Course Syllabus: Advanced Placement® Computer Science ... · PDF fileUTeach CS Principles...
Transcript of Course Syllabus: Advanced Placement® Computer Science ... · PDF fileUTeach CS Principles...
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! ! AP CS Principles Syllabus #: 1662695v1
Course Syllabus: Advanced Placement® Computer Science Principles !
AP®!Computer!Science!Principles!is!the!newest!AP!course!introduced!by!the!College!Board!for!the!2016@17!school!year.!This!course!introduces!students!to!the!foundational!concepts!of!computer!science!and!
explores!the!impact!computing!and!technology!have!on!our!society.!!
Edhesive! has! partnered!with! the!University! of! Texas! at! Austin’s! UTeach! Institute! to! launch! an! online!
version!of!the!esteemed!UTeach!CS!Principles!curriculum.!!
Course(Prerequisites!
It!is!recommended!that!a!student!will!have!successfully!completed!Algebra!I!prior!to!taking!AP!Computer!Science! Principles.! Completion! or! concurrent! enrollment! in! Algebra! II! is! recommended.! No! previous!
programming!experience!is!required.!!
Learning(Environment!
Edhesive’s! online! version! of! the! UTeach! CS! Principles! course! was! designed! to! be! used! in! a! blended!
classroom.! The! course! uses! a!mix! of! web@based! and! in@person! instruction.! Students! will! work! online!where!they!will!watch!videos,!complete! interactive!activities,!quizzes!and!exams,!and!participate! in!an!online,!moderated!discussion!forum!with!their!peers!located!around!the!country.!Students!will!also!work!
in@person!with!their!classmates!on!unit!projects,!activities!and!class!discussions.!Teachers!use!the!course!lesson!guides!and!data!and!analytics!reports!to!manage!their!classrooms,!facilitate!collaborative!learning!
amongst!students,!and!give!focused!attention!to!individual!students.!!
Course(Assessments(
This!courses!uses!three!types!of!assessments:!!
1) There!are!short!formative!assessments!to!check!for!understanding!after!each!sub@lesson.!These!are! low! stakes! quizzes! that! are! typically! either! multiple! choice! or! fill@in@the@blank,! and! are!automatically!graded!by!the!online!courseware.!
2) A!summative!exam!at!the!end!of!each!unit!assesses!students’!knowledge!of!concepts!covered!in!the! unit.! These! exams! are!multiple! choice! only,! written! in! the! same! style! and! format! as! the!
multiple! choice! questions! students!will! see! on! the!AP! exam.! The! summative! assessments! are!also!automatically!graded!by!the!online!courseware.!!
3) Each!unit!has!a!unit!project!that!presents!an!overarching!challenge!for!students!to!investigate,!
research,!and!solve.!Over!the!course!of!the!unit,!students!will!collaborate!in!groups!to!complete!their!projects.!Detailed!grading!rubrics!are!given!to!students!to!set!expectations!and!guide!their!research!and!learning,!and!also!to!teachers!to!assess!the!final!project!grade.!
The! following! pages! detail! the! UTeach! CS! Principles! curriculum! in! detail.! Edhesive’s! AP! Computer!
Science! Principles! course! strictly! follows! UTeach’s! curriculum,! while! including! additional! video,!interactives,!and!assessments!to!support!student!instruction.!!
UTeachCSPrinciplesCourseSyllabusandPlanningGuide
2016-2017EditionSyllabusID#1648112v1
UTeachComptuerScience–http://uteachcs.org©2016TheUniversityofTexasatAustin
CurricularRequirements Pages
CR1aStudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP1:ConnectingComputing.
3,11,21,22,31,32,43,44,49,50,55
CR1bStudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP2:CreatingComputationalArtifacts.
3,11,21,22,26,27,31,32,37,38,43,44,50,55
CR1c StudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP3:Abstracting.
3,11,21,26,27,31,32,37,43,44,49,50,55
CR1dStudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP4:AnalyzingProblemsandArtifacts.
3,11,21,22,26,27,31,37,43,44,49,50,55
CR1eStudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP5:Communicating(bothorallyandwritten).
3,11,21,26,27,31,32,37,43,44,49,50,55
CR1f StudentsareprovidedwithopportunitiestomeetlearningobjectivesconnectedtocomputationalthinkingpracticeP6:Collaborating.
