Bloomfield Public Schools Department of Instruction

Curriculum guide

AP JAVA

Prepared by:

BHS Math Department

Jason Bing, Superintendent of Schools Katherine Martinez, Director of Instruction and Testing, K-12

Roger Marchegiano, Supervisor of Mathematics

Board Approved: 2007 Revised - Board Approved: January 10, 2012

AP JAVA

AP JAVA is the third course in the programming curriculum. Students have the option of taking the AP Java exam (A level). Topics include: control structure, object/name relationships, and method development. The course is a rigorous, challenging, hands on programming course that encourages problem solving.

Bloomfield Public Schools

Office of Instruction and Assessment

Differentiation Strategies Supplement Bloomfield Public Schools, a diverse school system, provides learning opportunities to all its students through differentiating instruction in the general classroom as well as providing programs and services to students with specific needs. This supplement provides teachers a variety of differentiation strategies to meet the needs of every student, and is to be used as part of the lesson/unit planning process as needed in order for all students enrolled in this course, regardless of ability level, native language, or classification to meet the curriculum requirements. Students Below Target:

Choice boards Tic-Tac-Toe Learning Buddies Varied Rubrics Mentorships Tiered Products/Activities (Utilizing appropriate level Bloom’s) Structured Teaching- Step 1: I do it, Step 2: We do it, Step 3: You do it (paired) Small Group Instruction Paired/Group activity Guided Practice Role play QAR RAFT (Role, Audience, Format, Topic writing activity) Cooperative Learning (Jigsaw, Wall Walks, Frayer Model) Visual Cues found on worksheets Chunking grouping of materials Advance notice of assignments Study skill and strategies training Guided organizational skills Test modifications/ time extensions Pre-test to assess readiness and background knowledge Use compacting strategy to account for prior student mastery of objectives Provide grouping by difficulty level, with varying levels of support (Tiering) Provide different demonstrations or models Offer choice of response (verbal, using numerical representations, creating a diagram)

Students Meeting or Exceeding Target: Choice Boards Independent Study Interest-based Mini-lessons Wall Walks RAFT (Role, Audience, Format, Topic writing activity) Skill Based mini lessons

Structured Teaching- Step 1: I do it, Step 2: We do it, Step 3: You do it (paired) Tiered Products/Activities (Utilizing Higher level Bloom’s) Choice menus Role Play SQ3R Cooperative Learning

Reading: Encourage, but do not force, oral reading. Teach multiple meanings of words. Read material to student and ask questions. Use oral and written questioning to check comprehension. Direct questioning to elicit information of a factual and inferential nature Pre-teach vocabulary Clearly define limits and expectations Employ small group instruction. Provide active rather than passive learning experiences Correlate reading vocabulary with content area Use a tape recorder when auditory drill and reinforcement is required. Use choral reading. Allow additional 'wait' time Provide independent reading materials at the independent reading level Allow additional time for reading assignments Instructions/directions given in different formats (written, spoken, demonstration) Teach rules of phonics Teach syllabication rules Utilize a multisensory approach Provide a box or line to the left of each direction or step, for check-off as completed

Highlight, bold or underline the verbs in directions Writing:

Allow student to write paragraphs using vocabulary lists (word bank) to prevent inhibition caused by poor spelling. Arrange a series of pictures in correct sequence and develop a written passage describing them. Permit student to organize and dictate thoughts into tape recorder before writing Teach outlining skills Write key words on the chalkboard to enable student to organize sentences and paragraphs. Provide series of questions to organize thoughts into a well constructed paragraph or report. Teach student how to ask and respond to who, why, what, where, when and how questions. Use computer where appropriate Use visual/auditory stimuli to stimulate creative writing ideas. Allow student to work at own pace and avoid time pressure situations. Discuss content of assignment with a partner prior to writing

Social Studies: Assign another student to take notes for this student Supplement auditory materials with visual aids. Question student to ensure that what has been presented is understood. Convey information via pictures, maps, charts, films, diagrams, etc. Use graphic organizers

