table of contents - teals · unit 5: object-oriented programming (4 weeks) lesson 5.00: test review...

1.1

1.2

1.3

1.4

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

TableofContentsIntroduction

VideoTutorials

CurriculumMap

CurriculumAssets

Unit1:Programming&Java(2weeks)Lesson1.01:UsingEclipse&PracticeIt

Lesson1.02:Algorithms&ComputationalThinking

Lesson1.03:String&ConsoleOutput

Lesson1.04:CommonErrors&Comments

Lesson1.05:StaticMethods&MethodCalls(1/2)


Lesson1.07:ProgrammingProject

Lesson1.08:Finding&FixingErrors

Lesson1.09:Review

Lesson1.99:(Unit1Test)

Unit2:WorkingwithData&BasicControlFlow(3weeks)Lesson2.00:TestReview&Reteach

Lesson2.01:BasicDataConcepts

Lesson2.02:Declaring&AssigningVariables

Lesson2.03:StringConcatenation&IncrementDecrementOperators

Lesson2.04:MixingTypes&Casting

Lesson2.05:forLoops

Lesson2.06:nestedforLoops

Lesson2.07:Scope&Pseudocode


1

3.10

3.11

3.12

3.13

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

4.10

4.11

4.12

4.13

4.14

4.15

4.16

4.17

4.18

4.19

4.20

4.20.1

4.21



Lesson2.11:Review

Lesson2.99:(Unit2Test)

Unit3:AdvancedData&ControlFlow(4weeks)Lesson3.00:TestReview&Reteach

Lesson3.01:Parameters

Lesson3.02:LimitationsofParameters&MultipleParameters

Lesson3.03:ReturnValues


Lesson3.05:UsingObjects&StringProcessing

Lesson3.06:InteractivePrograms&ScannerObjects

Lesson3.07:PokémonBattleProgrammingProject


Lesson3.09:RelationalOperators&if/else

Lesson3.10:Nestedif/elseStatements

Lesson3.11:ReducingRedundancy

Lesson3.12:CumulativeAlgorithms

Lesson3.13:whileLoops

Lesson3.14:RandomNumbers

Lesson3.15:Fencepost&SentinelLoops

Lesson3.16:BooleanLogic(2Days)


Lesson3.18:Review

Lesson3.99:(Unit3test)

Test2Guide

Lesson3.XX:FracCalc

Unit4:Arrays,Lists,&Files(4weeks)

2

5.1

5.2

5.3

5.4

5.5

5.6

5.7

5.8

5.9

5.10

5.11

5.12

6.1

6.2

6.3

6.4

6.5

6.6

6.7

6.8

6.9

7.1

7.2

7.3

7.4

Lesson4.00:TestReview&Reteach

Lesson4.01:ArrayBasics

Lesson4.02:For-EachLoop&ArraysClass

Lesson4.03:Printing,Searching,&TestingforEquality(2Days)

Lesson4.04:ReferenceSemantics

Lesson4.05:ShiftingValues&ArraysofObjects

Lesson4.06:NestedLoopAlgorithms&RectangularArrays

Lesson4.07:ArrayList


Lesson4.09:MagpieLab(5Days)

Lesson4.10:Review


Unit5:Object-OrientedProgramming(4weeks)Lesson5.00:TestReview&Reteach

Lesson5.01:ObjectOrientedProgramming

Lesson5.02:ObjectState&Behavior

Lesson5.03:ObjectInitialization:Constructors

Lesson5.04:Encapsulation


Lesson5.06:PictureLab(9Days)

Lesson5.07:Review


Unit6:Inheritance&Polymorphism(4weeks)Lesson6.00:TestReview&Reteach

Lesson6.01:InheritanceBasics(2Days)

Lesson6.02:OverridingMethods&AccessingInheritedCode

Lesson6.03:InteractingwiththeObjectSuperclass

3

7.5

7.6

7.7

7.8

7.9

7.10

7.11

7.11.1

7.12

8.1

8.2

8.3

8.4

8.5

8.6

8.6.1

9.1

9.2

9.3

9.4

9.5

9.6

9.7

9.8

9.9

Lesson6.04:Polymorphism

Lesson6.05:Has-aRelationships

Lesson6.06:Interfaces

Lesson6.07:ProgrammingProject(5Days)


Lesson6.09:Review


Test5Guide

Lesson6.XX:TextExcel

Unit7:Searching&Sorting(3weeks)Lesson7.00:TestReview&Reteach

Lesson7.01:SearchingAlgorithms

Lesson7.02:SortingAlgorithms

Lesson7.03:ElevensLab(16Days)

Lesson7.04:Review


Test6Guide

Unit8:Recursion(2weeks)Lesson8.00:TestReview&Reteach

Lesson8.01:ThinkingRecursively

Lesson8.02:WritingRecursiveSolutions

Lesson8.03:MechanicsofRecursion

Lesson8.04:MergeSort


Lesson8.06:Review

Lesson8.07:(Unit8quiz)

Lesson8.08:QuizReview&Reteach

Unit9:APTestReview(3weeks)

4

10.1

11.1

11.2

12.1

12.2

12.3

12.4

Lesson9.00:ReviewingfortheAPExam

Unit10:Post-APExamProjects(4–5weeks)SpaceBattleArena

TEALSMinecraftModding

AppendixAboutThisCurriculum

Changelog

Contributing

Acknowledegments

5

http://mikeware.github.io/SpaceBattleArena/

https://tealsk12.github.io/teals-minecraft/

AbouttheAPComputerScienceACurriculumTheTEALSProgramhasdesignedthesecurriculummaterialsfortheuseofteachersandvolunteertechprofessionalsinhighschoolclassrooms.Anyteacherwithpriorprogrammingexperience(oraccesstoacomputerscienceprofessional)canusethiscurriculumtoteachtheAPComputerScienceAcourse.

ThiscurriculumisbasedonandalignedwithProfessorStuartReges'courseattheUniversityofWashington,CSE142.ThecourseusesthetextbookBuildingJavaPrograms:ABacktoBasicsApproach,byStuartRegesandMartyStepp.ThecourseisalignedwiththeAPComputerScienceAstandards.TEALShasreceivedAPAuditcertificationforpreviousversionsofthecourseandsyllabus.Sincethesematerialsarenewin2015–2016,TEALSwillapplytohavethenewsyllabusapproved.OncetheCollegeBoardapprovesthenewsyllabus,partnerschoolsmayusethe“claimidentical”functionoftheAPAuditwebsitetoobviatetheneedfortheirowncurriculumaudit.

Thiscurriculumusesprinciplesofuniversaldesignforlearning(UDL).Thecurriculumwaswrittenforandtestedinclassroomswithdiverselearners;studentswithindividualizededucationplans,Englishlanguagelearners,studentswhohavereceivedsub-optimalmathorlanguageinstructioninthepast,studentswhoaregifted/talented,studentswhoareotherwise“outsidetheaverage.”SeeAdditionalResourcesformoreinformationonuniversaldesignforlearning.

AccessingtheCurriculumTheAPComputerScienceACurriculumGitBookislocatedathttps://www.gitbook.com/book/tealsk12/ap-computer-science-a/details.

Forcontributionstothecurriculum,theAPComputerScienceAGitHubrepositoryislocatedathttps://github.com/TEALSK12/apcsa.

UsingthecurriculumEachclassroomhasdifferentphysical,cultural,academic,andschedulingneeds.Therefore,wehavetriedtocreateacollectionoflessonsandmaterialsthatareadaptabletomostsituations.TEALSvolunteersandclassroomteacherswillfinddifferentaspectsofthe

Introduction

6

https://www.tealsk12.org/

https://www.gitbook.com/book/tealsk12/ap-computer-science-a/details

https://github.com/TEALSK12/apcsa

curriculumuseful;youshouldexpecttoskipovercertainnotestofocusontheinformationthatismostusefultoyou.

WehaveprovidedclassroommanagementtipsandengagementtipsforTEALSvolunteers,whoarenewtotheclassroomsetting.Experiencedteachersandvolunteerswilllikelychoosetoskipsuchdetailsandfocusonthestep-by-steplecturenotes.

YoumaybrowsetheCurriculumMapforanoverviewofthepacing,objectives,andassessments.

YearRoundPacing

Thetable-of-contents(includedwithIntroductionmaterials)containscourse-grainedtimeestimatesonthescaleofweeksanddayssoteacherscanplanaccordingly.Units6and8includeextradaysinthetime-estimatesoteacherscanre-adjusttheirunitplansiftheyhaveshiftedduetounexpectedclasscancellationsordrift.

DailyStructure

Everyclassroomisdifferent,andweexpectthatinstructorswilladaptthedailystructureoftheclasstosuittheirstudents'needs.Thatsaid,we'vedesignedmostofthelessonsusingthefollowingdailystructure:

Hook&Instruction

Eachlessonplanbeginswithoneorseveraloptionsforshort(fromsecondsto5minutes)engagingormystifyingactivitiesthatintroducestudentstothetopicstobeintroducedlaterinthelesson.

Lecturenotes,studentprompts,andquick-assessments(withanswers)areoutlinedinsubsection“Introduction.”Ifyouareteachinginaflippedclassroom,thissectioncanbepre-recordedforstudentstoviewathome.Foradditionalresourcesonflippingyourclassroom,pleasereferto“AdditionalResources”below.

StudentPractice

Studentpractice/activitiesareoutlinedwithstep-by-stepinstructionsincludingpacingsuggestionsandalternativestoppingpoints.Anyspecialmaterialsorpreparationneededforthehook,lecture,oractivityarelistedintheMaterials&Prepsection.

Warmup/DoNow/Boardwork/Ticket-to-leave

Introduction

7

Sinceeachclassroomprogressesatdifferentrates,wehavenotincludedwarm-upandcool-downquestions(thoughtimehasbeenscheduledinthePacingGuideforoneorbothoftheseactivities).Youshouldchooseyourquestionsbasedonthetopicsyoufeltweremostchallengingorconfusingforyourstudents.Agoodsourceforshort-answerandmultiplechoicequestionsistheBarron'sAPComputerScienceAreviewbook,whichTEALSshipstoeachAPCSAvolunteer.

Scaffolding

TheGlossaryofEducationReformdefinesscaffoldingas:

Avarietyofinstructionaltechniquesusedtomovestudentsprogressivelytowardstrongerunderstandingand,ultimately,greaterindependenceinthelearningprocess.

Instructorsprovidesuccessivelevelsoftemporarysupportthathelpstudentsreachhigherlevelsofcomprehensionthantheywouldhavebeenabletoachievewithoutassistance.Supportisgraduallyremovedasstudentsmovetowardsmastery,whichoccurswhenstudentsdemonstrateskillsandknowledgewithoutanyoutsideassistance.

TheUniversityofWashingtoncourseCSE142andassociatedtextbookdonotcontainmuchscaffolding.ThiscurriculumattemptstowrapthecontentoftheUWcoursewithscaffoldingappropriateforhighschoolclasses.Someclassesmaynotrequirescaffolding,andotherclassesmayneedevenmorescaffoldingthanthosestepssuggestedwithinthelessonplan.

Examples

Mostlecturenotesandclassroomexamplesareslightlymodifiedversionsoftheexamplesoutlinedinthetextbook.Whentheclassneedsadditionalexamples,orre-teaching,instructorscanreferdirectlytothetextbookforafreshsetofsimilarexamplesandexplanations.The"additionalresources"sectionofthisdocumentlistssomeothersourcesforexamplesandlabs.

Referencestothetextbook

SomeclassroomsareusingearliereditionsoftheBuildingJavaProgramstextbook.Toavoidconfusion,wehavewrittenallreadingandpracticeassignmentsbychapterandsectionratherthanpagenumber.Incaseswherepracticeproblemsorassignmentsdifferbetweeneditions,wehavecopiedthoseassignments(withreference)intoprintabledocuments.

HomeworkAssignments

Introduction

8

https://www.amazon.com/dp/1438009194

Aswritten,thehomeworkassignmentscontainmaterialtobeassigned,butarenotphrasedintermsoflearninggoals.Teachersshouldchoosespecificlearninggoalsfortheevening'sworkdependingonstudentprogressandtimingwithintheweekandschoolyear,thenphrasetheassignmentintermsoflearninggoals,notoutput.

Forexample,ratherthan"readsection3.1"assignthereadingbysaying"fortomorrow,bepreparedtopassdataintomethodsusingparameters.Section3.1inthetextbookwillshowyouhow."

Pokémon

Throughoutthecourse,thiscurriculumincludeslabassignmentsusingthePokémonuniverseasasubject-matterdomain(oftenreplacingtextbookassignmentsonlesssalienttopicslikecompoundinterest).ThePokémonstorylineandgamerulesarefamiliartomaleandfemalestudentsfromallsocioeconomicbackgrounds,availableacrossthedigitaldivideasbothacardgameandavideogame,andareavailablein10differentlanguages(English,Spanish,Portuguese,Dutch,French,German,Italian,Korean,Chinese,andJapanese).

Becausethegamereliesonstatistics,modulooperators,andtheunderlying32-bitintegerthatcharacterizesanygivenPokémon,wewillbeusingthisthemetointroducestudentstomuchoftheAPCSAcurriculum.StudentswillbeenteringtheAPCSAcoursewithvaryingdegreesofmathliteracy,andframingmathematicalchallengesinthisfamiliarframeworkishelpfulforavoidingstereotypethreatandmathanxiety.

TolearnmoreaboutthePokémonstoryline,gamerules,underlyingformulae,andcharacters,visithttp://bulbapedia.bulbagarden.net/.ForamoregeneralintroductiontothePokémonfranchise,visithttp://www.pokemon.com/.

APTestPreparation

ThecurriculumisdesignedwithAPTestPrepinmind.AlloftheUnittestsareintheAPexamformat.Inclasseswheremanystudentswilltaketheexam,instructorsshouldgraduallyadjustthetestingenvironmenttomimicthatoftheexam:

Alwaysprovide/allowtheAPJavaQuickReference

Movefromopen-note(see“TrickyCodeCheatSheet”)toclosed-note

TheAPexamhas40multiplechoicequestionsin75minutes(≈2minutesperquestion).Ontheearliertests,startataslowerpace(perhaps4minutesperquestion).Asthecourseprogresses,worktoapaceevenfasterthantheactualtest(90secondsperquestion).

Introduction

9

http://bulbapedia.bulbagarden.net/

http://www.pokemon.com/

http://apcentral.collegeboard.com/apc/public/repository/ap_comp_sci_a_quick_reference.pdf

Vocabulary

Acomprehensivevocabularylistforeachunitisprovidedforteacherstogeneratewordwallsintheirclassroom.Someclassroomswillbeabletoomitcertainvocabularywords;asoffered,thelistsofferedincludewordsthatEnglishlanguagelearnersandstudentswithprevioussub-optimalinstructionmayfindchallenging.

Error-CheckingLessons

Oneclassperiodineachunithasbeendevotedtostudentcorrectionandresubmissionofwork.Whileitmaybetemptingto“winback”classtimebyskippingthesesessions,westronglyencourageteacherstoleavethesesessionsin.

Whenstudentshavetheopportunitytofixtheirworkandearnbackfullorpartialcredit,itgivesstudentsagencyovertheirgradeandteachesstudentstoexamineandreflectupontheirownlearning.Onapracticalnote,whenerror-checkinglessonsareincluded,teachersneedonlygradeanswersascorrect/incorrect,sincestudentswillbechallengedwithfindingandfixingtheerrorsontheirownlater.Finally,studentsthathaveansweredallormostoftheirworkcorrectlyreceiveadayofftodosilentwork/playontheirown,whichpositivelyreinforcesstudentstoputintheinitialefforttowinadayoff.

VideoTutorialsTimingandPacing—AdjustinglessonsandthecurriculummapforthespeedofyourlearnersProjectsandLabs—ChoosingnwhetheryourclasscompletestheAPlabsortheprojects(FracCalc/TextExcel)SupportingVisual-SpatialLearners—UsingthephysicalspaceinyourclassroomtoenhancelearningParson'sProblems—Assessinghigh-levelprogrammingskillsquicklywithParson'sProblemsGrudgeball—ReviewingmaterialbyplayingaclassgameofGrudgeball

DigitalToolsAssociatedwithThisCurriculum

IntegratedDesignEnvironment(IDE)—Eclipse

CodinginJavarequirestheJavaDevelopmentKitandatexteditororIDE.TherearemanyJavaIDEsavailable.CurrentlymostoftheTEALSclassroomsuseEclipse.Unit1includesdirectionsforinstallingEclipse.

Introduction

10

https://www.youtube.com/watch?v=LkGh03UZ724

https://www.youtube.com/watch?v=WHvuK7LBe-o

https://www.youtube.com/watch?v=O6yBe3J10vQ

https://www.youtube.com/watch?v=11n-AsaCd9w

https://www.youtube.com/watch?v=u_GzWwSrDlo

Practice-It!

ProfessorsMartySteppandJessicaMillercreatedthePractice-ItonlinetoolthatallowsstudentstocompleteJavaexercisesfromtheBJPtextbookandgetimmediatefeedbackontheirresults.DetailedinstructionsforteacherandstudentregistrationonthesiteareincludedinUnit1lessons.

Asofthe2015–2016schoolyear,TEALSclassesdonothaveaccesstothePractice-Itdashboardfortrackingstudentprogressontheexercises.Instead,instructorscanuseoneofthefollowingmethods:

1. Studentstakescreenshotsoftheirtotalcorrectproblems(atableisavailableontheirhomedashboard),andsubmitthescreenshotsbyemailorformsubmissiononyourchosenlearningmanagementsystem.

2. ImplementthePractice-ItGradeRetrievalToolcreatedbyMauricioDelCarpio(ofBishopBlanchetHighSchool).Step-by-stepinstructionsforinstallationareincludedinthePracticeItGradeRetrievaldocumentincludedwiththeotherIntroductionmaterials.

DetectingCheatingwithMOSS

Althoughthecurriculumdoesnotspecificallyoutlineanapproachformonitoringcheating,manyteachershavefounditeasier,faster,andlessstressfultouseafreeplagiarism-detectionprogramofferedbyStanfordathttp://theory.stanford.edu/~aiken/moss/.TeacherswillstillneedtomanuallyinspectcodeflaggedbyMOSS,buttheprogramdoescatchcommontacticsincludingrenamingvariablesandreorderingmethods.

Occasionally,teachershavedifficultyregisteringforanaccount.Ifthisoccurs,youareencouragedtoemailtheprogram'screatorAlexAikendirectly,[email protected].

AdditionalResources

Thefreeweb-basedgameCodeHunt(http://www.codehunt.com)offersopportunitiesforstudentstofindandfixerrorsby“discoveringthemissingcodesegments.”Assignments/Levelsareautomaticallygraded,andstudentscancompeteagainsteachothertohonetheirprogrammingskills.

SimilartoPracticeIt,CodingBat(http://www.codingbat.com)offersJavapracticeproblemswithinstantfeedbackforstudents.TheproblemsinCodingBataredistinctfromthoseintheBuildingJavaProgramstextbook.CodingBathasateacher

Introduction

11

https://practiceit.cs.washington.edu/

http://theory.stanford.edu/~aiken/moss/

mailto:[email protected]

http://www.codehunt.com

http://www.codingbat.com

dashboard,andasystemofbadgestomotivatelearners.Instructorscanalsouploadtheirownsetsofjavaproblemsfortheirclassestocomplete.

Ifyouareinterestedinlearningmoreaboutprinciplesofuniversaldesignforlearning,pleasevisithttp://www.udlcenter.org/aboutudl/udlguidelines.

EmergingEdTechhascollectedasampleof20digitaltoolstoincreasecollaborationintheclassroom.Oneofthemmightbeperfectforyourclassroom:

See20FunFreeToolsforInteractiveClassroomCollaboration.OthertoolsforcollaborationthathavebeensuccessfullyusedinTEALSclassroomsincludeTwiddla,Vyew,Skype,andGoogleHangouts.

Ifyourclassroomdoesnotalreadyhaveadigitalgrademanagementsystem,previousTEALSteachingteamshaveusedMoodle,Canvas,Schoology,ExcelOnline,andGoogleForms.

Tocreatedigital,self-grading,andresponsivequizzes,GoogleFormsandSocrativeofferfreetoolsandtutorialstousetheirsystems.

Ifyouarestationedinahigh-performingschool,orinaschoolwheremanystudentshavealreadymasteredotherprogramminglanguages,youmaywanttoconsiderflipping(orinverting)yourclassroom.Tolearnmoreaboutthetheoryandpracticeofteachinginaflippedclassroom,VanterbiltUniverisityoffersacomprehensiveintroductionandlinkstopracticalresources/exampleshere:http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom.

Youshouldstillbeabletousemostoftheresourcesofferedinthiscurriculum,butyouwillhavetoshufflehowyouusethelessonplans.Somequickrecommendations:

1. Usethelecturenotesasgiven,butrecordthelectureforstudentviewing.

2. Wherelectureactivitieshavebeensuggested(e.g.think-pair-shares),considerembeddingquestionsintoyourlessonplans.

3. Saveclasscompetitionsforin-class,andleavereadingandeasyPractice-it,selfcheck,andworksheetexercisesforhomereview.

Asyoureadthroughthelessonplans,youwillfindseveralclassroomteachingactivitiesandstrategiesappearrepeatedly.BriefvideotutorialsmodelingtheseactivitiescanbefoundwithintheTEALSrepository.Keepaneyeoutforspecificadjustmentstothelessonplansforerror-checkingandtestreview.Whiletheselessonplanslookidenticalatfirstglance,smalladjustmentshavebeenmadeforcontent,timing,andAPtestprep.

Givingfeedbackonthecurriculum

Introduction

12

http://www.udlcenter.org/aboutudl/udlguidelines

http://tinyurl.com/k62tstg

http://www.twiddla.com

http://www.vyew.com

http://www.skype.com

http://hangouts.google.com

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom

TEALSintendsforthiscurriculumtobeastartingpoint;it'sourfirstattemptatacompleteAPCSAcurriculum.We'llcontinueevolvingandadaptingthecurriculumandassociatedmaterialsaswelearnmoreaboutteachingAPCSA.Toparticipateinthisprocess,weinviteTEALSteammembersandindependentteachersusingthiscurriculumtosubmiteditsandsuggestionsviathediscussionforumontheTEALSdashboard,[email protected].

Introduction

13


APCSAVideoTutorialsThefollowingareasetofvideotutorialstohelpguidenewteachersontheTEALScurriculum.

VideosTimingandPacing:AdjustlessonsandthecurriculummapforthespeedofyourlearnersProjectsandLabs:ChoosewhetheryourclasscompletestheAPLabsortheProjects(FracCalc/TextExcel)Space:UsingthephysicalspaceinyourclassroomtoenhancelearningParson'sProblems:Assessinghigh-levelprogrammingskillsquicklywithParson'sProblemsGrudgeball:ReviewmaterialsusingbyplaingagameofGrudgeball

VideoTutorials

14

https://www.youtube.com/watch?v=LkGh03UZ724

https://www.youtube.com/watch?v=WHvuK7LBe-o

https://www.youtube.com/watch?v=O6yBe3J10vQ

https://www.youtube.com/watch?v=11n-AsaCd9w

https://www.youtube.com/watch?v=u_GzWwSrDlo

APCSACurriculumMapThefollowingcurriculummapisaday-by-daylistingoftheAPComputerSciencecourseinchronologicalorder.Eachrowrepresentsonedayofclass,basedonamedium-pacedclass.Readingsfromthetextbookandhomeworkassignmentsareincludedonthedaywhentheyshouldbeassigned.RefertotheIntroductiondocumentforinformationabouthowtoadjustthispacingforyourspecificclassroom.

ContentsUnit1:Programming&Java(2weeks)Unit2:WorkingwithData&BasicControlFlow(3weeks)Unit3:AdvancedData&ControlFlow(4weeks)Unit4:Arrays,Lists,&Files(4weeks)Unit5:Object-OrientedProgramming(4weeks)Unit6:Inheritance&Polymorphism(4weeks)Unit7:Searching&Sorting(3weeks)Unit8:Recursion(2weeks)Unit9:APTestReview(3weeks)Unit10:Post-APExamProjects(4–5weeks)

Abbreviations

WS—WorksheetSC—Self-Checkproblem(inthetextbook)EX—Exercise(inthetextbook)PP—ProgrammingProject(inthetextbook)

Unit1:Programming&Java(2weeks)Unit1SlidesUnit1WordBank

CurriculumMap

15

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit1/Unit1.pptx

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit1/Unit%201%20Word%20Bank.docx

CurriculumAssets

LP Title InClass Reading Homework

1.01 UsingEclipse&Practice-It

WS1.1.1WS1.1.2

ExplorePokémon(pokemon.com,console,website)

1.02Algorithms&ComputationalThinking

PB&J 1.2

ReflectonPB&JassignmentContinueexploringPokémon

1.03 String&ConsoleOutput

Practice-ItSC1.6–9,1.11–14LPWelcome

1.3 EX1.1–5

1.04 CommonErrors&Comments WS1.4 1.4 EX1.6–9

1.05 StaticMethods&MethodCalls

Practice-ItSC1.22,1.23,1.26,1.29

1.5 EX1.11,1.12,1.14,1.16

1.06 StaticMethods&MethodCalls

LPStarFiguresLPPikachuChatter

Outlinech1PP1.1,1.3

1.07 ProgrammingProject PP1.2,1.5 Notecheck(add

summariesifneeded)

1.08 Finding&FixingErrors Fixhomework Review

ch1Submitquestionsforreview

1.09 Review

ReviewquestionsWS1.9Practicetest

Study

[1.99] Unit1TestTest0SectionITest0SectionII

1.01

CurriculumMap

16

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit1/WS%201.1.1.docx


https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit1/WS%201.4.docx


Lesson1.01 UsingEclipse&Practice-It

Objectives StudentswillbeabletoopenEclipse,createandsaveafileinEclipse,andusePractice-It.

AssessmentsStudentswilldemonstratePlug-InandUn-Plugproceduresfortheteacher.StudentswillloginandsubmitasampleprobleminPractice-It.

InClass WS1.1.1WS1.1.2

Reading

Homework ExplorePokémon(pokemon.com,console,website)

1.02

Lesson1.02 Algorithms&ComputationalThinking

ObjectivesStudentswillbeabletodefinealgorithms,programs,hardware,software,andoperatingsystems.Studentswillbeabletodescribetherelationshipsbetweentheseconceptsandcomponents.

AssessmentsStudentswillwritesamplealgorithms,assembleanddebugaprogramthatdirectstheinstructortomakeapeanutbutter&jellysandwich.

InClass PB&J

Reading 1.2

Homework ReflectonPB&JassignmentContinueexploringPokémon

1.03

Lesson1.03 String&ConsoleOutput

ObjectivesStudentswillcorrectlyassembleacompleteprogramthatusesaclassheader,body,andmainmethod.Studentswillcorrectlyuseprint,println,andescapesequences.

Assessments StudentswillcreateastarterPokémonprogramStudentswillcompleteseveralPractice-Itquestions.

InClassPractice-ItSC1.6–9,1.11–14LPWelcome

Reading 1.3

Homework EX1.1–5

CurriculumMap

17



1.04

Lesson1.04 CommonErrors&Comments

ObjectivesStudentswillcreatesimpleprogramswithcommentsStudentswillbeabletolistandapplythestepsnecessaryforavoidingsyntaxerrors.

Assessments Studentswillcompleteaworksheet(WS1.4).Studentswilldevelopapersonalcheck-listforspottingsyntaxerrors.

InClass WS1.4

Reading 1.4

Homework EX1.6–9

1.05

Lesson1.05 StaticMethods&MethodCalls

ObjectivesStudentswilluseproceduraldecompositiontoplancomplexprogramsusingstructurediagrams.Studentswillmanagecomplexitybyusingmethodcalls.

Assessments StudentswillcompletePractice-Itproblems.

InClass Practice-ItSC1.22,1.23,1.26,1.29

Reading 1.5

Homework EX1.11,1.12,1.14,1.16

1.06

Lesson1.06 StaticMethods&MethodCalls

Objectives Studentswillusestructurediagramstoplancomplexprograms.Studentswillmanagecomplexitybyusingmethodcalls.

Assessments StudentswillcompletePractice-Itproblems,studentswillwriteastructuredPikachuprogram.

InClass LPStarFiguresLPPikachuChatter

Reading

Homework Outlinech1PP1.1,1.3

1.07

CurriculumMap

18


Lesson1.07 ProgrammingProject

Objectives Studentswillconstructaprogramcontainingmethodcallsandstaticmethods.

Assessments Studentswillsubmitacomplete,functionalprogrambytheendofclass.

InClass PP1.2,1.5

Reading

Homework Notecheck(addsummariesifneeded)

1.08

Lesson1.08 Finding&FixingErrors

Objectives Studentswillfinderrorsintheirreturnedhomeworkassignments,andcorrecttheircode.

Assessments Studentswillre-submitallhomeworkassignmentswithcorrectedanswers.

InClass Fixhomework

Reading Reviewch1

Homework Submitquestionsforreview

1.09

Lesson1.09 Review

Objectives StudentswillidentifyweaknessesintheirUnit1knowledge.

Assessments Studentswillcreateapersonalizedlistofreviewtopicstoguidetonight’sstudysession.

InClassReviewquestionsWS1.9Practicetest

Reading

Homework Study

1.99

Unit1Test Programming&Java

InClass Test0SectionITest0SectionII

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Unit2:WorkingwithData&BasicControlFlow(3weeks)

Unit2SlidesUnit2WordBankCurriculumAssets


2.00 TestReview&Reteach Reviewtest

2.1exceptfor“MixingtypesandCasting”

Testcorrections

2.01 BasicDataConcepts WS2.1 2.2upto“String

Concatenation”

SC2.1-2.3(4th:2.1",2.3,"2.4)

2.02Declaring&AssigningVariables

WS2.2Practice-ItSC2.7,2.11(4th:2.8,"2.13)E2.1

Restof2.2

SC2.5",2.6,2.9,2.12-2.15(4th:2.6,2.7,2.1,2.14-2.17)

2.03

StringConcatenation&IncrementDecrementOperators

Grudgeball Restof2.2 SC2.4(4th:2.5)

2.04 MixingTypes&Casting

WS2.4Poster2.4

2.3upto“NestedforLoops" finishWS2.4

2.05 forLoops

WS2.5Practice-ItSC2.18,2.23,2.24(4th:2.21,2.26,"2.27)

2.3“NestedforLoops”

SC2.19-2.21(4th:2.22-2.24)

2.06 nestedforLoops

Practice-ItSC2.28-2.30(4th:2.31-2.33),E2.5

2.4“Scope”and“Pseudocode"

SC2.26",2.27(4th:2.29,2.30),E2.4

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2.07 Scope&Pseudocode

WS2.7DiscussPP2.1

Read2.4“ClassConstants”

SC2.31-2.33(4th2.34-2.36)

2.08 ProgrammingProject StartPP2.4 Outlinech2

(omit2.5)

2.09 ProgrammingProject

CompletePP2.4

[TBDpracticequestion]

2.10 Finding&FixingErrors FixHW Reviewch2(omit

2.5)

Submitquestionsforreview

2.11 Review(Reviewquestions)

WS2.11practicetest Study

[2.99] (Unit2Test)

Test1SectionITest1SectionII

2.00

Lesson2.00 TestReview&Reteach

Objectives Studentswillre-learnorstrengthencontentknowledgeandskillsfromUnit1.

Assessments Studentswillre-submittestanswerswithupdatedcorrectionsforpartialorfullcredit,dependingoninstructorpreference.

InClass Reviewtest

Reading 2.1exceptfor“MixingTypesandCasting”

Homework Testcorrections

2.01

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Lesson2.01 BasicDataConcepts

ObjectivesStudentswillbeabletoidentifyandcategorizedatatypes.Studentswillidentifyoperatorsandoperands,andwillcorrectlyapplyrulesorprecedence.

AssessmentsUsingoperator/operandexpressionsets,studentswilluserulesofprecedencetocorrectlywritecodethatyieldsagivenanswer.Usingoperator/operandexpressionsets,studentswillcreatetheirownexpressionsandpredicttheoutput.

InClass WS2.1

Reading 2.2upto“StringConcatenation”

Homework SC2.1–3(4th:2.1,2.3,2.4)

2.02

Lesson2.02 Declaring&AssigningVariables

Objectives Studentswillbeabletoidentify,declare,andassignvariables.

Assessments StudentswillwriteaprogramthatconvertstemperaturefromFarenheittoCelsius.

InClassWS2.2Practice-ItSC2.7,2.11(4th:2.8,2.13)E2.1

Reading Restof2.2

Homework SC2.5,2.6,2.9,2.12–15(4th:2.6,2.7,2.10,2.14–17)

2.03

Lesson2.03 StringConcatenation&IncrementDecrementOperators

Objectives Studentswillapplytherulesofstringconcatenation,studentswillcorrectlyinterpretincrementinganddecrementingstatements.

Assessments Studentswillevaluatestatementsandpredictoutputduringagameofgrudgeball.

InClass Grudgeball

Reading Restof2.2

Homework SC2.4(4th:2.5)

2.04

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Lesson2.04 MixingTypes&Casting

ObjectivesStudentswillbeabletodescribewhichtypesautomaticallyconvertintootherswhenappearingtogetherinexpressions,andpredicthowanexpressionwithmixedtypeswillevaluate.Studentswillbeabletoconverttypesbycasting.