3,11,26,27,32,37,38,43,44,50,55
CR2a StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea1:Creativity.
3,4,26,27,37,38,44,50,55
CR2b StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea2:Abstraction.
3,4,21,31,32,37,43,44,55
CR2c StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea3:DataandInformation. 3,4,31,37,43,44,55
CR2d StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea4:Algorithms.
3,4,21,22,26,27,32,37,43,55
CR2e StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea5:Programming.
3,4,21,26,27,31,32,37,38,43,44,50,55
CR2f StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea6:TheInternet. 3,4,21,22,49,46
CR2g StudentsareprovidedwithopportunitiestomeetlearningobjectiveswithinBigIdea7:GlobalImpact.
3,4,21,26,31,37,43,44,49,50,55
CR3StudentsareprovidedtherequiredamountofclasstimetocompletetheAPThrough-CourseAssessmentExplore-ImpactofComputingInnovationsperformancetask.
54,56
CR4StudentsareprovidedtherequiredamountofclasstimetocompletetheAPThrough-CourseAssessmentCreate-ApplicationsfromIdeasperformancetask.
54,56
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UTeachCSPrinciplesCourseName
APComputerSciencePrinciples
Developers(http://uteachcs.org)
UTeachCSPrincipleshasbeendevelopedbyTheUTeachInstitutethroughagrantfromtheNationalScienceFoundation(award#1543014).
CourseOverview
UTeachCSPrincipleshasbeendesignedasayear-longhighschoolcoursethatfullyaddressestheseven"BigIdeas"ofcomputerscienceandsix"ComputationalThinkingPractices",asspecifiedbytheCollegeBoard'sAPComputerSciencePrinciplescurriculumframework.
ThelessonsandmaterialsusedthroughoutthiscourseincorporateProject-BasedLearning(PBL),apedagogicalapproachthatactivelyengagesstudentsintheeducationalprocess,improvesretention,anddevelopsproblemsolving,criticalthinking,andgroupcommunicationskills.Throughthiscollaborative,learner-centricapproach,studentsareencouragedtoexploretheadvantagesandsocietalimpactofcomputationaltechnologywhiledevelopingtheirownprogrammingandcomputationalthinkingskills.
BigIdeas[CR2a-g] Topics Perspectives
Abstraction[BigIdea2] DataandInformation[BigIdea3]
Programming[BigIdea5] TheInternet[BigIdea6]
Creativity[BigIdea1] Algorithms[BigIdea4]
GlobalImpact[BigIdea7]
ComputationalThinkingPractices[CR1a-f] P1 P2 P3 P4 P5 P6
ConnectingComputing
CreatingComputational
Artifacts Abstracting
AnalyzingProblemsand
Artifacts Communicating Collaborating
CourseBibliography
Abelson,H.,Ledeen,K.,andLewis,H.R.BlowntoBits:yourlife,liberty,andhappinessafterthedigitalexplosion.UpperSaddleRiver,N.J.:Addison-Wesley,2008.
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CourseSequencingTheyear-longcourseconsistsofsevenunitsthathavebeencarefullystructuredtogentlyguidenovicestudentsthroughthestudyofcomputationaltechnologybyfirstestablishingacontextforthecoursematerial,thenteachingthecoreskillsforcreatingandusingcomputationaltools,followedbydemonstratingreal-worldapplicationsofdigitaltechnology,andfinallyallowingthestudentstoexhibittheskillstheyhavedeveloped.
CourseUnits[CR2a-g]Core Unit1:ComputationalThinking
Introductiontocomputationalthinking,logicalreasoning,anddescribingprocessesthroughalgorithmsandpseudocode.
BigIdeas:Abstraction[2]Algorithms[4]Programming[5]TheInternet[6]GlobalImpact[7]
ComputationalThinkingPractices(CTP):P1,P2,P3,P4,P5
EnduringUnderstandings(EU):2.2,4.1,4.2,5.2,6.3,7.2
Unit2:Programming
UseScratchtoexploresequencing,selection,anditerationaspartofthegoaltocreateprogramsthatserveusefulfunctions.
BigIdeas:Creativity[1]Algorithms[4]Programming[5]GlobalImpact[7]
ComputationalThinkingPractices(CTP):P2,P3,P4,P5,P6
EnduringUnderstandings(EU):1.1,1.2,4.1,5.1,5.2,7.3
Unit3:DataRepresentation
Explorethedifferentmeansofrepresentinginformationdigitally.
