 
AP Computer Science Principles Semester 1
Curriculum Essentials Document
Boulder Valley School District
Department of CTEC
August, 2015
Introduction
AP Computer Science Principles 1: Intro to Programming is a one semester course. Students create web, desktop or mobile programming Apps using programming languages like JavaScript, Scratch, Processing, Java, Python or App Inventor. It offers a multidisciplinary approach to teaching the underlying principles of computation.
The course will introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts.
AP Computer Science Principles 1: Intro to Programming is the 1st semester course of AP CS Principles. AP CS Principles courses will give students the opportunity to use technology to address real-world problems and build relevant solutions. Together, these aspects of the course make up a rigorous and rich curriculum that aims to broaden participation in computer science.
AP CS (Computer Science) Principles 1:
Intro to Programming Overview
Course Description
AP Computer Science Principles 1: Intro to Programming is a one semester course. This is the first course in the two-semester course sequence of AP CS Principles.
This course is the preparatory semester for students to learn and practice the required curriculum for the AP CS Principles Assessments for the AP College Board.
These AP College Board assessments in the second semester (AP CS Principles 2) include:
• Two performance tasks students complete during the course to demonstrate the skills they have developed (administered by the teacher; students submit digital artifacts). These artifacts will be submitted as a portfolio to the AP College Board
• Multiple-choice questions (written exam)
The AP CS Principles 1 course will require students to create web, desktop or mobile programming Apps using programming languages like JavaScript, Scratch, Processing, Java, Python or App Inventor. It offers a multidisciplinary approach to teaching the underlying principles of computation.
The course will introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts.
AP Computer Science Principles will give students the opportunity to use technology to address real-world problems and build relevant solutions. Together, these aspects of the course make up a rigorous and rich curriculum that aims to broaden participation in computer science. AP Computer Science Java and D86 C++ Programming.
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Creativity
Creative computational artifacts using computing tools and techniques,
Collaboration in the creative process of creating artifacts,
Analyze and verify artifacts
Abstraction
Understand how computers represent data on a computer using number systems including binary, hex, octal; number base conversion; Extend data abstraction to storage of numbers, objects such as colors, characters, etc.
Understand the representation of programs and their various states on a computer; Logical and binary operations; Computers, hardware and their components; Computer models and simulations
Data and Information
Data computation, processing of information in CS processes, data transformation using computational tools
Collaboration & Interpretation: Data analysis & interpretation, solving computational problems, analysis of datasets
Algorithms
Develop and express original algorithms, implement algorithms in a language, and analyze algorithms analytically and empirically.
Programming
Learn and Apply programming concepts using data types, variables, and arithmetic operations, logical operations, Boolean operators, etc.
Internet
History, usage, design and development cybersecurity
Global Impact of Computer Science, Innovation, Effects, Societal Impact
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Assessments
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Labs Assignments
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Individual and Group Projects
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Classroom Blogs / Forums
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Selected Readings
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Quizzes and Work Sheets
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Course Overview
This course is based on the AP CS Principles Curriculum Framework created and updated by the AP College Board.
The following was taken from the CollegeBoard’s Advance Placement Computer Science Principles Curriculum Framework (pages 4-32).
Computational Thinking Practices
P1: Connecting Computing
Developments in computing have far-reaching effects on society and have led to significant innovations. The developments have implications for individuals, society, commercial markets, and innovation. Students in this course study these effects, and they learn to draw connections between different computing concepts. Students are expected to:
▶ Identify impacts of computing.
▶ Describe connections between people and computing.
▶ Explain connections between computing concepts.
P2: Creating Computational Artifacts
Computing is a creative discipline in which creation takes many forms, such as remixing digital music, generating animations, developing Web sites, and writing programs. Students in this course engage in the creative aspects of computing by designing and developing interesting computational artifacts as well as by applying computing techniques to creatively solve problems.
Students are expected to:
▶ Create an artifact with a practical, personal, or societal intent.
▶ Select appropriate techniques to develop a computational artifact.
▶ Use appropriate algorithmic and information management principles.