AssessmentsStudentswilluse“ZombieRules”ofprecedencetocorrectlywritecodethatyieldsagivenanswerSudentswillcreatetheirownexpressions&predictoutputbycompletingandtradingworksheets.

InClass WS2.4Poster2.4

Reading 2.3upto“NestedforLoops”

Homework FinishWS2.4

2.05

Lesson2.05 forLoops

Objectives StudentswilltraceloopstopredictprogrambehaviorStudentswillconstructloopstoexecutesimpletasks.

Assessments StudentswilltraceandconstructloopsinPractice-Itproblems.

InClassWS2.5Practice-ItSC2.18,2.23,2.24(4th:2.21,2.26,2.27)

Reading 2.3“NestedforLoops”

Homework SC2.19–21(4th:2.22–24)

2.06

Lesson2.06 NestedforLoops

Objectives StudentswilltracenestedloopstopredictprogrambehaviorStudentswillconstructloopstoexecutesimpletasks.

Assessments StudentswilltraceandconstructnestedloopsinPractice-Itproblems.

InClassPractice-ItSC2.28–30(4th:2.31–33)E2.5

Reading 2.4“Scope”and“Pseudocode”

Homework SC2.26,2.27(4th:2.29,2.30)E2.4

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2.07

Lesson2.07 Scope&Pseudocode

Objectives Studentswillbeabletoidentifythescopeofavariableandidentifycommonscopeerrors.

Assessments Studentswillcompleteaworksheet.

InClass WS2.7DiscussPP2.1

Reading Read2.4“ClassConstants”

Homework SC2.31–33(4th2.34–36)

2.08


Objectives Studentswillplanandconstructastructuredprogramcontainingnestedloops.

Assessments Studentswillsubmitacomplete,functionalprogrambytheendofnextclass.

InClass StartPP2.4

Reading

Homework Outlinech2(omit2.5)

2.09


Objectives Studentswillplanandconstructastructuredprogramcontainingnestedloops.

Assessments Studentswillsubmitacomplete,functionalprogrambytheendofnextclass.

InClass CompletePP2.4

Reading

Homework [TBDpracticequestion]

2.10

CurriculumMap

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InClass Fixhomework

Reading Reviewch2(omit2.5)


2.11

Lesson2.11 Review




Reading

Homework Study

2.99

Unit2Test WorkingwithData&BasicControlFlow


Unit3:AdvancedData&ControlFlow(4weeks)

Unit3SlidesUnit3WordBank

CurriculumMap

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CurriculumAssetsFracCalc


3.00 TestReview&Reteach

AlgorithmforSolvingProblems

3.1upto“LimitationsofParameters”

Testcorrections

3.01 Parameters Practice-ItSC3.1-3.3

"3.1“LimitationsofParameters”,“MultipleParameters”,""ParametersversusConstants"""

SC3.4-3.7

3.02

LimitationsofParameters&MultipleParameters

(Artproject)

"3.1“OverloadingMethods”,3.2""MethodsThatReturnValues"""

Jazzupartprojectandprogram

3.03 ReturnValues

Practice-ItSC3.14-3.16

SC3.17,E3.1

3.04 ProgrammingProject

WS3.4Equestria

3.3upto“InteractiveProgramsandScannerObjects”

SC3.18,3.19

3.05

UsingObjects&StringProcessing

WS3.5

3.3“Interactiveprogramming”and“Sampleinteractiveprogram”

SC3.19-3.21

3.06

InteractivePrograms&ScannerObjects

Practice-ItSC3.24-3.26;E3.12,3.14,3.15

Outlinech3(omit3.4)

3.07

PokémonBattleProgrammingProject

WS3.7LPBattle

Summarizenotessincelastexam

3.08 Finding&FixingErrors

FixHWwebmaker.org

4.1upto“nestedifelsestatements” SC4.1-4.4

3.09RelationalOperators&if/else

OperatorPrecedenceGrudgeball

4.1“Nestedif/else”and“Flowofcontrol”

SC4.7-4.9;E4.1-4.2

3.10Nestedif/elseStatements

WS3.10Teachmini-lessonsPractice-ItSC4.5,4.6,E4.3

4.1,“Factoringif/elsestatements”and“Testingmultipleconditions”

E4.4,4.5

3.11ReducingRedundancy

(Refactoringcompetition) Read4.2

Outlinech4(omit4.4,

CurriculumMap

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https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit3/Operator%20Precedence.pptx


Redundancy petition) 4.5)

3.12 CumulativeAlgorithms

Tallycodeonboard,CollaborativeProgrammingExerciseWS3.12

5.1skip“do/whileloops” PP4.2

3.13 whileLoopsPractice-ItSC5.1-5.4,E5.2WS3.13

5.1”Randomnumbers” E5.2

3.14 RandomNumbers

Practice-ItSC5.5-5.7;E5.4,5.5 5.2 PP5.1

3.15Fencepost&SentinelLoops

WS3.15Teachmini-lessons 5.3 E5.6,5.8

3.1601 BooleanLogic

Practice-ItSC5.27,5.29WS3.16(RPS,Pig)DeMorgan’sLawPoster3.16.1Poster3.16.2

Outlinech5(through5.3)

3.1602 BooleanLogic(Day2)

3.17 Finding&FixingErrors (FixHW) Reviewch3-5


3.18 Review(Reviewquestions),WS3.18practicetest

Study

3.99 Unit3testTest2GuideTest2SectionITest2SectionII

3.XX FracCalc

3.00

CurriculumMap

27





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InClass AlgorithmforSolvingProblems

Reading 3.1upto“LimitationsofParameters”


3.01

Lesson3.01 Parameters

ObjectivesStudentswillcorrectlyconstructformalandactualparameters(arguments).Studentswillpredicttheoutputofprogramsthatuseparameters.

AssessmentsStudentswillteachamini-lessonexplainingtherelationshipbetweenparametersandvaluesstoredinmemory.StudentswillsubmitPractice-Itquestions.

InClass Practice-ItSC3.1–3

Reading 3.1“LimitationsofParameters”,“MultipleParameters”,“ParametersversusConstants”

Homework SC3.4–7

3.02

Lesson3.02 LimitationsofParameters&MultipleParameters

Objectives Studentswillmodifyprogramsusingparametersandclassconstantstocreateoriginalartworks.

Assessments Studentswillcompleteanartprojectand“artiststatement”justifyingtheirprogrammingchoices.

InClass Artproject

Reading 3.1“OverloadingMethods”3.2“MethodsThatReturnValues”

Homework Jazzupartprojectandprogram

3.03

CurriculumMap

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Lesson3.03 ReturnValues

Objectives Studentswillwriteaprogramthatreturnsvalues.

Assessments StudentswillcompletePractice-ItquestionsandwriteaprogramtomeetaPokémonChallenge.

InClass Practice-ItSC3.14–16

Reading

Homework SC3.17E3.1

3.04


Objectives Studentswillwriteaprogramthatusesparameters,themathclass,andreturnsvalues.

Assessments StudentswillsubmitanEquestriaprogrambytheendofclass.

InClass WS3.4Equestria

Reading 3.3upto“InteractiveProgramsandScannerObjects”

Homework SC3.18–19

3.05

Lesson3.05 UsingObjects&StringProcessing

ObjectivesStudentswillbeabletodifferentiatebetweenprimitiveandobjecttypes.Studentswillapply0-indexingandstringprocessingtechniquestopredicttheoutputofaprogram.

Assessments StudentswillcompleteWS3.5

InClass WS3.5

Reading 3.3“InteractiveProgramming”and“SampleInteractiveProgram”


3.06

CurriculumMap

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Lesson3.06 InteractivePrograms&ScannerObjects

Objectives Studentswillwriteprogramsthatacceptuserinputusingascannerobject.

Assessments StudentswillcompletePractice-Itproblems.

InClassPractice-ItSC3.24–26E3.12,14,15

Reading

Homework Outlinech3(omit3.4)

3.07

Lesson3.07 PokémonBattleProgrammingProject

Objectives Studentswillwriteaprogramthatrequestsuserinputandreturnsdata.

Assessments StudentswillwriteaprogramthatcalculatesdamagedonetoPokémoninabattle.

InClass WS3.7LPBattle

Reading

Homework Summarizenotessincelastexam

3.08


Objectives Studentswillfinderrorsandcorrecttheirpreviouslysubmittedhomeworkandclassworkassignment.


InClass Fixhomeworkwebmaker.org

Reading 4.1upto“NestedIf/ElseStatements”

Homework SC4.1–4

3.09

CurriculumMap

30


Lesson3.09 RelationalOperators&if/else

Objectives Studentswillbeabletoevaluaterelationalexpressions,predictandtracetheflowofanifstatement.

Assessments Studentswillevaluaterelationalexpressionsandpracticecorrectifstatementsyntaxduringagameofgrudgeball.

InClass OperatorPrecedenceGrudgeball

Reading 4.1“NestedIf/Else”and“FlowofControl”

Homework SC4.7–9E4.1–2

3.10

Lesson3.10 Nestedif/elseStatements

ObjectivesStudentswillwillbeabletochoosewhichifstatementsotusefordifferentproblemsStudentswillusecorrectsyntaxforthedifferentifstatements.

AssessmentsStudentswillteachamini-lessononsequentialornestedifstatements.StudentswillsubmitseveralPractice-Itquestions.

InClassWS3.10Teachmini-lessonsPractice-ItSC4.5–6E4.3

Reading 4.1,“FactoringIf/ElseStatements”and“TestingMultipleConditions”

Homework EX4.4–5

3.11

Lesson3.11 ReducingRedundancy

Objectives Studentswillsimplifycodeandreduceredundancybyfactoringif/elsestatementsandtestingmultipleconditionssimultaneously.

Assessments Studentswillcompleteaclasscompetition.

InClass Refactoringcompetition

Reading 4.2

Homework Outlinech4(omit4.4,4.5)

3.12

CurriculumMap

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Lesson3.12 CumulativeAlgorithms

Objectives Studentswillfindandcorrectsyntaxerrorsinconditionalcumulativealgorithms.

Assessments Studentswillwrite,modify,andcorrectprogramswrittenbyothers.

InClass TallycodeonboardCollaborativeProgrammingExerciseWS3.12

Reading 5.1(skip“Do/WhileLoops”)

Homework PP4.2

3.13

Lesson3.13 whileLoops

ObjectivesStudentswilltracewhileloopstopredict(1)thenumberoftimesthebodyexecutesand(2)theoutputofthecode.Studentswillbeabletodifferentiatebetweenwhileloops,ifstatements,andforloops.

Assessments StudentswillcompletePractice-Itquestions.

InClassPractice-ItSC5.1–4E5.2WS3.13

Reading 5.1“RandomNumbers”

Homework EX5.2

3.14

Lesson3.14 RandomNumbers

Objectives Studentswillbeabletowriteexpressionsthatgeneratearandomintegerbetweenanytwovalues.


InClassPractice-ItSC5.5–7E5.4–5

Reading 5.2

Homework PP5.1

3.15

CurriculumMap

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Lesson3.15 Fencepost&SentinelLoops

ObjectivesStudentswillbeabletodescribewhentousefencepostandsentinelloops.Studentswillusepropersyntaxtoconstructthesecontrolstructures.

Assessments Studentswillteachamini-lessonexplainingtherelationshipbetweenparametersandvaluesstoredinmemory.

InClass WS3.15Teachmini-lessons

Reading 5.3

Homework EX5.6,8

3.16.1

Lesson3.16 BooleanLogic(Day1)

Objectives StudentswillworkinpairstowriteagamethatplaysRockPaperScissors.

Assessments Studentswillsubmitaprogramattheendof2or3classperiods.

InClass

Practice-ItSC5.27,5.29WS3.16(RPS,Pig)DeMorgan’sLawPoster3.16.1Poster3.16.2

Reading

Homework Outlinech5(through5.3)

3.16.2

Lesson3.16 BooleanLogic(Day2)

3.17

CurriculumMap

33









InClass Fixhomework

Reading Reviewch3–5


3.18

Lesson3.18 Review



InClass ReviewquestionsWS3.18PracticeTest

Reading

Homework Study

3.99

Unit3Test AdvancedData&ControlFlow

Guide Test2Guide


3.XX

Unit3Project FracCalc

InClass FracCalc

CurriculumMap

34


Unit4:Arrays,Lists,&Files(4weeks)Unit4SlidesUnit4WordBankCurriculumAssetsMagpieChatbotLab


4.00 TestReview&Reteach Reviewtest 7.1uptoArraysand

MethodsTestcorrections

4.01 ArrayBasics WS4.1Poster4.2

7.1For-EachLoopandTheArraysClass

SC7.1,7.7,7.9

4.02 For-EachLoop&ArraysClass WS4.2 7.2uptoReversing

anArray SC7.12-7.14

4.03

Printing,Searching,&TestingforEquality

WS4.3Mini-lessons

SC7.14-7.17,E7.3

4.03

Printing,Searching,&TestingforEquality(Day2)

7.3 SC7.19-7.21

4.04 ReferenceSemantics

WS4.47.4uptoCommand-LineArguments

E7.9,7.10

4.05 ShiftingValues&ArraysofObjects

SC7.22,7.23,7.25,7.26,7.30;E7.16

7.4NestedArrays,7.5RectangularTwoDimensionalArrays

SC7.27-7.29,E7.14

4.06

NestedLoopAlgorithms&RectangularArrays

WS4.610.1uptoAddingtoandRemovingfromanArrayList

SC[TBD]

4.07 ArrayList GrudgeballPoster4.7

Outlinech7and10.1

4.08 Finding&FixingErrors FixHW Reviewch7,10.1for

Magpielab


4.0901

MagpieChatbotLab(day1)

MagpieChatbotLabActivity1&2

Barronsch6

CurriculumMap

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4.0902


MagpieChatbotLabActivity2

Barronsch6

4.0903



Barronsch6practicequestions

4.0904



CheckandcorrectBarronsch.6questions

4.0905



CheckandcorrectBarronsch.6questions

4.10 Review

ReviewquestionsWS4.10practicetest

Study

4.99 Unit4test

Test3SectionITest3SectionII

4.00




InClass Reviewtest

Reading 7.1upto“ArraysandMethods”


4.01

CurriculumMap

36


Lesson4.01 ArrayBasics

Objectives Studentswilldefine,populate,andaccessarrays.

Assessments StudentswillcompletemanipulativesexercisesonWS4.1.1

InClass WS4.1Poster4.2

Reading 7.1“For-EachLoop”and“TheArraysClass”

Homework SC7.1,7,9

4.02

Lesson4.02 For-EachLoop&ArraysClass

Objectives Studentswilldefine,populate,andaccessarrays.

Assessments StudentswillcompletemanipulativesexercisesonWS4.2

InClass WS4.2

Reading 7.2upto“ReversinganArray”


4.03.1

Lesson4.03 Printing,Searching,&TestingforEquality(Day1)

Objectives Studentswillbeabletomanipulatesingle-dimensionarraysusingavarietyofarraytransversalalgorithms.

AssessmentsStudentswillteachamini-lessononprinting,searching/replacing,testingforequality,reversinganarray,orstringtraversal.StudentswillcompleteaquizattheendofDay2.


Reading

Homework SC7.14–17E7.3

4.03.2

CurriculumMap

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Lesson4.03 Printing,Searching,&TestingforEquality(Day2)

Objectives

Assessments

InClass

Reading 7.3


4.04

Lesson4.04 ReferenceSemantics

Objectives Studentswillbeabletocompareandcontrasthowprimitivesandarraysaretreatedwhenpassedasparameters.

Assessments Studentswillcompletegraphicorganizersandaworksheet.SomestudentswillcompleteaPokémonChallengeforextracredit.

InClass WS4.4

Reading 7.4upto“Command-LineArguments”

Homework EX7.9–10

4.05

Lesson4.05 ShiftingValues&ArraysofObjects

Objectives Studentswillbeabletoshiftelementswithinanarrayandconstructarraysofobjects.

Assessments StudentswillcompletePractice-Itquestionsandmodelmemorymanipulationusingarraywhiteboards.

InClass SC7.22,23,25,26,30E7.16

Reading 7.4“NestedArrays”7.5“RectangularTwoDimensionalArrays”

Homework SC7.27–29E7.14

4.06

CurriculumMap

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Lesson4.06 NestedLoopAlgorithms&RectangularArrays

Objectives StudentswillcorrectlyadjustnestedloopheadersforusewitharraysStudentswillcorrectlyconstructtwo-dimensionalarrays

Assessments StudentswillcompleteWS4.6

InClass WS4.6

Reading 10.1upto“AddingtoandRemovingfromanArrayList”

Homework SC[TBD]

4.07

Lesson4.07 ArrayList

ObjectivesStudentswillconstructcodeusingArrayListStudentswillpredicttheoutputofmethodsthattakearraysasparametersand/orreturnarrays.

Assessments StudentswillevaluatestatementsandpredictoutputduringagameofGrudgeball.

InClass GrudgeballPoster4.7

Reading

Homework Outlinech7and10.1

4.08




InClass Fixhomework

Reading Reviewch7,10.1forMagpielab


4.09.1

CurriculumMap

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Lesson4.09 MagpieLab(Day1)

Objectives Studentswillcompletealong-formlab,usingifstatements,algorithms,theStingclass,arrays,andArrayLists.

AssessmentsStudentswillcompletetheCollegeBoard’sAPCSAMagpieChatbotLab.Studentswillanswerassessmentquestionsonthefourthclassexam.

InClass [Lab:MagpieChatbotLab]MagpieChatbotLabActivity1&2

Reading Barronsch6

Homework

4.09.2


Objectives

Assessments

InClass MagpieChatbotLabActivity2

Reading Barronsch6

Homework

4.09.3


Objectives

Assessments


Reading

Homework Barronsch6practicequestions

4.09.4

CurriculumMap

40


Objectives

Assessments


Reading

Homework CheckandcorrectBarronsch.6questions

4.09.5


Objectives

Assessments


Reading

Homework CheckandcorrectBarronsch.6questions

4.10

Lesson4.10 Review




Reading

Homework Study

4.99

Unit4Test Arrays,Lists&Files


CurriculumMap

41


Unit5:Object-OrientedProgramming(4weeks)Unit5SlidesUnit5WordBankCurriculumAssetsPictureLab


5.00 TestReview&Reteach Reviewtest 8.1 Test

corrections

5.01ObjectOrientedProgramming

Practice-ItSC8.1-8.5WS5.1.1

8.2upto“MutatorsandAccessors.”

5.02 ObjectState&Behavior WS5.2 8.3upto“The

Keywordthis.”SC8.9-8.11,8.13-8.16

5.03ObjectInitialization:Constructors

WS5.3.1WS5.3.2 8.4

5.04 Encapsulation WS5.4Mini-lessons SC8.22-8.28

5.05 Finding&FixingErrors FixHW Reviewch8for

PictureLab


5.0601

PictureLab(day1)

PictureLabActivity1&2PictureLab


5.0602

PictureLab(day2)

PictureLabActivity3&4,notebookchecks

Outlinech8

5.0603

PictureLab(day3)

PictureLabActivity5,notebookchecks

ReadandhighlightBarronsch2,skipthiskeyword

5.0604

PictureLab(day4)

PictureLabActivity5&6,notebookchecks

Barronsch2exam,skip#20

PictureLab

CurriculumMap

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5.0605

PictureLab(day5)

Activity6,Barron'schecks

ReadandhighlightBarronsch5

5.0606

PictureLab(day6)

PictureLabActivity7 SC8.28,8.30

5.0607

PictureLab(day7)

PictureLabActivity8 8.5 FinishPicture

LabActivity8

5.0608

PictureLab(day8)

PictureLabActivity9

Cont.PictureLabActivity9

5.0609

PictureLab(day9)

PictureLabActivity9,cont.


5.07 ReviewReviewquestionWS5.7Testpractice

Study

[5.99] (Unit5test) Test4SectionITest4SectionII

5.00




InClass Reviewtest

Reading 8.1


5.01

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Lesson5.01 ObjectOrientedProgramming

ObjectivesStudentswillbeabletodescribetherelationshipbetweenclasses,objects,andclientcode.Studentswillbeabletopredicttheoutputofthecodethatusesobjects.


InClassPractice-ItSC8.1–5WS5.1.1

Reading 8.2upto“MutatorsandAccessors”

Homework

5.02

Lesson5.02 ObjectState&Behavior

ObjectivesStudentswillbeabletodescribeclasses,objects,andclientcode.Studentswillbeabletopredicttheoutputofthecodethatusesobjects.

Assessments StudentswillcompleteWS5.2individuallyorinpairs.

InClass WS5.2

Reading 8.3upto“TheKeywordthis”

Homework SC8.9–11,13–16

5.03

Lesson5.03 ObjectInitialization:Constructors

ObjectivesStudentswillbeabletodescribeandcreateclasses,objects,andclientcode.Studentswillbeabletopredicttheoutputofthecodethatusesobjects.


InClass WS5.3.1WS5.3.2

Reading 8.4

Homework

5.04

CurriculumMap

44





Lesson5.04 Encapsulation

Objectives Studentswillbeabletomanipulatesingle-dimensionarraysusingavarietyofarraytransversalalgorithms.

AssessmentsStudentswillteachamini-lessononprinting,searching/replacing,testingforequality,reversinganarray,orstringtraversal.StudentswillcompleteaquizattheendofDay2.


Reading


5.05




InClass Fixhomework

Reading Reviewch8forPictureLab


5.06.1

Lesson5.06 PictureLab(Day1)

ObjectivesStudentswillcompletealong-formlab,usingtwodimensionalarraysofobjects,arraytraversingalgorithms,programanalysis,binarynumbers,inheritance,andinterfaces.

Assessments PictureLab

InClass PictureLabActivity1&2PictureLab

Reading


5.06.2

CurriculumMap

45



Objectives

Assessments

InClass PictureLabActivity3&4Notebookchecks

Reading

Homework Outlinech8

5.06.3


Objectives

Assessments

InClass PictureLabActivity5Notebookchecks

Reading ReadandhighlightBarronsch2,skipthiskeyword

Homework

5.06.4


Objectives

Assessments

InClass PictureLabActivity5&6Notebookchecks

Reading

Homework Barronsch2exam(skip#20)

5.06.5

CurriculumMap

46


Objectives

Assessments

InClass PictureLabActivity6Barron'schecks

Reading ReadandhighlightBarronsch5

Homework

5.06.6


Objectives

Assessments

InClass PictureLabActivity7

Reading

Homework SC8.28,30

5.06.7


Objectives

Assessments


Reading 8.5

Homework FinishPictureLabActivity8

5.06.8


Objectives

Assessments


Reading

Homework Cont.PictureLabActivity9

CurriculumMap

47

5.06.9


Objectives

Assessments

InClass PictureLabActivity9,cont.

Reading


5.07

Lesson5.07 Review



InClassReviewquestionsWS5.7Testpractice

Reading

Homework Study

5.99

Unit5Test ObjectOrientedProgramming


Unit6:Inheritance&Polymorphism(4weeks)Unit6SlidesUnit6WordBankCurriculumAssets

CurriculumMap

48




TextExcel


6.00 TestReview&Reteach (Reviewtest) 9.1 Testcorrections

6.0101

InheritanceBasics(day1)

WS6.1StartclassposterExample6.1

"9.2upto""DividendStockBehavior"""

Collectimages

6.0102

InheritanceBasics(day2)

Finishclassposter,discuss

6.02

OverridingMethods&AccessingInheritedCode

WS6.2

Restof9.2startingfrom“TheObjectClass.”

6.03InteractingwiththeObjectSuperclass

Practice-ItSC9.3,9.4,9.9,9.10,E9.4;WS6.3Poster6.3

9.3upto“InterpretingInheritanceCode.”

6.04 PolymorphismWS6.4.1WS6.4.2SC9.11-9.17

Restof9.4“Is-aVersusHas-aRelationships.”

SC9.18,9.20

6.05 Has-aRelationships

WS6.5ValueMealexercise?

9.5

6.06 Interfaces[Interfaceexamples]Poster6.6

9.6

GenerateownclasshierarchylikeFinancialhierarchyinbook

6.0701

Programmingproject(day1)

PP9.1,notebookchecks

Outlinech9

6.0702

Programmingproject(day2)

PP9.1,outlinechecks

ReadandoutlineBarronsch4

6.0703

Programmingproject(day3) PP9.3 Barronsch4exam,

self-grade

6.0704

Programmingproject(day4) E9.8


6.07 Programming Barronsch3exam,outline Reviewch9

Submitquestionsfor

CurriculumMap

49


https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit6/Example%206.1.jpg








checks

6.08 Finding&FixingErrors (FixHW) Reviewch9 Submitquestionsfor

review

6.09 Review

ReviewquestionsWS6.5Testpractice

Study

6.99 Unit6test

Test5GuideTest5SectionITest5SectionII

6.XX TextExcel

TextExcelStudentGuideATextExcelStudentGuideBTextExcelStudentGuideCTextExcelTeacherGuide

6.00




InClass Reviewtest

Reading 9.1


6.01.1

CurriculumMap

50


https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit6/Text%20Excel%20A%20Student%20Guide.docx

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit6/Text%20Excel%20B%20Student%20Guide.docx

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit6/Text%20Excel%20C%20Student%20Guide.docx

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit6/Text%20Excel%20Teacher%20Guide.docx

Lesson6.01 InheritanceBasics(Day1)

Objectives

StudentswillcorrectlydefineinheritanceStudentswillusepropersyntaxtoextendaclass.Studentswillillustrateis-arelationships.Studentswillproperlyimplementconstructorsofderivedclassesusingsuper.

Assessments StudentswillcompleteaClassHeirarchyPosterasindicatedinWS6.1.

InClassWS6.1StartclassposterExample6.1

Reading 9.2upto“DividendStockBehavior”

Homework Collectimages

6.01.2

Lesson6.01 InheritanceBasics(Day2)

Objectives

Assessments

InClass FinishclassposterDiscussion

Reading

Homework

6.02

Lesson6.02 OverridingMethods&AccessingInheritedCode

ObjectivesStudentswillreplacesuperclassbehaviorbywritingoverridingmethodsinthesubclass.Studentswillwritesubclassmethodsthataccesssuperclassmethods.

Assessments StudentswilladdcodetotheirClassPostersfromthepreviouslesson.

InClass WS6.2

Reading Restof9.2startingfrom“TheObjectClass”

Homework

6.03

CurriculumMap

51




Lesson6.03 InteractingwiththeObjectSuperclass

ObjectivesStudentswillreplacesuperclassbehaviorbywritingoverridingmethodsinthesubclass.Studentswillwritesubclassmethodsthataccesssuperclassmethods.

Assessments StudentswillcompletePractice-ItquestionsStudentswillcompleteaworksheet.

InClass

Practice-ItSC9.3–4,9–10E9.4WS6.3Poster6.3

Reading 9.3upto“InterpretingInheritanceCode”

Homework

6.04

Lesson6.04 Polymorphism

ObjectivesStudentswilldefinepolymorphism.Studentswilltracetheexecutionofmethodsthroughaclasshierarchyandpredictoutput.

Assessments StudentswillcompleteaTracingInheritanceguideandcompleteworksheet6.4.

InClassWS6.4.1WS6.4.2SC9.11–17

Reading Restof9.4“Is-aVersusHas-aRelationships”

Homework SC9.18,20

6.05

CurriculumMap

52





Lesson6.05 Has-aRelationships

ObjectivesStudentswillbeabletoidentifyandexplainwhytwoclasseshaveanis-aorahas-arelationship.Studentswillbeabletocreateahas-arelationshipbetweentwoclasses.

Assessments StudentswillcompleteanAPSectionIIquestion“Trio”

InClass WS6.5ValueMealexercise

Reading 9.5

Homework

6.06

Lesson6.06 Interfaces

Objectives Studentswillimplementanduseinterfaces.

Assessments Studentswillcompleteanin-classcompetition.

InClass InterfaceexamplesPoster6.6

Reading 9.6

Homework GenerateownclasshierarchylikeFinancialhierarchyinbook

6.07.1

Lesson6.07 Programmingproject(Day1)

Objectives Studentswillwritecomplexcodethatusespolymorphism,inheritance,andinterfaces.

Assessments Studentswillsubmitaprogramelectronically.

InClass PP9.1Notebookchecks

Reading

Homework Outlinech9

6.07.2

CurriculumMap

53




Objectives

Assessments

InClass PP9.1Outlinechecks

Reading ReadandoutlineBarronsch4

Homework

6.07.3


Objectives

Assessments

InClass PP9.3

Reading

Homework Barronsch4exam,self-grade

6.07.4


Objectives

Assessments

InClass EX9.8


Homework

6.07.5

CurriculumMap

54


Objectives

Assessments

InClass Barronsch3examOutlinechecks

Reading Reviewch9


6.08




InClass Fixhomework

Reading Reviewch9


6.09

Lesson6.09 Review



InClassReviewquestionsWS6.5Testpractice

Reading

Homework Study

6.99

CurriculumMap

55


Unit6Test InheritanceandPolymorphism

Guide Test5Guide


6.XX

Unit6Project TextExcel

InClass

TextExcelTextExcelStudentGuideATextExcelStudentGuideBTextExcelStudentGuideCTextExcelTeacherGuide

Unit7:Searching&Sorting(3weeks)Unit7SlidesUnit7WordBankCurriculumAssetsElevensLab


7.00TestReview&Reteach

Reviewtest 13.1upto“Sorting” Testcorrections

7.01 SearchingAlgorithms

(CSUnpluggedBattleship)WS7.1

13.1“Sorting” SC13.4-13.6,E13.1-13.3

7.02 SortingAlgorithms 13.1“Shuffling”

7.0301

ElevensLab(day1)

ElevensLabActivity1"13.3skip""RecursiveBinarySearch"""

SC13.16-13.21,13.23,13.24

7.0302

ElevensLab(day2)

ElevensLabActivity2(begin)

CurriculumMap

56

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit6/Text%20Excel%20A%20Student%20Guide.docx

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit6/Text%20Excel%20B%20Student%20Guide.docx

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit6/Text%20Excel%20C%20Student%20Guide.docx

https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit6/Text%20Excel%20Teacher%20Guide.docx




7.0303

ElevensLab(day3)

ElevensLabActivity2(end)


7.0304

ElevensLab(day4)

ElevensLabActivity3(begin),notebookchecks

Outlinech13

7.0305

ElevensLab(day5)

ElevensLabActivity3(end),notebookchecks


7.0306

ElevensLab(day6)

ElevensLabActivity4Barronsch8exam,self-grade

7.0307

ElevensLab(day7)

ElevensLabActivity5(begin),Barron'schecks

7.0308

ElevensLab(day8)


7.0309

ElevensLab(day9)

ElevensLabActivity6 (FixHW)

7.0310

ElevensLab(day10)

ElevensLabActivity7 (FixHW)

7.0311

ElevensLab(day11)

ElevensLabActivity8,re-gradefixedHW

7.0312

ElevensLab(day12)

ElevensLabActivity9(begin),re-gradefixedHW

7.0313

ElevensLab(day13)

ElevensLabActivity9(end),re-gradefixedHW


7.0314

ElevensLab(day14)

ElevensLabActivity10,re-gradefixedHW

7.0315

ElevensLab(day15)

ElevensLabActivity11(begin)

7.0316

ElevensLab(day16)


7.04 Review Reviewquestions Study

CurriculumMap

57

7.99 Unit7testTest6GuideTest6SectionITest6SectionII

7.00




InClass Reviewtest

Reading 13.1upto“Sorting”


7.01

Lesson7.01 SearchingAlgorithms

Objectives Studentswillcompareandcontrastthedifferentsearchalgorithms.

Assessments Studentswillcompletesomeshortanswerquestions.

InClass CSUnpluggedBattleshipWS7.1

Reading 13.1“Sorting”

Homework SC13.4–6E13.1–3

7.02

Lesson7.02 SortingAlgorithms

Objectives Studentswillcompareandcontrastdifferentsortingmethodsandevaluatetheirrelativespeedandefficiency.

Assessments Studentswillcompletesomeshortanswerquestionsonworksheets.

InClass

Reading 13.1“Shuffling”

Homework

7.03.1

CurriculumMap

58


Lesson7.03 Elevenslab(Day1)

ObjectivesStudentswillcompletealong-formlab,demonstratingeffectiveuseofobjectorientedprogramdesign,programimplementationandanalysis,andstandarddatastructuresandalgorithms.