Emphasize creative hands-on projects. Vary test items to include true/false, matching, multiple-choice and essay questions. Relate the curriculum to real-life situations. Provide a review sheet for tests. Provide structure and interim due dates for long-range assignments (tests and reports). Provide pre-typed notes for students (notes, powerpoint…)

Science: Use of Skills-based mini-lessons Provide use of choice boards Establish learning buddies Provide small group instruction Provide a variety of rubrics Provide multiple examples Provide multiple media and formats Offer choice of access (text, digital, audio) Provide multiple levels of texts, representing a range of difficulty levels Offer choice of response methods (written, scribed, recorded) Offer choice of learning contexts (independent, with a partner) Group students flexibly by shared interest, topic, or ability Use graphic organizers designed to match the flow of ideas Use Tic-Tac-Toe strategy

Math: Pretest students to assess key pre-skills and background knowledge Use compacting strategy to account for prior student mastery of objectives Provide grouping by difficulty level, with varying levels of support (Tiering) Provide different demonstrations or models Offer choice of response (verbal, using numerical representations, creating a diagram) Use story mapping for understanding of word problems Provide practice in measuring with varied units Work on decimals, fractions, and percents in real-life situations using newspaper ads, catalogs and checkbooks. Use computer software to review and reinforce skills taught Assign homework targeted to student need at key points Use multiple modes of teacher presentation Use think-pair-share groups Use of manipulatives Provision of calculator Use flash cards, number line, graph paper Use games to provide reinforcement of math skills Use interest centers/groups to allow students to choose topic of interest Use of learning contracts that allow student to work at appropriate pace, learn planning skills and eliminate unnecessary skill practice Provide use of choice boards, which contain a variety of activities for skill acquisition Use ongoing assessment of readiness and interests Tier graphic organizers Provide practice in measuring with varied units

Advanced Placement Java Goal: Justify Current Hardware and Software Systems in Historical Context Page 1

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 C, F 4.5 F 4.5 F 4.5 A, F 4.1 B 4.3A

9.1.A.5 9.2.A.3 9.1.A.5 9.1.A.5

Recall historical events in Computer Science. Diagram computer hardware systems. Represent information in the format used by computer memory systems. Comprehend the various software engineering techniques including the basics of OOP.

“Pirates of Silicon Valley” film Open up a machine and point out important components. Analyze how the computer uses memory. Students design their own programs using steps of the software development method.

Discover through research different events in computer science history. Group discussion Lecture and memory Example notes for student to follow along. Cooperative education along with guided instruction.

Individual projects and quiz on the events in the film. Worksheet of diagram of a computer. Verbal iteration of computer memory systems and questions on quizzes. Projects and questions on future quizzes.

Advanced Placement Java Goal: Construct First JAVA Programs. Page 2

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 C 4.5C 4.5 D 4.2 A 4.1 B 4.3 A

9.2.A.3 9.1.B.3 9.1.B.3 9.2.A.1

Diagram the JAVA software lifecycle. Understand parts of JAVA program. Construct program to solve RL problem statement.

“The Human Program” student skit representing JAVA prog. lifecycle. Dissection of the HELLO WORLD console program. Temperature conversion program.

Character sheets and various props. Guided discussion, class exploration. Student lab work

Performance on tests and quizzes. Problem of the day Performance Program evaluation

Advanced Placement Java Goal: Basic Synax and Semantics of JAVA Language. Page 3

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 A, F 4.1 B 4.3 A – D 4.4 C, D 4.5 F 4.5 A, F 4.1 B 4.5 A, B, F 4.1 B 4.3 A – D

9.1.B.3 9.1.B.2 9.1.B.3 9.1.B.3 9.1.B.3

Use primitive and non-primitive data types. Develop appropriate and meaningful program documentation. Implement terminal I/O Recognize the role of basic operators in the context of the various data types.

All projects during the year will contain primitive and non-primitive data types. All projects during the year will contain documentation. My first JAVA Program “Kiddie Calculator Program”

Classroom discussion. Classroom discussion. Discovery and self- studying through programming. Students discover and learn content through programming.