P3: Abstracting
Computational thinking requires understanding and applying abstraction at multiple levels, such as privacy in social networking applications, logic gates and bits, and the human genome project. Students in this course use abstraction to develop models and simulations of natural and artificial phenomena, use them to make predictions about the world, and analyze their efficacy and validity. Students are expected to:
▶ Explain how data, information, or knowledge is represented for computational use.
▶ Explain how abstractions are used in computation or modeling.
▶ Identify abstractions.
▶ Describe modeling in a computational context.
P4: Analyzing Problems and Artifacts
The results and artifacts of computation and the computational techniques and strategies that generate them can be understood both intrinsically for what they are as well as for what they produce. They can also be analyzed and evaluated by applying aesthetic, mathematical, pragmatic, and other criteria. Students in this course design and produce solutions, models, and artifacts, and they evaluate and analyze their own computational work as well as the computational work others have produced. Students are expected to:
▶ Evaluate a proposed solution to a problem.
▶ Locate and correct errors.
▶ Explain how an artifact functions.
▶ Justify appropriateness and correctness of a solution, model, or artifact.
P5: Communicating
Students in this course describe computation and the impact of technology
and computation, explain and justify the design and appropriateness of their computational choices, and analyze and describe both computational artifacts and the results or behaviors of such artifacts. Communication includes written and oral descriptions supported by graphs, visualizations, and computational analysis. Students are expected to:
▶ Explain the meaning of a result in context.
▶ Describe computation with accurate and precise language, notations, or visualizations.
▶ Summarize the purpose of a computational artifact.
P6: Collaborating
Innovation can occur when people work together or independently. People working collaboratively can often achieve more than individuals working alone. Learning
to collaborate effectively includes drawing on diverse perspectives, skills, and the backgrounds of peers to address complex and open-ended problems. Students in this course collaborate on a number of activities, including investigation of questions using data sets and in the production of computational artifacts. Students are expected to:
▶ Collaborate with another student in solving a computational problem.
▶ Collaborate with another student in producing an artifact.
▶ Share the workload by providing individual contributions to an overall collaborative effort.
▶ Foster a constructive, collaborative climate by resolving conflicts and facilitating the contributions of a partner or team member.
▶ Exchange knowledge and feedback with a partner or team member.
▶ Review and revise their work as needed to create a high-quality artifact.
Concept Outline
The AP CS Principles Concept Outline can be found in the official AP College Board’s AP CS (Computer Science) Principles Curriculum Framework. All courses AP CS Principles courses are expected to follow this curriculum to ensure a path to success for all participating students for the AP CS Principles AP Multiple Choice Test and culminating portfolio for AP evaluation.
Big Idea 1: Creativity
Computing is a creative activity. Creativity and computing are prominent forces in innovation; the innovations enabled by computing have had and will continue to have far-reaching impact. At the same time, computing facilitates exploration and the creation of computational artifacts and new knowledge that help people solve personal, societal, and global problems. This course emphasizes the creative aspects of computing. Students in this course use the tools and techniques of computer science to create interesting and relevant artifacts with characteristics that are enhanced by computation.
Big Idea 2: Abstraction
Abstraction reduces information and detail to facilitate focus on relevant concepts. Everyone uses abstraction on a daily basis to effectively manage complexity. In computer science, abstraction is a central problem-solving technique. It is a process, a strategy, and the result of reducing detail to focus on concepts relevant to understanding and solving problems. This course requires students to use abstractions to model the world and communicate with people as well as with machines. Students in this course learn to work with multiple levels of abstraction while engaging with computational problems and systems; use models and simulations that simplify complex topics in graphical, textual, and tabular formats; and use snapshots of models and simulation outputs to understand how data changes, identify patterns, and recognize abstractions.
Big Idea 3: Data and Information
Data and information facilitate the creation of knowledge. Computing enables and empowers new methods of information processing, driving monumental change across many disciplines — from art to business to science. Managing and interpreting an overwhelming amount of raw data is part of the foundation of
our information society and economy. People use computers and computation to translate, process, and visualize raw data and to create information. Computation and computer science facilitate and enable new understanding of data and information that contributes knowledge to the world. Students in this course work with data using a variety of computational tools and techniques to better understand the many ways in which data is transformed into information and knowledge.