Assessments ElevensLab

InClass ElevensLabActivity1

Reading 13.3(skip“RecursiveBinarySearch”)

Homework SC13.16–21,23–24

7.03.2


Objectives

Assessments

InClass ElevensLabActivity2(begin)

Reading

Homework

7.03.3


Objectives

Assessments

InClass ElevensLabActivity2(end)

Reading


7.03.4

CurriculumMap

59


Objectives

Assessments

InClass ElevensLabActivity3(begin)Notebookchecks

Reading

Homework Outlinech13

7.03.5


Objectives

Assessments

InClass ElevensLabActivity3(end)Notebookchecks


Homework

7.03.6


Objectives

Assessments


Reading

Homework Barronsch8exam,self-grade

7.03.7

CurriculumMap

60


Objectives

Assessments

InClass ElevensLabActivity5(begin)Barron'schecks

Reading

Homework

7.03.8


Objectives

Assessments


Reading

Homework

7.03.9


Objectives

Assessments


Reading

Homework Fixhomework

7.03.10


Objectives

Assessments


Reading

Homework Fixhomework

CurriculumMap

61

7.03.11


Objectives

Assessments

InClass ElevensLabActivity8Re-gradefixedhomework

Reading

Homework

7.03.12


Objectives

Assessments

InClass ElevensLabActivity9(begin)Re-gradefixedhomework

Reading

Homework

7.03.13


Objectives

Assessments

InClass ElevensLabActivity9(end)Re-gradefixedhomework

Reading


7.03.14

CurriculumMap

62


Objectives

Assessments

InClass ElevensLabActivity10Re-gradefixedhomework

Reading

Homework

7.03.15


Objectives

Assessments

InClass ElevensLabActivity11(begin)

Reading

Homework

7.03.16


Objectives

Assessments


Reading

Homework

7.04

CurriculumMap

63

Lesson7.04 Review



InClass Reviewquestions

Reading

Homework Study

7.99

Unit7Test Searching&Sorting

Guide Test6Guide


Unit8:Recursion(2weeks)Unit8SlidesUnit8WordBankCurriculumAssets

CurriculumMap

64




8.00 TestReview&Reteach Reviewtest 12.1upto“Structureof

recursivesolutions”Testcorrections

8.01 ThinkingRecursively

TowerofHanoigame

Restof12.1

8.02WritingRecursiveSolutions

GrudgeballSC12.1-12.4

12.2 SC12.5,12.7-12.9,E12.1

8.03 MechanicsofRecursion

WS8.3TeacherDemo8.3

13.4? SC12.6,12.10,E12.3

8.04 MergeSort ImplementmergeSort

SC13.27-13.30NotebookCheck

8.05 Finding&FixingErrors FixHW Reviewch12.1,12.2


8.06 Review Study

8.07 Quiz [Quiz8] Barronsch7

[8.08] QuizReview&Reteach

Reviewquiz Barronsch7

8.00




InClass Reviewtest

Reading 12.1upto“StructureofRecursiveSolutions”


8.01

CurriculumMap

65


https://raw.githubusercontent.com/TEALSK12/apcsa-public/master/curriculum/Unit8/Teacher%20Demo%208.3.docx

Lesson8.01 ThinkingRecursively

Objectives Studentswillbeabletodefinerecursion.

Assessments Studentswilldescriberecursivemethodsandcompareiterativeandrecursivemethodsduringaclassdiscussion.

InClass TowerofHanoigame

Reading Restof12.1

Homework

8.02

Lesson8.02 WritingRecursiveSolutions

Objectives Studentswillbeabletoidentifyrecursivemethodsandpredicttheoutput(orreturnvalue)ofrecursivemethods.

Assessments StudentswillevaluatestatementsandpredictoutputduringagameofGrudgeball.

InClass GrudgeballSC12.1–4

Reading 12.2

Homework SC12.5,7–9E12.1

8.03

Lesson8.03 MechanicsofRecursion

Objectives Studentswillbeabletomodelhowrecursivemethodsexecute.

AssessmentsStudentswillwritearecursivemethod,thenmodeltheexecutionofthatmethodfortheinstructor.Studentswillalsomodelamethodwrittenbytheirpeers.

InClass WS8.3TeacherDemo8.3

Reading 13.4

Homework SC12.6,10E12.3

8.04

CurriculumMap

66



Lesson8.04 MergeSort

Objectives StudentswillusemergeSorttosortanArrayList.

Assessments Studentswillbeabletouserecursiontosortalist.

InClass ImplementmergeSort

Reading

Homework SC13.27–30NotebookCheck

8.05


Objectives Studentswillfinderrorsintheirreturnedhomeworkandclasswork.

Assessments Studentswillre-submitallhomeworkandclassworkassignmentswithcorrectedanswers.

InClass Fixhomework

Reading Reviewch12.1–2


8.06

Lesson8.06 Review


Assessments Studentswillcreateapersonalizedlistofreviewtopicstoguidetonight'sstudysession.

InClass ReviewQuestions

Reading

Homework Study

8.07

Lesson8.07 Review&Quiz

InClass [Quiz8]

8.08

CurriculumMap

67

Lesson8.07 QuizReview&Reteach


Assessments Re-submitquizanswerswithupdatedcorrectionsforpartialorfullcredit.

InClass Reviewquiz

Reading

Homework Barronsch7

Unit9:APTestReview(3weeks)CurriculumAssets

9.00

Lesson9.00 ReviewingfortheAPExam

Objectives StudentswillreviewandpreparefortheAPComputerScienceAexam.

Assessments BellevueMasteryTestsAPCS2012SectionII

InClass

Reading

Homework

Unit10:Post-APExamProjects(4–5weeks)

CurriculumMap

68

WecurrentlyhavetwodifferentcurriculumoptionsforaftertheAPexam,eachofwhichisaself-containedwebsitewithlessons,labsandothersupportingresources:

SpaceBattleArenaTEALSMinecraftModding

CurriculumMap

69

http://mikeware.github.io/SpaceBattleArena/

https://tealsk12.github.io/teals-minecraft/

TEALSAPCSACurriculumAssetsTheTEALSAPCSACurriculumassetsmaybedownloadedfromtheAdditionalCurriculumMaterialssectionoftheTEALSDashboard

[Note:youneedtobeacurrentTEALSvolunteerorclassroomteachertoacesstheTEALSDashboard]

ThelatestversionisTEALS-APCSA-Curriculum-v2.0.2.zip.

Contents/Projects/

/Projects/APCSA-Elevens-v1.X.X.zipTheUnit7ElevensLab.Extractingthisarchive,you'llfindtheTeacherGuide,andthestudent-distributablepackage.GetstartedbyreadingTeacherMaterials/Elevens-Teacher-Guide.pdf.

/Projects/APCSA-FracCalc-v1.X.X.zipTheUnit3FractionalCalculatorProject.Insidethisarchiveyou'llfinddocumentationandstudentstartersourcecode.

/Projects/APCSA-Magpie-v1.X.X.zipTheUnit4MagpieChatbotLab.Insidethisarchiveyou'llfindtheteacherguide,teachersolutionsourcecode,andthedistributablestartercodearchiveforstudents.GetstartedbyreadingMagpie-Teacher-Guide.pdf.

/Projects/APCSA-PictureLab-v1.X.X.zipTheUnit5PictureLab.Thisarchivecontainstheteacherguide,teachersolutioncode,anddistributablestarterpackageforstudents.GetstartedbyreadingTeacherMaterials/pixLab-Teacher-Guide.pdf.

/Projects/APCSA-TextExcel-v1.X.X.zipTheUnit6TextExcelProject.Thisarchivecontainstheteacherguide,teachersolutioncode,anddistributablestarterprojectforstudents.Getstartedbyreadingguides/TextExcelTeacherGuide.docx.

/Unit*/AssetsforeachoftheAPCSAcurriculumunits.Ingeneral,eachWordfilewillhaveacorrespondingPDFequivalent.Worksheetsaregenerallyoftheform"WS#.#.docx"and"WS#.#.pdf".

/Unit1/—AssetsforUnit1:Programming&Java./Unit2/—AssetsforUnit2:WorkingwithData&BasicControlFlow./Unit3/—AssetsforUnit3:AdvancedData&ControlFlow./Unit4/—AssetsforUnit4:Arrays,Lists&Files.

CurriculumAssets

70

https://www.tealsk12.org/dashboard/curriculum-repository/

/Unit5/—AssetsforUnit5:Object-OrientedProgramming./Unit6/—AssetsforUnit6:Inheritance&Polymorphism./Unit7/—AssetsforUnit7:Searching&Sorting./Unit8/—AssetsforUnit8:Recursion./Unit9/—AssetsforUnit9:APTestReview.

CurriculumAssets

71

Lesson1.01—UsingEclipse&Practice-ItN.B.THISLESSONISOPTIONAL

Overview

Objectives—Studentswillbeableto…

Describeoneormorecareersrelatedtocomputerscienceandtechnology.Askintelligentquestionsaboutthefieldofcomputerscience.Identify'nextsteps'tolearnmoreaboutcomputerscienceListtheclassexpectationsandwhatisrequiredofthem.

Assessments—Studentswill…

DemonstratePlug-InandUn-PlugproceduresLoginandsubmitasampleprobleminPractice-It

Homework—Studentswill…

Visithttp://www.pokemon.comandplayafewgamesorplayPokémononagamingsystemVisithttp://bulbapedia.bulbagarden.nettofamiliarizeyourselfwiththePokémonfranchise

Materials&PrepProjectorandcomputerStudentComputerswithEclipseinstalledClassroomcopiesofWS1.1.1andWS1.1.2USBDrivesforeachstudent(ifapplicabletoschool)Handout/SlideDeckdemonstratingfilesubmissionprocedure

IfyourschooldoesnothaveadesignatedITspecialistavailabletoinstallEclipseontheclassroomcomputers,WS1.1.1offersstep-by-stepinstallationdirections,withscreenshots.Ifyourstudentshavecomputersathome,orifyourschoolloansthemlaptopsforhomework

Lesson1.01:UsingEclipse&PracticeIt

72

http://www.pokemon.com

http://bulbapedia.bulbagarden.net



andlabs,youcanprintoutcopiesofWS1.1.1foryourstudentssotheycaninstallEclipseontheirhomecomputers.

IfyourschooldistributesUSBdrives,modelbestpracticesbywearingyourUSBdriveonyourIDlanyardorkeychain.Studentswillloseand/orforgettheirdrivesunlesstheyareattachedtoanotherobjecttheyusedaily!

Sinceallinstructorshavedifferentpreferencesandrequirementsforfileuploads/sharing,wehavenotincludedaprocedureforfilesubmission.Youshouldprepareahandoutorslidedeckdemonstratingyourprocedureforsubmittingwork,andhavestudentssendyouasamplefiletoassessunderstandingofyourprocedure.10minutesofthislessonhavebeenreservedforyoutoteachtheseprocedures.

PacingGuide

Section TotalTime

Bell-workandattendance 5min

ClassroomIntroductionIcebreakers&Background 20min

Plug-In&Un-PlugProcedureDemonstrationandpractice 10min

Practice-ItAccountsetupandloginpractice 10min

FileSubmissionProcedureDemonstrationandpractice 10min

Procedure

Bell-workandAttendance[5minutes]

ClassroomIntroduction[20minutes]

1. Usingtheslidedeckasabase(editthedecktofityourneeds):

Pollyourclasstolearntheirnames,experience,andrationalebehindtakingthecourse.Gooverbackgroundinformationofthecomputersciencefield.Gooverclassexpectationsandinformation.Touchonschoolrequirements(varies)e.g.syllabus.


73

2. Classicebreakers(variesschooltoschool).

Plug-In&Un-PlugProcedure[10minutes]

1. UsingWS1.1.2,modelthestepsfor:

OpeningEclipseandaworkspaceCreatingandsavingaprogramEjectingtheUSB(ifapplicable)

2. HavestudentsdemonstratethePlugInandUn-PlugproceduresforyoubeforeyoumoveontothePractice-Itexercise.

Ifyourclassroomhasaprojectorhookeduptotheteacher’scomputer,projecteachstepasyoumodelitforthestudents.

Waituntilallstudentshavecompletedastepbeforemovingontoanotherstep.

Expectthisexercisetotake10minutesorlonger.

Practice-It[10minutes]

1. UsingWS1.1.2,modelthestepsforcreatingaPractice-Itaccount.Sinceyouwillprobablyalreadyhaveanaccount,selectastudentaccounttouseasamodel.

2. HaveallstudentssubmitaPractice-ItproblemtodemonstratethattheyknowhowtousePractice-It.

Waituntilallstudentshavecompletedastepbeforemovingontoanotherstep.

Ifyouhaveextratimeinclass,introducea“ScavengerHunt”onPractice-It,andhavestudentsfind:

WheretheiraccountinformationislocatedWherearecordoftheircompletedproblemsarelocatedWherethe3rdSelf-CheckproblemforChapter7islocated

FileSubmissionProcedure[10minutes]

1. Demonstrateyourprocedureforfilesubmission.Useahandoutorslidedecktoillustratethisprocedure.

2. Havestudentssendasamplefiletoassessunderstandingoftheprocedure.

AccommodationandDifferentiation


74

Allowstudentstoworkinpairsiftheyarehavingtroubleunderstandingthedirections.Encouragepairstomodelthecorrectprocedureforeachother.Studenthelpersshouldpointtoareasonthescreenratherthantypingorusingthemousetocompletetheaction.

TeacherPriorCSKnowledgeIDEs(IntegratedDevelopmentEnvironments)arewidelyusedinindustrytodevelopsoftware.PriortoIDEs,softwareengineersusedsimpletexteditorstowriteprograms.WhileteachersarewelcometochoosefromawidevarietyofIDEs(seehttps://jaxenter.com/the-top-java-ides-114599.htmlforacomparison)orevenusetexteditors,TEALSsupportsEclipseintheAPCSAcurriculum.WhicheverIDE/editoryouchoose,it’sagoodideatorunthroughafewIDEtutorialstofamiliarizeyourselfwiththeworkflowbeforedemonstratingtotheclass.

TeachingTipsTipsforVolunteers:http://csteachingtips.org/Tips-for-classroom-volunteers

TipsforReducingBias:http://csteachingtips.org/tips-for-reducing-bias

ClassIntroduction:Studentswillendupinyourcomputerscienceclassforavarietyofreasons,hereafewthatarecommon:

MymathteacherrecommendedItakecomputerscienceMyfriendisintheclassIlikecomputersItfitinmyscheduleItshowedupinmyscheduleIt’sanAPclassandwouldlookgoodonmytranscriptIbuildappsinmysparetime

Byknowingthestudent’smotivation,youcanbetterunderstandwherethestudentiscomingfrom.Iusethisinformationtoinformthepaceanddepthoftheinitiallessons.Ialsotrytodeterminethelevelofprogrammingexperienceofeachstudent.Thishelpswithgroupformationinthebeginninglessonswhereyoutrytopairexperiencedstudentswithlessexperiencedstudentstothestudentscanlearnfromtheirpeers.

Misconceptions


75

https://jaxenter.com/the-top-java-ides-114599.html

http://csteachingtips.org/Tips-for-classroom-volunteers

http://csteachingtips.org/tips-for-reducing-bias

WhenintroducingtheJavaprogramminglanguage,manystudentswillthinkJavaissynonymouswithJavaScript.Althoughbothareprograminglanguagesandmanyoftheconstructsaretransferablebetweenthetwolanguages,JavaandJavaScriptaretwodifferentlanguages.JavaScriptisusedtodayforbothclientsidewebbrowserscriptingtowebservers.JavaisusedtocreateplatformindependentappsmeaningaprogramwritteninJavawillrunacrossavarietyofoperatingsystems.

ForumdiscussionLesson1.01UsingEclipse&Practice-it(TEALSDiscourseaccountrequired)


76

http://forums.tealsk12.org/c/ap-cs-a-unit-1/1-01-using-eclipse-practice-it

Lesson1.02—Algorithms&ComputationalThinking

Overview


Definealgorithms,programs,hardware,software,andoperatingsystems.Describetherelationshipsbetweentheseconceptsandcomponents.


WritesamplealgorithmsAssembleanddebugaprogramthatdirectstheinstructortomakeasandwich


ReadBJP1.2

Materials&PrepProjectorandcomputerORwhiteboardandmarkerFooditemsforpeanutbutterandjellysandwichUtensilsforsandwichassembly(spoonforjelly,knifeforspreading)Wetwipesorwatertocleanhands

PacingGuide


77

Section TotalTime


Introductiontovocabulary 10min

Explainingactivity,assigningpairs 2min

ActivityRoundOne 10min

ActivityRoundTwo 10–15min

Full-classdiscussionofdebuggingmethods 5min

HWdistribution&exittickets 2min

Procedure


IntroductiontoVocabulary[10minutes]

Inthislesson,youwillbeusingyourselfasthemetaphortointroducefundamentalvocabularyinCS.Asahook,youshouldleaveallofthefoodprepmaterialsconspicuouslylaidoutinthefrontoftheclassroom,withoutanyexplanation.

1. Youshouldbeginyourlessonwithaninformal,whole-groupconversationabouthumansbeingthefirst“computers.”Thisisagreatopportunitytousehistory,women’saccomplishmentsinCS,andhumortoofferupanddrillvocabularywithoutonerousrepetition.Somesuggestionsforyouropeningdiscussion:

Computerwasoriginallyajobdescription,andwasfirstusedin1613todescribesomeonewhoperformsmathematicalcalculations.

Earlycomputersweremostlywomen:


78

http://www.officemuseum.com/IMagesWWW/Early_1920s_Veterans_Bureau_Calculating_WWI_Vet_Bonuses_LOC.JPG).

Humancomputershavemanysimilaritiestomechanicalcomputers.Seehowmanyoftheseyourstudentscanpredictwithminimalprompting:

Brain=CPUandprocessingInput=information(data)fromsensingtheenvironmentSensors=eyes,ears,nose,mouth,fingers/skinOutput=behavior,action

Youcanmodelerrorsandexceptionsbydramaticallynarratingandactingoutaconfusingsetofdirectionsandtheresultantmistake.Dependingonyourpersonalstyle,thiscanbeapratfall,embarrassingsocialblunder(realorimagined),orsimplespellingmistake(input:soundingoutawordwithsilentletters,error/output:themisspelledword)

2. Introducethedefinitionofanalgorithm,andinvitethestudentstowriteanalgorithmforyou,thecomputer,tomakeapeanutbutterandjellysandwich.

Analgorithmmaybedefinedas“aprocessorsetofrulestobefollowedincalculationsorotherproblem-solvingoperations”

ExplainingActivityandAssigningPairs(2minutes)


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http://www.officemuseum.com/IMagesWWW/Early_1920s_Veterans_Bureau_Calculating_WWI_Vet_Bonuses_LOC.JPG

Givestudentpairs5minutestowriteapeanut-butter-and-jellyalgorithm.Specifythattheyshouldwriteacompletesetofdirectionstodescribetheprocessofmakingthesandwich.

ActivityRound1(10minutes)

1. Askforastudentvolunteertocometothefrontoftheclassroomto“beJava.”

2. Randomlychooseastudent’salgorithmforyourfirsttry,andnarrateas“Java”picksupthe“program”toreadtoyou(thecomputer).PointoutthatwhenJavareadscode,itscompilertranslatesthecodeyoutypeinsothecomputercanreaditinbinary.Bonuspointsifyoucangetthevolunteertoreaddirectionsinaroboticvoice.

3. Askyourstudentvolunteerreadsthedirectionsaloud,followinginstructionsliterally.Repeattheinstructionoutloudasyoumodeltheaction.Usuallystudentsforgettotellyoutoopenthebagofbread,etc.Hamuptheerrors,andstop“executingtheprogram”whenitbecomesclearthatthealgorithmwon’tresultinafunctionalPB&J.Pointoutthatthisisanerrororexception—yourprogramdoesthesamethingwhenitgetsinstructionsthatdon’tmakesense.

4. Repeatthiswith1or2otheralgorithms,thengraciouslyagreetolettheclasstryagain.Makesuretousethephrase“debugging”andhavethestudentsuseitaswell.

ActivityRound2(10–15minutes)

1. Givestudentsanother5minutestocorrecttheiralgorithms.Ifstudentsareon-taskandreallygettingpassionateaboutthejob,givethemafewextraminutes.

2. Have“Java”selectanother“program”fromyourstudents.Asyouexecutetheprogramagain,asktheclasswhatrepresentshardware,software,input,output,processing,andtheprogram.

Full-classDiscussionofDebuggingMethods(5minutes)

1. Askstudentstosharethedifferentwaystheydebuggedtheircode/program/algorithm.(Changingprogramcontent,switchingalgorithmorder,etc.)

2. GivestudentswithsuccessfulalgorithmsthevariousPB&Js(failedandotherwise).

HomeworkDistributionandExitTickets(2minutes)

Distributehomeworkandhavestudentscompleteexittickets.


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AccommodationandDifferentiationBeforedeliveringthislesson,youshouldcheckwiththeclassroomteachertomakesurenoneofthestudentshaveapeanutallergy.Ifastudentdoeshaveanallergy,findouthowseveretheallergyis(youcanopttomakethisstudentajellysandwich,butiftheallergyissevere,youshouldswitchthedemotoanotherfooditem).

Incertainclassrooms,peanutbutterandjellymightnotbeafamiliarfooditem.Inthesecases,itisbesttodosomeresearchfirsttofigureoutwhatsnackwillbefamiliarenoughtoallyourstudentsthattheycanrecommendanalgorithmforpreparingit.Someitems(suchasNavajofrybread)mightrequireadditionalplanning.Formaximumengagement,trytoselectasnackthat:

Requires3ormoreingredientsRequiresassemblyorpreparation(suchaspeeling,dicing,etc.)UsesingredientsthatarejarredorwrappedAregenerallyconsideredpalatabletomoststudents

InELLclassrooms,youshouldpairstudentstoeasethewriting/compositionburdenofthisactivity.Foradvancedstudents,invitethemtowritealgorithmsforotheractivities,suchasgettingtoschoolontime.

TeacherPriorCSKnowledgeAlgorithmsareoneofthefundamentalconceptsincomputerscience.Algorithmsarefundamentaltosolvingproblemsincomputerscience.

Thelessonplanusesanalogyofthestudentasthecompiler.WhenwritingaJavaprogramthefollowingisthesequenceoffilesandtranslationsthatarecarriedout:

1. ProgrammerusesaneditortocreateJavaprogramandsavesin.javafile

2. Javacompiler(javacprogram)takes.javafileandcompliescodetobytecodeandsavesin.classfile.

3. Javavirtualmachine(javaprogram)runs.classfilebyinterpretingthebytecodeforaspecificmachinebasedontheoperatingsystemandhardware.

Thelessonplanassumestheteacherhaspriorknowledgeofthecomponentsofaphysicalcomputerandcanrelatethemtoaperson.Ifyouarenotfamiliarwiththecomponentsofacomputersystem:

CPUcentralprocessingunit–brainsofthecomputer


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Diskdrive/SSD–longtermstorageRAMrandomaccessmemory–shorttermstorageKeyboard,mouse,touchscreen–inputdevicesDisplay,sound,vibration–outputdevices

TeachingTipsTipsforLecturing:http://csteachingtips.org/tips-for-lecturing

TipsforIntroducingComputerScience:http://csteachingtips.org/Tips-for-introducing-computing

Thelessonplanhastheteacherbethe“computer”thatfollowstheinstructionsreadaloudbythestudent.Youmaybeinclinedtohaveastudentbethecomputer.However,studentsareunpredictableandyoumayormaynotgettheoutcomesyoudesire.Eventhoughthisactivityismeanttobeplayful,studentsillinesscangetoutofhandwhenbuildingtheirP&Jsandwich.Ifyoudochoosetohavestudentsbethecomputer,setupnormslikenothrowingfoodandtheymustcleanupafterthemselves.

Otheralgorithmsyoucanhavestudentswriteincludetyingshoelaces,brushingteeth,openingalocker.

MisconceptionsSometimesstudentsthinkalgorithmsandcomputerprogramsaresynonymous.Whiletheyarerelated,theyarenotsynonymous.Humanshavebeenusingalgorithmstosolveproblemswaybeforecomputereverexisted.Theinventionofthecomputercreatedaplatformforalgorithmscreatedthatcouldbecarriedoutbyamachine.Soacomputerprogramisatoolusedbypeopletoexpressesalgorithmsthatcanbeexecutedbyacomputer.

ForumdiscussionLesson1.02AlgorithmsComputationalThinking(TEALSDiscourseaccountrequired)


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http://csteachingtips.org/tips-for-lecturing

http://csteachingtips.org/Tips-for-introducing-computing

http://forums.tealsk12.org/c/ap-cs-a-unit-1/1-02-algorithms-computational-thinking

Lesson1.03—String&ConsoleOutput

Overview


DescribethehistoryofcomputerscienceandJavaandwhythey'reusedtoday.Correctlyassembleacompleteprogramwithaclassheader,body,andmainmethod.Correctlyuseprint,println,andescapesequences.


CreatestarterPokémonprogramCompleteseveralPractice-Itquestions


ReadBJP1.3CompleteCh.1exercises1-5

Materials&PrepProjectorandcomputerWhiteboardandmarkerASCIIPokémonart

Pokéball:http://tinyurl.com/pba5x8rPikachu:http://tinyurl.com/oa3g2al

Practice-Itbookmarks(installedonstudentcomputers,ifpossible)

Ifyoudonothaveaprojectorinyourclassroom,printoutpicturesoftheASCIIart,andplacethemaroundtheroom(orondesks)forstudentstopassaround.Makesureyouprintpicturesoutlargeenoughsothatstudentscanseethecharactersthatmakeuptheartwork.

PacingGuide


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http://tinyurl.com/pba5x8r

http://tinyurl.com/oa3g2al

Section TotalTime


Introductiontovocabularyandsyntax 10min

Signingup/intoPractice-It 10min

Practice-Itquestions 15min

Pokémonchallenge 10min

Studentstradeworkanddebug 5min

ProcedureInthislesson,youwillintroducethepartsofaprogram,thenhavestudentscreatetheirfirst“HelloWorld”styleprogram.Yourhookforthisclassis2-fold:(1)youshouldpumpupthestudentstowritetheirveryfirstprogramever!(2)HavesamplesofASCIIartavailableforthemtoview,andletthemknowthattheywillbecreatingtheirownpicturestodayaswell.


IntroductiontoVocabularyandSyntax[10minutes]

1. BeginyourlecturewithaquickoverviewofJavaandwhywe’reusingit.

BriefhistoryofJavaKeycharacteristicsofJava

2. Lectureonthefollowingtalkingpoints.Studentsshouldbeabletoleadyouthroughthesepoints,asyouarereviewingthematerialsfromthereadingtheycompletedforhomework:

Javaprogramsalwaysbeginwithaclassheader,whichfollowstheserules:Startswith“publicclass”(publicbecauseanyonecanaccessit)Usesacapitalizedname,andalwaysstartswithaletterEndswithanopencurlybracket(thinkofthecurlybracketsasaboxthatholdsbitsofcodetogether;showstudentswheretheclosecurlybracketgoes)

3. Havestudentsvolunteerseverallegitclassheaders,deliberatelymakemistakesforstudentstocatch(suchasleavingoutabracket,capitalizingincorrectly,orstartingclassnamewithanumber).

Ifyourstudentsarehavingtroublegeneratingclassheaders,guidethemthroughthefollowingexamples:


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publicclassMyFile{→correct!PublicclassMyFile{→incorrect,publicshouldbelowercasepublicClassMyFile{→incorrect,classshouldbelowercasepublicclassMyfile{→correct,butnotaseasytoreadfilenamepublicclassWhateverIWant{→correct!publicclassThisWorks2{→numbersareOK!

4. Explainthatthe“meat”oftheprogramcomesfromthemethods(thepartsoftheprogramthattellJavatoexecuteaparticularactionorcomputation)

Youalwaysneedamainmethod,whichstartswithamethodheader:

publicstaticvoidmain(String[]args){

Explicitlypointoutthat:

Thisisanonsenselistofwordsfornow,butthatwe’llreturntowhateachpartmeanslateronCurlybrackets“holdthecodetogether”,andsotherewillalwaysneedtobeaclosedcurlybracketattheendofthemainmethod,justlikethere’saclosingcurlybracketfortheclass

5. Askstudentstovolunteerashortphrasethattheywouldlikefortheirveryfirstprogramtosay(asin"Hello,World!")andusethisphraseinyourfirstprintlnstatement.

Pointoutthatthestatement:

AlwaysendsinasemicolonRepresents1completeorder/commandTellsJavatoprintthewordswithinthequotationmarks,thengotothenextline(ln)

Havestudentscheckthecodeyou’vewrittendownontheboard.Withtheclass,modelhowtocheckcodebyscanningeachline,characterbycharacter,havingstudentsoffertherulesforclassandmethodheaders/body,andstatements.

Erasethe“ln”fromyourprintstatement,andaskstudentstoguesswhatJavawilldowiththatcode(itwon’treturnafteroutputtingthestring).

Finally,bringstudents’attentiontoescapesequences,andaddsomequotationmarkstoyoursamplecodeasanexample.

SigningUp/IntoPractice-It[10minutes]


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WalkyourstudentsthroughPractice-Itaccountsign-up.Studentswillneedaccesstotheiremailaccountstocompletesetup.(Ifyourclassroomdoesnothavecomputers,transferPractice-Itquestionstoaworksheet,andhavestudentscompletethepracticeproblemsbywritingouttheanswers.)

Practice-ItQuestions(15minutes)

HavestudentscompletethefollowingPractice-Itquestions:

1. legalIdentifiers2. outputSyntax3. confounding4. Archie5. downwardSpiral6. DoubleSlash7. Sally8. TestOfKnowledge

PokémonChallenge(10minutes)

Ontheboardorprojector,postthefollowingchallenge:

WriteaprogramcalledWelcomethatoutputsthefollowing:

PikachuwelcomesyoutotheworldofPokémon!

(\__/)

(o^.^)

z(_(")(")

StudentsTradeWorkandDebug(5minutes)

Havestudentstradetheirworkanddebugeachother’sprograms.

IfEclipseisavailable,havestudentsmailyoutheircompletedprogramusingthefilesubmissionprocedureofyourchoice.Otherwise,havestudentssubmitahandwrittenformAFTERtheyhavetradedtheirpaperwithafriendtocheckanddebug.

AccommodationandDifferentiationIfstudentsarestrugglingwiththePokemonchallenge:


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TrypairingupstudentssotheycancheckeachotherastheyworkWritethefirstlineofPikachucodetogetherasaclass,modelingtheuseofescapesequences

Ifyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemto:

AddadditionalpicturesortexttotheirWelcomeprogram,Helpastudentthatisstrugglingwiththematerial,Createaposterfortheclassroomwithsteps(analgorithm!)forcheckingcodeforerrors(manytipscanbefoundin§1.3).

AboutPokemonThroughouttheAPCScurriculum,wewillgraduallybebuildingalargerprogramaroundPokemon,whichis:familiartomaleandfemalestudentsfromallsocioeconomicbackgrounds,availableacrossthedigitaldivideasbothacardgameandavideogame,andhasbeentranslatedinto10differentlanguages(English,Spanish,Portuguese,Dutch,French,German,Italian,Korean,Chinese,andJapanese).

Becausethegamereliesonstatistics,modulooperators,andtheunderlying32-bitintegerthatcharacterizesanygivenPokemon,wewillbeusingthisthemetointroducestudentstomuchoftheAPCScurriculum.StudentswillbeenteringtheAPCScoursewithvaryingdegreesofmathliteracy,andframingmathematicalchallengesinthisfamiliarframeworkishelpfulforavoidingstereotypethreatandmathanxiety.

TolearnmoreaboutthePokemonstoryline,gamerules,underlyingformulae,andcharacters,visithttp://bulbapedia.bulbagarden.net.

TeacherPriorCSKnowledgeThe“Helloworld!”programistheclassicfirstprogramtaughtformanybeginnerprogrammingclasses.Itdemonstratesthesimplestwaytogetoutputfromtheprogramtotheuser.TheJava“Helloworld!”programischockfullofsyntaxheavyconstructsthatwouldnotbeparticularlyusefulandundulycomplicatedtoafirst-timelearnertoJava.However,knowingtheseconstructsareinformativetotheteacher:http://www.learnjavaonline.org/en/Hello%2C_World%21.

TeachingTipsTipsForPairProgramming:http://csteachingtips.org/tips-for-pair-programming


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http://bulbapedia.bulbagarden.net

http://www.learnjavaonline.org/en/Hello%2C_World%21

http://csteachingtips.org/tips-for-pair-programming

TipsForLabRules:http://csteachingtips.org/tips-for-lab-rulesExplaining“publicstaticvoidmain(String[]args)”wouldbeoverwhelmingformostbeginningJavastudents.It’simportanttoletthestudentsknowthatbytheendofthecoursetheywillknowwhatthelinemeansbutfornowalltheyneedtoknowistostartaJavaprogram,itneedsthisonelineofcode.

MisconceptionsStudentslearnbymakingconnectionstopriorknowledgetheyalreadyknow.Unfortunately,thismaybackfireasinthecaseofthekeywordclass.Whencomputerscientistsusethewordclass,itisautomaticallyassumedthatoneisreferringtoclassinthecontextofobjectorientedprogramming.However,foratypicalhighschoolstudent,classmeanssomethingtotallydifferent:whatclassamIinnow,whathomeworkdoIhaveformathclass,orwhoistheteacheroftheclass.Evenifthestudenthaspriorprogrammingknowledge,theymaynotbefamiliarwiththenotionofaclasswithrespecttoOOP.