BigIdeas:Abstraction[2]DataandInformation[3]Algorithms[4]Programming[5]
ComputationalThinkingPractices(CTP):P1,P2,P3,P4,P5,P6
EnduringUnderstandings(EU):2.1,2.2,2.3,3.3,4.1,5.1,5.3,5.5
Application Unit4:DigitalMediaProcessing
UseProcessingtoprogrammaticallymanipulatedigitalimagesandaudio.
BigIdeas:Creativity[1]Abstraction[2] DataandInformation[3]Algorithms[4]Programming[5]GlobalImpact[7]
ComputationalThinkingPractices(CTP):P2,P3,P4,P5,P6
EnduringUnderstandings(EU):1.2,1.3,2.2,3.3,4.1,5.1,5.3,5.4,7.3
Unit5:BigData
Discovernewknowledgethroughtheuseoflargedatasets.
BigIdeas:Creativity[1]Abstraction[2] DataandInformation[3]Algorithms[4]Programming[5]GlobalImpact[7]
ComputationalThinkingPractices(CTP):P1,P2,P3,P4,P5,P6
EnduringUnderstandings(EU):1.2,2.3,3.1,3.2,3.3,4.2,5.1,7.1,7.2,7.3,7.5
Unit6:InnovativeTechnologies
Explorethecurrentstateoftechnologyanditsroleinoureverydaylives.
BigIdeas:Creativity[1]Programming[5]TheInternet[6]GlobalImpact[7]
ComputationalThinkingPractices(CTP):P1,P2,P3,P4,P5,P6
EnduringUnderstandings(EU):1.1,1.2,5.1,6.1,6.2,7.1,7.4
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Exhibition Unit7:PerformanceTasks
StudentsdemonstratetheirlearningbycreatingaportfoliooftheirworkforsubmissiontotheCollegeBoard.
BigIdeas:Creativity[1]Abstraction[2] DataandInformation[3]Algorithms[4]Programming[5]GlobalImpact[7]
ComputationalThinkingPractices(CTP):P1,P2,P3,P4,P6
EnduringUnderstandings(EU):1.2,2.2,3.3,4.1,5.1,5.2,5.3,5.4,5.5,7.1,7.2,7.3,7.4
SequencingandPacingofUnits
Core (3units/12weeks)
Application (3units/12weeks)
Exhibition (1unit/5weeks)
Introductiontotraditionalcomputerscienceandprogramming
Examplesofapplieduse-casesforcoursecontentthroughoutsociety
andindustries
Student-directedprojectsfortheirPerformanceTasks
Core
TheComputationalThinking,Programming,andDataRepresentationunitsintroducestudentstothecomputationalthinkingskillsthatwillenablethemtofullyexploitthepowerofdigitaltechnologyandhelpthemtodevelopastrongfoundationincoreprogrammingandproblem-solvingskills.Inaddition,studentswilldevelopaprofoundappreciationforthekeyrolethatinformationplaysincomputingandthemanywaysinformationcanbecodified,expressed,stored,andmanipulated.
Application
Oncestudentsarearmedwiththenecessaryskillstocreatecomputationalprogramsandartifacts,theDigitalMediaProcessing,BigData,andInnovativeTechnologiesunitsallowstudentstofurtherexploreavarietyofwaysdigitalcomputingcanandhasbeenappliedtorevolutionizeindustriesandenablenewformsofexpression,communication,anddiscovery.
Exhibition
Finally,servingasacapstonetothecourse,thePerformanceTaskunitencouragesstudentstodemonstratewhatthey'velearnedbydesigning,developing,andfurtherrefininganumberofstudent-directedprojects,bothindividuallyandcollaboratively.
CompositionofInstructionalUnits TopicLessons/Activities Projects/Discussions Assessments
Eachunitaddressesoneormorerelated,BigIdea"Topics".
Eachunitincludesthreemoduleswhoseactivitiesframetheunitcontentwithin
thecontextsofthethreeBigIdea"Perspectives".
FormalAssessments(modeledafterAPMultiple-Choiceformat)and
Projects/PerformanceAssessments(modeledaftertheAP"Create"and"Explore"PerformanceTaskrubrics).