Big Idea 4: Algorithms
Algorithms are used to develop and express solutions to computational problems. Algorithms are fundamental to even the most basic everyday task. Algorithms realized in software have affected the world in profound and lasting ways. Secure data transmission and quick access to large amounts of relevant information are made possible through the implementation of algorithms. The development, use, and analysis of algorithms are some of the most fundamental aspects of computing. Students in this course work with algorithms in many ways: They develop and express original algorithms, they implement algorithms in a language, and they analyze algorithms analytically and empirically.
Big Idea 5: Programming
Programming enables problem solving, human expression, and creation of knowledge. Programming and the creation of software has changed our lives. Programming results in the creation of software, and it facilitates the creation of computational artifacts, including music, images, and visualizations. In this course, programming enables exploration and is the object of study. This course introduces students to the concepts and techniques related to writing programs, developing software, and using software effectively. The particular programming language
is selected based on appropriateness for a specific project or problem. The course acquaints students with fundamental concepts of programming that can be applied across a variety of projects and languages. As students learn language specifics for a given programming language, they create programs, translating human intention into computational artifacts.
Big Idea 6: The Internet
The Internet pervades modern computing. The Internet and the systems built on it have had a profound impact on society. Computer networks support communication and collaboration. The principles of systems and networks that helped enable the Internet are also critical in the implementation of computational solutions. Students in this course gain insight into how the Internet operates, study characteristics of the Internet and systems built on it, and analyze important concerns such as cybersecurity.
Big Idea 7: Global Impact
Computing has global impact. Computation has changed the way people think, work, live, and play. Our methods for communicating, collaborating, problem solving, and doing business have changed and are changing due to innovations enabled by computing. Many innovations in other fields are fostered by advances in computing. Computational approaches lead to new understandings, new discoveries, and new disciplines. Students in this course become familiar with many ways in which computing enables innovation, and they analyze the potential benefits and harmful effects of computing in a number of contexts.
This course is based on the AP CS Principles Curriculum Framework
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Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.
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CTE Essential Skills: Academic Foundations
ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster.
Prepared Graduate Competencies in the CTE Essential Skills standard:
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Complete required training, education, and certification to prepare for employment in a particular career field
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Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities
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CTE Essential Skills: Communications Standards
ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information
Prepared Graduate Competencies in the CTE Essential Skills standard:
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Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice
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Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace
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CTE Essential Skills: Problem Solving and Critical Thinking
ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation.
Prepared Graduate Competencies in the CTE Essential Skills standard:
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Employ critical thinking skills independently and in teams to solve problems and make decisions
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Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers
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Conduct technical research to gather information necessary for decision-making
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CTE Essential Skills: Safety, Health, and Environmental
ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance
Prepared Graduate Competencies in the CTE Essential Skills standard:
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Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment
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Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health
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CTE Essential Skills: Leadership and Teamwork
ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives
Prepared Graduate Competencies in the CTE Essential Skills standard:
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Employ leadership skills to accomplish organizational skills and objectives
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CTE Essential Skills: Employability and Career Development
ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills
Prepared Graduate Competencies in the CTE Essential Skills standard:
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Identify and demonstrate positive work behaviors and personal qualities needed to be employable
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Develop skills related to seeking and applying for employment to find and obtain a desired job
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COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS
Colorado’s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado’s best kept secret for:
• Relevant & rigorous learning
• Raising achievement among all students
• Strengthening Colorado’s workforce & economy
Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, and 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs.
ALIGNMENT REQUIRED BY SB 08-212
22-7-1005. Preschool through elementary and secondary education - aligned standards - adoption - revisions.
2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section 23-60-104, C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards.
STANDARDS REVIEW AND ALIGNMENT PROCESS
Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved:
NATIONAL BENCHMARK REVIEW
Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster
• Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes
• In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes.
COLORADO CONTENT TEAMS REVIEW
The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic alignments for math, science reading, writing and communication, social studies (including Personal Financial Literacy) and post-secondary and workforce readiness (PWR.)
ACADEMIC ALIGNMENT REVIEW
In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed.
CURRENT STATUS
• One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs.
• 52 pathways with validated academic alignments
• 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways)
• 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge.
• Available for review at: www.coloradostateplan.com/content_standards.htm
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