VideoCSE142,HelloWorld(29:24–36:09)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dd78a77d-cd7a-4ff8-b853-5446801946fb&start=1765

ForumdiscussionLesson1.03StringConsoleOutput


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http://csteachingtips.org/tips-for-lab-rules

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dd78a77d-cd7a-4ff8-b853-5446801946fb&start=1765

http://forums.tealsk12.org/c/ap-cs-a-unit-1/1-03-string-console-output

Lesson1.04—CommonErrors&Comments

Overview


Createsimpleprogramswithcommentsandstyle.Listandapplythestepsnecessaryforavoidingsyntaxerrors.


CompleteaworksheetDevelopapersonalchecklistforspottingsyntaxerrors


ReadBJP1.4CompleteCh.1Exercises6,7,9

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhitepaperandmarkersClassroomcopiesofWS1.4Samplepunchedcardtopassaround(availableoneBay:http://tinyurl.com/nnthazu)Pictures:

Punchcards(http://tinyurl.com/n9zqd3k)Readers(http://tinyurl.com/p34mvmb)Jaquardloom(http://tinyurl.com/n8tmra3)Bug(http://tinyurl.com/ljyguuy)

Ifyouareabletolaminatestudentwork,orhaveplasticsleevesavailableforstudentsthathavebinders,itwouldbeagoodideatoreinforce/preservestudenterror-correctionalgorithms(seetoday’sActivity).Studentsshouldbereferringtothesesheetsofteninthefirstfewmonthsofthecourse,sotheywillgetalotofwear&tear.


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http://tinyurl.com/nnthazu

http://tinyurl.com/n9zqd3k

http://tinyurl.com/p34mvmb

http://tinyurl.com/n8tmra3

http://tinyurl.com/ljyguuy

PacingGuide

Section TotalTime


Vocabularyandhistoryofbugs 10min

Error-checkingalgorithm 10min

Worksheet 15min

Studentstradework,check,andturnin 5min

ProcedureToday’slessonwillbeacombinationofdrillingthepartsofabasicprogram,andconditioningstudentstocheckforcommonerrors.Tohookyourclass,havepicturesofpunchcardsandpunchcardreadersupwhenstudentsenter.Ifpossible,havephysicalpunchcardsavailabletopassaroundtheroomfortactilelearnersasyouexplaintheoriginsofthephrase“bug”and“debugging.”


VocabularyandHistoryofBugs[10minutes]

Beginwithalectureaboutthehistoryofcomputingwithpunchcardsandtheoriginsof“bugs.”

Beforecomputershadkeyboardsortouchscreens,alldatawasinputusingphysicalpunchcards(passaroundcards).Insomesystems,punchcardswereusedallthewayupthroughthe1980s!

Theholesinthecardsrepresenta“0”andthelocationswithoutaholestorea“1.”

Punchcardswereoriginallydesignedforuseinamechanicalloominventedin1801(showpicturesofloom&tapestrydesign).

Whensomethingwasn’tworkinginthephysicalpunchcardsthatcodedtheprogram,userswouldlookforactualbugsinthesystem(showbugpicture).

Nowadays,sinceallofourcodeisdigitallystoredas0sand1s,a“bug”meanswewrotethecodeincorrectly.Todaywe’regoingtocreatechecklistsofthingstolookforinourcodetomakesureitsworkingcorrectly—or“debugging”ourcode.


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Syntaxerrors—whenyoudon’tfollowtheorderingrulesofwritingJavacode,whenyoumisspellsomething,orleaveoutpunctuation.

Analogy:inEnglish,wesay“theblackbear.”InSpanish,you’dsay“elosonegro,”andinItalian“l’orsonero,”bothtranslateto“thebearblack.”Therearedifferentrulesforhowyouorderyourwordsindifferentlanguages,andJavahasitsownsetoflanguagerulestoo.Ifyouwritetheequivalentof“thebearblack”inJava,Javawon’tunderstandit,andyou’llgetanerrormessage.(Havestudentsgiveyouanexample.)

Youcanalsocreateconfusionbywriting/saying“thebalckbear”(amisspelling),or“the!black,bear?”(incorrectpunctuation)

Logicerrors—sometimesyoumightwritecodethathastherightsyntax,butdoesn’tdowhatyoumeantforittodo.Inthiscase,theprogramwillrun,butyouwon’tgettherightoutput.Anexampleofthiswouldbeifyouwroteaprintstatementinsteadofaprintln.

Runtimeerrors—theseerrorscanhappenifyougiveJavaacodethathasnosolution,oraccidentallycausesthecomputertocalculateaninfiniteloop.

Insciencefiction,thisisusuallythewaytoshutdowntheevilcomputerthathascomealivetotakeoverhumanity.ExamplescouldbeaskingJavatocalculatepitothelastdigit,ordividingbyzero.Ifyouwanttoshareexampleswithyourclass,navigatetothiscuedStarTrekvideoclip:(https://www.youtube.com/watch?v=5VZRdAUbgCk&feature=youtu.be&t=1m9s),orinvitestudentstoscanthroughthislist:(http://tvtropes.org/pmwiki/pmwiki.php/Main/LogicBomb).

Error-CheckingAlgorithm[10minutes]

1. Havestudentsdistributepaperandmarkerswhileyouexplainthatstudentsaregoingtocreateapersonalalgorithm(orspecificlistofsteps)thattheywillfolloweachtimetheywritecode.Asamplealgorithmmightlooksomethinglikethis:

STEP1:Checkallcodeforspellingerrors.STEP2:Checkallcodeforpunctuationerrors(curlybrackets,brackets,parentheses,semicolons).STEP3:Checkallcodeforsyntaxerrors.…

2. Encouragestudentstowritethealgorithmasachecklist,decisiontree,ormindmap.Explicitlycontrasttheflexibilityofthehumanbrainwhencomparedtocomputers.


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https://www.youtube.com/watch?v=5VZRdAUbgCk&feature=youtu.be&t=1m9s

http://tvtropes.org/pmwiki/pmwiki.php/Main/LogicBomb

Encouragecreativityhere—somestudentsmaycolorcodetheirlist,ortaketheassignmenthometoworkonlettering,illustrationetc.Whatmayfeellikewastedtimeisactuallyaspatialandtactileactivitythathelpsstudentsreinforceandmemorizethestepsneededtocheckcode.Themoreownershipstudentstakeofthislist,themorelikelytheyaretouseitoverthenextfewmonths,whichwillmakeerror-checkinghabitual.

3. Ifyoudonothaveclassroomcopiesofthetextbook,listthefollowingerrorsontheboardasrequiredstepsforstudentstohaveontheircode-checking“algorithm.”Ifyoufeelthatyouhaveenoughtime,havestudentsputtheseontheboard.

FilenamematchesclassnameAllcodeisspelledcorrectlyAllcodeiscapitalizedcorrectlyAllstatementsendinasemicolonKeywordsareincludedStringsareenclosedin“quotationmarks”TherearenoextrapunctuationmarksAllheaderopen-bracesarepairedwithclosed-braces

Worksheet[20minutes]

1. For5minutesgooverdocumentationandpropercommenting.Alsogooveridentifiers,camelCase,anddoashortintroductiontostyle.Stylewillbecoveredin1.08,butit’simportantthattheyareintroducedtoithere.

2. Studentshave15minutestocompleteWS1.4.Astheysolveeachproblem,studentsshouldapplytheirpersonalproofreadingalgorithmtohelpchecktheirsolutionforcorrectness.

Studentstradework,check,andturnin[5minutes]

Attheendofclass,havestudentstradetheirworksheetstocheckeachother’sanswersbeforeturningintheworksheet.

AccommodationandDifferentiationWhileallstudentsshouldwritetheirOWNalgorithm,youshouldencouragestudentstoworkinpairsorsmallgroupssotheycanshareideasandhelpeachotherorganizetheirthoughts.ThisisparticularlyimportantinELLclassrooms,whereemergentEnglishspeakers


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canpairwithadvancedEnglishlearners.Ifsomestudentswanttodothisprojectallontheirown,letthem.


CreateamnemonicoracrostictorememberallthestepsforcheckingsyntaxerrorsMakeaposterfortheclassroomillustratingthemnemonicoracrosticHelpanotherstudentwiththeworksheet(explain,notsolve-for-them)

AboutErrorCheckinginEclipseIfyouareabletouseEclipsewithyourstudentsduringthisclassperiod,youmayopttoshowyourstudentshowtointerprettheerrorindicator.

IfyoudogiveyourstudentstheEclipsetoolsatthistime,bewarethatyourstudentswillprobablycopyandpastebetweenEclipseandPractice-It.Onsomesystems,thismaytranslatethespancharacterintoaUnicodespacecharacter.ThiswillcausecodethatworkedinEclipsetoproduceerrorsinPractice-Itorviceversa.Toavoidstudentfrustration,besuretodemonstratehowtocorrectcopied/pastedcodebeforesubmittingtoPractice-It.

TeacherPriorCSKnowledgeFindingerrorsinbothyourowncodeandinstudents’codetakespractice.Iteasyforstudentstogetfrustratedbecausetheircodedoesnotcompileorproducethecorrectoutput.Theywillinevitablecometoyouforhelp.Asyoubecomemoreexperienced,youwillseethesametypesoferrorsbeingrepeatedbymultiplestudents.YouwillbegintorecognizewhattypeofstudentmistakescorrespondtotheJavaerrormessage.

TeachingTipsTipsforEncouragingHelpSeeking:http://csteachingtips.org/tips-for-encouraging-help-seeking

Partoftheaccommodationsisto“encouragestudentstoworkinpairsorsmallgroups”.Whileitisconvenienttogroupstudentsbyproximity,thisdoesnotalwaysleadtogroupswherestudentsarehelpingotherstudents.Asyougettoyourstudents’abilitiesandpersonalities,youcandeliberatelycreategroupstohelpfostercollaboration.Here’safewwaysyoucancreategroups:


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http://csteachingtips.org/tips-for-encouraging-help-seeking

Bystrengthwiththestrongerstudentswithotherstrongerstudents,weakerstudentswithweakerstudents

Mixedgroupswithdifferentlevelsineachgroup,ideallynotallthestrongorweakstudentsinthesamegroup.

Randomwhereyouhaveaprogramthatgeneratesrandomgroupswhereyoukeepgeneratingsothetwostudentsthatneedtobeseparatedarenotinthesamegroup.

MisconceptionsWhentroubleshootingstudenterrors,it’simportanttodistinguishbetweensyntaxerrorswhichisproceduralinnatureanderrorsinthealgorithmwhichrequirescorrectioninthelogicofthesolution.Inthebeginningwheretheproblemsarerelativelyeasilytosolve,studentswillhavemostlysyntaxerrorslikemisplaced/missingsemi-colons.Itisimportanttonotalwaysjumptofindingthesyntaxforthestudentbuttohavestudentspracticegoodcodingstylewithproperindenting.Studentsneedtoknowfromthebeginningthatitiscommonifnotexpectedthatsyntaxerrorsarejustpartoftheprocessofwritingcodeanditdoesnothavetobeprefectthefirsttime.

VideoCSE142,CommonErrors(36:10–44:11)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dd78a77d-cd7a-4ff8-b853-5446801946fb&start=2170

ForumdiscussionLesson1.04CommonErrors&Comments(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/ap-cs-a-unit-1/1-04-common-errors-comments

Lesson1.05—StaticMethods&MethodCalls(1/2)

Overview


Useproceduraldecompositiontoplancomplexprogramsusingstructurediagrams.Managecomplexitybyusingmethodcalls


CompletePractice-Itproblems


ReadBJP1.5CompleteCh.1Exercises11,12,14,16

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhiteboardandmarkerOverlycomplicateddiagram(http://tinyurl.com/y8a7cry)

PacingGuide

Section TotalTime


Introductionandnote-taking 15min

Practice-Itquestions 25min



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http://tinyurl.com/y8a7cry

ProcedureThisclassintroducesmanynew,intertwinedconceptsinoneclassperiod.Theseconceptswillbere-taughtinthenextclass,butyoushouldbeawarethatyourstudentshavealotofinformationtoabsorbinashortamountoftime.Thislessonwillbeagoodlitmustest—ifstudentshavebeendoingtheirreadingandhomework,theclassshouldmovealongsmoothly.Ifstudentsarenotcompletingthereadings,youwillprobablyonlygetthrough~50%ofthematerial.Ifneeded,usethisopportunitytoconvincestudentsofthepaceandcommitmentlevelrequiredfortheclass.


IntroductionandNote-Taking[15minutes]

1. Havethecomplicatedalgorithmupontheboard,orprintedoutforstudentstopassaround.Ifyouhaveanyconfusingfurnitureassemblymanuals,oroverlycomplicateddirections,bringthosetopassaroundtoo.

Startclassoffwithawholegroupdiscussionaboutwhytheinstructionsordiagramsareconfusing,andaskstudentswhatstrategiescouldbeusedtomakethemeasiertounderstand.ThediagramlistedinmaterialsisanactualslidefromthePentagon,andillustrateshowtoomuchcomplexitycancauseallmeaningtobelost.Guidetheconversationtowardsdecompositiontobeginyourlecture:

Decomposition:dividingaproblemintosmaller,moremanageablepieces.Proceduraldecomposition:dividingawholeprogramintoaseriesofindividualstepsoractionstoprogram1atatime.Structurediagram:awayoforganizingyourapproachtobuildingalargerprogram.Askstudentstohelpyoudrawastructurediagramforaprogramwiththeoutputshownbelow:


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OUTPUT:STRUCTUREDIAGRAM:

+-------+StackedBlocks

||.'.

||.''.

+-------+.''.

.''.

+-------+.''.

||DrawABoxInsertaBlankLine

||.''.

+-------+.'`.

.'`.

+-------+.'`.

||.'`.

||DrawaHorizontalLineDraw2VerticalLines

+-------+

2. Havestudentstake3minutestowritetheDrawBoxesprogramthelongway:

publicclassDrawBoxes{


System.out.println("+-------+");

System.out.println("||");

…

3. Pointouttostudentsthatanythingtheywouldcutandpastetosavetimeoncreatingwouldmakeagoodunittoturnintoa“staticmethod”

Staticmethod—ablockofJavastatementsthatisgivenitsownname(askstudentstopointtoaJavastatement)

Hasthesamestructurewe’refamiliarwithfromthemainmethodwealreadywrote,butwegiveitadifferentnamethan“main”.

4. Askstudentswhatsimpleunitweshouldbuildintoastaticmethod(havethemrefertothestructurediagram),andhavethemsuggestanameforthemethod.

5. Rewritethemethodasaclass,thenshowstudentshowtowritemethodsinmainthatcallthenewstaticmethod.Makesurethatstudentsinserttheprintlnstatementsbetweeneachmethodcall.Itshouldlooksomethinglikethis:


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publicclassDrawBoxes3{

publicstaticvoiddrawbox(){





}


drawBox();

System.out.println();

drawBox();


drawBox();

}

}

6. Callonastudenttocometotheboardandphysicallytracetheflowofcontrolwiththemarker.StartthemoffbypointingoutthatJavaalwaysstartswiththemainmethod.

Ifthestudentseemsnervous,encouragetherestoftheclasstocalloutdirectionstothestudent.Makesurestudentsaredrawingtheflowofcontrolontheirownnotesaswell.

Practice-Itquestions[25minutes]

1. HavestudentscompletethefollowingPractice-Itquestions:i. Trickyii. Strangeiii. Confusingiv. Lots-of-errors

Ifyoudonothaveaccesstocomputersinyourclassroom,copythePractice-itquestionstoaworksheetandhavestudentscompletethepracticeproblemsbywritingouttheanswersandusingtheirerror-checkingalgorithmsheets.

Somestudentswilljumprightintothisactivity,butotherswillneedadditionalassistancefromyou.

Atthispointintheschoolyear,wesuggestthatyouinsistonstructurediagramswitheachprogram.Structurediagramsencouragealgorithmicthinkingandthecreationofefficientsolutions;bothofwhicharevitalcomputationalthinkingskills.

Ifneedbe,workon“Tricky”asawholegroup,soyoucanmodelthecorrectstepstoapproachingaproblem.Ifyourclassdecidesonanalgorithmfor“predicttheoutput”typequestions,haveastudentmakethatalgorithmintoaposterforthewholeclasstoreferto.


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Studentstradework,check,andhandin[5minutes]

Havestudentstradeworkandcheckeachother’sresponsesonPractice-Itbeforesubmitting.

AccommodationandDifferentiationInELLclassrooms,thislessonshouldbedeliveredoverthecourseof2days.Extratimeshouldbespentdrillingstaticmethods,methodsthatcallothermethods,andflowofcontrol.Tryadaptingsomeoftheexamplesfromthebooktoincludestudents’nativelanguagesotheycanfocusonstructuringcodeinsteadoftranslatinglanguage.Oneeasywaytointroducefamiliar,repetitivecontentwouldbetohavestudentsoutputthelyricstoasongwitharefrain.Foraphysicalactivitytodemonstrateflow-of-control,checkoutlessonplan1.6.


CompletetheremainingStrange2,Strange3,Complicated2andComplicated3Practice-ItquestionsHavethestudentwriteasampletestquestionwithoutputthatcanbewrittenusingmethodcalls.Besuretheyincludetheanswerkeywiththesamplequestion!

TeacherPriorCSKnowledgeJavahasbothstaticandnon-staticmethods.Staticmethodsallowtheprogrammertocallthemethodwithoutcreatinganobjectfromtheclass.Non-staticmethodscoveredinthe2halfofthecourserequiresanobjectbecreatedfromtheclassbeforecallingthemethod.Because“BuildingJavaPrograms”introducesfunctionsbeforeobjects,methodsinearlylessonplansarestatic.Foradescriptionofthedifferencebetweenstaticandnon-staticmethodsseehttp://beginnersbook.com/2013/05/static-vs-non-static-methods/.

TeachingTipsOneofthebigfundamentalconceptsofproblemsolvingincomputerscienceistheconceptabstraction.Thislessonhasanumberofnewsyntaxconstructsforstudentstocreatemethodsanditisimportanttogivestudentsthebigpictureideaoffactoringcodeandreducingredundancy.

nd


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http://beginnersbook.com/2013/05/static-vs-non-static-methods/

Thepractice-itproblemshavestudentstracingcodewheremethodscallothermethods.Givingstudentsawayoftracingcodelikeusingatabletokeeptrackofthemethodcalls.Ifyouareusingablack/whiteboard,werecommendcrossingoutthemethodcallwhenitcompletesinsteadoferasingthenamesothestudentcanreviewtheentireflowofcontrolfrombeginningtoendaftertheexerciseiscomplete.Anothertechniquethatcanbeintroducednowthatcanbeusedlaterwhentheflowofcontrolgetsmorecomplexismemorydiagrams:https://www.youtube.com/watch?v=t-_TeH0dSZs&feature=youtu.be&list=PL0g5FWk3FEqjmrq4ystAvlRyenEF7lUwa

MisconceptionsWhendeclaringamethod,studentswillsometimesincorrectlyaddasemicolontothemethodheader,asinpublicvoidfoo();.StudentshaveamisconceptionthatallstatementsinJavaendinasemicolon.Theyneedtoknowthedistinctionbetweenstatementsthatdoendinsemicolonandstatementsthatbeginblockswithcurlybrackets.Theadditionofthesemicolontothemessageheadercouldalsobestudentsincorrectlypatternmatchingthemethoddeclarationwiththemethodcallwherethereisasemicolon:foo();Thisovergeneralizationcouldleadtosemi-colonbeingincorrectlyplaced.

Formethodswithoutparameters,studentswillsometimesomittheparenthesis().Toclarifythedifferencebetweenvariablesandmethods,alwaysuseparenthesiswhenreferringtomethods.ThiswillreinforcethenotionthatmethodsinJavarequireparenthesis,evenformethodswithzeroparameters.

VideosBJP1-3,ProgrammingwithMethodshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c1-3

CSE142,StaticMethods(44:12-49:21)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dd78a77d-cd7a-4ff8-b853-5446801946fb&start=2652

CSE142,ProceduralDecomposition(20:10–29:35)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b5df64f2-e42f-4943-bab6-29eca0ab8f00&start=1211

CSE142,EliminatingRedundancy(29:36–35:49)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b5df64f2-e42f-4943-bab6-29eca0ab8f00&start=1775


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https://www.youtube.com/watch?v=t-_TeH0dSZs&feature=youtu.be&list=PL0g5FWk3FEqjmrq4ystAvlRyenEF7lUwa

http://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c1-3


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b5df64f2-e42f-4943-bab6-29eca0ab8f00&start=1211


ForumdiscussionLesson1.05StaticMethodsandMethodCalls(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/ap-cs-a-unit-1/1-05-static-methods-method-calls

Lesson1.06—StaticMethods&MethodCalls(2/2)

Overview


Usestructurediagramstoplancomplexprograms.Managecomplexitybyusingmethodcalls.


CompletePractice-ItproblemsWriteastructuredPikachuprogram


OutlineCh.1CompleteProgrammingProject#1*&#3(mustincludeastructurediagramforeach)

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhiteboardandmarkersRostersforclassteamsBall(preferablyalargeinflatableballorkickball)

Theteamsfortoday’scompetitionshouldbeyourbestguessattieredgrouping(thesegroupswillprobablychangeastheyeargoesonandyoulearnmoreaboutyourstudents).Dependingonthesizeofyourclass,youshouldaimfor4teamsorteamsof4people.

PacingGuide


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Section TotalTime


Introduction&challenge 10min

Review/re-teach 5–15min

Pikachuchallenge 10–15min


ProcedureToday’sclassre-teachesthemanyconceptsintroducedduringyesterday’slessonondecomposition,staticmethods,andmethodsthatcallothermethodsandgoesovercontrolflow.Sincedifferentstudentswillprogressatdifferentrates,we’llbeginthislessonwithanassessment(intheformofacompetition)todeterminehowmuchre-teachingyouneedtodo.Thecompetitionisreallygroupworkindisguise,andwillencouragestudentstoteachandhelpeachotherwhilewritingthesampleprogram.


IntroductionandChallenge[10minutes]

1. Asyourhook,grandlyannounceaclasscompetitionbetweenteamsandannouncetheprizeforthewinningteam(thismightbeTEALSswag,bonusclassroomparticipationpoints,oradditionalraffleentriesintheyear-endTEALSgiveaway).

2. Announceclassteamsandrearrangestudentsasneeded.

3. Announcethe10-minutetimelimit,setthetimer,thenrevealthechallengeonprintedhandoutsorontheprojectorwithgreatfanfare.CHALLENGE:WriteaJavaprogramcalledStarFiguresthatgeneratesthefollowingoutput.YouMUSTincludeastructurediagramoryouranswerwillbedisqualified.Acorrectanswerwillusestaticmethodstoshowstructureandeliminateredundancyinyoursolution.


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4. Givestudents10minutestocompletethechallenge,andtakenoteofwhichteamfinishesfirst.Ifstudentsarestruggling,youmayextendthetime,orofferuniversalhelpfultips.Theteamthathasthecorrectanswerfirstwinstheprize.

Review/Teach[5-15minutes]

Reviewstudentanswerstogetherasawholegroup,revisitingconceptstaughtearlierintheweekasmistakescomeup.Wheneverpossible,havestudentsvolunteerthecorrectprocedure,approach,orcode.Encouragestudentstotakenotesduringthisprocesssotheycanreviewtopicsovertheweekend.

Review/TeachOPTIONALINSTRUCTION

Ifstudentsarehavingtroubleunderstandingtheflowofcontrol,youcandothisphysicalactivitywiththem(bonus:thisactivitycanbebuiltonlaterintheyearwhendiscussingreturnvalues).

1. Writeorprojectthefollowingcodeasanexample(havestudentshelpyouwiththeheadersifyouarewriting):


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publicclassSquarePants{

publicstaticvoidspongebob(){

System.out.println("Well,itmightbestupid");

}

publicstaticvoidpatrick(){

System.out.print("butit'salso");

}

publicstaticvoidsquidward(){

System.out.println("dumb.");

}


spongebob();

patrick();

squidward();

}

}

2. Assignastudenttoeachofthemethods:main,spongebob,patrick,andsquidward,andhavethemcometothefrontoftheclassroom.HaveanotherstudentactasJava;tellthemtheyaretowritetheoutputontheboard(ortypeitifyou’reusingacomputer/projectorsystem).Fromhereonoutyoushouldaddressstudentsbytheircomponentnames(soalwayscallstudentactingasmethodpatrickasPatrick,andsoon).

3. Narratetheflowofcontrolasyoutosstheballtomain.Havemainpasstheballtospongebob(andmakesureJava“outputs”Well,itmightbestupidontheWhiteboardbeforecontrolpassesbacktoMain).

DiscusswiththeclasshowJavaknowstoreturntothenextcallinmain(theclose-bracket),andhavetheclassdirectcontroltopatrick,thenmain,thensquidwardasJavawritestheoutputontheboard.Payspecialattentiontotheprintstatementinthesquidwardmethod,andifkidsmissit,makesomesortof“error”noise.Bonus:encouragethestudentstomaketheerrornoiseforyou.

PikachuChallenge[10-15minutes]

Ontheboardorprojector,havethestudentsfinishtheclasswiththePikachuchallenge:

WriteaprogramcalledPikachuChatterthatoutputsthefollowing:


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Pikapikapikachupikachupeeeeekapikachu!

(\__/)

(o^.^)

z(_(")(")

Pika?Pikapikapikachupeeeeekachu!

(\__/)

(o^.^)

z(_(")(")

Youcanreusethecodethatyouwroteearlierthisweek.Yourprogramshouldusestaticmethodsandmethodcalls.Youshouldincludeacommentatthestartoftheprogramthatexplainswhatthecodedoes(youmightwanttousethiscodelaterintheyearwhenwebuildalargerPokémonprogram).


Attheendofclass,havestudentsreviewoneanother’sPikachuchallengecodesbeforesubmitting.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemto:

CompletetheremainingStrange2,Strange3,Complicated2andComplicated3Practice-Itquestions.

Havethestudentwriteasampletestquestionwithoutputthatcanbewrittenusingmethodcalls.Besuretheyincludetheanswerkeywiththesamplequestion!

Ifyouhavethegoodfortuneofnotneedingtore-teachanyconcepts,youcanmagnanimouslygivestudentsextratimetostartonthehomeworkprogrammingproject#1.Ifyouaredoingalotofre-teachingduringthisclass,andyoufeelthatstudentsneedtheemotionalreward,youmaydropprogrammingproject#1.

VideoBJP1–4,DrawingComplexFigureswithStaticMethodshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c1-4


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ForumdiscussionLesson1.06StaticMethodsandMethodCalls(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/ap-cs-a-unit-1/1-05-static-methods-method-calls

Lesson1.07—ProgrammingProject

Overview


Constructaprogramcontainingmethodcallsandstaticmethods.


Submitacomplete,functionalprogrambytheendofclass


Checkclassnotesforcompletion,addingdailysummariesifneeded.Studentsmayusethebooktosupplementtheirnotesifneeded.Allstudentsmustturninnotesforeachdayofclass(eveniftheywereabsent).

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)Studentself-helpsystemsuchasC2B4(“seetwobeforeseeingme”)orstudentpairing

Makesureyouaresetuptogradestudentnotebookstodaywhilethestudentsworkontheproject.Ifpossible,youshouldonlycollect3–5notebooksatatimesostudentshavetheirnotebooksavailabletoreferenceduringprogrammingtime.

PacingGuide


108

Section TotalTime


Introduction&classroomprocedurereview 10min

Programmingproject#2,Chapter1 15min

Programmingproject#5,Chapter1 15min


ProcedureThesecondweekpartofthisunitwillbespentonreinforcingconceptsandapplyingthetools,procedures,andcodethatwereintroducedlastweek.Whiletheseclassesrequirelittleprepbeforeclass,youshouldsetupasystemthatwillallowstudentstohelpthemselvesandeachothersoyouaren’trunningaroundthecomputerlabthewholetime.

Ifyourcomputertimerequiresyoutomovetoanotherroomortochangeseating,youshouldteachand/orreviewthoseproceduresbeforeintroducingthelabmaterial.Ifyouexpectstudentstosubmitassignmentselectronically,youshouldalsomodelandreviewthoseproceduresbeforestudentsbeginwork.


IntroductionandClassroomProcedureReview[10minutes]

1. Introducetheprogramassignment,takingamomenttotalkstrategywithyourclass.

ASSIGNMENT:Sometimeswewritesimilarletterstodifferentpeople.Forexample,youmightwritetoyourparentstotellthemaboutyourclassesandyourfriendsandtoaskformoney.Youmightwritetoafriendaboutyourlovelife,yourclasses,andyourhobbies,andyoumightwritetoyourbrotheraboutyourhobbiesandyourfriendsandtoaskformoney.

Writeaprogramthatprintssimilarletterssuchasthesetothreepeopleofyourchoice.Eachlettershouldhaveatleastoneparagraphincommonwitheachoftheotherletters.Yourmainprogramshouldhavethreemethodcalls,oneforeachofthepeopletowhomyouarewriting.

TIPS:Trytoisolaterepeatedtasksintomethods.Includecommentsinwithyourcodesootherscaneasilyunderstandwhatthecodeissupposedtodo.


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2. Askyourclassforsuggestionsastohowtotacklethisprogrammingproblem.Studentsshouldsuggestdrawingastructuraldiagram,buildingtheprogramonemethodatatime(iterativedevelopment),andfollowingthecorrectionstepsontheirpersonalalgorithms(debugging).

ProgrammingProject#2,Chapter1[15minutes]

GetstudentsstartedonProgrammingProject#2inChapter1ofthetextbook.Offerstudentshelpaftertheyhavetriedtoanswerthequestionsthemselves:

1. Havethecheckedthebookforexamples?2. Havetheyaskedafriend(ortwo)forhelp?

Ifstudentsseemtobegettingstuckonthesamesegmentofcode,offerahintortipontheboard(silently,withoutdisruptingstudentflow).

Iftheentireclassisstuck,returntowholegroupandworkthroughtheprogrammingchallengetogetherasaclass,havingstudentsofferanincreasingproportionoftheanswersasyoumovealong.

ProgrammingProject#5,Chapter1[15minutes]

IntroduceProgrammingProject#5inChapter1ofthetextbook.Ifyourclassfinishedthefirstassignmentquicklyandeasily,offerlittletonoguidanceonthisproject.


Attheendofclass,havestudentsbrieflylookateachother’sprojectsandreviewtheirworkbeforetheysubmit.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemtotackleprogrammingproject#4inthetextbook.

ForumdiscussionLesson1.07ProgrammingProject(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/ap-cs-a-unit-1/1-07-programming-project


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Lesson1.08—Finding&FixingErrors

Overview


Findandfixerrorsandstyleintheirreturnedhomeworkassignments.Correcttheircode


Re-submitallhomeworkassignmentswithcorrectedanswers.


Studyforthetestby:ReviewingallthebluepagesattheendofChapter1Re-readingsectionsasneeded

Submit5questionsforreviewinclasstomorrowusingelectronicsurvey

Materials&PrepAnystudenthomeworkassignmentsthatyouhavenotyetreturnedStudentself-helpsystem(suchasC2B4orstudentpairing)Electronicsurveyforstudentreviewrequests

Whenyougradehomeworkassignments,itwillbemostusefultotheselessonsifyouonlymarkananswerincorrectorcorrect.ELLclassroomsaretheexceptiontothisrule—studentswillbehavingahardenoughtimejustreadingthematerial;youcanspeedalongtheirprocessingbycorrectingoneexample,thenhavingthemlookforsimilarerrorswiththatexample.

Thehomeworktonightasksstudentstosubmit5questionsforreview.Createanelectronicsurveyforstudentstocompletewith6textfields,oneforname,and5forquestionstheyhaveaboutCh.1content.Setatime-deadline(e.g.10pm)bywhichtimestudentsmusthavesubmitted5questionsfromCh.1thattheywouldliketoseereviewedintomorrow’sclass.Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.


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PacingGuide

Section TotalTime


Introductionandhomeworkdistribution 5min

Lectureonstyle 10min

Studentwork 25min

Studentstradework,check,andsubmit 10min

ProcedureTodaywecontinuereinforcingconceptsandapplyingthetools,procedures,andcodethatwereintroducedlastweek.Studentswillhavetheopportunitytocorrectanyincorrecthomeworkassignments.Ifstudentsdidnothavetimetofinishtheprogrammingprojectsfromyesterday,youmayallowthemtimetoworkonthoseprojectstoday.

Thisisagooddaytoloosenupthevibeintheclassroomabit.Tryplayingmusicsoftlyinthebackgroundtoencouragestudentstorelaxandfocusonspottingerrors.Trytoavoidloud,rhythmicmusic.Rewardyourclassforgoodgrades/behaviorbyallowingthemtoselectmusicfromapre-selectedgroupofPandorastations(orthelike).


IntroductionandHomeworkDistribution[5minutes]

1. Returnstudenthomeworkpackets,orhavestudentsplacetheirreturnedhomeworksinapileontheirdesk.

2. Explaintostudentsthattheyhavetheopportunitytogetfullcreditontheirhomeworkgradesbycorrectingthemnow,inclass.Askstudentsforsuggestions/ideasonhowtomakesuretheydon’tmissanyerrors.(Bynowstudentsshouldbeusedtorelyingontheirerrorchecklist/algorithm.)

Lectureonstyle[10minutes]

Addthecaveatthattheymustcorrecttheirstyletoreceivethatcredit.Explainthatstyleisnecessarytoimprovereadabilityandthatyoulosepointsforhavingpoorstyle.