Components of all project assessment throughout the year. Components of all project assessment throughout the year. Questions on quizzes and other programs using same I/O. Program evaluation.

Advanced Placement Java Goal: Introduce Control Statements Page 4

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 F 4.1 B 4.5 B, D, F 4.4 C, D 4.5 F 4.3 A 4.4 A, C, D 4.5 F 4.3 A 4.4 A, C, D 4.5 F 4.3 A 4.4 A, C, D

9.2.A.3 9.1.B.3 9.1.B.3 9.2.A.1 9.1.B.3 9.2.A.1 9.1.B.3

Recognize the advantage of pseudo-code in effective program development. Implement if and if-else statements in programs. Implement while statements in programs. Implement for statements in programs. Understand the technique of nesting with regard to control structures and the use of break.

“Tie your Shoe” problem Lecture followed by “the Gritty Grader” programming project. Lecture followed by “The Biologist” Project. Lucky-Seven Game Discussion of code combinations “Pythagorean Triples” Project.

Everyday tasks sheets. Peer learning task. Student lab exploration. The bunny display. Student lab exploration. Classroom discussion Combination locks

Group projects and pseudo-code worksheet. Project evaluation and quiz questions. Project evaluation and quiz questions. Project evaluation and quiz questions. Project evaluation and quiz questions.

Advanced Placement Java Goal: Develop Classes Page 5

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 D, F 4.3 A 4.5 D, F 4.3 A 4.5 D, F 4.3 A 4.1

9.1.B.3 9.1.B.3 9.1.B.3

Understand the basic syntax and semantics of the class structure. Develop meaningful class definitions and implementations. Comprehend the meaning and use of scope, lifetime, and instancing.

Explanation of syntax errors from written examples. “Fraction Action” “The Game of Life” activity.

Worksheet of fixing errors with syntax. Guided discussion of collaborative ideas in class development. Lecture from Real-Life examples.

Students will use debugging of syntax errors throughout the course. Design programs to specific specifications. Peer evaluation

Advanced Placement Java Goal: Implement Programs Using Advanced Control Structures. Page 6

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 F 4.1 A, B 4.4 C, D 4.5 D, F 4.1 A, B 4.4 C, D

9.1.B.3 9.1.B.3

Implement control structures using compound logical statements. Simplify Boolean expressions.

Implementation of the Euclidean algorithm and Lucky 7’s Revisited. Worksheet to translate complex Boolean expressions into simplified form.

Illustration programs. Student lab exploration. Boolean simplification table.

Project evaluation and quiz questions. ACSL competition performance and homework.

Advanced Placement Java Goal: Create GUI User Interfaces. Page 7

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 F 4.2 A, D 4.1 C 4.5 F 4.2 A, D 4.1 C 4.5 F 4.2 A, D 4.1 C

9.2.B.3 9.2.B.2 9.2.C.2 9.2.B.3 9.2.B.2 9.2.C.2 9.2.B.3 9.2.B.2 9.2.C.2

Recognize the different interface formats and advantages and disadvantages of each. Develop menu-based program. Develop GUI based program.

Classroom discussion and examples. “The Word Processor” “Mix and Match”

Lecture, question and answers. Explanation and individual synthesis through programming. Individual programs.

Verbal iteration of understanding. Question on quizzes. Project evaluations and questions and answers.

Advanced Placement Java Goal: Utilizing Simple Arrays as Data Structure. Page 8

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 F 4.1 A 4.3, A – D 4.5 F 4.1 A 4.3 A – D 4.5 F 4.5 A 4.3 A – D 4.5 F 4.1 A 4.3 A – D

9.1.B.3 9.1.B.3 9.1.B.3 9.2.A.3 9.1.B.3 9.2.E.4

Understand syntax and semantics of simple arrays. Implement programs using parallel arrays. Understand the function and form of two-dimensional arrays. Produce applications using arrays of objects.