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InstructionalUnitsEachfour-weekunitfocusesononeormoreofthefourBigIdea"Topics"(e.g.,Abstraction,DataandInformation,Programming,andTheInternet)whilesimultaneouslypresentingthesetopicsinthecontextofthethreeBigIdea"Perspectives"(e.g.,Creativity,Algorithms,andGlobalImpact)throughtheuseofstructuredin-classactivities,projectextensions,and/orclassroomdiscussions.
Introduction
Thefirstmoduleofeachinstructionalunitleadsoffwithananchorvideoand/orengagementactivitydesignedtointroducethedrivingquestions,majorproject(s),andkeytopicsforthenextfewweeksofstudy.Studentsareexpectedtoparticipateinsmall-groupand/orwhole-classdiscussiontoidentifyareasoffocusthatwilldirectanddrivelearningthroughouttheunit.
TopicLessons/Activities
Distributedthroughouteachunit,individuallessons,exercises,quizzes,anddailyactivitieswillallowstudentstoexploreandpracticeapplyingrelevantskillsandconceptsingreaterdetail.
Unit"Perspective"Modules UnitProject
Creativity[BigIdea1] CodingSkills
Algorithms[BigIdea4] TheBigPicture
GlobalImpact[BigIdea7] Exercisesthatencouragestudentsto
exploreandcreateartifactsandbuildnewknowledgefromunit-specificprojects.
Exercisesthatencouragestudentstodeconstructanddescribeunit-specific
processesprocedurally.
Classroomdiscussionsandinvestigationsthatexaminetheculturalandsocietalimpactofemergingtechnologies.
UnitProject
Withineachunit,selectmodulesaresetaparttoencouragestudentstoworkindependentlyand/orcollaborativelyinmoreopen-ended,student-directed,hands-onprojectsandactivities.Whilethecurrentunit'sdrivingquestiondictatesthecontentoftheUnitProjectmodules,theyprimarilyaddressthecurricularstandardsforthe"Creativity"(BigIdea1)componentofthecourseandallowstudentstoexploretheprocessofcreatingcomputationalartifacts.
CodingSkills
Whilestudentsareexpectedtoactivelyemploycomputationalthinkingtechniquesandpracticesthroughoutalloftheirwork,twoofthemodulesineachunitwillspecificallyaddressthedevelopmentandreinforcementoftheseskills.Inparticular,studentswillbeencouragedtopracticethinkingaboutthelogicandsequencingofasolutiontoaproblemandtothenexpressthatsolutionwithclarityandprecisionusingcode,pseudocode,and/ornaturallanguage,asappropriatetothesituation.Indoingso,thesemodulesaddressthecurricularstandardsforthe
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"Algorithms"(BigIdea4)componentofthecourseandreinforcetheimportanceofthoroughanalysis,detailedpreparation,andclearcommunicationwhensolvingacomputationaltask.
TheBigPicture
Midwaythrougheachunit,studentsareaskedtostepbackandconsiderthebroaderimplicationsoftheunit'smaintopicanditsimpactonsocietyatlarge.Throughin-classdiscussions,debates,andcreativeactivities,studentswillextrapolatefromtheideasandconceptspresentedinclasstoexploretheimplicationsoftheuseofandadvancesincomputationaltechnology.TheseBigPicturemodulesspecificallyaddressthecurricularstandardsforthe"GlobalImpact"(BigIdea7)componentofthecourseandencouragestudentstoalwaysconsidertheconsequencesoftheirdigitalinteractionsandcreationsontheworldaroundthem.
Assessments Inadditiontominor,informalassessmentsthroughouteachunit,studentlearningandprogresswillalsobemonitoredattheendofeachunitthroughformalassessmentsandanevaluationoftheirindependentandcollaborativeefforts.
Formalassessmentsaremodeledafterthesingle-selectandmultiple-selectmultiple-choicequestionsoftheAPComputerSciencePrinciplesexamsothatstudentscanfamiliarizethemselveswiththescopeandstyleofquestionsthattheycanexpecttoseeontheAPexaminMay.
Likewise,aspreparationforthePerformanceTasksthatthestudentswillsubmittotheCollegeBoardinMay,eachstudentwillberequiredtomaintainanddocumentaportfoliooftheirindependentandcollaborativeworkthroughouteachunit.DuringUnit7(PerformanceTasks),studentsareencouragedtodrawuponthisbodyofworktoproducetheirfinalsubmissionsfortheCollegeBoard.