Althoughitwasalreadytouchedonpreviously,tellthemthatidentifiersmustbeproperly


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capitalized.Commentingmustbeproperlyusedthroughout.Linesmustbenolongerthan100preferably80lines.Thereshouldbenoredundantcode.Therearelinkstothefullstyleguidewerecommendontheslides.

StudentWork[25minutes]

Havestudentsworkindividuallytocorrecttheirhomeworkgrades.

Offertimechecksforstudentssotheystayontask.Ifstudentshavenotfinishedtheirprogrammingprojectfromyesterday’sclass,allowthemtodosotoday.


Attheendofclass,havestudentstradetheirhomeworkassignmentstoevaluateeachother’scorrectionsbeforesubmission.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemtotackleprogrammingproject5&7inthetextbook.

Ifyouwereunabletofinishgradingstudentnotebooksyesterday,finishthemtodaywhilestudentsareworking.Returnnotebooksbytheendofclasssostudentsmayusethemtostudyfortheexam.

ForumdiscussionLesson1.08FindingandFixingErrors(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/ap-cs-a-unit-1/1-08-finding-fixing-errors

Lesson1.09—Review

Overview


IdentifyweaknessesintheirUnit1knowledge.


Createapersonalizedlistofreviewtopicstoguidetonight’sstudysession.


Studyfortomorrow’stest!

Materials&PrepProjectorandcomputerWhiteboardandmarkerResultsfromelectronicsurveyofreviewtopicsClassroomcopiesofthepracticetestWS1.9

Oncestudentshavesubmittedtheirreviewrequests,assemblethosetopicsintocategoriesandpreparetore-teachthetopicsasneeded.

PacingGuide

Section TotalTime


Introductionandtestformatorientation 15min

Testreview 30min

Checkstudentstudylists 5min

Lesson1.09:Review

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ProcedureEngagetheclassinthereviewsessionbypointingoutthatyourreviewtopicshavebeenhandselectedbytheclass.Explainthatyouwillreviewtest-takingstrategiesinadditiontoreviewingsubjectmatter.


IntroductionandTestFormatOrientation[15minutes]

1. Clearlyindicatethatyouexpectallstudentstohavealistofreviewtopicstostudythisevening.Periodicallyremindstudentsthatthislistwillbecheckedattheendofclass.

2. Beginbyexplainingtheportionsofthemock-test.Readaloudtheinstructionsoneachpage,andexplainthestrangelayout(thetestisdesignedtolookliketheAPexam,andcontainsallofthedirectionsontheexamsostudentswillnothavetowastetimeunderstandingtheminMay).

3. Solvethesampleproblemsonthetestasawholegroup,encouragingstudentstogiveyoutheanswerswheneverpossible.Answeranyquestionsthatstudentsbringupasyougo.

TestReview[30minutes]

1. Usingtheresultsfromtheelectronicsurvey,addressthevariousreviewtopics,prioritizingquestionsthatpoppedupthemost.

i. Somequestionsyoumayalreadyhaveaddressedwhileworkingthroughthesampletest.

ii. Bereadyforadditionalquestionstopopupasyougo.Saveyourselftheworkanduseoldhomeworkquestionsandstudent-generatedtestquestionsasexamplestoworkthrough.

iii. Jotdownnotesaboutwhichtopicsyoucoveredinreviewsoyoucanadjusttheexamtoreflectthetopicsyourstudentshavelearned.

2. Useacombinationofgroup-solvingquestionsonthewhiteboard,think-pair-share,andtimed-responseasreviewstrategies.

3. Afteryou’vecompletedreviewinganidea,remindtheclassthattheyshouldwritedownthattopiciftheyfeeltheystillhavetoreviewittonight.(Yes,thiswillbearemindereveryfewminutes,butitwillpayofflaterwhenstudentsstartcreatingreviewlistswithoutpromptinglaterintheyear!)

Lesson1.09:Review

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Checkstudentstudylists[5minutes]

Spendthelast5minutesofclasscheckingeachstudent’sreviewtopiclist.

AccommodationandDifferentiationInELLclasses,youmaywanttochangecode-writingquestionstoParsonsProblems.EducationalresearchshowsahighcorrelationbetweenParsonsscoresandcodewritingscores,andalowcorrelationbetweencodewritingandtracingandbetweenParsonsandtracing.(Inotherwords,ParsonsProblemsaccuratelyassessastudents’abilitytocreatecode.)FormoreinformationonParsonsProblems,checkoutthispaper(https://cseweb.ucsd.edu/classes/fa08/cse599/denny.pdf).

Eveninanon-ELLclass,youmaywanttochangesomeSectionIIquestionstoParsonsproblemsbecause(1)gradingthequestionsiseasier,sincelogicandsyntaxerrorsareeasytodiscern,and(2)studentschallengedbylanguageprocessingareabletomorequicklycompletetheproblem.

TeachingTipsTipsforAssessment:http://csteachingtips.org/tips-for-assessing-programming

ForumdiscussionLesson1.09Unit1Test(TEALSDiscourseaccountrequired)

Lesson1.09:Review

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https://cseweb.ucsd.edu/classes/fa08/cse599/denny.pdf

http://csteachingtips.org/tips-for-assessing-programming

http://forums.tealsk12.org/c/ap-cs-a-unit-1/1-99-unit-1-test

Lesson2.00—TestReview&Reteach

Overview


Re-learnorstrengthencontentknowledgeandskillsfromUnit1.


Re-submittestanswerswithupdatedcorrectionsforpartialorfullcreditCreditdependsoninstructorpreference


ReadBJP2.1exceptfor“MixingTypesandCasting”Correctanyincorrecttestanswersbyre-answeringonaseparatesheetofpaper

Togetbackcredit,theymustjustifytheirnewanswersStaplenewanswersheettooldtestandturnintomorrow

Materials&PrepProjectorandcomputerWhiteboardandmarkersCorrectedstudenttestsStudentgrades(postedonline,emailedtostudents,orhandedbackonpaperinclass)Digitalcopyoftestquestionsforprojector

PacingGuide

Section TotalTime


Classdiscussion(ifneeded) 10min

Testreviewandreteach 30min

Checkstudentnotesandreturntests 5min


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ProcedureReturnstudentgradesbeforeclassbeginsorwhilestudentsarecompletingthebellwork.

Donotreturnstudents’testsbeforethereviewsession,sinceyouwanttomotivatestudentstopayattentiontotheentirereview,takingsupplementalnotestheentiretime.


ClassDiscussion(ifneeded)[10minutes]

1. Ifgradesarelow,invitetheclasstoadiscussionofwhatcanbeimproved.Beginwithstudentcomplaintsandsuggestionstobuildstudentbuy-in.Askstudents:

HowtheyfelttheyweregoingtodobeforethetestWhatsurprisedthemoncetheyweretakingthetestWhattheyfeltworkedinthefirstunit(lessons,reviewstrategies,assignments)Whatdotheythinktheywanttochangeforthesecondunit

2. Onceyoufeelthatadialoguehasbeenestablished,validatestudents’feelings,thenchallengethem(e.g.APcoursesarestressful,butthisisgoodpracticeforcollege,wherethepaceisfasterandprofessorsdon’tgivepersonalizedinstruction).Inanon-judgmental,supportivetone,remindstudentsthattobesuccessfulinthecourse:

Readingismandatory

Homeworkismandatory(Andvaluable!Youwillneverassign“busy”work.)

Tobettermanagetheirtime,studentsshouldplanfor1hourofhomeworkaweeknight,withupto2hoursofhomeworkeachweekend.Ifthisseemsimpossible,theyshouldmeetwithyouortheirguidancecounselortoassesswhethertheycanfitinanAPclassatthistime.

ItisVERYimportanttokeepyourtonesympatheticatthispoint—anoverworked,overstressed,underperformingstudentwillslowyourentireclassdown,andcolorthatstudentagainstCSforthefuture!

TestReviewandReteach[30minutes]

1. Walkthestudentsthrougheachquestiononthetest,glossingoverquestionsthateveryoneansweredcorrectly.


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a.Youcanaskforstudentstovolunteeranswers,orcallonstudentsrandomly.Makesurethatstudentsexplaintheirlogicwhentheyanswer.Ifastudentgivesanincorrectanswer,theexplanationwilltellyouwhatyouneedtore-teachorclarify.

b.Donotskipquestionsthateveryoneansweredcorrectly,butdonotspendmorethanthetimeittakestoreadthequestion,andcongratulatestudents’correctanswers.

2. Projectacopyofeachquestionasyoureview—thiswillhelpstudentsrecallthequestion/processtheinformation.

3. Makesurethatstudentsaretakingnotesduringthere-teach,remindingstudentsthatforhomework,theywillhaveanopportunitytowinbacksomeofthepointsontheirexam.

4. ForSectionIIquestions,selectasampleofstudentwork(withanyidentifyinginformationobscured),andworkthroughtheanswertogetherasaclass.

Checkstudentnotesandreturntests[5minutes]

Attheendofclass,checkstudentnotes,andreturnthetestsinhardcopyformifapplicable.

AccommodationandDifferentiationThecurriculumdoesnotofficiallycoverthechartypesinceitisnotincludedintheAPsubset.However,ifyourclassisprogressingquickly,feelfreeintointroducecharintoallfutureexamples,worksheets,andtests.

InELLclassrooms,youshouldgivemoreexamplesforeachtype,andspendmoretimedrillingduringtheintroductionandnote-takingsegments.

ForumdiscussionLesson2.00TestReviewandReteach(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-2/2-00-test-review-reteach

Lesson2.01—BasicDataConcepts

Overview


IdentifyandcategorizedatatypesIdentifyoperatorsandoperands.Correctlyapplyrulesofprecedence


Writecodethatyieldsagivenanswer,usingrulesofprecedenceCreateexpressionsandpredictoutputusingoperator/operandexpressionsets


Completeself-checkquestions1-3(4 edition:1,3,4)ReadBJP2.2upto“StringConcatenation”

Materials&PrepProjectorandcomputerWhitepaperandmarkersClassroomsetsofoperator/operandexpressioncardscreatedfromWS2.1Pairorsmallgroupstudentassignments

Operator/OperandExpressionsetscanbeprintedandcutfromregularprinterpaper,oryoucanwritethemoutonconstructionpaper,creatingcolor-codedsets(recommendedtopreventcheatingandreinforcememorycues).

PacingGuide

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Section TotalTime


Introductiontodatatypes 10min

Think-pair-shareactivity 5min

Introductiontooperatorsandprecedence 10min

EvaluatingExpressionsactivity 20min


ProcedureHookyourclasstodaybyexplainingthatthey’regoingtobeabletocreateacalculatorbytheendofthisweek.


IntroductiontoDataTypes[10minutes]

Beginwithabrieflectureaboutdatatypes.

Towriteamorecomplicatedprogramlikeacalculator,weneedtofamiliarizeourselveswiththedifferenttypesofdatathatJavacanworkwith.

Type(ordatatype):anameforacategoryofdatavaluesthatareallrelated

Typeintdescribesallwholenumbers,orintegers(havestudentsnamesomeexamples)

Typedoubledescribesallnumberswithdecimalpoints(havestudentsgivesomeexamples)

Youcanrememberifsomethingisadoublebecausetherearenumbersonbothsidesofadecimalpoint(like2numbers,doublenumbers)

Typebooleandescribeslogicalvalues—thismeanstrueorfalse.Therearenoothervaluesintypeboolean.

Anexpressionisasimplevalue,orasetofoperations(anequation)thatproducesavalue.

Onesimpleexampleofanexpressionisvalue,like3.14or439.


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Anotherexampleofanexpressionis2+5.9,becauseitisanoperationthatproducesavalue.(Askstudentstopointouttheint,double,andexpressioninthisexample.)

Intheexpression2+5.9,theplussigniscalledanoperatorbecausethesymbolindicatesanoperationtobeperformedononeormorevalues.

Werefertothevaluesasoperands—bothintanddoubleareoperands.

Think-Pair-ShareActivity[5minutes]

1. Whilestudentsarefinishingwritingdowndefinitionsintheirnotes,writeanassortmentofdatatypeexamplesontheboard.

2. HavestudentscategorizealloftheprimitivetypesontheboardduringaThink-Pair-Shareexercise.Remindstudentstodoscratchworkintheirnotebooks,sinceitwillcounttowardstheirclassworkgrade(thisencourageseveryonetoworkduringthe“think”stageoftheactivity).

3. Bringtheclassbacktowholegroup,andcallonstudentstoshareacategoryforeachdatatype.

IntroductiontoOperatorsandPrecedence[10minutes]

1. Doaquickreviewofarithmeticoperators.Studentsshouldbeabletovolunteermostofthese,butyoumayhavetospendsomereviewonmod,especiallyifyourclassisnotongradelevelformathematics.

2. Askstudentsfortheoperatorsthatrepresentadditionandsubtraction.

3. Introducethespecialsymbolsweusefortheoperatorsmultiplicationanddivision.

Divisionhasslightlydifferentrulesifyou’reworkingintypeint:

12/5evaluatesto2,becauseeventhoughthecalculatorshowsus2.4,intdoesn’tletushaveadecimalpoint(whattypedoes?)

It’sveryimportanttorememberthatintalwaysdropsthepartafterthedecimalpoint.Soevenifyouevaluated39/10,youranswerwouldbe3,not4.

4. Introducethemod%operator,andhavestudentsworkthroughafewexampleswithyoutopractice.

Inelementaryschoolwecalledita“remainder”


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1079%34evaluatesto25,becauseyouget31R25(34goesinto107934times,with25leftover)

Ifyoutrytogettheanswerwithyourcalculator,youwon’tget25—you’llneedtodolongdivisiontogettherightanswer(or,youcangetJavatodoit!)

5. Ifwedon’tuseparenthesesinourexpressions,Javausesprecedencetodecidewhichoperationsgofirst(studentswillprobablymentionPEMDAS),andevaluatesleft-to-right:

13*2+239/10%5–2*2Startlefttoright,13*2evaluatesto26239/10evaluatesto23(havestudentsdothisonetoseeiftheycatchtheint)Stillmovingleft-to-right,now23*5evaluatesto3,and2*2evaluatesto426+3–4evaluatesto25

EvaluatingExpressionsActivity[20minutes]

1. Dependingonyourclasssize,havestudentsformpairsorsmallgroups

2. GiveeachpairorsmallgroupaZiplocbagwithasetofoperand/operatorcards.

3. Studentsshouldwriteouttheexpressionstheycreate,alongwiththevaluetheyevaluateto,intheirnotebooks.

4. Oncestudentshavefinishedaset,havethemrepackagethesetandtradewithanothergroup(ortradeintheirsetwithyou).

5. Encouragegroupstocheckeachothers’answersandhelpeachotheriftheygetstuck.

CheckStudentStudyLists[5minutes]

Attheendofclass,gooverstudentnotebooks.

AccommodationandDifferentiationThecurriculumdoesnotofficiallycoverthechartypesinceitisnotincludedintheAPsubset.However,ifyourclassisprogressingquickly,feelfreeintointroducecharintoallfutureexamples,worksheets,andtests.

InELLclassrooms,youshouldgivemoreexamplesforeachtype,andspendmoretimedrillingduringtheintroductionandnote-takingsegments.

TeacherPriorCSKnowledge


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TheAPCSAexamcoversasubsetoftheJavaprimitivedatatypes.ForamorethoughunderstandingoftheJavadatatypes(byte,short,int,long,float,double,char,andboolean)seehttp://www.learnjavaonline.org/en/Hello%2C_World%21.

StringisnotaprimitivedatatypeinJavabutisaclass.Stringsinmanybehaveslikeaprimitivedatatype,forexampleyoucanaddtwoStringstogetherwiththe+sign.ThisisasourceofconfusionformanybeginnerJavaprogrammersasthelanguageisinconsistentwithitstreatmentofString.

VideoBJP2–1,Expressionshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c2-1

CSE142,BasicDataConcepts(40:42–49:59)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b5df64f2-e42f-4943-bab6-29eca0ab8f00&start=2442

ForumdiscussionLesson2.01BasicDataConcepts(TEALSDiscourseaccountrequired)


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http://www.learnjavaonline.org/en/Hello%2C_World%21



http://forums.tealsk12.org/c/unit-2/2-01-basic-data-concepts

Lesson2.02—Declaring&AssigningVariables

Overview


Identify,declare,andassignvariables.


WriteaprogramthatconvertstemperaturefromFahrenheittoCelsius.


ReadtherestofBJP2.2Completeself-checkquestions5,6,9,12-15(4 edition:6,7,10,14-17)

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhitepaperandmarkersClassroomcopiesofWS2.2PairorsmallgroupstudentassignmentsSampleonlinetemperatureconverter(http://www.onlineconversion.com/temperature.htm)

Sincemostoftoday’slessonfollowsWS2.2,youshouldhavereadthroughtheworksheet.Youmayprefertodeletethenotesfromtheworksheet(soitisonlyasheetofexercises)ifyouareworkingondevelopingnote-takingskillsinyourclassroom.WerecommendleavingthesesectionsinforELLclassrooms,soyourstudentscanfocusonsyntaxrulesinsteadoftranslatingwhattheyarehearingtovocabularytheyneedtothenwriteintheirnotebooks.

PacingGuide

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http://www.onlineconversion.com/temperature.htm

Section TotalTime


Introductionandworksheetexercises 25min

Practice-Itexercises 20min

Turninworksheets,wrapup 5min

ProcedureSincemuchofthisclassinvolveslearningsyntax,therewillbealotofdrillingduringtheclass.Trytospiceupthelessonbyallowingstudentstoworkinpairs,orplayingsoftmusicinthebackgroundtoputstudentsintherightheadspacetosettledownforwork.

Hookyourclasstodaybyaskingwhichofthemaretakingorhavetakenphysicsorchemistry.AskstudentsaboutworkingwithFarenheitandCelsiustemperatures—dotheyhavetoconverttemperaturesinclass?Whichmeasurementaretheymorefamiliarwith?Whichdotheyusemoreoften?Showstudentstheonlinecalculatorandaskiftheyeverusesuchonlinetools,andtellstudentsthatthey’regoingtolearnhowthisprogramisbuilttoday.


IntroductionandWorksheetExercises[25minutes]

1. UsingWS2.2,walkstudentsthroughtheproperwaytodeclareavariable.

Besuretospot-checkforunderstandingbyhavingstudentsgiveyouthedefinitionsoftype,syntax,declaration,andvariable(allboldedinthetext).

Encouragestudentstousetheirnotesifneeded.

2. GuidestudentsthroughthesyntaxrulesforvariabledeclarationsbyworkingthroughthefirstfewexamplesofExercise1inpairs.

3. GivestudentsafewminutestocompleteExercise1ontheirown;encouragestudentstotackleExercise2aswell,thencheckallanswerstogetherasawholegroup.

4. UsingthefigureonExercise3ofWS2.2,walkstudentsthroughthepropersyntaxtoassignavariable.

Spot-checkforunderstandingbyaskingstudentstodefinetheitalicizedwords.

Askstudentsforafewsampleanswers,correctthemifneeded,thengivestudentsafewminutestocompleteExercise3inpairs.


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5. Asawholegroup,walkstudentsthroughExercise4and5.Complete5atogetherasagroup,thenletstudentsworkon5binpairs.

Atthispoint,yourclassmayberaringtogetstartedontherestoftheassignmentwithoutyourhelp.Iftheyare,great!PostthePractice-itquestionsontheboardsotheycancontinuetothatassignmentoncetheyhavecompletedtheworksheet.Ifyouclasswantsyoutowalkthemthroughstringconcatenation,gothroughtheexamplesasabove.

Practice-ItExercises[20minutes]

1. HavestudentslogintoPractice-IttocompletethefollowingPractice-Itself-checkquestions:

a.studentVariables

b.valuesofA,B,C

2. HavestudentscompletePractice-Itexercise“displacement.”

3. Studentsshouldworkontheirown,butiftheexerciseistoochallenging,youmightopttohavestudentscollaborateonanswers.Besuretoremindstudentsthateachstudentshouldturnintheirownsetofwork.

Studentsturninworksheets,wrapup[5minutes]

Attheendofclass,collectWS2.2andPractice-Itsubmissions.


CompletePractice-Itself-checkproblem“timesOperator.”

ChallengethemtobuildtheirownprogramthatconvertsFarenheittoCelsius(thisversionwon’ttakeuserinput—yet!)

Havethestudentcreateaclassroomposterdiagramingthepartsofvariabledeclaration&assignment.

Ifyourclassisstrugglingwithlearningsyntax,youcansplitthelessoninto2lessons,and/ortakeoffsomeofthehomeworkquestions.Ifsplittingthelessonintwo,werecommendstoppingtoday’slessonbeforestringconcatenation.


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CommonMistakesVariablescommonmistakes:http://interactivepython.org/runestone/static/JavaReview/VariableBasics/commonMistakes.html

MisconceptionsStudentswilldrawontheirmathknowledgewhenlearningvariables.Thisleadstoconfusiononthedifferencesinaprogramminglanguage.

Theequalsign=isassignmentinJava,notequality.Whenreadingoutcode,explicitlysaying“assignment”willhelpreinforcetheconceptthat=isnotequality:x=1isreadas“xisassignedthevalue1”.

Avariableisacontainerforvaluethatcanchange,itdoesnotdenoteafixedvalue.FromWS2.2,considerthefollowingstatements:

intage=17;

age=age+1;

Studentsmayviewthesecondlineofcodeasamathequationandmissthepointthatageisavariableandcontainsavalue.Theage=age+1changesthevalueofage.WhenlearningJavathereisthecodewhichisstatic,therunningofthecode,andthestateofthevariableduringruntimewhichisfundamentallydifferentfromanequationinmaththatcanbesubstitutedandmanipulatedtosolveforsomeunknown.

Studentsready=x+2;andthinktheequationisstorediny,notavalue.

x=1;

y=x+2;

x=3;

System.out.println(y);//whatisdisplayedfory?

Forstudentswiththemisconceptionthattheequationisstored,theywillincorrectlycompute6aswhatisdisplayedfory.

Javaisnotaspreadsheetthatstorestheequation.Explicitlyteachingthatxandyareindependentvariablesinaprogramminglanguageandholdvaluesisanimportantdistinction.Thisdiffersinmathwherey=x+2isarelationship.Showingthestateof


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http://interactivepython.org/runestone/static/JavaReview/VariableBasics/commonMistakes.html

thevariablescanbeachievedusingthewhiteboard,thedebuggerbysteppingthroughonelineofcodeatatime,andexaminingvariables,orusingavisualizationtoollikehttp://cscircles.cemc.uwaterloo.ca/java_visualize/.

VideoBJP2–2,VariablesandAssignmenthttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c2-2

CSE142,Variables(5:12–12:48)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ca84c6fe-878e-4bcf-92d4-a18edd3fef21&start=310

CSHomeworkBytes,VariableandAssignment,withElizabethhttps://www.youtube.com/watch?v=fPqGiexXi_Y

ForumdiscussionLesson2.02DeclaringandAssigningVariables(TEALSDiscourseaccountrequired)


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http://cscircles.cemc.uwaterloo.ca/java_visualize/


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ca84c6fe-878e-4bcf-92d4-a18edd3fef21&start=310

https://www.youtube.com/watch?v=fPqGiexXi_Y

http://forums.tealsk12.org/c/unit-2/2-02-declaring-assigning-variables

Lesson2.03—StringConcatenation&IncrementDecrementOperators

Overview


Applytherulesofstringconcatenation.Correctlyinterpretincrementinganddecrementingstatements.


Evaluatestatementsandpredictoutputduringagameofgrudgeball


ReadremainderofBJP2.2Completeself-checkquestion4(4 edition:5)

Materials&PrepProjectorandcomputer(optional)WhitepaperandmarkersRulesforgrudgeball(seewebsitefordetails:http://toengagethemall.blogspot.com/2013/02/grudgeball-review-game-where-kids-attack.html)Teamassignmentsthatdivideyourclassinto5or6teamsNerfhoop&ball(orwastepaperandtrashcan)Taped2-and3-pointlines

Takethetimetofamiliarizeyourselfwiththerulesofgrudgeball,andtestoutyour2and3pointlinesbeforeclassbegins(youmayneedtoreadjustthem).Ifyoucangetpermissionfromyourschooltoleavetapeonthefloor,itishelpfultohavethoselinesdownfortherestoftheyear.Infutureclasses,ifyourstudentsarehavingahardtimesettlingdownduringareviewsession,orcan’tstandaworksheet,youcanalwaysconverttheworksheetorreviewsessionintoaquickgameofgrudgeball.

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http://toengagethemall.blogspot.com/2013/02/grudgeball-review-game-where-kids-attack.html

PacingGuide

Section TotalTime



Grudgeball 35min

ProcedureBecausetoday’slessoncombinesseveralmarginally-related(butimportant)conceptswithnomaintheme,thedrilling/activityportionoftheclasswillservetotiethelessontogetherintheformofaclasscompetition.Ifspaceandwhiteboardsetupallow,setupthegrudgeball“court”andscoreboardbeforeclassbeginssoastomystifythestudents.Beforeyoubeginlecture,announcetostudentsthattheyshouldpaycloseattention,sincethelecturecontentwillbetestedduringthegame.


VocabularyandHistoryofBugs[10minutes]

1. Beginwithalectureaboutthetopicstobecovered.

Stringconcatenation:letsyouputtogetherseveralstringsintoonestring,thewaywecombinenumbersinanexpression!

Whenyouseea+betweenstrings(lookforthosequotationmarks!),thatmeansthatyou“add”thestringstogether:

System.out.println("Spongebobthinks"+"thebesttimetowear"+"asweate

r"+"isallthetime!");

Carefullywriteout(orpointout,ifusingaPowerpoint)thespaceswithintheStrings.Writeouthowthestringconcatenates,askingstudentstopredictthelatterportionofthestringcombo.

Offerupasecondexample,askingthestudentstopredicthowtheexpressionwillevaluate,discussingtheplacementofquotationmarksfirst:


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System.out.println("Herewecombine"+1+"integer"+"withthestrings!")

;

Givethestudentsalittleextraguidedpracticebywalkingthemthroughthistrickyexample:

42+"istheanswerto"+"everything!"+1+1

Stepwise,showstudentshowthisevaluatesto“42istheanswertoeverything!11”

Askstudentsiftheycancomeupwithawaytomaketheanswerevaluateto“42istheanswertoeverything!2”

2. Switchgearsandtellstudentsthesecondusefultoolyou’regoingtoteachthemtodayishowtoincrease(ordecrease)avariablebyaparticularamountwithoutwritingawholeseparateequation.

BrieflyexplainthatinJava,theequationsbelowmean“add7tothecurrentvalueofx,”“dividethecurrentvalueofyby3,”insteadofthetraditionalmathematicaluseof“equals.”Immediatelyshowstudentshowtowritetheabbreviatedversionsofthesestatements:

x=x+7;ORx+=7;y=y/3;ORy/=3;

Oncestudentshavewrappedtheirheadsaroundthisnon-algebraicreading(andgivenyousomecorrectexamples),explainthespecialcaseofincrementingordecrementingby1:

x++;OR++x;x--;OR--x;

Grudgeball[35minutes][Optional]

Ifyoufeellikeyourclassunderstandsincrementandstringconcatenation,considerskippingthisgameandfocusingonon-the-boardexamples(youcanusethequestionsfromGrudgeballbelow)ormovingonto2.4.

1. Dividestudentsintotheirassignedteams.

2. Reviewtherulesforgrudgeball,andhavethestudentsrepeattherulesbacktoyou.

3. Usingtheproblemslistedbelow(andanyyoumayadd,dependingonyourclass’needs),playgrudgeballuntilateamwins,oruntiltheclassperiodends.


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a.Ifaclassgetstheanswerwrong,BRIEFLYpausethegametohavestudentsoffercorrectionsbeforemovingtothenextteam’squestion.

b.Ifcorrectionseemstobedraggingon,jumpinandquicklyre-teachusingtheincorrectanswerasyourexample.Itisimportanttokeepthepacegoingtomaintainstudentinterestinthegame!

Gudgeballproblems&answershavebeengroupedassumingthatyouhave6teams.Ifyouhavefewerteams,each“round”willbeshiftedaccordingly,soyoumayhaveroundswheredifferentteamsarepracticingdifferentconcepts.Judgeeachteam’sknowledgegaps,andadjustwhichquestionsyouaskeachgroupaccordingly.

GRUDGEBALLPROBLEMSANDANSWERS

Whatdotheseevaluateto?

1)"Patrick"+"why"+"areyou"+"here?"→Patrickwhyareyouhere?

2)2+"words:"+"Na.Chos."→2words:Na.Chos.

3)"Friendship"+1+"$"+"magic!"→Friendship1$magic!

4)"Watchout"+"for"+"\"\""+""+"escapesequences!"→Watchoutfor""escapesequences!

5)"Pikachu,pikapika"+"peeeeeeeeka"+"ch"+0+0+"!"→Pikachu,pikapikapeeeekach00!

6)"PEMDAS"+"doesn't"+(2+3)*4+"matter"+"right?"+1→PEMDASdoesn’t20matterright?1

Writeastatementthat:

7)Increasesthecurrentvalueofxby150.→x=x+150;orx+=150;

8)Decreasesthecurrentvalueofyby9.→y=y-9;ory-=9;

9)Multipliesthecurrentvalueofzby5.→z=z*5;orz*=5;

10)Dividesthecurrentvalueofqby14.→q=q/14;orq/=14;

11)Incrementsxby1.→x++;,++x;,x=x+1;,orx+=1;

12)Decrementsxby1.→x--;,--x;,x=x–1;,orx-=1;

Predicttheoutput:


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13)

intx=1;

x+=3;

System.out.println("Thevalueofxis"+x);

→Output:Thevalueofxis4

14)1+1+1+"1"+1+1+1→Output:31111

15)

inty=2;

y/=2;

System.out.println("1+"+y+"ishowmuchagain?");

→Output:1+1ishowmuchagain?

16)110–10+"flipit"+0+0+1→Output:100flipit001

17)"100–10"+"flipit"+0+"0+1"→Output:100–10flipit00+1

18)

intnumber=5;

number++;

System.out.println("Mynewvalue"+"isthe"+"number"+number);

→Output:Mynewvalueisthenumber6

AccommodationandDifferentiationIfyourclassisstrugglingwithlearningstringconcatenationand/orincrementingdecrementing,thebeststrategyhereistorepeat,repeat,repeat.Addmoresimpleproblemsbeforeyouadvancetothemixedtypeconcatenation,andworkthroughmoreoftheproblemsasawholegroup.

InELLclassrooms,youshouldreadeachquestionaloudinadditiontoshowingitontheboardorprojector.

CommonMistakes


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Commonmistakeswithstrings:http://interactivepython.org/runestone/static/JavaReview/Strings/sMistakes.html

VideosCSE142(12:48–18:29)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ca84c6fe-878e-4bcf-92d4-a18edd3fef21&start=769

CSHomeworkBytes,MathematicalOperatorsandPrecedence,withVinniehttps://www.youtube.com/watch?v=RTmRwEy-yFA

ForumdiscussionLesson2.03StringConcatenation&IncrementDecrementOperators(TEALSDiscourseaccountrequired)


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http://interactivepython.org/runestone/static/JavaReview/Strings/sMistakes.html


https://www.youtube.com/watch?v=RTmRwEy-yFA

http://forums.tealsk12.org/c/unit-2/2-03-string-concatenation-increment-decrement-op

Lesson2.04—MixingTypes&Casting

Overview


DescribewhichtypesautomaticallyconvertintootherswhenappearingtogetherPredicthowanexpressionwithmixedtypeswillevaluateConverttypesbycasting


Use“zombierules”ofprecedencetocorrectlywritecodethatyieldsagivenanswerCreatetheirownexpressionsPredictoutputbycompletingandtradingworksheets


ReadBJP2.3upto“NestedforLoops”Completeself-checkquestion18Finishtheworksheetifnotcompletedinclass

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhitepaperandmarkersClassroomcopiesofWS2.4,Poster2.4Zombie/werewolfvideo(https://www.youtube.com/watch?v=ZL-58z3HxUI&feature=youtu.be&t=2m41s)

Probablywanttoplayonmute!Unicornimage(http://1.bp.blogspot.com/_WOWQJUlRtKQ/TRD5BW8v5GI/AAAAAAAABAY/llLQ4VSCskc/s1600/moon-wallpaper9.jpg)

PacingGuide


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https://www.youtube.com/watch?v=ZL-58z3HxUI&feature=youtu.be&t=2m41s

http://1.bp.blogspot.com/_WOWQJUlRtKQ/TRD5BW8v5GI/AAAAAAAABAY/llLQ4VSCskc/s1600/moon-wallpaper%209.jpg

Section TotalTime


IntroductiontoMixingTypes 10min

Activity1 15min

IntroductiontoCasting 5min

Activity2 15min

Turninworksheets,wrapup 5min

ProcedureToday’sclassusestheconceptofinfectionandcureasmetaphorsfortypeconversionandtypecasting.HavetheYouTubevideoofthewerewolvesandzombiesplayingasstudentsarrive.Oncestudentshavecompletedbellwork,hookyourclasswithadiscussionofthezombie/werewolffighthappeningonthevideo.