“The great program trace”. A program based treasure hunt. Guests at a party puzzle game. The Penny-Pitch Board Game The Banking project. Discussion of accounts and transactions.

Group knowledge race. Class skit and lab project exploration. Lab project exploration. Sample account statement. Demonstration programs (quicken, MS Money, etc)

Time taken to complete the treasure hunt. Lab evaluation and quiz performance. Lab evaluation and quiz performance. Project planning worksheet, lab evaluation, and quiz performance.

Advanced Placement Java Goal: Developing Understanding of Advanced Class Definitions. Page 9

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 F 4.4 C, D 4.5 F 4.4 C, D 4.5 F 4.4 C, D

9.1.B.3 9.2.B.2 9.1.B.3 9.2.B.2 9.1.B.3 9.2.B.2 9.2.E.1

Develop JAVA interfaces (not user interfaces). Implement inheritance in applications. Comprehend parameter and return types.

Lecture and discussion of static, variables and methods. Incorporate class hierarchy charts and programs. CASE STUDY: Compute weekly pay.

Cooperative learning. Sample classes and group discussion. Lab based exploration.

Questions on quizzes and program evaluation. Hierarchy chart evaluations. Student and teacher lab based assessment.

Advanced Placement Java Goal: Formulating Advanced Array Applications. Page 10

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 F 4.3 A 4.5 F 4.3 A 4.5 F 4.3 A

9.1.B.3 9.1.B.3 9.1.B.3

Implement string based operations (search, replace, parse). Understand issues involved when working with arrays of objects. Write methods to sort, insert, and remove (from) arrays.

“Lets Split” string parsing text editor program. Classroom discussion and existing project modification. “Lets Split” string parsing text editor program <part 2>.

Lab exploration and group project development. Demo programs of arrays and vectors of objects. Lab exploration and group project development.

Project evaluation. Quiz questions and homework assessment. Project evaluation.

Advanced Placement Java Goal: Comprehension of Recursion, Algorithm Complexity, and Searches and Sorts. Page 11

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 D, F 4.1 C 4.4 C, D 4.5 D, F 4.1 C 4.4 C, D 4.5 D, F 4.1 C, 4.4 C, D 4.5 D, F 4.1 C, 4.4, C, D

9.1.B.3 9.2.A.1 9.2.B.2 9.1.B.3 9.2.A.1 9.2.B.2 9.1.B.3 9.2.A.1 9.2.B.2 9.1.B.3 9.2.A.1 9.2.B.2

Designed and implement a recursive method to solve a problem. Understand the similarities and differences between recursive and iterative solutions to a problem. Perform a simple complexity analysis of an algorithm using big-O notation. Recognize some typical orders of complexity of common search and sort algorithms.

Binary Search Program Tower of Hanoi Program. Timing searches and sorts and doing math to find efficiency of O-notation. Research various sorts and searches, then incorporate into a program.

Lecture, Discussion. Demonstration and history of problem. Questions and Answers. Student lab exploration. Student lab exploration.

Question on Quizzes, Programming Evaluation Programming Evaluation Group projects and pseudo code worksheet. Questions on quizzes, programming evaluation.

Advanced Placement Java Goal: Create Applications using basic 2D Graphics Page 12

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.2 A, B 4.1 C 4.5 F 4.2 A, B 4.1 C 4.5 F 4.2 A, B 4.1 C 4.5 F

9.2.A.3 9.2.A.3 9.2.A.3

Understand the difference between Cartesian coordinates and screen coordinates. Understand the transient image problem and how to solve it. Implement method to handle mouse events.

Discuss in class the coordinate plane and its relations to the Window Graphics class. Guided discussion on Geometric Class Shape and Drawing Program

Question and Answer Discussion through examples. Use classes as demonstration for Lecture. Individual Problem Solving with computer programs.

Questions on quizzes and program evaluations. Questions on quizzes and program evaluations. Program Evaluations.