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Project-BasedLearningTheUTeachCSPrinciplescurriculumutilizesProject-BasedLearning(PBL)inordertobetterengagestudentsinthelearningprocess.Byencouragingstudentstousecriticalthinkingskillsandchallengingthemtosolveauthenticandmeaningfulproblems,PBLhelpsstudentstodevelopadeeperandmoreprofoundunderstandingofthepowerofcomputationinoureverydaylives.Thisproject-basedapproachisparticularlyeffectiveinengaginggirlsandotherhistoricallyunderrepresentedgroupsaswellasbroadeningparticipationincomputingoverall.Teacherswhoareunfamiliarwiththegoals,methods,andtechniquesofPBLcanlearnmoreattheBuckInstituteforEducationwebsite(http://bie.org/).
Inteachingthiscourse,educatorsareencouragedtoutilizetherangeofPBLtechniquesthathavebeenincorporatedintoeachunit,includingdrivingquestions,overarchingunitprojects,clearrubrics,regularbenchmarks,scaffoldingactivities,finalproducts,andreflection.Usedtogetherinacoherent,unifiedmannerthatactivelyengagesstudentsintheeducationalprocess,PBLstrategiescanhelpstudentsimprovetheirretentionoflearnedexperiencesanddevelopstrongerproblemsolving,criticalthinking,andgroupcommunicationskills.
DrivingQuestions
Everyunitisultimatelyguidedbyoneormoredrivingquestionsthatservetospecifytheunifyinggoalforstudentinquiryandlearning.Thesequestions,whichgroundeachunitinanauthentic,real-worldcontext,willbeintroducedatthestartofeachunitandthenlaterrevisitedandreiteratedthroughouttheensuinginstructionalmodules.Throughthisregularrepetition,teacherscanensurethatstudentsalwayshaveaclearsenseofwhattheyaretryingtosolve,whattheystillneedtoknow,andwheretheystandintermsofachievingtheirgoalsfortheunit.
UnitProjects
Theopeningmoduleofeachunitalsoservesasaformallaunchoftheunitproject,anoverarching,product-orientedchallengeforstudentstoinvestigate,research,andsolveoverthecourseoftheunit.Theprojectlaunchstartswithananchorvideothatintroducesthefundamentalproblemorchallengetobesolvedandisintendedtosparkthestudents'imaginationsandinspirethemtowanttofindasolution.Teachersshouldthenusesubsequentclassroomdiscussions,lessons,andactivitiestohelpguidestudentsinidentifyingwaystheymightapproachtheprojectandwhattheywillneedtostudyandlearninordertodevelopacompletesolutiontothestatedchallenge.
Rubrics
Eachunitprojectisaccompaniedbyaclearlydefinedrubricthatspecifiesthesetofexpectationsforstudentworkthroughouttheunit,includinganexhaustivelistofassessmentcriteriafortheartifactsthatstudentswillproduceanddetaileddescriptorsforeach
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performancelevelthatastudentmightdemonstrate.Teachersshouldprovidestudentswiththerubricatthestartoftheunitaspartoftheinitialdiscussionimmediatelyfollowingtheanchorvideo.Givingthestudentstherubricatthetimeoftheprojectlaunchiscriticalforsettingclearstudentexpectationsearlyintheresearchandlearningprocess.Overthecourseoftheunit,teachersshouldregularlyreferbacktothegoalsandcriteriaoftherubricinordertoensurethatstudentsremainfocusedandonpaceformeetingthestatedrequirements.
Benchmarks
Eachunitprovidestheteacherwithanumberofbenchmarkactivities,orsubtasks,thatfeedintothelargerunitproject.Eachofthesesubtaskscontributesdirectlytothefinalproductthatthestudentswillcreate.Teacherscanusethesebenchmarksasintermediate,informalassessmentstogaugetheprogressofeachstudentand/orcollaborativegroupintheirmasteryoftheunitgoals.
ScaffoldingActivities
Thebulkofeachunitconsistsofaseriesofindividualtopiclessons,activities,discussions,andhands-onapplicationsthatallowtheteachertoprovideinstruction,guidance,andsupporttostudentsandcollaborativegroupsastheyconductresearchfortheunitproject.Thesescaffoldingactivitiesservetointroduce,explain,andencouragetheuseoftheunit'scoreconceptsandskillsbyprovidingstudentswithstructuredopportunitiesandincentivestoexplorethematerialingreaterdepth.Specifically,topiclessonsfocusonextendingexistingknowledgeofunitconceptsthroughdirectinstructionandinquiry-basedinvestigations.MeanwhiletheUnitProject,CodingSkills,andBigPictureexercisescreateopportunitiesforstudent-centered,collaborativediscussionsandexercisesthatencouragestudentstoexploreunittopicsfromthebroaderperspectivesofcreativity,algorithms,andglobalimpact.
