AP Computer Science Principles Course and Exam Description

134 Pages·2017·2.05 MB·English

by  The College Board

INCLUDES
Course framework
I nstructional
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
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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
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© 2020 College Board
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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
Enrolling Students:
both—while still in high school. Through AP courses
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
Offering AP Courses:
placement, or both on the basis of successful AP
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
This process ensures that AP teachers’ courses meet
preferences. By organizing the AP course content
or exceed the curricular and resource expectations
and skills into topics, the AP Program is able to
that college and secondary school faculty have
provide teachers and students
established for college-level courses.
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© 2020 College Board
The AP Course Audit form is submitted by the AP is scored by thousands of college faculty and expert
teacher and the school principal (or designated AP teachers. The performance tasks are scored either
administrator) to confirm awareness and understanding at the annual AP Reading or online. All AP Readers
of the curricular and resource requirements. A syllabus are thoroughly trained, and their work is monitored
or course outline, detailing how course requirements throughout the Reading for fairness and consistency. In
are met, is submitted by the AP teacher for review by each subject, a highly respected college faculty member
college faculty. serves as Chief Faculty Consultant and, with the help
of AP Readers in leadership positions, maintains the
Please visit collegeboard.org/apcourseaudit for more
accuracy of the scoring standards.
information to support the preparation and submission
of materials for the AP Course Audit. Scores on the performance task are weighted and
combined with the results of the computer-scored
How the AP Program
multiple-choice questions, and this raw score is
Is Developed converted into a composite AP score on a 1–5 scale.
AP Exams are not norm-referenced or graded on a
The scope of content for an AP course and exam is
curve. Instead, they are criterion-referenced, which
derived from an analysis of syllabi and course offerings
means that every student who meets the criteria for
of colleges and universities. Using this research and
an AP score of 2, 3, 4, or 5 will receive that score, no
data, a committee of college faculty and expert AP
matter how many students do so. The criteria for the
teachers work within the scope of the corresponding
number of points students must earn on the AP Exam
college course to articulate what students should
to receive scores of 3, 4, or 5—the scores that research
know and be able to do upon the completion of the AP
consistently validates for credit and placement
course. The resulting course framework is the heart
purposes—include:
of this course and exam description and serves as a
§
blueprint of the content and skills that can appear on an The number of points successful college students
AP Exam. earn when their professors administer AP Exam
questions to them.
The AP Test Development Committees are responsible §
The number of points researchers have found to
for developing each AP Exam and ensuring the exam
be predictive that an AP student will succeed when
questions are aligned to the course framework. The AP
placed into a subsequent, higher-level college
Exam development process is a multiyear endeavor; all
course.
AP Exams undergo extensive review, revision, piloting,
§
and analysis to ensure that questions are accurate, Achievement-level descriptions formulated by
fair, and valid and that there is an appropriate spread of college faculty who review each AP Exam question.
difficulty across the questions.
Using and Interpreting AP Scores
Committee members are selected to represent a variety
of perspectives and institutions (public and private, The extensive work done by college faculty and
small and large schools and colleges) and a range of AP teachers in the development of the course and
gender, racial/ethnic, and regional groups. A list of each exam and throughout the scoring process ensures
subject’s current AP Test Development Committee that AP Exam scores accurately represent students’
members is available on apcentral.collegeboard.org. achievement in the equivalent college course. Frequent
and regular research studies establish the validity of AP
Throughout AP course and exam development, College
scores as follows:
Board gathers feedback from various stakeholders
in both secondary schools and higher education Credit College Grade
institutions. This feedback is carefully considered to AP Score Recommendation Equivalent
ensure that AP courses and exams are able to provide
5
Extremely well qualified A
students with a college-level learning experience and
the opportunity to demonstrate their qualifications for 4 − +
Well qualified A , B , B
advanced placement or college credit.
3 − +
Qualified B , C , C
How AP Exams Are Scored
2
Possibly qualified n/a
The exam scoring process, like the course and exam
development process, relies on the expertise of both 1
No recommendation n/a
AP teachers and college faculty. While multiple-choice
questions are scored by machine, the performance task
AP Computer Science Principles Course and Exam Description  V.1 | 2
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© 2020 College Board
While colleges and universities are responsible for educators—make improvements to the way they
setting their own credit and placement policies, most teach or score because of their experience at the
private colleges and universities award credit and/or AP Reading.
advanced placement for AP scores of 3 or higher. § Gain in-depth understanding of AP Exam and
Additionally, most states in the US have adopted AP scoring standards: AP Readers gain exposure
statewide credit policies that assure college to the quality and depth of the responses from the
credit for scores of 3 or higher at public colleges and entire pool of AP Exam takers and thus are better
universities. To confirm a specific college’s AP credit/ able to assess their students’ work in the classroom.
placement policy, a search engine is available at §
Receive compensation: AP Readers are
apstudent.org/creditpolicies.
compensated for their work during the Reading.
BECOMING AN AP READER
Expenses, lodging, and meals are covered for
Readers who travel.
Each June, thousands of AP teachers and college
§
faculty members from around the world gather for Score from home: AP Readers have online
seven days in multiple locations or from home to distributed scoring opportunities for certain
evaluate and score the performance task section of the subjects, including AP Computer Science
AP Exams. Ninety-eight percent of surveyed educators Principles. Check collegeboard.org/apreading
who took part in the AP Reading say it was a positive for details.
experience. § Earn Continuing Education Units (CEUs):
AP Readers earn professional development hours
There are many reasons to consider becoming an AP
and CEUs that can be applied to PD requirements
Reader, including opportunities to:
by states, districts, and schools.
§
Bring positive changes to the classroom: How to Apply
Surveys show that the vast majority of returning
AP Readers—both high school and college Visit collegeboard.org/apreading for eligibility
requirements and to start the application process.
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© 2020 College Board