Advanced Placement Java Goal: Fundamentals of OOP Analysis and Design. Page 13

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 B – D 4.5 B – D 4.5 B – D

9.2.A.1 9.2.A.3 9.2.A.1 9.2.A.3 9.2.A.1 9.2.A.3

Understand the general role of analysis and design in the software development process. Understand the role of a graphical notation (such as UML) in object-oriented analysis and design. Given description of activity and collaborative diagram, write a narrative or pseudo code for that activity.

In groups students analyze a problem situation to pull out the necessary OOP components. In groups students take their analysis and develop UML diagrams. Given actual UML diagrams students produce pseudo code to accomplish required tasks.

Cooperative group learning. Cooperative group learning. Worksheet containing UML diagrams.

Evaluation of group’s portfolio. Evaluation of group’s portfolio.

Performance on quiz and worksheet.

Advanced Placement Java Goal: Participate in ACSL and US Olympiad Competitions. Page 14

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.1C 4.5 D, F 4.3 C 4.5 D, F

9.1.B.3 9.2.A.1 9.2.A.3 9.1.B.3 9.2.A.1 9.2.A.3

Understand advanced CompSci topics (numbers systems, Boolean algebra, digital electronics, recursive functions, bit string flicking, graph theory, FSA’s, data structures, and prefix/postfix/infix. Design complex programs as solutions to contest problem descriptions.

Drill and practice ACSL topics in a mock competition format, participate in actual ACSL test. ACSL program challenge week.

ACSL learning packages and worksheets. ACSL competition rounds. ACSL learning packages and worksheets. ACSL competition rounds.

Results of ACSL competition.

Results of ACSL competition.

Advanced Placement Java Goal: Implement File I/O Page 15

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 A, F 4.1 B 4.3 A 4.5 A, F 4.1 B 4.3 A

9.1.B.5 9.2.C.2 9.1.B.3 9.1.B.5 9.2.C.2 9.1.B.3

Open and use input file streams for reading one character, one line, or one word at a time from file. Understand how to catch exceptions that can occur when opening files and reading from them.

“The All Time Record Holder” world record trivia game where questions are stored on disk. “The All Time Record Holder” world record trivia game where questions are stored on disk.

Group collaborative lab exploration, world record book needed. Group collaborative lab exploration.

Project evaluation, peer assessment. Project evaluation, peer assessment.

Advanced Placement Java Goal: Create JAVA Applets in HTML Context. Page 16

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 B, C, F 4.3 A 4.4 A 4.5 B, C, F 4.3 A 4.4 A

9.1.B.3 9.1.B.3

Understand the basic features of hypertext, hypermedia, and the WWW. Convert a Java application to an applet and embed the applet in a Web page.

Lecture/Discussion of topics with on-line examples. Tic – Tac – Toe Programming projects.

Brinkster, Fundamentals of JAVA chapter 21. Guided discussion of applet material and Web page specifications.

A short essay that compares the advantages and disadvantages of using JAVA applets and applications. Questions on quizzes, programming evaluation.

Advanced Placement Java Goal: Understanding of the AP Case Study Page 17

Core

Content Standard

Technology &

Career Standards

Objective (SWBAT)

Suggested Activity

Resources and Instructional

Strategies

Assessment (of the objective)

4.5 A, B, D, F 4.5 A, B, D, F 4.5 A, B, D, F

9.2.A.1 9.2.A.3 9.2.C.2 9.2.A.1 9.2.A.3 9.2.C.2 9.2.A.1 9.2.A.3 9.2.C.2

Recognize the decision process involved in developing a large-scale software system. Analyze the benefits and limitations of various design elements. Modify programming implementation to incorporate additional/modified program specifications.

Role Playing Play – each student plays a part of a program. Student led discussion Trial and Error when changing programs. Group Discussion, and modifications of existing programs.

AP Case study, Questions from website AP Central. AP Case Study documentation and Marine Biology Case study modification questions. Individual and Group programming.

Questions on quizzes Project evaluation. Questions on quizzes Project evaluation Question and Answer Discussion Project evaluations AP questions from various websites.