IntroductiontoMixingTypes[10minutes]

1. Herearesomequestionstoguidethisopeningconversation:

Whohasseenmoviesaboutwerewolvesorzombies?Cananyonetellmehowyoubecomeawerewolf?Howdoyoubecomeazombie?Whatdoyouthinkwouldhappenifazombiebitawerewolf?

2. Introducethefollowingmetaphor:

Ifahumangetsbittenbyawerewolf,theybecomeawerewolf.Ifawerewolforhumangetsbittenbyazombie,itbecomesazombie.

So:zombie>werewolf>humanThesamesortofthinghappensifweputtogetherdifferenttypesinanexpression(aka“mixingtypes”):

Ifanintisplacedinanexpressionwithadouble,Javaconvertsittoadouble.(Itgetsinfectedandbecomesadouble.)

IfadoubleorintisplacedinanexpressionwithaString,JavaconvertsittoaString.(ThewerewolfdoublegetsbittenbythezombieString,andisnowalsoazombieString.)


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So:String>double>int

InJavawecallthis“promoting”becausethedoubleholdsmoreinformationthanint,andStringholdsmoreinformationthandouble!(We’lllearnmoreaboutwhatinformationisstoredinaString,butfornowjustrememberitstrue.)

Spot-checkyourstudentsbyaskingthemtonamethefantasy-equivalentforeachtypeinanexampleontheboard:

2+2.3(evaluatesto4.3becausehuman/int2ispromoted/infectedtowerewolf/double2.0)

Activity1[15minutes]

1. HavestudentsbeginWS2.4aloneorquietlyinpairs(thisstrategyisrecommendedforELLclasses).Directstudentstoonlyworkthroughwerewolfandzombiequestions(stopattheunicorns).

2. StudentsWILLtripuponthemixedtypeStringquestions.

a.Youshoulddefinitelycoveranexampleortwooftheseontheboard,andyoumayfindthatyouhavetoswitchtowholegroupinstructionforthemajorityofthese.

b.Yourpriorityshouldbetothoroughlycompleteseveralexamples,andtoseethatstudentscancompletethesequestionscorrectlywithoutyouraid.Ifyouneedtoslowdownyourpace,goforit!

3. Ifstudentsarecompletingthequestionson-pace,bringtheclasstogetherforanotherroundofwhole-groupinstruction.

IntroductiontoCasting[5minutes]

1. Introducetheconceptofcastingbyaskingstudentswhattodoiftheyreallywanttopreservethehumanrace(inttype)?

2. Review/repeattheearlierconceptsbyaskingstudents:Howdoweconvertwerewolf-doublestohuman-ints?

3. Introducecasting(Hamthisup:“Asweallknow,youcancureanythingwithunicornmagic!”)

Unicornmagic=“casting”(rememberthatUnicornsCASTamagicalspelltoprotecthumansorwerewolvesfrominfection/conversion)

Tocureawerewolf-double,sohebecomesahuman-int,youcanCASTitbyputtingthenameofthetypeyouwantinfrontofthevalueyouwanttoconvert(cast):


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(int)42.9⇒42

IMPORTANT:Javajustcutsoffthatextrapartafterthedecimal—italwaysroundstowardzero.

BUTunicornmagiccan’tturnzombiesbackintoanythingbecausemagiccan’tbringyoubackfromthedead.(Onceyou’reazombie,you’realwaysazombie!)Socasting(int)stror(double)stronaStringstrdoesn’twork.

Activity2[15minutes]

1. HavestudentsreturntoWS2.4,startingontheunicorn/castingsegmentoftheexercise.

2. Workthrough1or2problemsasawholegroupbeforeyouleavestudentstotheirowndevices.

3. Ifstudentfrustrationlevelsarehigh,bringtheclassbacktowhole-groupandworkthroughafewmoreexamplesslowlyandthoroughly.Ifyouneedtorevisittheanalogyorhavestudentsflipthroughtheirbooksagain,youshoulddosoatthispoint.

TurninWorksheets,WrapUp[5]

Attheendofclass,collectthecompletedworksheets.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemtodrawordesignapostershowingtherelationshipbetweenmixedtypes.Thepostershouldcontainlargeimagesofhumans,werewolves,zombiesandunicornssothatstudentscanseetherelationshipsfromallaroundtheroom.

Evenifyoudonothaveastudentdothisforyou,weHIGHLYrecommendmakingaposterofthissort.Studentsdonotforgetit!Ifallelsefails,youcanusetheimagesavedasPoster2.4.

VideoCSE142,Casting(18:39–31:29)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ca84c6fe-878e-4bcf-92d4-a18edd3fef21&start=1119


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CSHomeworkBytes,TypeConversations,withKristinhttps://www.youtube.com/watch?v=y-4vMMeBcAc

ForumdiscussionLesson2.04MixingTypes&Casting(TEALSDiscourseaccountrequired)


141

https://www.youtube.com/watch?v=y-4vMMeBcAc

http://forums.tealsk12.org/c/unit-2/2-04-mixing-types-casting

Lesson2.05—forLoops

Overview


Traceloopstopredictprogrambehavior.Constructloopstoexecutesimpletasks.


TraceandconstructloopsinPractice-Itproblems


ReadBJP2.3“NestedforLoops”Completeself-checkquestions19-21(4 edition:22-24)

Materials&PrepProjectorandcomputerWhitepaperandmarkersClassroomcopiesofWS2.5

PacingGuide

Section TotalTime


Introductiontoforloops 15min

Practice-Itactivity 35min

Procedure

th

Lesson2.05:forLoops

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Forloopsareveryconfusinginthebeginning,sowe’vepreparedastudenthandoutthatdiagramsthepartsofaloop.Encouragestudentstotakesupplementalnotesintheirnotebookandonthehandout.

Hookyourstudentsbybettingthem$100thatyoucanwriteaprogramthatoutputsthefirst1,000integersinfewerthan10linesofcode(adjustthesenumbersaccordingtothegullibility/jadednessofyourclassroom).


IntroductiontoforLoops[15minutes]

1. Ifyouhaven’talready,distributethehandoutwithloopdiagramstoyourstudents.Followingalongwiththehandout:

Startbuildingyourforloop,narratingthepartsasyougo.Askstudentsforhelpwiththedifferentcomponentsoftheprogram(startingwiththepublicclass):

publicclassCount1000{


for…

(Breaktoworkthroughthefirstpageofthehandout.)

2. Callonstudentstoreadtheparts1–4.Havestudentsplacetheirfingersonthepartofthediagramthatcorrespondstotheexplanatorytext.

3. PointoutthateventhoughJavaisreadingacrosstheforloopatthetop,Javajumpsdowntocheckoutthebodyofthelooptocheckifthetestistrue.Ifit’strue,itupdatestheloopandexecuteswhatwasinthebody.

Tracethisflowofcontrolontheboard,andhavestudentsphysicallytraceitontheirsheetsasyounarratethestepsagain.

Thislaststepisvery,veryimportant:don’tskipit!(humanshavehadcommunicationbytouchandsightlongbeforeweevolvedlanguage—thelearningcentersofourbrainarebetterabletopickupnewinformationifweinvolvemovement,touch,orphysicalmanipulation).

4. AskstudentstodoaquickThink-Pair-Shareastowhattheoutputwillbeforthesamplecodeonthehandout.Getthemstartedbywritingoutthefirstandsecondlineofoutputwhileyoutracetheloopasawholeclass.

Lesson2.05:forLoops

143

Ifthisgoeswell,moveonthefinalexampleandtheactivityfortheday.Ifitdoesn’t,re-teachtheconceptsusingtheflowchartonthebackofthehandout.

Again,havestudentstracethediagramwiththeirhands.Havethemturnthesheetbackovertothecodediagram,andnarratetheflowofcontrolastheymovetheirhandstowhereJavaisreadingtheprogram.

5. Returntotheprogramthatwilloutputthefirst1,000positiveintegersinfewerthan10linesofcode.Encouragestudentstoguesshowmanylinesitwilltaketowritethewholeprogram:



for(inti=1;i<1000;i++){

System.out.println(i);

}

}

}

Tweakdifferentpartsofthecodeandaskstudentstopredicthowitwillchangeyouroutput.

Changethecontinuationtesttoi<=1000.Changethevariableitox.Changetheupdatetoi+=2(orx+=2,dependingonwhichcodeyouhaveupthere).Ifanyoftheseexamplesstumpyourclass(andtheywill),takethemthroughtheloop,onestepatatime,writingdownsampleoutputtofindthenewpattern.

Practice-ItActivity[35minutes]

1. Dependingonthemoodandfrustrationlevelsintheclass,youmaychoosetohavestudentsworkinpairs.

a.Ifstudentsarereallyhavingaroughtime,workthroughthefirstPractice-Itquestiontogetherasawholegroup.

b.Putsoft,soothing(butupbeat)musiconinthebackgroundtoeasetension!


a.Count2b.fingerTrapc.howManyLines

Lesson2.05:forLoops

144

3. Ifmore25%ormoreoftheclassisstruggling,returntowholegroupwiththestipulationthatstudentswhogetitmaycontinueworkingindependently.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemtocompletePractice-Itself-checkproblems“numberTotal”and“blastoff”.

TeacherPriorCSKnowledgeThetextbookBJPintroducesreducingredundancyandgeneralizationearlyinthecurriculum.Becauseoftheearlyintroduction,studenthavenotbeenexposedtothelogicaloperatorsandhaveonlybeenintroducedtothenotionofbooleantypes.Youcanletstudentsknowthattheclasswillgooverthemiddlepartoftheforstatement,the“continuationtest”,willbecoveredindetailinafuturelesson.

Misconceptions

CommonSyntaxErrors

Usingcommasasthedelimiterintheforstatementisacommonerror.Thiscouldstemfromthedifferenceinpatternbetweenmethodcallsthatusecommaandforstatementsthatusethesemi-colon.

Specifyingthateachofthe3partsoftheforstatementisaJavastatementthatendsinasemi-colonmayhelpstudentsrememberthedelimiterisasemi-colon.

Unbalancedparenthesesand/orcurlybracketsstarts.

ManyclassesuseIDEsintheclassroom.Whenparenthesesorcurlybracketsareoff,theeditorstartsindentingthecodeinnon-standardways.Thisisthefirstindicationtothestudentthatthereissomethingwrongwiththesyntax.LettingstudentsknowthattheIDEhelpsformat,butifthereisasyntaxerrorintheircodewhiletyping,theeditorwillnotformatcorrectly.Thestudentmaywanttotakeacloserlookattheircode,specificallymatchingparenthesesandcurlybrackets.

Incorrectendingforstatementwithsemi-colon.

ConceptualErrors

Lesson2.05:forLoops

145

Variablescopeforthecountingvariableisrestrictedtotheforblock.

Orderofexecutionoftheinitialization,continuationtest,conditionalstatements,andupdatestatement.

Whenwalkingthroughexamplesofaforloop,itistemptingtouseboxestorepresenttheloopvariable.However,astheloopvariablechanges,thevalueisrepeatederasedtoindicatethenewvalue.Ifatableisusedandthevalueoftheloopvariablecrossedout,thestudentscanseetheprogressionofthevariablethroughtheiterations.

VideoBJP2–3,forLoopshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c2-3

CSE142,TheforLoop(31:30–42:03)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ca84c6fe-878e-4bcf-92d4-a18edd3fef21&start=1890

ForumdiscussionLesson2.05forLoops(TEALSDiscourseaccountrequired)

Lesson2.05:forLoops

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http://forums.tealsk12.org/c/unit-2/2-05-for-loops

Lesson2.06—nestedforLoops

Overview


Tracenestedloopstopredictprogrambehavior.Constructloopstoexecutesimpletasks.


TraceandconstructnestedloopsinPractice-Itproblems.


ReadBJP2.4“Scope”and“Pseudocode”Completeself-checkquestions26,27(4 edition29,30)andexercise4

Materials&PrepProjectorandcomputerWhiteboardandmarker

PacingGuide

Section TotalTime


Introductiontonestedforloops 15min

Practice-ItActivity 30min

LoopChallenge 5min

Procedure

th


147

Todayyourhookisanotherwager,onlythistimethestudentshavetocreatethecodetogetthereward(TEALSswag,ticketstotheraffle,bonuspoints,etc.).Ifyouplantouseabadgesystem,thisprojectisagoodonetostartwith(a‘loop’badge,perhaps?).


IntroductiontoNestedforLoops[15minutes]

1. Remindstudentsofyesterday’sbet,thentellyourstudentsthatyou’llawardthem[prize]iftheycanrewritetheprogramfromyesterdayin11lines.Thecatchisthatstudentcan’tusealoopthatexecutesmorethan10times!Explainthatyou’regoingtogivethemanewprogrammingtooltoday,andthenthey’llhavesometimeattheendofclasstoseeiftheycanmeetyourchallengeforthepoints.

2. Reviewtheconceptof“controlstructure,”andhavestudentsexplaintoyouthattheloopcontrolsthestatementsintheloopbody.Askstudentstowalkyouthroughtheexampleontheboard,narratingwhatJavaisdoingasyouadvanceyourhandalongtheloop:

for(inti=1;i<=3;i++){

System.out.println("Calacasycalaveras!");

}

Youmightconsiderdeliberatelyleavinginanerrorortwoasyouwritethecodeontheboard—studentsLOVEtocatchyouinanerror!Ingeneral,leavinginerrorsisagoodwaytoconditionerror-checkingbehaviorinyourstudentswithoutthemfeelingforced.Ifstudentsdon’tcatchtheerrorbeforeyou’rereadytomoveon,pointtoitandaskstudentsifthecodeiscorrect.Occasionallypointtocorrectcodeandaskstudentstoexplainwhyitisapropercodingchoice,orwhatotheroptionswouldbe.

IfyourclassdoesnotcelebrateDíadelosMuertos,changethestringaboveto“TrickorTreat,”“AllSaintsDay,”“KolSanaWentaTayeb”orwhateverismostrelevant.

Ifyourclassneedsmorephysicalengagement,haveavolunteercometotheboardtobeconsoleoutput,andpointtothem,directingthemtowriteoutputontheboardeverytimetheloopisexecuted.Youcanalsohaveanotherstudentwalkthroughtheflowoftheloopinyourplace.

3. Asyouinsertanotherlooptocreateanestedloop,explainthatthegreatthingaboutcontrolstructuresisthattheycancontrolothercontrolstructures!


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(Engagementoption:ifyourclassisfamiliarwithXzibit/PimpmyRide,thisisagreatopportunityforayo-dawgmeme,butatthispoint,thisisprobablyonlyareferencethatcollege-ageandabovewillget.)

for(inti=0;i<3;i++){

for(intj=1;j<=3;j++){

System.out.println("Calacasycalaveras!");

}

}

Pointoutthatwealwaysuseadifferentcontrolvariable(jinsteadofi)sothatJavaknowswe’rewritinganewloop.

Asyouwritetheinnerloop,askstudentshowmanytimesitexecutes,andbrieflydiscussthedifferencebetweeninitializingat0and1,andhowthatrelatesto<or<=inthetest.

AskstudentshowmanylinesJavawilloutput(9),andwalkthroughtheloopshowingflowofcontrolanddirectingastudenttoproducetheoutput.



for(inti=1;i<1000;i++){


}

}

}

4. Tweakdifferentpartsofthecodeandaskstudentstopredicthowitwillchangeyouroutput.

Changethecontinuationtesttoi<=1000.Changethevariableitox.Changetheupdatetoi+=2(orx+=2,dependingonwhichcodeyouhaveupthere).Ifanyoftheseexamplesstumpyourclass(andtheywill),takethemthroughtheloop,onestepatatime,writingdownsampleoutputtofindthenewpattern.

Practice-ItActivity[30minutes]

Dependingonthemoodandfrustrationlevelsintheclass,youmaychoosetohavestudentsworkinpairs.


149

Ifstudentsarereallyhavingaroughtime,workthroughthefirstPractice-Itquestiontogetherasawholegroup.

Putsoft,soothing(butupbeat)musiconinthebackgroundtoeasetension!

HavestudentslogintoPractice-IttocompletethefollowingPractice-Itself-checkquestions:

a.starExclamation1b.starExclamation2c.starExclamation3

HavestudentscompletethePractice-ItExercise“starTriangle.”

a.Youshouldemphasizetheimportanceofconstructingastructurediagrambeforetheystartcoding.

b.Althoughwehaven’ttalkedaboutpseudocodeyet,suggestthatstudentswriteoutinEnglish(orwhatevertheirpreferredlanguageis)thestepsthattheywillneedtodotosolvetheproblem.Encouragestudentstoworkonthisinpairsifneeded.

Ifmore25%ormoreoftheclassisstruggling,returntowholegroupwiththestipulationthatstudentswhogetitmaycontinueworkingindependently.

LoopChallenge[30minutes]

1. Ontheboardortheprojector,bringupthechallengeyouintroducedinthebeginningofclass.

StudentsmaybeginonthechallengeoncetheyhavefinishedtheirPractice-Itexercises.

Inordertoencourageallstudentstotrythechallenge,allowslowerstudentstosubmittheirchallengeanswerelectronicallybytheendoftheday.(Thiscompromisegivesthemtimetoworkonthecodeatlunchorafterschool,butdissuadesstudentsfromdirectlycopyingothers’answers.)

LOOPCHALLENGE

Writeaprogramthatoutputsthefirst1,000integersin11linesofcode.Youmaynotusealoopthatexecutesmorethan10times.


150



for(inti=0;i<10;i++){

for(intj=0;j<10;j++){

for(intq=0;q<10;q++){


}

}

}

}

}


CompletePractice-Itself-checkExercises“fibonacci”and“numberTriangle.”

Developanalgorithmfortacklingcomplexcodingproblems.(Whatgeneralizablestepsdidtheytaketocorrectlybuildthenestedloopprograms?)

Havethestudentturntheseideasintoamnemonic,poster,orchecklisttosharewiththeclass.

MisconceptionsDeterminingthepurposeofthetwovariablescountersinnestedloopsisconfusingtostudents.Mostintroductionstonestedloopsuse“i"and“j”astheloopvariables.Startingwith“i"isacarryoverfromtheFortranprogramminglanguagewherevariablesstartingwiththelettersItoNwereintegersandloopvariablesareintegers.However,Javadoesnothavethisrestriction,integervariablescanstartwithanyletter.

Inordertohelpstudentsgraspthetwoloopvariables,useloopvariablesincontextwherestudentsmaybemorefamiliarwith:row/column,x/y.Thisaffordsusingagraphicalrepresentationthatstudentscanplotwhiletracingthroughthenestedloops.

Confusionoftheorderofexecutionofthe3partsoftheforloopfromasingleforloopgetscompoundedwithnestedforloops.Theorderofexecutionforthenestedloopis:

outerloopinitializevariableouterlooptestconditioninnerloopinitializevariableinnerlooptestcondition


151

bodyofinnerloopinnerloopupdatevariablerepeatinnerloopouterloopupdatevariablerepeatouterloop

Attemptingtousetheinnerloopvariableintheoutsideloopblock.Itisnotobvioustobeginnersthateventhoughtheinnerblockvariableisdeclaredinsidetheouterblock,theinnerblock’sscopeisrestrictedtotheinnerblock.

VideoBJP2–4,NestedforLoopshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c2-4

CSE142,NestedforLoops(16:18–37:50)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ca84c6fe-878e-4bcf-92d4-a18edd3fef21&start=2524

ForumdiscussionLesson2.06NestedforLoops(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-2/2-06-nested-for-loops

Lesson2.07—Scope&Pseudocode

Overview


Identifythescopeofavariable.Identifycommonscopeerrors


Completeaworksheet


ReadBJP2.4“Pseudocode”Completeself-checkquestions31-33(4 edition34-36)Checkclassnotesforcompletion,addingdailysummariesifneeded

Studentsmayusethebooktosupplementtheirnotesifneeded.

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS2.7

Sincemostoftoday’slessonfollowsWS2.7,youshouldhavereadthroughtheworksheet.Youmayprefertodeletethenotesfromtheworksheet(soitisonlyasheetofexercises)ifyouareworkingondevelopingnote-takingskillsinyourclassroom.WerecommendleavingthesesectionsinforELLclassrooms,soyourstudentscanfocusonsyntaxrulesinsteadoftranslatingwhattheyarehearingtovocabularytheyneedtothenwriteintheirnotebooks.

PacingGuide

th


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Section TotalTime


Introductiontoscope 10min

Worksheetactivity 15min

Introductiontopseudocode 5min

ProgrammingProject1 20min

ProcedureScopeisanotherchallengingtopic,sowe’vepreparedastudenthandoutthatdiagramsscope.Encouragestudentstotakesupplementalnotesintheirnotebookandonthehandout.


IntroductiontoScope[10minutes]

1. UsingWS2.7,walkstudentsthroughthesampleillustrationofscopeandscope-relatederror.

Beforeyouexplainthatbracketsdefinescope,askstudentstotellyouwhytheythinktheerrorintheexample.Theymaybeabletospotthescopefromtheirreadinglastnight.

2. Havestudentscopytherulesforscopeofftheworksheetandintotheirnotebooks.Studentsshouldheadthepage“The4CommandmentsofScope,”andillustrate,circle,highlight,star,orotherwiseemphasizetheserulessotheyareeasytofindinthenotebookthroughouttheyear.

Transcribingthesenotesisnotbusywork—intheELLclassroom,thisslowsdownthepaceandallowsstudentsadditionaltimetoprocessthelanguageandstudytheconceptsconveyed.Thisisagoodstrategyforallclasses(ELLornot)!

Atthispoint,yourclassmayberaringtogetstartedontherestoftheassignmentwithoutyourhelp.Iftheyare,great!

Iftheyarestillseeminguncertainabouthowtoapplyrulesofscope,walkthroughExercise1aandasktheclasstoexplaintoyouhow/whyyouknowthatscopeabeginsandendswhereitdoes.


154

WorksheetActivity[15minutes]

1. HavestudentsworkindependentlyorinpairsonWS2.7.

a.Remindstudentstorefertotheir4Commandmentswhensearchingforerrors.

b.Playmusicquietlyinthebackgroundtoencouragefocusanddiscouragechatting.

c.Ifstudentsarestrugglingwiththeexercise,allowthemtopairup.Encouragestudentstotradepapersandlookforerrors.


3. Reviewanswersasawholegroup.MakesuretocallthevariablesboxedinExercise1“localvariables,”andaskstudentstoexplainwhatmakesthemlocalized.

Introductiontopseudocode[5minutes]

Usinganexamplethatwaspopularduringthelastweekofclass,showstudentshowtoplanaprogramusingpseudocode.

ProgrammingProject1[20minutes]

Asaclass,beginplanningaprogramtoanswerProgrammingProject1.

Thechallengingtaskofwritingthepseudocodeand/orstructurediagram(youshouldalwaysrequireone,both,oracombinationofthetwo)isthemostimportantpartofthisexercise,soavoidthetemptationofgivingstudentstoomuchguidance.

AccommodationandDifferentiationItislikelythatstudentswillnotfinishtheprogrammingprojectduringclass.Youcanreducestudentstressbysettingtheexpectationthattheysubmitcompletepseudocodebytheendofclass;notacompletedprogram.Youmayextendtheprogramforadvancedstudents,andaskthattheysubmitanentireprogram(completewithclassheader).

VideoBJP2–5,DrawingComplexFigureswithforLoopshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c2-5


155


CSE142,ManagingComplexity:ProblemDecompositionandPseudocode(1:58–16:17)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3431711f-29f8-43a5-9855-4d09894ae29d&start=118

CSE142,ManagingComplexity:NestedLoops(16:17–37:50)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3431711f-29f8-43a5-9855-4d09894ae29d&start=977

CSE142,ManagingComplexity:ClassConstant(Optional)(37:51–49:17)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3431711f-29f8-43a5-9855-4d09894ae29d&start=977

CSE142,ManagingComplexity:Review(Optional)(0:58–21:04)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=26cacdb4-6e47-405f-a788-912a9a158b41&start=58

ForumdiscussionLesson2.07Scope&Pseudocode(TEALSDiscourseaccountrequired)


156

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3431711f-29f8-43a5-9855-4d09894ae29d&start=118



https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=26cacdb4-6e47-405f-a788-912a9a158b41&start=58

http://forums.tealsk12.org/c/unit-2/2-07-scope-pseudocode


Overview


Planandconstructastructuredprogramcontainingnestedloops.


Submitacomplete,functionalprogrambytheendofnextclass


OutlineChapter2,omittingBJP2.5

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)Studentself-helpsystem(suchasC2B4orstudentpairing)

Makesureyouaresetuptogradestudentnotebookstoday.Ifpossible,youshouldonlycollect3–5notebooksatatimesostudentshavetheirnotebooksavailabletoreferenceduringprogrammingtime.

PacingGuide

Section TotalTime


Introduction&classroomprocedures 10min

Programmingproject 30min

Studentstradework,check,&submit 10min

Procedure


157

Topreparestudentsfortheupcomingunitexam,thenextfewclassperiodswillbedevotedtoreinforcingconceptsandapplyingthetools,procedures,andcodethatwereintroducedthisunit.


IntroductionandClassroomProcedures[10minutes]

1. Ifyourcomputertimerequiresyoutomovetoanotherroomortochangeseating,youshouldteachand/orreviewthoseproceduresbeforeintroducingthelabmaterial.It’sbeenafewweekssincethelastlongformprogrammingassignments,somakesuretoaskstudentswhattheproceduresareifthey:

havegottenstuck(checkpseudocodeandstructurediagram),finishedearly(moveontochallengequestions),orcan’trememberacodingruleorprocedure(checkyournotes,worksheets,andtextbook,C2B4)

Unlessyouhavehadstudentssubmittingworkelectronicallyregularly,youshouldmodelandreviewthoseproceduresbeforestudentsbeginwork.

2. Introducetheprogrammingproject,takingamomenttotalkstrategywithyourclass.

PROGRAMMINGPROJECT:Writeaprogramthatproducesthefollowingfigureasitsoutputusingnestedforloops.

|"""""""""|

\:::::::/

\:::::/

\:::/

\:/

/:\

/:::\

/:::::\

/:::::::\

|"""""""""|

TIPS:StartwithastructurediagramorwritingoutstepsinEnglishaspseudocode.Trytoisolaterepeatedtasksintomethods.Includecommentsinwithyourcodesootherscaneasilyunderstandwhatthecodeissupposedtodo.

3. Askyourclassforsuggestionsastohowtotacklethisprogrammingproblem.Studentsshouldsuggestdrawingastructuraldiagram,buildingtheprogramonemethodatatime(iterativedevelopment),andfollowingthecorrectionstepsontheirpersonalalgorithms(debugging).


158

Proceduraldecompositionishard!Asagroup,askstudentstodiscusswhatcomponentsgointodrawingeachline.

Whatcharacteristicsstaythesameforeachline?(Slashes,colons,spaces)Whatcharacteristicscouldweusealoopfor?Whatmightwewanttomakeitsownmethodthatwecancallmorethanonce?

ProgrammingProject[30minutes]

GetstudentsstartedontheASCIIartprogrammingproject.Offerstudentshelpaftertheyhavetriedtoanswerthequestionsthemselves:

a.Havethecheckedthebookforexamples?

b.Havetheyaskedafriend(ortwo)forhelp?

Ifstudentsseemtobegettingstuckonthesamesegmentofcode,offerahintortipontheboard(silently,withoutdisruptingstudentflow).

Iftheentireclassisstuck,returntowholegroupandworkthroughtheprogrammingchallengetogetherasaclass,havingstudentsofferanincreasingproportionoftheanswersasyoumovealong.


Attheendofclass,havestudentslookovereachother’sprojectsbeforesubmitting.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthisproject,youshouldencouragethemto:

Finishtheprogrammingprojectstartedinclassyesterday.ActasstudentTAsandhelpstrugglingclassmates(NOTE:youshouldspecificallydirectstudentsNOTtogiveanswers,buttohelpstudentsthinkofideasontheirown.)

Ifyouhavestudentsthatarestrugglingduringthisclass(andyouwill),resisttheurgetohelpstudentstoomuchatthisstage.Askleadingquestions,directstudentstotheirnotes,oranexamplethatdemonstratesasimilarsolution,butdon’tgivestudentstheanswerhere.Resilience/gritisanimportantemotionaltoolforsolvingcomplexprogrammingproblems:theemotionaljourneystudentstakeduringthesedifficultprogrammingproblemsisasimportantastheactualcodingchallenge.

Ifstudentsarehavingtroubleduetolanguage,pairstudentsupsothosewithmoreadvancedEnglishcanhelpthosethatareemergentlanguagelearners.


159



160

http://forums.tealsk12.org/c/unit-2/2-08-programming-project


Overview


Planandconstructastructuredprogramcontainingnestedloops.


Submitacomplete,functionalprogrambytheendofclass.


Completepracticequestionswithclassconstants

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)Studentself-helpsystem(suchasC2B4orstudentpairing)

Todayisday2oftheprogrammingproject;besuretoremindstudentsthattheyonlyhavethefirst30minutesofclasstofinishandsubmittheirprogram.Bepreparedtoreviewthecorrectcodeandofferanupgradeusingclassconstantsforthesecondhalfofclass.

Ifyouhavenotfinishedgradingnotebooks,makesureyouaresetuptogradestudentnotebookstoday.Ifpossible,youshouldonlycollect3–5notebooksatatimesostudentshavetheirnotebooksavailabletoreferenceduringprogrammingtime.

PacingGuide

Section TotalTime


Programmingproject 30min

Introductiontoclassconstants 10min

Studentsupdatetheircode 10min


161

ProcedureToday’slessonwillbeacombinationofdrillingthepartsofabasicprogram,andconditioningstudentstocheckforcommonerrors.Tohookyourclass,havepicturesofpunchcardsandpunchcardreadersupwhenstudentsenter.Ifpossible,havephysicalpunchcardsavailabletopassaroundtheroomfortactilelearnersasyouexplaintheoriginsofthephrase“bug”and“debugging.”


ProgrammingProject[30minutes]

Havestudentscontinuetheprogrammingproject,aimingtofinishwithabouttenminutesleftinclass.

IntroductiontoClassConstants[10minutes]

1. PresentonaboardorprojectoracompleteJavaclassthatsolvestheprogrammingproject.Ideally,thiswouldbeastudentsolution.Walktheclassthroughthesolution,havingstudentshelpyoutracetheflowofcontrolandpredictingoutputtoconfirmthattheprogramworks.

AskstudentswhattheywouldneedtochangeinordertomakethehourglassXunitslarger.Onlychangethevaluesthatstudentsspecifyinordertodrivehometheideathatmanyvaluesintheforloopterminationmustbeupdated.

Suggestthattheremightbeaneasierwaytoupdateallofthesevaluesatonce,andintroduceclassconstants.

2. Traceorruntheprogramwiththeupdatedclassconstantstodemonstratethatthisdoesindeedwork.

3. IfyouarerunningtheprograminEclipse,showthatyoucaneasilychangetheconstants.Changethevaluesseveraltimes,runningtheprogrameachtimetodrivethishome.

StudentsUpdateTheirCode[10minutes]

Givestudentstimetoupdatetheirprojectcode,nowincludingclassconstants.



162

Ifyouhavestudentswhoarespeedingthroughthisproject,youshouldencouragethemtoactasstudentTAsandhelpstrugglingclassmates(NOTE:youshouldspecificallydirectstudentsNOTtogiveanswers,buttohelpstudentsthinkofideasontheirown.)

Ifyouhavestudentsthatarestrugglingduringthisclass(andyouwill),resisttheurgetohelpstudentstoomuchatthisstage.Askleadingquestions,directstudentstotheirnotes,oranexamplethatdemonstratesasimilarsolution,butdon’tgivestudentstheanswerhere.Resilience/gritisanimportantemotionaltoolforsolvingcomplexprogrammingproblems:theemotionaljourneystudentstakeduringthesedifficultprogrammingproblemsisasimportantastheactualcodingchallenge.

Ifstudentsarehavingtroubleduetolanguage,pairstudentsupsothosewithmoreadvancedEnglishcanhelpthosethatareemergentlanguagelearners.



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Overview


Finderrorsintheirreturnedhomeworkassignments.Correcttheircode




Studyforthetestby:ReviewingallthebluepagesattheendofChapter2Re-readingsectionsasneeded



Whenyougradehomeworkassignments,itwillbemostusefultotheselessonsifyouonlymarkananswerincorrectorcorrect.ELLclassroomsaretheexceptiontothisrule—studentswillbehavingahardenoughtimejustreadingthematerial;youcanspeedalongtheirprocessingbycorrectingoneexample,thenhavingthemlookforsimilarerrorswiththatexample.

Thehomeworktonightasksstudentstosubmit5questionsforreview.Createanelectronicsurveyforstudentstocompletewith6textfields,oneforname,and5forquestionstheyhaveaboutCh.2content.Setatime-deadline(e.g.10pm)bywhichtimestudentsmusthavesubmitted5questionsfromCh.2thattheywouldliketoseereviewedintomorrow’sclass.Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.


164

PacingGuide

Section TotalTime



Studentwork 35min



Thisisagooddaytoloosenupthevibeintheclassroomabit.Tryplayingmusicsoftlyinthebackgroundtoencouragestudentstorelaxandfocusonspottingerrors.Trytoavoidloud,rhythmicmusic,andavoidthepitfallofallowingstudentstoselectthestation!




