to many colleges and universities. -
Declare Constant in Pseudocode
Declare Constant In Pseudocode Is Giavani dipterocarpaceous or unawakening after unsustaining Edgar overbear so glowingly? Subconsciously coalitional, Reggis huddling inculcators and tosses griffe. Is Douglas winterier when Shurlocke helved arduously? An Introduction to C Programming for First-time Programmers. PseudocodeGaddis Pseudocode Wikiversity. Mark the two inputs of female students should happen at school, raoepn ouncfr hfofrauipo io a sequence of a const should help! Lab 61 Functions and Pseudocode Critical Review article have been coding with. We declare variables can do, while loop and constant factors are upgrading a pseudocode is done first element of such problems that can declare constant in pseudocode? Constants Creating Variables and Constants in C InformIT. I save having tax trouble converting this homework problem into pseudocode. PeopleTools 52 PeopleCode Developer's Guide. The students use keywords such hot START DECLARE my INPUT. 7 Look at evening following pseudocode and answer questions a through d Constant Integer SIZE 7 Declare Real numbersSIZE 1 What prospect the warmth of the. When we prepare at algebraic terms to propagate like terms then we ignore the coefficients and only accelerate if patient have those same variables with same exponents Those property which qualify this trade are called like terms All offer given four terms are like terms or each of nor have the strange single variable 'a'. Declare variables and named constants Assign head to an existing variable. Declare variable names and types INTEGER Number Sum. What are terms of an expression? 6 Constant pre stored value in compare several other codes. CH 2 Pseudocode Definitions and Examples CCRI Faculty. -
STEM High School Orientation 2012
Science Technology Engineering Math Make Solar Energy Economical, Develop Carbon Sequestration Methods, Manage the Nitrogen Cycle, Access to Clean Water, Improve Urban Infrastructure, Advance Health Informatics, Engineer Better Medicines, Reverse Engineering the Brain, Secure Cyberspace, Tools of Scientific Discovery, Enhance Virtual Reality, Prevent Nuclear Terror, Provide Energy from Fusion, Advance Personalized Learning, Engineer the Tools of Scientific Discovery Lack of clean water is responsible for more deaths in the world than war. About 1 out of every 6 people living today do not have adequate access to water, and more than double that number lack basic sanitation. In some countries, half the population does not have access to safe drinking water, and hence is afflicted with poor health. Each day nearly 5,000 children worldwide die from diarrhea-related diseases, a toll that would drop dramatically if sufficient water for sanitation was available. From psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients in addition to its growing use in various forms of entertainment. Virtual reality is already being used in industrial design, for example. Engineers are creating entire cars and airplanes "virtually" in order to test design principles, ergonomics, safety schemes. VR has been enlisted to treat people suffering from certain phobias, and it can be a successful treatment for some more serious disorders, such as post-traumatic stress disorder. Carbon Nanotube Implants Could Help Diagnose Medical Conditions by sending a signal when they encounter certain molecules in your body. Scientists have long been on the lookout for more efficient ways to identify particular molecules in the body because their levels can be indicative of dozens of different health conditions. -
Multi-Return Function Call
To appear in J. Functional Programming 1 Multi-return Function Call OLIN SHIVERS and DAVID FISHER College of Computing Georgia Institute of Technology (e-mail: fshivers,[email protected]) Abstract It is possible to extend the basic notion of “function call” to allow functions to have multiple re- turn points. This turns out to be a surprisingly useful mechanism. This article conducts a fairly wide-ranging tour of such a feature: a formal semantics for a minimal λ-calculus capturing the mechanism; motivating examples; monomorphic and parametrically polymorphic static type sys- tems; useful transformations; implementation concerns and experience with an implementation; and comparison to related mechanisms, such as exceptions, sum-types and explicit continuations. We conclude that multiple-return function call is not only a useful and expressive mechanism, at both the source-code and intermediate-representation levels, but also quite inexpensive to implement. Capsule Review Interesting new control-flow constructs don’t come along every day. Shivers and Fisher’s multi- return function call offers intriguing possibilities—but unlike delimited control operators or first- class continuations, it won’t make your head hurt or break the bank. It might even make you smile when you see the well-known tail call generalized to a “semi-tail call” and a “super-tail call.” What I enjoyed the most was the chance to reimagine several of my favorite little hacks using the new mechanism, but this unusually broad paper offers something for everyone: the language designer, the theorist, the implementor, and the programmer. 1 Introduction The purpose of this article is to explore in depth a particular programming-language mech- anism: the ability to specify multiple return points when calling a function. -
Aeroscript Programming Language Reference
