|Subject||AP Computer Science A|
|Course Description||"The proposed syllabus is for a full school year course. The course meets for five 50-minute class periods per week. The course includes a number of individual programming projects assigned for one week each. The time after the AP CS Exam is devoted to a team project and enrichment activities.|
The course is based on numerous problem solving exercises, labs, and case studies, which require students to design and implement Java classes. [CR1] The course requires 40-50 hours of hands-on work in a computer lab.[CR6]"**
|AP Computer Science Course Homepage:||https://apcentral.collegeboard.org/courses/ap-computer-science-a/course|
|AP Computer Science College Board Description:||https://apcentral.collegeboard.org/pdf/ap-computer-science-a-course-description.pdf?course=ap-computer-science-a|
|AP CSA Exam Date:||Tuesday, May 5, 2020 Noon|
|AP Exam Schedule:||https://professionals.collegeboard.com/testing/ap/about/dates|
|Materials List||Litvin, Maria, and Gary Litvin. Java Methods: Object-Oriented Programming and Data Structures, 2nd AP Edition, Andover, Mass.: Skylight Publishing, 2011.|
The College Board’s Magpie, Picture, and Elevens Labs Student Guides.
Java Methods student files, teacher files, Powerpoints, Test Package, additional resources at http://www.skylit.com/javamethods and http://www.skylit.com/projects/.
Resourses found on PhillyMathClass.com
|Class Rules:||Students must obey the school wide rules of the Academy @ Palumbo at all times.|
|Tutoring||After School Tuesday 3:00-6:00 by appointment|
|BIG IDEA 1: MODULARITY (MOD)||Incorporating elements of abstraction, by breaking problems down into interacting pieces, each with their own purpose, makes writing complex programs easier. Abstracting simplifies concepts and processes by looking at the big picture rather than being overwhelmed by the details. Modularity in object-oriented programming allows us to use abstraction to break complex programs down into individual classes and methods.|
|BIG IDEA 2: VARIABLES (VAR)||Information used as a basis for reasoning, discussion, or calculation is referred to as data. Programs rely on variables to store data, on data structures to organize multiple values when program complexity increases, and on algorithms to sort, access, and manipulate this data. Variables create data abstractions, as they can represent a set of possible values or a group of related values.|
|BIG IDEA 3: 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. Programmers need to think algorithmically in order to define and interpret processes that are used in a program.|
|BIG IDEA 4: 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.|
|This unit introduces students to the Java programming language and the use of classes, providing students with a firm foundation of concepts that will be leveraged and built upon in all future units. Students will focus on writing the main method and will start to call preexisting methods to produce output. The use of preexisting methods for input is not prescribed in the course; however, input is a necessary part of any computer science course so teachers will need to determine how they will address this in their classrooms. Students will start to learn about three built-in data types and learn how to create variables, store values, and interact with those variables using basic operations. The ability to write expressions is essential to representing the variability of the real world in a program and will be used in all future units. Primitive data is one of two categories of variables covered in this course. The other category, reference data, will be covered in Unit 2.|
|In the first unit, students used primitive types to represent real-world data and determined how to use them in arithmetic expressions to solve problems. This unit introduces a new type of data: reference data. Reference data allows real-world objects to be represented in varying degrees specific to a programmer’s purpose. This unit builds on students’ ability to write expressions by introducing them to Math class methods to write expressions for generating random numbers and other more complex operations. In addition, strings and the existing methods within the String class are an important topic within this unit. Knowing how to declare variables or call methods on objects is necessary throughout the course but will be very important in Units 5 and 9 when teaching students how to write their own classes and about inheritance relationships.|
Boolean Expressions and if Statements
|Algorithms are composed of three building blocks: sequencing, selection, and iteration. This unit focuses on selection, which is represented in a program by using conditional statements. Conditional statements give the program the ability to decide and respond appropriately and are a critical aspect of any nontrivial computer program. In addition to learning the syntax and proper use of conditional statements, students will build on the introduction of Boolean variables by writing Boolean expressions with relational and logical operators. The third building block of all algorithms is iteration, which you will cover in Unit 4. Selection and iteration work together to solve problems.|
|This unit focuses on iteration using while and for loops. As you saw in Unit 3, Boolean|
expressions are useful when a program needs to perform different operations under
different conditions. Boolean expressions are also one of the main components in iteration.
This unit introduces several standard algorithms that use iteration. Knowledge of standard
algorithms makes solving similar problems easier, as algorithms can be modified or
combined to suit new situations.
Iteration is used when traversing data structures such as arrays, ArrayLists, and 2D arrays.
In addition, it is a necessary component of several standard algorithms, including searching
and sorting, which will be covered in later units.
|This unit will pull together information from all previous units to create new, user-defined reference data types in the form of classes. The ability to accurately model real-world entities in a computer program is a large part of what makes computer science so powerful. This unit focuses on identifying appropriate behaviors and attributes of real-world entities and organizing these into classes. Students will build on what they learn in this unit to represent relationships between classes through hierarchies, which appear in Unit 9. The creation of computer programs can have extensive impacts on societies, economies, and cultures. The legal and ethical concerns that come with programs and the responsibilities of programmers are also addressed in this unit.|
|This unit focuses on data structures, which are used to represent collections of related data using a single variable rather than multiple variables. Using a data structure along with iterative statements with appropriate bounds will allow for similar treatment to be applied more easily to all values in the collection. Just as there are useful standard algorithms when dealing with primitive data, there are standard algorithms to use with data structures. In this unit, we apply standard algorithms to arrays; however, these same algorithms are used with ArrayLists and 2D arrays as well. Additional standard algorithms, such as standard searching and sorting algorithms, will be covered in the next unit.|
|As students learned in Unit 6, data structures are helpful when storing multiple related data values. Arrays have a static size, which causes limitations related to the number of elements stored, and it can be challenging to reorder elements stored in arrays. The ArrayList object has a dynamic size, and the class contains methods for insertion and deletion of elements, making reordering and shifting items easier. Deciding which data structure to select becomes increasingly important as the size of the data set grows, such as when using a large real-world data set. In this unit, students will also learn about privacy concerns related to storing large amounts of personal data and about what can happen if such information is compromised.|
|In Unit 6, students learned how 1D arrays store large amounts of related data. These same concepts will be implemented with two-dimensional (2D) arrays in this unit. A 2D array is most suitable to represent a table. Each table element is accessed using the variable name and row and column indices. Unlike 1D arrays, 2D arrays require nested iterative statements to traverse and access all elements. The easiest way to accomplished this is in row-major order, but it is important to cover additional traversal patterns, such as back and forth or column-major.|
|Creating objects, calling methods on the objects created, and being able to define a new data type by creating a class are essential understandings before moving into this unit. One of the strongest advantages of Java is the ability to categorize classes into hierarchies through inheritance. Certain existing classes can be extended to include new behaviors and attributes without altering existing code. These newly created classes are called subclasses. In this unit, students will learn how to recognize common attributes and behaviors that can be used in a superclass and will then create a hierarchy by writing subclasses to extend a superclass. Recognizing and utilizing existing hierarchies will help students create more readable and maintainable programs.|
|Sometimes a problem can be solved by solving smaller or simpler versions of the same problem rather than attempting an iterative solution. This is called recursion, and it is a powerful math and computer science idea. In this unit, students will revisit how control is passed when methods are called, which is necessary knowledge when working with recursion. Tracing skills introduced in Unit 2 are helpful for determining the purpose or output of a recursive method. In this unit, students will learn how to write simple recursive methods and determine the purpose or output of a recursive method by tracing.|
|**||Most of the text in this Syllabus were taken from Collegeboard CSA resources|