2. Explaintostudentsthattheyhavetheopportunitytogetfullcreditontheirhomeworkgradesbycorrectingthemnow,inclass.Askstudentsforsuggestions/ideasonhowtomakesuretheydon’tmissanyerrors.

a.Bynowstudentsshouldbeusedtorelyingontheirerrorchecklist/algorithm.

b.Hopefully,studentssuggestusingthe4CommandmentsofScope,creatingpseudocodeand/orstructurediagramstoclarifythinkingonprogramstructure,andcheckingtheirnotesandthetextbook.




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Offertimechecksforstudentssotheystayontask.

Ifstudentshavenotfinishedtheirprogrammingprojectfromyesterday’sclass,allowthemtodosotoday.



AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemtotackleprogrammingproject2&3inthetextbook.


ForumdiscussionLesson2.10Finding&FixingErrors(TEALSDiscourseaccountrequired)


166

http://forums.tealsk12.org/c/unit-2/2-10-finding-fixing-errors

Lesson2.11—Review

Overview






Studyfortomorrow’stest!



PacingGuide

Section TotalTime



Testreview 30min


Lesson2.11:Review

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ProcedureEngagetheclassinthereviewsessionbypointingoutthatyourreviewtopicshavebeenhandselectedbytheclass.Explainthatyouwillreviewtest-takingstrategiesinadditiontoreviewingsubjectmatter.




2. Studentsshouldalreadybefamiliarwiththesectionsofthetest,butitdoesn’thurttohavestudentsre-readthedirections.

3. Workthroughthesampleproblemsonthetestasawayofreviewingtopics,andansweranyquestionsthatstudentsbringupasyougo.


1. Usingtheresultsfromtheelectronicsurvey,addressthevariousreviewtopics,prioritizingquestionsthatpoppedupthemost.

a.Somequestionsyoumayalreadyhaveaddressedwhileworkingthroughthesampletest.

b.Bereadyforadditionalquestionstopopupasyougo.Saveyourselftheworkanduseoldhomeworkquestionsandstudent-generatedtestquestionsasexamplestoworkthrough.

c.Jotdownnotesaboutwhichtopicsyoucoveredinreviewsoyoucanadjusttheexamtoreflectthetopicsyourstudentshavelearned.




Lesson2.11:Review

168


AccommodationandDifferentiationInELLclasses,youmaywanttochangecode-writingquestionstoParsonsProblems.EducationalresearchshowsahighcorrelationbetweenParsonsscoresandcodewritingscores,andalowcorrelationbetweencodewritingandtracingandbetweenParsonsandtracing.(Inotherwords,ParsonsProblemsaccuratelyassessastudents’abilitytocreatecode.)FormoreinformationonParsonsProblems,checkoutthispaper(https://cseweb.ucsd.edu/classes/fa08/cse599/denny.pdf).

Eveninanon-ELLclass,youmaywanttochangesomeSectionIIquestionstoParsonsproblemsbecause(1)gradingthequestionsiseasier,sincelogicandsyntaxerrorsareeasytodiscern,and(2)studentschallengedbylanguageprocessingareabletomorequicklycompletetheproblem.

Ifyourstudentsareeasilycompletingtheprogrammingprojectsintheweekleadingtothetest,youmaywanttoeditthetestbydeletingthe“fillintheblanks”andleavingemptyspace.

ForumdiscussionLesson2.11Unit2Review(TEALSDiscourseaccountrequired)

Lesson2.11:Review

169

https://cseweb.ucsd.edu/classes/fa08/cse599/denny.pdf

http://forums.tealsk12.org/c/unit-2/2-11-review


Overview






ReadBJP3.1upto“LimitationsofParameters”Correctanyincorrecttestanswersbyre-answeringonaseparatesheetofpaper



PacingGuide

Section TotalTime






170






howtheyfelttheyweregoingtodobeforethetestwhatsurprisedthemoncetheyweretakingthetestwhattheyfeltworkedinthefirstunit(lessons,reviewstrategies,assignments)whatdotheythinktheywanttochangeforthesecondunit


ReadingismandatoryHomeworkismandatory(Andvaluable!Youwillneverassign“busy”work.)Tobettermanagetheirtime,studentsshouldplanfor1hourofhomeworkaweeknight,withupto2hoursofhomeworkeachweekend.Ifthisseemsimpossible,theyshouldmeetwithyouortheirguidancecounselortoassesswhethertheycanfitinanAPclassatthistime.ItisVERYimportanttokeepyourtonesympatheticatthispoint—anoverworked,overstressed,underperformingstudentwillslowyourentireclassdown,andcolorthatstudentagainstCSforthefuture!





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AccommodationandDifferentiationIfstudents’gradesaresufferingbecausethereadingassignmentsaretakingthemtoolong,youhaveafewoptions(somemoredrasticthanothers):

Setasideclassroomtimetoreadthroughtheassignmentbeforestudentsleave.

Givestudentsthelinesofcodeneededtocompleteassignments,butinjumbledorder.Havestudentsrearrangethelinesofcodeintotheproperprogram(thisiscalledaParsonsProblem).

Flipyourclassroom:recordyourlectures,andhavestudentswatchthemandtakenotesforhomework.Anyclassworkdrillsorworksheetscanbedistributedfor“homework,”andthemorecomplicatedassignmentsthatwouldnormallybedoneathome,canbecompletedwithyourhelpwhentheycometoclass.

Ifstudentsdon’thaveacomputertoworkonPractice-Itproblemsathome,createprinted-outsheetsinsteadthatstudentscanwritecodeonto.Classtimeshouldthenbefilledwithreadingassignments,andmorecomplicatedcodingpracticesothatyouareavailabletotutorasneeded.

Encourageadvancedstudentstotakeonadditionalprogrammingchallenges.OneeasywaytodothisistoassignProgrammingProjectsfromthebluepagesattheendofeachChapter.Amoreopen-ended(andmoreinteresting)challengewouldbetohave


172

studentsflesh-outadditionalsectionsofalarger,year-roundPokémon-esquegame.Foreachconceptyoulearn,askyouradvancedstudentstothinkofafeatureorsequencefromthegamethatcanbeprogrammedusingthetoolsthey’veacquired.

Encouragestudentstocarefullynametheirfiles,andleavelotsofcommentssotheycanusethecodelaterintheyeartoputthegametogether.

ForumdiscussionLesson3.00TestReview&Reteach(TEALSDiscourseaccountrequired)


173


Lesson3.01—Parameters

Overview


Correctlyconstructformalandactualparameters(arguments).Predictoutputofprogramsthatuseparameters


Teachamini-lessonexplainingtherelationshipbetweenparametersandvaluesSubmitPractice-Itquestions


ReadBJP3.1“LimitationsofParameters”and“MultipleParameters”Completeself-checkquestions4-7

Materials&PrepProjectorandcomputerWhiteboardandmarkersAssignmentsfor5studentgroupsGIFofsoftwaredevelopmentgoneawry(https://g.redditmedia.com/tPgaGgDXL0yZyLe_4pjr1ZO2_qpIOk8t5eopSErOwVk.gif?w=320&s=c5345cd1b395f874f92f51e2509e97ae)

PacingGuide


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https://g.redditmedia.com/tPgaGgDXL0yZyLe_4pjr1ZO2_qpIOk8t5eopSErOwVk.gif?w=320&s=c5345cd1b395f874f92f51e2509e97ae

Section TotalTime


Instruction 15min

Studentmini-lessonpreparation 10min

Studentmini-lessondelivery 10min

Practice-ItActivity 10min

ProcedureYourhookfortodayisanexampleofwhathappenswhenwedon’tstayflexiblewithourprogramming.Havethegifupandlooping,andexplainthatthisimageisanillustrationofwhatcanhappentoourprogramsifwedon’tmakethemadaptable.


Instruction[15minutes]

1. Beginclasswithalecture/discussionthatintroducesparameters

Partofthereasonsthathumansaresogoodatsolvingnewproblemsisthattheygeneralizethesolutiontowholecategoriesofproblems.

Thebookgivesanexampleofwalkingasageneralizabletask—walking20stepsandwalking10stepscanbedescribedasthetaskof“walkingforward,”andthepartthatvaries(wecallthisaparameter)isthenumberofsteps.

Inprogramming,whenwemakecodeflexibleby“parameterizing”partsofthetaskthatarelikelytochange,weendupwithprogramsthatareshorter,easiertounderstandforothercoders,betterorganized,andreusable.

Imaginehowdifficultlifewouldbeifyouhadtoseparatelylearnallthemovementsrequiredtowalk10stepsdownthatrunwayinadditiontotheprocedureforwalking20stepsittakestogettothestage?Instead,yourbraincomputesageneralrulesomethinglike“walkonlythenumberofstepstothenextobstacle,”then(ideally)youreyesandearsinputhowmanystepsthatshouldbe.

Javaisthesameway—ittakeslessmemoryandcomputingpowertoexecuteaprogramifyouwritecodethatisflexible/reusablewithdifferentparameters.(Infact,inthischapterwe’regoingtolearnhowtouseuser


175

input—liketheinformationwegetfromoureyesandears—toinfluencethebehavioroftheprogramswewrite!)

Whataresomeotherbehaviorsthatwe“parameterize”everyday?(Ifstudentsneedhelpgettingstarted,suggest:

Braidinghair:differentheadsrequireadifferentnumberofbraids,butthebraidingisalwaysthesameprocedure.

TurningonthestereoorTV:themethodstoturnontheTV,radio,orstereoarealwaysthesame,butyouadjustthevolumetodifferentlevelsdependingonthetimeofday.Whatwouldtheparametersbeinthisexample?(Time,volume)

2. Ifyourstudentshadaproblemfromthelastcoupleofweeksthatdrovethemcrazy,usethatexampleinstead,sincethey’llalreadyhaveaclearmemoryofit.Otherwise,reviewthisprogrammingexamplefromthebook:

Inthelastchapter,weinsertedspacesintoadrawingbycallingamethod:

writeSpaces();

IfwewantedtotellmethodwriteSpacestooutput10spaces,wemightdecidetodeclareavariable:

intnumber=10;//Cananyoneexplainwhythiswon'twork?

writeSpaces();

→Thiswon’tworkbecausenumber’sscopeisoutsidethewriteSpacesmethod.

Insteadweparameterizethenumberofspacesbychangingthemethodheaderashighlightedbelow(thisusedtobeemptyparentheses,remember?)

publicstaticvoidwriteSpaces(intnumber){

for(inti=1;i<=number;i++){

System.out.print("");

}

}

Nowwhenwecallthemethod,wecan(andmust!)includetheparameterizedvalue:


176

writeSpaces(10);

writeSpaces();//ERROR:Noparameterspecified

writeSpaces(24901);

writeSpaces(9/3-2);

OntheboardorinEclipse,pointoutthedifferencebetweenanactualparameter(argument)andaformalparameter(orjust“parameter”).Pointtoafewdifferentexamplesofeachonsamplecode,askingstudentswhichoneiswhich,andhowtheyknow.

StudentMini-LessonPreparation[10minutes]

1. Studentsaregoingtogetachancetoteachthesecondhalfofclass—themechanicsofparameters.Assigneachgrouponesectionofthesamplecodeinsection3.1“MechanicsofParameters.”

Studentgroupsshouldtake10minutestoreviewtheprogram,readtheexampleonthepagesfollowingtheexample,thenfigureouthowtheywanttoexplaintoclasswhatvaluesarebeingstoredinthecomputer’smemory.

2. Ontheboardoroverhead,givestudentsafewthingstheyshouldconsiderinplanningtheirminilesson:

a.Whoisgoingtospeakwhen?

b.Howareyougoingtoillustratetheflowofcontrol?

c.Whatdoyouneedtohaveupontheboardtoillustrateyourmini-lesson,andwhoisinchargeofwritingitout?

d.Whereandhowwillyoufeaturetheoutputproducedbyyourcodesegment?

StudentMini-LessonDelivery[10minutes]

Havestudentgroupssequentiallyteachthroughtheexampleinthebook,demonstratingthechangestothestoredvalue,predictingoutput,andtracingtheflowofcontrol.

Practice-ItActivity(ifneeded)[10minutes]

Ifthemajorityofstudentsareunderstandingthecontent,allowstudentstoworkindividuallyonPractice-Itself-checkproblems:

a.methodHeaderSyntaxb.MysteryNumsc.Oops3-errors


177

AccommodationandDifferentiationIfstudentsarestrugglingwithcontent,youmightopttoworkonPractice-Itinawholegroupsetting.Insomeclasses,theteachingexercisemighttakeanentireclassperiod.

Tokeepfromlosingtoomuchinstructionaltime,remindstudentsoftheirpresentationtimelimitwhiletheyareplanning,andduringtheirpresentation.

Checkstudentsastheyarecoordinatingtheirmini-lesson;offerfeedbackonthetimingoftheirlesson.

Useatimerduringstudentlessons,andholdupa“1minute”warningsigntokeepstudentsonpace.Thiscanbecomeafun/sillychallengeifthatsuitsyourteachingstyle.Useabuzzerorgongtokeepthelessonsonscheduleinanonstressfulway.

Ifstudentsarespeedingthroughthecontent,encouragethemtocompleteoneofthefollowingprojects(dependingonhowmuchtimeisavailable):

Createaposterfortheclassroomthatdiagrams/illustrateshowtocorrectlyparameterizeamethod.

TackleCh.3ProgrammingProject#1forextracredit.(Thismightbecompletedoverthecourseofseveraldays.)

MisconceptionsWhenpassingparameterstomethods,studentsmayincludethetypewhentheparameterisavariable:whiteSpace(intx);.Thestudentmaybepatternmatchingmethoddeclarationwithmethodinvocation.

VideoBJP3–1,MechanicsofParametershttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c3-1

CSE142,SingleParameters(21:05-33:05)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=26cacdb4-6e47-405f-a788-912a9a158b41&start=1265

CSE142,MultipleParameters(33:06-50:0)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=26cacdb4-6e47-405f-a788-912a9a158b41&start=1985


178




CSHomeworkBytes,FunctionsandParameters,withKomalhttps://www.youtube.com/watch?v=UuZCQWErV-A

ForumdiscussionLesson3.01Parameters(TEALSDiscourseaccountrequired)


179

https://www.youtube.com/watch?v=UuZCQWErV-A

http://forums.tealsk12.org/c/unit-3/3-01-parameters

Lesson3.02—LimitationsofParameters&MultipleParameters

Overview


Modifyprogramsusingparametersandclassconstantstocreateoriginalartworks.


Completeanartprojectand“artiststatement”justifyingtheirprogrammingchoices


ReadBJP3.1“ParametersversusConstants”and“OverloadingMethods”Jazzupartprojectsandprograms

Materials&PrepProjectorandcomputerWhiteboardandmarkersSampleoffinalproject(picture,artiststatement,code)Picturesfrompreviousyear’s“galleryopening”Ballforpassingflowofcontrol

Aroundthistimeofyear,manyschoolshaveopenhousesand/orparent-teacherconferences.Ifyouhavethetimeandresources,thisprogrammingprojectisaexcellentopportunityforstudentstoshowcasetheirworkforparents,principals,superintendents,etc.Forinstructionsonusingthislessonasanopportunitytosharestudentwork,refertoAccommodation&Differentiationattheendofthislessonplan.

Ifthisisyourfirstyearteachingthislesson,youobviouslywon’thavepicturesfrompreviousyearsevents.Makesuretodocumentthislessonforfutureyearssoyoucanhookstudentswiththeglamorandexcitementofanartgalleryopening.

PacingGuide


180

Section TotalTime


Reviewandintrotomultipleparameters 15min

Studentpractice 30min

ProcedureHookyourstudentsbyshowinganexampleofacompletedartproject,statement,andcodesample.Ifyoudon’thavepreviousworktosharewithstudents,showthemsomesamplesofASCIIartandaskstudentstopredicthowmanylinesofcodethey’dneedtodesigntheimages.


ReviewandIntroductiontoMultipleParameters[15minutes]

1. Ifyouwillbeholdingareceptionforstudentart(seeendoflessonfordetails),announcethatnow.Segueintotoday’slessonbyexplainingthatyou’regoingtogivestudentsafewadditionaltoolstouseintheirartproject.Givethemaquickrecap/reviewbeforeteachingmultipleparameters:

Callstudentsuptotheboard—sometohelpyoudemonstrateflowofcontrol,anothertoproduceconsoleoutputonthewhiteboard.

Usingtheexamplebelow,reviewtheflowofcontrolbyhavingthestudents(mainandparameter)passinformationtoyou(themethod).Havetheclassdirectyourotherstudentwhatoutputtowriteontheboard.Askstudentswhatvariablexisthroughouttheexampletodrivehometheideathatparametersdon’tchangevaluewhenthemethodchangesalocalvalue.


181

publicclassParameterExample{


intx=17;

doubleNumber(x);

System.out.println("x="+x);


intnumber=42;

doubleNumber(number);

System.out.println("number="+number);

}

publicstaticvoiddoubleNumber(intnumber){

System.out.println("Initialvalue="+number);

number=number*2;

System.out.println("Finalvalue="+number);

}

}

Itispossibletodeclaremultipleparameters!Thetrickistoalwaysmakesureyourmethodacceptstheparametersinthesameorder.Whencallingthemethod,passtheparametersinthesameorderinwhichtheyweredeclared.

publicstatic<type><name>(<type><name>,<type><name>…<type><name>){

<statement>;

<statement>;

…

<statement>;

}

2. Usingthediagrambelow,walkstudentsthroughthiscodingexample.Youshouldhavestudentsdraw,circle,andexplainthepartsofthecodeintheirownnotebookssotheyhaveachancetothinkthisthrough.


182


writeChars('=',20);//-----------------Writesalineof20='s

System.out.println();//-----------------Returnstothenextline

for(inti=1;i<=10;i++){//-------For10linesofpicture(height)

writeChars('>',i);//-------Increasethenumberof'>'sineach

line

writeChars('',20-2*i);//-------Decreasethenumberofspacesinea

chline

writeChars('<',i);//-------Increasethenumberof'<'sineach

line

System.out.println();//-------Gotothenextlinebeforestarting

thebody

}//oftheloopagain.

}

publicstaticvoidwriteChars(charch,intnumber){

for(inti=1;i<=number;i++){

System.out.print(ch);

}

}

Havestudentspredicthowtheoutputwillchangeifyouchange1or2thingsinthecode,thenallowthemtostarttheiropen-endedactivity.

StudentPractice[30minutes]

1. Encouragestudentstospendafewminutesfiddlingwiththecodewereviewedinclasstoseehowitchangestheoutputtedimage.It’sreallyimportantthatstudentshavetimeandspacetofiddlewithcodetounderstandhowthedifferentpartsrelate.Encouragestudentstostartwiththiscodeandbuildfromit/changeittomakewhateverimagestheywanttomakefortheirfinalproject.

2. Instructstudentsthattheywillneedtocreateadesignthatusesparameters,loops,and/ornestedloops.Extrapointswillbeawardedforparticularlycomplex/creativeimages.

3. Theyshoulduse(andkeepcopiesof)astructurediagramand/orpseudocodefortheirownrecords,sincetheywillbeexpectedtowriteashortparagraphexplaininginplainEnglish(ortheirnativetongue).

4. Theyareallowedtocontinueworkingonthisprojectoutsideofclass:youhavegraciouslydecidednottoassignproblemsforhomeworktonightsothattheywillhavetimetoworkonthecode.


183

Ifyoufindthatstudentsarehighlyengagedintheproject,youmightopttoextendthislessontoa2periodcodingsession.Themoreopportunitystudentshavetomanipulatecodeandcheckoutput,themoreintuitiontheywillhavedowntheroadastheyinternalizewhatindividualpiecesofcodemean.

AccommodationandDifferentiationIfyoufeelthatstudentsneedtheextrareview,askstudentstohelpyoubuildtheexampleprogramyouuseduringtheintroductionofclass.Dothisasawholegrouptokeepclassonpace,andwriteonlytheinformationthatstudentsgiveyou(i.e.letmistakeshappen,thenguidetheclasstoerror-checktheirownwork).

Ifstudentsarehavingahardtimewiththecodingproject,youmayencouragethemtoworkinpairsinsteadofasindividuals.Ifsomeofyourclasspartnersup,makesurethattheclassunderstandsthatteamswillbeexpectedtowritemorecompleximagesthanthosecreatedbystudentsworkingalone.

EncouragestudentstothinkabouttheirlearningandcodingprocessesbyhavingstudentsarticulateHOWthey’velearnedwhattheylearned.Thiscanbedonebyhavingstudentsexplaintheircodingdecisionstopeersandlaypeoplewithnocodingexperience.Agreatwaytodothisinalow-pressuresettingistohavestudentssharetheirworkwithparentsandothersatanopenhouse;hamitupalittleforfun!

Displaystudentworkaroundtheroom,andhavestudentsexplainortalkabouttheirworkduringan“artgalleryopening”heldatlunch,afterschool,orintheeveningduringparentteacherconferencesoropenhouseevents.

Inviteyourprincipal,superintendent,andschoolstafftoattend—thisisagreatwaytoincreasecommunitybuy-inforyourclass.

Provide(orhavestudentsbringin)cubedcheese,fruit,crackers,whitegrapejuice,andcrackers.Createafancyreceptiontablewithatablecloth,plasticwineglasses,andcocktailnapkins.

Playjazz,stringquartet,ortriphopsoftlyinthebackgroundtocreateatrendyreceptionvibe,andhavestudents“dresslikeartists”andstandneartheirwork.Makesureyoudressup/downtofitthescene!

Ifpossible,handvisitors“questioncards”togivethemideasofhowtheycanlearnmoreaboutstudentworkastheycirclethe“gallery.”Cardsshouldincludepromptslike:

Tellmeaboutyourpicture;howdidyoucomeupwiththisidea?Canyouexplaintomeabitabouthowyougetthecomputertodrawthisimage?


184

Howdidyougoabouttheprocessofwritingthiscode?Howdidyoustartthisproject?IfIwantedtochangethispicture,howwouldIgoaboutdoingit?

Aneventlikethismaintains/raisesstudentmoraleasstudents:

takeownershipoftheirwork,receivepraisefortheirhard-earnedaccomplishmentsthusfar,andrealizehowmuchthey’velearnedwhentheyexplaincodetoanon-coder.

ForumdiscussionLesson3.02LimitationsofParameters&MultipleParameters(TEALSDiscourseaccountrequired)


185

http://forums.tealsk12.org/c/unit-3/3-02-limitations-of-parameters-multiple-paramete

Lesson3.03—ReturnValues

Overview


Writeaprogramthatreturnsvalues.


CompletePractice-ItquestionsWriteaprogramtomeetaPokémonChallenge


Completechapter3self-checkquestion17andexercise#1

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhiteboardandmarkersPosterorimageof

Blastoise(http://tinyurl.com/ndy3v69)andRaichu(http://tinyurl.com/n2u5vn2)

ThislessonusesPokémoncode;youshouldreadthroughtheexampleandlearnhowstatsworkat(http://bulbapedia.bulbagarden.net/wiki/Stats).Thewikioffersagreatamountofdetail,andcanbeusedtoofferadditionalprogrammingchallengestoadvancedstudents.Youmaywanttobookmarkthispageforfuturereference,sincePokémonstatsareusedinfutureexamples.

PacingGuide


186

http://tinyurl.com/ndy3v69

http://tinyurl.com/n2u5vn2

http://bulbapedia.bulbagarden.net/wiki/Stats

Section TotalTime


Reviewandintrotoreturningvalues 15min

Practice-It 15min

PokémonChallenge 15min

ProcedureThislessonintroducesmethodsthatreturnvalues,andfamiliarizesstudentswiththeMathclass.YoushouldhookstudentsbyintroducingthePokemonchallenge(tobecompletedattheendoftheclass);studentswillcreatemorecodetobeusedintheirlargerPokemonprogram.


ReviewandIntroductiontoReturningValues[15minutes]

1. Beginwithalecture/discussionaboutthePokémonchallengeandreturningvalues.

Whenyou’replayingavideogamelikePokemon,partofthefunisthegraphicimagesthathelpcommunicatethestoryofyourbattles,training,ortravels.However,alloftheoutcomesofyourgamearedeterminedbymaththathappensinthebackground.

ThePokemonwithbetterstatswinsabattle;someadditionalrandomnumbersarethrownintorepresenttheunpredictablenatureoftherealworld.

Todaywe’regoingtolearnhowtowritemethodsthatreturnavalue—wealreadyknowhowtogetJavatocomputesimpleequationsforus;nowwe’regoingtolearnhowtogetJavatogiveusbackthosenumberssowecanusethemelsewhereinourprogram.

Whileprogrammerscanmanipulatetheparameterspassedintoafunction,theircodeisoperatedonacopyofthevalue,andnotthevalueitself.

Ifintxispassedasanargumentintoanexpressionastheparameterintnum,thefunctionmaymanipulatethevaluestoredinnum.Whenthefunctionreturns,xwillbeunchanged.


187

StudentsmayfindthefollowinganalogyfromStackOverflowhelpful:“Theproceduredefinesaparameter,andthecallingcodepassesanargumenttothatparameter.Youcanthinkoftheparameterasaparkingspace,andtheargumentasanautomobile.”

We’realsogoingtolearnhowtouseacollectionofequationsthatJavaalreadyhaswrittenforuscalledtheMathClass.Thesepre-mademethodsmakedoingcomplexequationsmucheasier!

2. Here’sthesyntaxtowritingamethodthatreturnsthesumofnumbers1–n;firsttheheader:

publicstaticdoublesum(doublen){

We’reusedtohaving“void”inthisspot—butvoidactuallymeansthatwe’rewritingamethodthatwedon’texpecttoreturnanything.Inthishighlightedexample,wewriteourmethodtoreturnavalueofthedoubletype.


Highlightedisourmethodname,itgoesinthesameplaceintheheaderasitalwaysdid.


Weusedtojustleavethehighlightedsectionasemptyparentheses,nowwehavetotellJavawhattypeoftypeofdatawe’regoingtoputintothemethod(theformalparameter).

3. Askstudentstochangethemethodheadersoitsumsdatafrominputintdataandreturnsdataofthetypeintaswell.

4. AskstudentstochangethemethodheadersothisnewmethodiscalleddoubleSum.

5. Ifstudentsareadjustingthesepartsofthemethodheaderwithease,moveontothemethodbody:

publicstaticintsum(intn){

return(n+1)*n/2;

Withoutthespecialreturnstatement,thiswouldn’treturnavaluetothemainmethod!Itwouldbasicallybeavoidmethod,liketheoneswewrotebefore.ItisanerrorinJavaforflowofcontroltoreachtheendofanon-voidmethodwithoutareturn!

Thismethodonlymakessenseifwehaveamainmethodthatcanpickupthevaluethatwe’reaskingJavatoreturn,sohavestudentswriteamainmethod:


188

publicstaticvoidmain(string[]args){//a.Whyisthemainmethodvoi

d?

intanswer=sum(100);//b.Whatisthislinedoing?

System.out.println("Thesumof1to100is"+""+answer);

i. Themethodmainisvoidbecauseitreturnsnovalue.ii. Thislineisdeclaring&assigningavaluetothevariableanswer.

6. Askstudentstotellyouwheretoplacethebrackets,andbrieflyreviewscope.

Iftheywanttodofanciermath,theycanusetheformulasthatJavahasalreadystoredintheMathclass.Asstudentsreadlastnight,thereisalistofthemost-usedformulasintable3.2ofthebook.

ThereisspecialnotationneededforthemethodsintheMathclass,becauseyouhavetotellJavatogoandusethemethodinanotherclass.Wecallthis“dotnotation.”

IfyouwantedtogeneratearandomnumbertouseinaformulaforyourPokemongame(toaddalittlechancetoabattle,letssay),youwouldcreateamethod:

publicstaticdoublepokemonRandom(){

returnMath.random()*100;

}

Themathclass’methodrandomgivesarandomnumberbetween0.0and1.0;wemultiplyitby100becausePokemonrandomnumbersarevaluesbetween0and100.Thismethodnowgivesusarandomnumberbetween0and100.WecanuseournewpokemonRandommethodwheneverweneedarandomnumberfromthatrange.

Ifstudentsaregettingthematerial,havethemworkindependentlyonthePractice-Itproblems,otherwise,workthroughtheproblemstogetherasawholeclass.

Practice-It[15minutes]

HavestudentsworkindividuallyorinpairstocompletethefollowingPractice-Itselfcheckquestions:

1. parameterMysteryReturn2. mathExpressions23. min

PokémonChallenge[15minutes]


189

Oncestudentshavecompletedtheseexercises,invitethemtocompletethefollowingPokémonchallenge:

POKEMONCHALLENGE:

APokémon’sbasestatvalueswillmostoftenhavethegreatestinfluenceovertheirspecificstatsatanylevel.Ifweleaveoutindividualvalues,effortvalues,andnature,alevel100Pokémon’sstatsinAttack,Defense,Speed,SpecialAttack,andSpecialDefensewillbeexactly5morethandoubleitsbasestatvaluesineach,whiletheHitPoints(HP)statwillbe110plusdoublethebasestatvalue(exceptinthecaseofShedinja,whoseHPisalways1).

WriteaprogramthatreturnsaPokémon’sstatsforAttackandHPatlevel100.Youshoulduseparametersandmethodsthatreturnvaluesforthisprogram.YoumaychoosetousethebasestatsforBlastoiseORRaichugivenhere:

Blastoise Raichu

HP:79 HP:60

Attack:83 Attack:90

Defense:100 Defense:55

SpecialAttack:85 SpecialAttack:90

SpecialDefense:105 SpecialDefense:80

Speed:78 Speed:110

AccommodationandDifferentiationForstudentswhocompletethePokemonchallengeearly,askthemtofleshouttheirprogramby:

AddingmethodsthatreturnstatsforSpeed,SpecialAttack,SpecialDefense,andDefense.

WritingamethodthatwillcomparestatsbetweenBlastioseandRaichu,thenreturnthemaximumvalue.(Thisprogramdoesn’tneedtoacceptuserinput–yet!)

IfstudentsarestrugglingwiththePokemonChallenge,urgethemtobeginwiththeirstructurediagramofpseudocode.Oncetheyhavethiscode,helpthemwritethemethodtocalculatestatsbyassistingwiththealgebra,ifneeded.


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MisconceptionsOutputtotheconsoleissomehowsynonymouswiththereturnvalueofamethod:overloadingtheuseofthewordoutput.

VideoBJP3-2,ParametersandReturnValueshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c3-2

CSE142,MethodsthatReturnValues(1:25-8:45)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dc713b99-c294-403f-82ee-52fc3323a19b&start=85

CSE142:Returnvalueworkedexample(8:46-38:32)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dc713b99-c294-403f-82ee-52fc3323a19b&start=85

ForumdiscussionLesson3.03ReturnValues(TEALSDiscourseaccountrequired)


191


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dc713b99-c294-403f-82ee-52fc3323a19b&start=85

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dc713b99-c294-403f-82ee-52fc3323a19b&start=85

http://forums.tealsk12.org/c/unit-3/3-03-return-values


Overview


Writeaprogramthatusesparameters,themathclass,andreturnsvalues.


SubmitanEquestriaprogrambytheendofclass.


ReadBJP3.3upto“InteractiveProgramsandScannerObjects”CompleteCh.3self-checkquestions18&19

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhitepaperandmarkersClassroomcopiesofWS3.4,EquestriaClassroomcopiesofAlgorithmforSolvingProblemsPosterorimageofEquestriamapwithCartesiancoordinates(Poster3.4)

Thehandout“AlgorithmforSolvingProblems”shouldbeused/drilledeverytimethestudentsareaskedtosolvealarger,APTestSectionII–typeproblem.Youmayfinditusefultomakealarge-formatpostertohanginyourroomsostudentsalwaysseethestepstheyshouldusetotacklealargeprogrammingproblem.

PacingGuide

Section TotalTime


Introductiontoprogrammingproject 5min

Studentprogrammingtime 45min


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ProcedureOverthenextfewweeks,we’llbeintroducingstudentstolargerprogrammingprojectstomeettheAPComputerScienceAlabrequirements.Itisinyourandyourstudents’bestinterestifyouencouragethemtohelpthemselvesandeachotherbeforeseeingyou.Dependingonthelengthofyourclassperiods,thislabmaytake2classperiodstocomplete.


IntroductiontoProgrammingProject[10minutes]

Beginwithanintroductiontotoday’sprogrammingproject.

Studentsshouldcompletethisprogrammingprojectindividually.Asawholegroup,reviewtheAlgorithmforSolvingProblemssheet.Readthesheetoutloud,andbrieflymodelthestepsasyoureviewtheprogrammingassignment.Readtheprogrammingassignmenttotheclass,takingtimetopausebetweeneachofthethreerequirementsoutlinedinthequestion.

Askstudentswhattheirveryfirststepsshouldbeaccordingtotheproblem-solvingalgorithm.

Requirethatpseudocode/commentdocumentationbesubmitted.Includetheseaspartofthelabgrade.

Remindstudentstotackleonepartoftheproblematatime.ItisOKiftheyleavepseudocodeinwhiletheysolveadifferentpartoftheproblem,andtheydon’thavetosolveallofpartsoftheprograminanyparticularorder.