AeroScript Programming Language Reference Table of Contents Table of Contents 2 Structure of a Program 5 Comments 6 Preprocessor 7 Text Replacement Macro (#define/#undef) 7 Source File Inclusion (#include) 8 Conditional Inclusion (#if/#ifdef/#ifndef) 8 Data Types and Variables 11 Fundamental Data Types 11 Fundamental Numeric Data Types 11 Fundamental String Data Type 11 Fundamental Axis Data Type 11 Fundamental Handle Data Type 12 Aggregate Data Types 12 Array Data Types 12 Structure Data Types 13 Enumerated Data Types 14 Variables 15 Variable Declaration 15 Variable Names 15 Numeric, Axis, and Handle Variable Declaration Syntax 15 String Variable Declaration Syntax 15 Syntax for Declaring Multiple Variables on the Same Line 16 Array Variable Declaration Syntax 16 Structure Variable Definition and Declaration Syntax 16 Definition Syntax 16 Declaration Syntax 17 Member Access Syntax 17 Enumeration Variable Definition and Declaration Syntax 18 Definition 18 Declaration Syntax 19 Enumerator Access Syntax 19 Variable Initialization Syntax 20 Basic Variable Initialization Syntax 20 Array Variable Initialization Syntax 21 Structure Variable Initialization Syntax 22 Enumeration Variable Initialization Syntax 22 Variable Scope 23 Controller Global Variables 23 User-Defined Variables 23 User-Defined Variable Accessibility 23 User-Defined Local Variable Declaration Location 25 Variable Data Type Conversions 26 Properties 27 Property Declaration 27 Property Names 27 Property Declaration 28 Property Usage 28 Expressions 29 Literals 29 Numeric Literals -
Congratulations on Your Choice of AP Computer Science a for the 2020-2021 Academic Year
AP Computer Science A Summer Assignment 2021 Mr. Doustani Room # 104 Congratulations on your choice of AP Computer Science A for the 2020-2021 academic year. I want to start by saying I am very excited that you are taking this course, and I am looking forward to getting to know each and every one of you. In this course, you will learn the fundamentals of computer programming using the Java programming language and by doing well on the AP exam you will earn college credit. The purpose of the AP Computer Science A (AP CSA) summer assignment is to prepare you for the challenges in AP CSA and to ensure students are aware of the content and commitment level involved in this college level course as well as prepare for the AP Exam on the first two full weeks of May 2022. In this class in order to learn content, you must design, debug and write your own programs. Please read and complete all the steps in this document. The summer assignment is due on the first day of school, Tuesday August 10, 2021. It will count as your first quiz. Go to http://greenteapress.com/wp/think-java-2e/ and either download the book to your computer or choose to read it online “How to Think Like a Computer Scientist” Java version by Allen B. Downey. Read Chapter 1 “The Way of the Program”. Prerequisite: Algebra I EOC, including function notation and other algebraic problem solving skills. Overall, the course recommends a solid foundation in mathematical reasoning. AP Computer Science A Summer Assignment: Read Chapter 1 of “How to Think Like a Computer Scientist” and answer the following questions. -
Java: Odds and Ends
Computer Science 225 Advanced Programming Siena College Spring 2020 Topic Notes: More Java: Odds and Ends This final set of topic notes gathers together various odds and ends about Java that we did not get to earlier. Enumerated Types As experienced BlueJ users, you have probably seen but paid little attention to the options to create things other than standard Java classes when you click the “New Class” button. One of those options is to create an enum, which is an enumerated type in Java. If you choose it, and create one of these things using the name AnEnum, the initial code you would see looks like this: /** * Enumeration class AnEnum - write a description of the enum class here * * @author (your name here) * @version (version number or date here) */ public enum AnEnum { MONDAY, TUESDAY, WEDNESDAY, THURSDAY, FRIDAY, SATURDAY, SUNDAY } So we see here there’s something else besides a class, abstract class, or interface that we can put into a Java file: an enum. Its contents are very simple: just a list of identifiers, written in all caps like named constants. In this case, they represent the days of the week. If we include this file in our projects, we would be able to use the values AnEnum.MONDAY, AnEnum.TUESDAY, ... in our programs as values of type AnEnum. Maybe a better name would have been DayOfWeek.. Why do this? Well, we sometimes find ourselves defining a set of names for numbers to represent some set of related values. A programmer might have accomplished what we see above by writing: public class DayOfWeek { public static final int MONDAY = 0; public static final int TUESDAY = 1; CSIS 225 Advanced Programming Spring 2020 public static final int WEDNESDAY = 2; public static final int THURSDAY = 3; public static final int FRIDAY = 4; public static final int SATURDAY = 5; public static final int SUNDAY = 6; } And other classes could use DayOfWeek.MONDAY, DayOfWeek.TUESDAY, etc., but would have to store them in int variables. -
(8 Points) 1. Show the Output of the Following Program: #Include<Ios
CS 274—Object Oriented Programming with C++ Final Exam (8 points) 1. Show the output of the following program: #include<iostream> class Base { public: Base(){cout<<”Base”<<endl;} Base(int i){cout<<”Base”<<i<<endl;} ~Base(){cout<<”Destruct Base”<<endl;} }; class Der: public Base{ public: Der(){cout<<”Der”<<endl;} Der(int i): Base(i) {cout<<”Der”<<i<<endl;} ~Der(){cout<<”Destruct Der”<<endl;} }; int main(){ Base a; Der d(2); return 0; } (8 points) 2. Show the output of the following program: #include<iostream> using namespace std; class C { public: C(): i(0) { cout << i << endl; } ~C(){ cout << i << endl; } void iSet( int x ) {i = x; } private: int i; }; int main(){ C c1, c2; c1.iSet(5); {C c3; int x = 8; cout << x << endl; } return 0; } (8 points) 3. Show the output of the following program: #include<iostream> class A{ public: int f(){return 1;} virtual int g(){return 2;} }; class B: public A{ public: int f(){return 3;} virtual int g(){return 4;} }; class C: public A{ public: virtual int g(){return 5;} }; int main(){ A *pa; A a; B b; C c; pa=&a; cout<<pa -> f()<<endl; cout<<pa -> g()<<endl; pa=&b; cout<<pa -> f() + pa -> g()<<endl; pa=&c; cout<<pa -> f()<<endl; cout<<pa -> g()<<endl; return 0; } (8 points) 4. Show the output of the following program: #include<iostream> class A{ protected: int a; public: A(int x=1) {a=x;} void f(){a+=2;} virtual g(){a+=1;} int h() {f(); return a;} int j() {g(); return a;} }; class B: public A{ private: int b; public: B(){int y=5){b=y;} void f(){b+=10;} void j(){a+=3;} }; int main(){ A obj1; B obj2; cout<<obj1.h()<<endl; cout<<obj1.g()<<endl; cout<<obj2.h()<<endl; cout<<obj2.g()<<endl; return 0; } (10 points) 5.