FinalProductsandStudentPortfolio
Attheculminationofeachunit,studentsareexpectedtopresentafinalproductthatrepresentsthebodyoftheirworkandresearchontheunitproject.Throughacombinationofindividualproductsandcollaborativegroupproducts,studentsdemonstratetheirmasteryofthecorecontentandskillsfortheunitbyexhibitingtheauthenticandpurposefulartifactsthattheyhavecreated.Whiletheexactformatofthefinalproductmayvaryfromunittounit,akeycomponentalwaysincludesapublicpresentationofeachstudent'sworkbeforetheirpeersasawayofprovidingmotivationforeachstudentandholdingthemaccountablefortheirownlearning.
Inaddition,teachersshouldencouragestudentstoaddartifactsoftheirfinalproducttoanongoingstudentportfoliothattheymaintainthroughoutthecourse.ThecontentsofthisportfoliocanlaterbeusedduringUnit7:PerformanceTasksasapointofinspirationforthe"Create"and"Explore"tasksthatthestudentswillneedtoproduceandsubmittotheCollegeBoardaspartoftheAPComputerSciencePrinciplesassessment.
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Reflections
Finally,attheendofeachunit,teachersshouldallowtheirstudentsanopportunitytolookbackonwhattheyhavedone,experienced,andlearnedoverthecourseoftheunitandreflectonhowtheirperceptionofcomputingmayhavechangedasaresultoftheseexperiences.Similarly,studentsareexpectedtodiscusshowtheunitmaterialrelatestotheirownpersonalinterestsandtoarticulatehowtheycouldapplytheirnewlylearnedskillstoauthentictaskswithintheirownlives.
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ProgrammingResourcesThroughoutthecourse,studentswillexplorethecodingprocessthroughthecontextoftwodifferentprogrammingenvironments–ScratchandProcessing.Eachoftheseplatformshasbeendesignedtoprovidebeginningstudentswithasimplifiedandnovice-friendlyinterfacewithwhichtowritetheirfirstdynamicandhighlyengagingprograms.Thetoolsforbothenvironmentsareplatform-independentandfreelyavailableonline,soschoolsandstudentscanruntheseapplicationsanddeveloptheirownprogramsonanyavailablecomputerwithouthavingtopurchaseanyadditionalsoftwareorlicenses.
Scratch(https://scratch.mit.edu)
DevelopedbytheMITMediaLab,Scratchoffersstudentsanintroductiontocodingthroughtheuseofavisualprogramminginterface.Bydragginganddroppinglabeledprogrammingcomponents(a.k.a.,"blocks")thatsnaptogetherintosyntacticallycorrectcompositions,studentscanquicklyconstructrobustandfullyfunctionalprogramswithverylittlepriorprogrammingknowledgeorskill.Thisblock-basedprogrammingenvironmentisideallysuitedtofirst-timeprogrammersasitabstractsawaymuchofthelow-levelimplementationdetailsandallowsstudentstoclearlyfocusonthemoregeneralizedconceptsthataresofundamentaltotheartofcomputationalthinking.
Processing(https://processing.org)
BuiltatoptheJavaprogramminglanguage,Processingoffersasimplifiedsyntaxandgraphicalprogrammingmodelthatallowsnoviceprogrammerstoeasilydevelopvisuallydynamicprogramsusingahigh-levelprogramminglanguage.Forstudentswhohavealreadybeenexposedtothedrag-and-dropprogrammingofablocks-basedlanguagelikeScratch,theintroductionofProcessinghelpsthemmakethetransitiontothetext-basedexperienceofaproceduralprogramminglanguage.AndbyleveragingthesyntaxandstructureofanindustriallanguagelikeJava,ProcessingmakesiteasierforstudentstolatermoreeasilyadoptJava(asisusedinAPComputerScienceA),C++,orPythonanumberofother,similarlanguagesthattheymightencounterinindustryorcontinuedstudiesincomputerscience.