Theyshouldrefertotheirnotes,textbooks,andposters/workaroundtheroomtohelpthemcomeupwithideas/solutionstoprogrammingproblems.

Sometimesit’sagoodideatostepawayfromaproblemforafewminutesifthey’restuck—workonadifferentmethodandreturntowheretheywerestucklater.

StudentProgrammingTime[45minutes]Inanemail,ontheprojector,orasahandout(WS3.4),givestudentsthefollowingquestionstoworkonindividually,orinpairs.


193

PROGRAMMINGPROJECT

Exercise1

PrincessLunaandCelestiaaregoingonatourofthekingdomtogreettheothercitizensofEquestria.Theirtourtakesthemonacircularpath(shownonmap).WriteamethodcalledroadTripthat(1)acceptsasaparameterthediameterofthecircularpath,and(2)returnsthelengthofthetrip.

Theequationforcircumferenceis:C=dπ

JavahasamathconstantcalledMath.PI.

Exercise2

Writeamethodcalleddistancethat(1)acceptsfourintegercoordinates:x1,y1,x2,y2asparameters,(2)computesthedistancebetweenpoints(x1,y1)and(x2,y2)onthemap,and(3)returnsthatdistance.

Theequationforthedistanceis:sqrt((x2-x1) +(y2-y1) ).

Testoutyourprogrambywritingamainmethodthatcallsthedistancemethodforeachofthefollowingpairsofcities.Yourmainmethodshouldoutputthevaluereturnedbythedistancemethod.

1. DistancefromBaltimaretoManehattan=

2. DistancefromLosPegasustoNeighagraFalls=

3. DistancefromtheBadlandstoPonyville=

Exercise3

WriteaprogramthathelpsPrincessLunaplana3-stoptourofEquestria.Chooseany3locationsinEquestria,asdefinedbytheirxandycoordinatesonthemap.Youprogramshouldoutputthedistancebetweenthethreedestinations.

YoushouldusethedistancemethodsyouwroteforExercise2.

Exercise4

WriteamethodcalledtotalTripthatacceptsparametersfor3locations(eachcontainingcoordinates)andreturnsthetotaldistancetraveledbyvisitingall3locationsandreturningtothestartinglocation.YoushouldusethedistancemethodsyouwroteinExercise2andyoucanchooseany3locationsinEquestria.

Extracredit:makethisprogramcompute4locationsinstead!

2 2


194

AccommodationandDifferentiationForstudentswhocompletethelabearly,askthemtofleshouttheirprogrambyaddingamethodthatwillcalculatethesumofthedistancestravelledbetweenthreecitiesinExercise2.

Ifyoususpectthatstudentswillstrugglewithproceduraldecomposition,havethemworkingroupstofigureoutacourseofactionbeforebeginning.Proceduraldecompositionisoneofthehardestskillsforstudentstoacquire,soitiscriticalthatyouallowstudentstofightthroughtheprocess.

Ifadditionalscaffoldingisneeded,youmightlistallofthepartsoftheprogram,orhavestudentscomeupwiththeparts(“figureouthowtowritetheequationinJavausingthemathclass,”“createsomeparameterstopasstoareturnmethod,”“writetheframeworkforamethodtoreturnthedistancevalue”)outoforder,thengivethestudentssometimetoorganizethestepsthemselves.Asawholegroup,youcanthencometoconsensusonwhatstepsneedtobeapproached,andwhatordercomponentsshouldappearinthefinalprogram.



195


Lesson3.05—UsingObjects&StringProcessing

Overview


Differentiatebetweenprimitiveandobjecttypes.Apply0-indexingandstringprocessingtechniquestopredicttheoutputofaprogram.


CompleteWS3.5


ReadBJP3.3“InteractiveProgramming”and“SampleInteractiveProgram”Completeself-checkquestions19-21

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhiteboardandmarkersClassroomcopiesofWS3.5

Thehandoutsforthislessonincludenotesaswellasexercises.Ifyouareworkingondevelopingnote-takingskillsinyourclassroom,youmayprefertodeletethenotesfromtheworksheet(soitisonlyasheetofexercisesand/orimages).

IfyouteachinanELLorSpEdclassroom,leavingtheworksheetas-iswillallowstudentstofocusoncontentinsteadoftranslatingnotesintotheirnotebooks.

PacingGuide


196


Section TotalTime


Intro/Reviewofobjects&stringprocessing 5–15min

RoundRobin 35–45min

Paperselection&gradeannouncement 3min

ProcedureThereareseveralwaysyoucanteachtoday’sclass.Youshouldfirstcheckinwithyourstudentstoseehowpreparedtheyarefortoday’slesson.Ifstudentsunderstoodmostofwhattheyreadforhomeworklastnight,youcanaskstudentsforspecificquestions,coveronlythosetopics,thenmoveontotheRound-Robinactivity.Ifyourclassismostlyconfused,youcanre-teachallofthecontent,followingalongtheworksheet,andbreakingtheexercisesinto4parts(aslistedontheoriginalworksheet).


Introduction/ReviewofObjectsandStringProcessing[10minutes]

1. Beginwithanintroductiontotheconceptsofobjectsandstringprocessing.

UsingWS3.5,walkstudentsthroughthedifferencebetweenprimitivesandobjects.

Askstudentstoexpandontheatom/moleculemetaphor;what“atoms”makeuptheString“molecule?”(Charsareatoms.)

Makesuretoemphasizethatanobjecttypescontainsdataandbehavior(methods),whileprimitivesjustcontaindata.

Itmighthelpstudentsorganizetheirthoughtsifyougraphicallyorganizetypeswiththefollowinghierarchy:


197

Types

.''.

.''.

.''.

.''.

PrimitivesObjects

.'|'.'.

.'|'.'.

.'|'.'.

intdoublebooleanString

2. Whenexplainingtheconceptofclass,thecaranalogymightnotresonatewithyourstudents(especiallyiftheydonotusecars,orliveinanareawherecarsarenotcommon).Sincewe’renotdelvingintotheconceptofclasstoodeeplyatthispoint,don’tspendtoomuchtimeonthisconcept.Additionalanalogiesthathaveworked:

Class:Home,Object(instancesofclasshome)eachstudent’shome.

Class:Desk,Objecteachstudent’sdesk(canintroducestatesofdesk:messy,neat,crooked,without-a-chair,etc.)

3. Whenreviewingobjectmethods,remindstudentsthattheyneedtodosomethingwiththereturnvalue,suchasSystem.out.print.

ReviewdotnotationasdiagramedModelcountingtheindexpositionswhenyoudemonstratethecharAtmethod.HavestudentspredicttheoutputofcharAtwithdifferentindexes.

4. BreakforthefirstboutofRoundRobin(or,ifonlyconductingaquickreview,finishreviewingalltopicsandallowstudentstodoallRoundRobinexercisesattheendoftheintroduction.)

Inreviewingsubstring,indexOf,toUpperCase,toLowerCase,andequalsmethods,workthroughsomeadditionalexamplesontheboardifneeded.Ifprovidingthestudentsthecompleteworksheet(withnotes),encouragethemtohighlight,circle,ortranscribethedefinitionsorsyntaxexamplesintotheirnotebook.

Afun“tricky”waytoassessstudentunderstandingistoaskwhyJavareturns-1whenthesearchtextisn’tfound.(Answer:-1isneveravalidindexintoaString.)

RoundRobin[35-45minutes]

1. Round-robinisadrillinganderror-checkingexerciseusedwithworksheets.Atminimum,thereshouldbe1questionforeachstudent(e.g.aclassof15studentswouldneedaworksheetwith15ormorequestions).Studentswritetheirnameontheworksheet,completethefirstproblem,thenpassthepapertothestudentontheright


198

(orwhateverdirectionyouchoose).Thenextstudentfirstchecksthepreviousanswer,correctingitifneedbe,thencompletesthesecondquestion.Eachstudentthenpassesonthepaperagain.Bytheendoftheexercise,eachstudenthascheckedandcompletedeachquestionontheworksheet.

2. ThehookisthatyouchooseonlyONEworksheetfromthepiletograde.Allstudentsgetagradefromthatoneworksheet.Thiskeepsstudentsinvestedthroughouttheexercise.Advancedstudentswillcheckquestionsthroughoutthewholeworksheet,andallstudentswilltrytheirbesttocatchtheirown(andothers’)mistakes,sincethewholeclasssharestherandomly-selected-paper’sgrade.

3. Youshouldtimeeachquestion/checkinginterval,andcall“SWITCH!”whenitistimeforstudentstopassalongpapers.

a.Exercise1questions(thefirst4questions)shouldtake~2minuteseach.

b.Exercise2questions(thesecond4questions)shouldtake~2minuteseach.

c.Exercise3questions(asetof5questions)shouldtake~2-3minuteseach.

d.Exercise4questions(thelastsetof4questions)shouldtake~1minuteeach.

Adjustthetimingonthesequestionsasneeded,buttrytokeepabriskpace.Partoftheengagementfactoristhesenseofurgency.

Paperselectionandgradeannouncement[3minutes]

Iftimeallows,randomlyselecttheworksheetandannouncetheclassgradewithabitoffanfare,congratulatingtheclassonajobwelldone.

AccommodationandDifferentiationTooptimizethisexercise,youmightconsiderrearrangingstudents(orcreatingapassing-path)thatmixesstudentsofdifferentcodingabilities.Theadvancedstudentscanusetheextratimetocorrectmistakesmadebyothers;iftheyaresittinginproximitytothestudentthatmadetheerror,theywillhaveabetterchanceofexplainingthecorrectanswertothem.

Duetothebriskpaceoftheround-robinrotation,thereshouldn’tbetoomuchdowntimeforanyonestudent.Ifyoudofindastudentthatislookingbored,makeeyecontactwiththemasyouremindtheentireclassthateveryoneshouldbecheckingtheproblemshandedtothemoncetheyaredonewithsolvingtheirassignedproblem.


199

ELLclassroomsmayneedtoallow2classperiodstocompletetheround-robinexercise.Therearemanytopicscoveredduringthelesson,anditmaybebesttointroducevocabularyataslowerrate.

MisconceptionsUptothispoint,studentshavebeenusingquotedstringsasaprimitivetype,butStringisaclassinJava.Worksheet3.5introducestheString.equals()method.Studentswillneedtostartthinkingofstringsasanobjectandwhencomparingtwostrings,usethe.equals()method.Javaisinconsistentinitstreatmentofstrings.

VideosBJP3-3,WorkingwithStringsValueshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c3-3

CSE142,Strings(18:40–33:05)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6ca465e0-abac-4b46-b488-d4ba5c6c5aa6&start=1322

UWAPCSPrep,JavaStringProcessinghttps://www.youtube.com/playlist?list=PL_bszZLe8OFfnueQ6fn7wNqu87k3X2Nin

ForumdiscussionLesson3.05UsingObjects&StringProcessing(TEALSDiscourseaccountrequired)


200


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6ca465e0-abac-4b46-b488-d4ba5c6c5aa6&start=1322

https://www.youtube.com/playlist?list=PL_bszZLe8OFfnueQ6fn7wNqu87k3X2Nin

http://forums.tealsk12.org/c/unit-3/3-05-using-objects-string-processing

Lesson3.06—InteractivePrograms&ScannerObjects

Overview


Writeprogramsthatacceptuserinputusingascannerobject.


CompletePractice-Itproblems


OutlineChapter3,exceptforBJP3.4

Materials&PrepProjectorandcomputerWhiteboardandmarkers

PacingGuide

Section TotalTime


Introductiontointeractiveprogramming 15min


Procedure



201

IntroductiontoInteractiveProgramming[10minutes]

1. HookthestudentswithabriefdiscussionaboutPokemon.Besurethatthefollowingpointscomeupduringdiscussion(eitheryoubringthemup,oryouguidethestudentstobringthesepointsupthemselves):

EV(experiencevalues)aregainedthroughcombat.WhenonePokemonwinsagainstanother,theywinEVpointstoraiseyourstats.

Thesestatsareprivate,thetrainer(user)cannotseethem.

IfyouwanttoknowwhatyourEVvalueis(soyoucandeterminestrategyandgainthemostpoints),youneedtocomputeityourselfgiventhevaluesthatyoucansee.

TheformulaforcalculatingHPisonBulbepedia,andifwedosomealgebrawecancalculateEV.Let’swriteaprogramthatwillhelpuscalculateEVforanyPokemonstatsatrainerenters.

2. Haveastudent(orsequentialstudents)cometotheboardtowritetheconsoleoutputasyouworkthroughtheexamplebelow.Youshouldhavestudentswriteandlabelthissampleprogramasyouwriteit.Whilediscussingthedifferentpartsoftheprogram,circletheroom,checkingtomakesurestudentsarekeepingupwiththenotes.

WriteamethodthatreadsuserinputforknownPokemonstatstodetermineEV(effortvalue).

importjava.util.*;

Anytimeyou’regettinguserinput,startwiththisimportdeclaration:

publicclassGetEV{


ScanneruserInput=newScanner(System.in);

Sofar,theheaderslookfamiliar.Whenconstructingthescanner:

YoualwayscapitalizeScannerNamethescannersomethinguseful(scanner,console,userInput)Constructwiththenewkeyword,andSystem.in.

System.out.println("ThisprogramcalculatesuserEV.");

System.out.println("InputyourPokemon'sstatsbelow:");

Thisoutputstotheconsoleamessageexplainingtheprogramtotheuser:


202

System.out.print("Hitpoints:");

inthp=userInput.nextInt();

Thispairsauserpromptwithavariablehpthatholdstheinformationtheuserinputted.

System.out.print("Level:");

intlevel=userInput.nextInt();

Again,wepairthepromptfortheuserinputwiththescannerthatacceptsandstoresthatdataasavariableforlateruse.

System.out.print("IV:");//Thisisforinitialvalueoftheh

itpointstat.

intiv=userInput.nextInt();

System.out.print("BaseHP:");

intbase=userInput.nextInt();

NextweneedtowritetheformulathatwillcalculateEVfromtheuserinput,thenreturnavalue(otherwisethescannerhasnofunction!)Youshouldhavethestudentsbuildasmuchofthisformulaaspossible:

EV=(((HP–10)100)/Level–2Base–IV–100)*4

intev=(((hp–10)*100)/level–2*base–iv–100)*4;

System.out.println("Youhave"+ev+"effortvaluepointsforyour

HPstat.");

}

}

Ifstudentsneedanotherexample,workthroughthebookexampleformortgagepayments,havingstudentswritemoreofthecodethaninthepreviousexample.


1. HavestudentscompletethefollowingPractice-Itself-checkquestions:

i. promptMultiplyBy2ii. SumNumbersiii. RobertPaulson

2. HavestudentscompletethefollowingPractice-Itexamplequestions:

i. scientific


203

ii. cylinderSurfaceAreaiii. sphereVolume

AccommodationandDifferentiationInELLclassrooms,youshoulddistributeahandoutdiagrammingthepartsofaprogramwithallvocabularywordsincludedonthesamplecodeorscreenshot.Turningthepicturesontheworksheetintoclassroomposterswillbehelpfulinhelpingstudentsremembersyntax.

VideoBJP3–4,ProgrammingwithParametershttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c3-4

CSE142,Scanner(0:21-23:06)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0c247411-e890-4835-8a79-bee6e74066c2&start=21

ForumdiscussionLesson3.06InteractivePrograms&ScannerObjects(TEALSDiscourseaccountrequired)


204


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0c247411-e890-4835-8a79-bee6e74066c2&start=21

http://forums.tealsk12.org/c/unit-3/3-06-interactive-programs-scanner-objects

Lesson3.07—PokémonBattleProgrammingProject

Overview


Writeaprogramthatrequestsuserinputandreturnsdata.


WriteaprogramthatcalculatesdamagedonetoPokémoninabattle.


SummarizetheirclassnotessincethelastexamIftheyaremissingnotes,getthemfromanotherstudentorsupplementthemfromthetextbook

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhiteboardandmarkersClassroomcopiesofWS3.7LPBattleVideoofsamplebattle(http://youtu.be/k7K5LEE9xxw?t=48s)Advanceddamagecalculator(https://pokemonshowdown.com/damagecalc/)

The8-minutevideodemonstratesatypicalbattlesequencefromoneofthemorerecentPokémonversions.Ifyourclassdoesnotplaythevideogame,youcouldshowbattlefootageoftheanimeseries,thecardgame,orthecoingame.Astheinstructor,youshouldfamiliarizeyourselfwiththesequenceofaPokémonbattle,soyoucanhelpstudentswithproceduraldecompositionandgradedifferentstudentsolutions.

PacingGuide


205


http://youtu.be/k7K5LEE9xxw?t=48s

https://pokemonshowdown.com/damagecalc/

Section TotalTime


Introductiontolab&viewingofbattle 10min

Studentprogrammingpractice 40min

ProcedureTheprogrammingprojecttodayhasstudentsprogramminga“starter”Pokémonbattlesequence.Thisisasomewhatopen-endedassignment,sincestudentscansubmitabasicprogramthatruns1or2interactions,oracompletebattlesequence,dependingontheirlevelofunderstanding.

StudentprogramsforthisassignmentwillbealobotomizedversionofaPokémonbattlesincestudentshavenotyetlearnedconditionalstatements.Thisisadeliberatemove:studentscanfocusonbuildingsegmentsofcodethatacceptbasicuserinput,usethemathclasstogeneraterandomnumberstodeterminebattleoutcomes(orroll-of-the-diceorspinforthecard-gameandcoingameversions),andreturngametext.Capitalizeonstudentfrustrationby(ormotivatestudentswiththeprospectof)hintingatamoreinteractiveprogramafterthenextfewlessonsonCh.4andCh.5.


IntroductiontoLabandViewingofBattle[10minutes]

Atthebeginningofclass,introducethelabandwatchthesamplebattlevideo.

StudentProgrammingPractice[40minutes]

1. Havestudentscompletethisprogrammingprojectindividually.Beforeyoubreakouttheclassforlabtime,readthequestionoutloudtotheclass,takingtimetopausebetweeneachoftherequirementsoutlinedinthelabassignment.

2. Askstudentswhattheirveryfirststepsshouldbe.

Theyshouldoutlinetheirapproachinpseudocodeorwithastructurediagram.Remindthemthatthisdocumentationshouldbesubmittedinordertogetfullcreditfortheirlab,andreferthemtotheAlgorithmforSolvingProblemssheet.


206

Remindstudentstotackleonepartoftheproblematatime.RemindstudentsthatitisOKiftheyleavepseudocodeinwhiletheysolveadifferentpartoftheproblem,andpartialcreditshouldbegiventocorrectpseudocode.

3. Toencouragegrit,havestudentsreviewthestepstheyshouldtakebeforeraisingtheirhandforaquestion:

Refertonotes,textbooks,andposters/displayedworkaroundtheroom.Workonadifferentpartoftheproblemiftheygetstuck,thenreturntoitlater.Askanotherstudentforahint,tip,orforerror-spotting.

4. Inanemail,ontheprojector,orasahandoutWS3.7,givestudentthefollowingquestionstoworkonindividually(or,ifscaffoldingrequiresit,inpairs).

PROGRAMMINGPROJECT

Completethisprogrammingprojectusingyournotes,thetextbook,andanyonlineorin-classsourcesyoulike.Yourworkmustbeyourown;youmayaskafriendtolookoveryourwork,ordiscussproceduraldecompositionwithyou,butyoumustwriteallcodeonyourown.Toreceivefullcreditonthislab,youmustsubmitastructurediagramorpseudocode-planforeachquestion.

RecallhowtouseScannertogetuserinput:

Scannerconsole=newScanner(System.in);

System.out.print("Hello,whatisyourname?");

Stringname=console.nextLine();

System.out.print("Whatisyourage?");

intage=console.nextInt();

Exercise1

WriteamethodcalledbattleStart()thatintroducesthebattle,promptstheusertochoosetheirfirstPokémontobattle,andoutputsthepairing.battleStart()shouldalsoreturnthenameofthePokemonchosen.Youroutputshouldlooksomethinglikethis:


207

Anothertrainerisissuingachallenge!

Zebstrikaappeared.

WhichPokémondoyouchoose?Arcanine

YouchoseArcanine!

It’saPokémonbattlebetweenArcanineandZebstrika!Go!

CallbattleStart()fromyourmain()methodandstorethenameofthePokemoninavariable.

Exercise2

Writeamethodcalleddamage()thattakesaPokemon’snameasaparameterandreturnstheaboutofHPafterdamagehasbeendone.damage()shouldprompttheuserfortheirbasestatsinordertocalculatedamage.Usethefollowingequationsforcalculatingdamage:

Modifier=SameTypeAttackBonus(STAB)\*Random

Damage=Modifier*((2*Level+10)/250+(Attack/Defense)*Base+2)

Hint:ThePokémongamealwaysselectsarandomnumberbetween0.85and1.0.

Youroutputshouldlooklikethis:

ZebstrikausedThunderbolt!

Trainer,whatareyourArcanine’sstats?

Level:

Attack:

Defense:

Base:

STAB:

HP:

Arcaninesustained10pointsdamage.

HP,afterdamage,arenow70.

Calldamage()fromyourmain()methodwiththePokemon’snamefromExercise1andstorethereturnvalue(HP)inavariable.

Exercise3

WriteamethodcalledstatsTable()thatacceptstheuser’sPokemonname,statsandlearnedmovesasparameters,andoutputssomethingsimilartothisimage:


208

Youarenotrequiredtoalignthecolumnsofthetablesinanyfancyway,butifyoudo,useescapesequencestoaligndata.Foryourdrawing,youmayusecodeyou’vegrabbedfromtheinternet,orrecycleanimageyoucreatedearlierintheyear.

Sampleoutput:

NameAlakazam

Level40

------------------------------

HP96

ATTACK52

DEFENSE51

SP.ATK121

SP.DEF81

SPEED107

-------------------------------

MovesLearned:ThunderWave,HiddenPower,PsychoCut,Recover

CallstatsTable()fromyourmain()methodwiththePokemon’snamefromExercise1andtheHPfromExercise2andanyothervaluesyou’dlikefortheotherparameters.

Conclusion

Inyourcompletedprojectshouldincludethefollowingmethods:

battleStart()damage()statsTable()

Thesemethodsshouldallbecalledinmain()sothattheplayercanexperiencetheentirebattleinonesitting.

ProperJavasyntaxandthoroughcommentsarerequired.


209

AccommodationandDifferentiationIfyouhavestudentsfinishthelabquickly,invitethemtocheckouttheadvanceddamagecalculatoronline.Theycanaddinputfieldstotheirowndamagecalculator,thusimprovingtheirPokémonsimulation.

Alternatively,ifstudentsseeminterestedinincreasingtheinteractivityoftheirbattlesequence,youcanallowthemtoreadaheadinthebook.StudentsmayreaduponBulbapedia(thewikiforPokémon)thatThunderbolthasa10%chanceofparalyzingits’target.InvitestudentstothinkhowtoaddthatfactorintotheirbattlesimulationastheyreadthroughCh.4andCh.5materials.

IfstudentsarestrugglingwithcreatingthegraphicinExercise3,helpstudentsbywritinghelperlinesofcodeontheboard,orcreatingapseudocodeoutlineasawholegroup.

ForumdiscussionLesson3.07PokémonBattleProgrammingProject(TEALSDiscourseaccountrequired)


210

http://forums.tealsk12.org/c/unit-3/3-07-pokemon-battle-programming-project


Overview


Finderrorsintheirreturnedhomeworkassignments.Correcttheirpreviouslysubmittedhomeworkandclasswork




ReadBJP4.1upto“NestedifelseStatements”CompleteChapter4self-checkproblems1–6

Materials&PrepAnystudenthomeworkassignmentsthatyouhavenotyetreturnedStudentself-helpsystem(suchasC2B4orstudentpairing)Bookmarksonstudents’computerstowebmaker.org

IfyouarenotyetfamiliarwithX-rayGoggles,Thimble,orPopcornMaker,youshouldtakesometimetoexplorewebmaker.orgbeforeclass.Thesiteisrichwithenrichmenttoolsandhooksforyourclassroom!

PacingGuide

Section TotalTime



Studentwork 35min



211

http://www.webmaker.org


Rewardstudentsthatdidtheirworkcorrectlywithquietfreetime.Alternatively,givethemafunprogrammingassignmenttodo,suchasgeneratingameme,animations,gigposters,orcomicstriponMozilla’sWebmaker.org.TheseactivitiesteachHTMLandCSS,soyoumightavoidthemifyouthinkexploringdifferentsyntaxwillconfuseyourstudents.



1. Returnstudenthomeworkpackets,orhavestudentsplacetheirreturnedhomeworkinapileontheirdesk.









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http://www.webmaker.org

Studentsthatdon’thavecorrectionstomakeshouldberewardedfortheirhardworkwithsilentfreetime.Encouragethemtodoworkforanotherclass,readthenextchapter,ordoafunprogrammingprojectonline.

Ifyouhaveastudentthatappreciatespublicrecognition,havethemserveasyour“TA”thisclass,goingaroundtohelpstudentscorrecttheirpapers.Remindthemtoguidestudentsthroughtheprocessinsteadofjustgivingthemtheanswers.



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Lesson3.09—RelationalOperators&if/else

Overview


EvaluaterelationalexpressionsPredictandtracetheflowofanifstatement.


Evaluaterelationalexpressionsandpracticecorrectifstatementsyntaxduringagameofgrudgeball.


ReadBJP4.1“Nestedif/else”and“ObjectEquality”Completeself-checkquestions7–9andexercises1&2

Materials&PrepProjectorandcomputer(optional)WhiteboardandmarkersClassroomcopiesofOperatorPrecedenceRulesforgrudgeball(seewebsitefordetails:http://toengagethemall.blogspot.com/2013/02/grudgeball-review-game-where-kids-attack.html)

Takethetimetofamiliarizeyourselfwiththerulesofgrudgeball,andtestoutyour2and3pointlinesbeforeclassbegins(youmayneedtoreadjustthem).Ifyoucangetpermissionfromyourschooltoleavetapeonthefloor,itishelpfultohavethoselinesdownfortherestoftheyear.Infutureclasses,ifyourstudentsarehavingahardtimesettlingdownduringareviewsession,orcan’tstandaworksheet,youcanalwaysconverttheworksheetorreviewsessionintoaquickgameofgrudgeball.


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PacingGuide

Section TotalTime


Introduction&note-taking 15min

Activity:Grudgeball 35min

ProcedureRatherthandrillnewruleswithworksheets,thedrilling/activityportionoftheclasswillservetotiethelessontogetherintheformofaclasscompetition.Ifspaceandwhiteboardsetupallow,setupthegrudgeball“court”andscoreboardbeforeclassbeginssoastomystifythestudents.


Introduction&Note-Taking[15minutes]

Beforeyoubeginlecture,announcetostudentsthattheyshouldpaycloseattention,sincethelecturecontentwillbetestedduringthegame.

Ifyouwanttowritecodethatexecutessomeofthetime,butnotallthetime,youcanwriteanifstatement(askstudentswhatsituationsmightuseanifstatement—iftheyarestuck,askthemtothinkabouttheirlastfewprogrammingprojects!)

if(test){//BooleanExpression

<statement>;//ControlStatement

<statement>;//ControlStatement

}

Havestudentscomeuptothefrontoftheroomtodemonstratetheflowofcontroloftheifcontrolstructure.

Put2alternativestogetherbyusinganif/elsestatement:


215

if(test){

<statement>;

<statement>;

}else{

<statement>;

<statement>;

}

Sowhatshouldstudentsputinthe“test”sectiontoevaluateastrueorfalse?

3*3==3*1*3

//<expression><relationaloperator><expression>

Evaluatebothexpressions,thenseeiftherelationaloperatorholdstrueornot.

Operatorsstudentsneedtoknow:

==:equalto!=:notequalto<:lessthan>:greaterthan<=:lessthanorequalto>=:greaterthanorequalto|

Asfarasprecedencegoes:

relationaloperatorshavealowerprecedencethanarithmeticoperatorsrelationaloperatorshavehigherthanequalityoperatorsinequalityoperators(<,>,<=,>=)havehigherprecedencethantheequalityoperators(==,!=)

3+2*2==9evaluatesto:false,since7isnotequalto9.

Havestudentsdirectyouhowtosolvethis.

Ifyou’dliketorefertoavisualaidforthissegmentoftheintroduction,poster3.16.2illustratesJavarulesofprecedenceforalloperators.

Youcanonlyusearelationaloperatoronprimitivedatatypes!(Askstudentswhichtypesareincluded,whichonesareexcluded.)

Activity:Grudgeball[35minutes][Optional]

Ifyoufeellikeyourclasshasagrasponthesyntaxandrelationalexpressions,considerskippingthisgameandfocusingonon-the-boardexamples(youcanusethequestionsfromGrudgeballbelow)ormovingonto3.10.


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i. Ifaclassgetstheanswerwrong,BRIEFLYpausethegametohavestudentsoffercorrectionsbeforemovingtothenextteam’squestion.

ii. Ifcorrectionseemstobedraggingon,jumpinandquicklyre-teachusingtheincorrectanswerasyourexample.Itisimportanttokeepthepacegoingtomaintainstudentinterestinthegame!

4. Grudgeballproblems&answershavebeengroupedassumingthatyouhave6teams.Ifyouhavefewerteams,each“round”willbeshiftedaccordingly,soyoumayhaveroundswheredifferentteamsarepracticingdifferentconcepts.Judgeeachteam’sknowledgegaps,andadjustwhichquestionsyouaskeachgroupaccordingly.

GRUDGEBALLPROBLEMS

Translatethesestatementsintologicalteststhatcouldbeusedinanif/elsestatement.Writetheappropriateifstatementwithyourlogicaltest.

a)zisodd.b)zisnotgreaterthany’ssqureroot.c)yispositive.d)Eitherxoryiseven,andtheotherisodd.e)yisamultipleofz.f)yisanon-negativeonedigitnumber.

Giventhevariabledeclarations

intx=4;

inty=-3;

intz=4;

whataretheresultsofthefollowingrelationalexpressions?(TrueorFalse?)

g)x==4h)x==yi)x==z


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j)x+y>0k)y*y<=zl)x*(y+2)>y–(y+z)*2

Correctthefollowingstatementsyntaxerrors:

m)ifx=10then{n)if[x=10]{o)if(xequals42){p)if(x==y){q)If(x>8){r)IF(x<=7){

Identifyandcorrectoneofthe(7)errorsinthefollowingcode:

publicclassOops4{


inta=7,b=42;

minimum(a,b);

if{smaller=a}{

System.out.println("aisthesmallest!");

}

}

//Returnstheminimumoftheparametersaandb.

publicstaticvoidminimum(inta,intb){

if(a<b){

intsmaller=a;

}else(a=b){

intsmaller=b;

}

returnintsmaller;

}

}

AccommodationandDifferentiationInELLclassrooms,youshouldreadeachquestionaloudinadditiontoshowingitontheboardorprojector.

Ifthisreviewsessionistooeasy,givestudentstimetostartonthehomeworkonceyouhavefinishedGrudgeball.


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TeacherPriorCSKnowledgeTheunarynotoperator!(commonlyreadas“bang”)iscommonlyusedinlogicalexpressionstonegateabooleanvalue.Theuseofnotisuniqueamongthelogicaloperatorsasittakesonlyoneoperand.Notisanalogoustothenegativesign(-)whereaminusbeforeanumericvalueorexpressionrepresentsthenegativeofthevaluewhereasanot(!)beforeabooleanvaluerepresentstheoppositetruthvalue:truebecomesfalseandfalsebecomestrue.

Programminglanguageshaveadefaultorderofevaluatingexpressionscommonlyreferredtoasoperatorprecedence.Weusuallyteachstudentstobeexplicitintheirlogicalexpressionsforclarityandtoavoidmistakes.However,aknowledgeofthelanguagesprecedencerulesisvaluablewhenbothreadinganddebuggingcode.SeethefollowingforJava’sprecedencerules:https://docs.oracle.com/javase/tutorial/java/nutsandbolts/operators.html.Inordertogradecorrectly,itisessentialtoknowJava’sorderofoperations.

CommonMistakesConditionalscommonmistakes:http://interactivepython.org/runestone/static/JavaReview/Conditionals/cMistakes.html

MisconceptionsConfusingtheassignmentoperator(=)withthecomparisonoperator(==)isoneofthemostcommonmistakesdonebybeginningprogrammers.Unfortunately,semanticallyasingleequalsignisusedtodenoteequalityinmathematicsandformoststudentstheyhavebeendoingmathmuchlongerthancomputerscience.

Itisimportantfortheteacherwhenreadingcodealoudtodifferentiatesingleequalsasassignmentanddoubleequalsascomparison.Thefollowingwouldbereadas:

x=5;//“xisassigned5”

if(y==4)//“ifyisequalto4”

ManystudentsthinkallstatementsinJavaendinasemi-colon(;).However,thisisnotalwaysthecaseastheif-blockendsincurlybraceswhenusedwithablockofcode.Studentsinthehabitofaddingsemi-colonstotheendofeachstatementinevitablyaddsemi-colonsattheendoftheconditional,likeso:


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https://docs.oracle.com/javase/tutorial/java/nutsandbolts/operators.html

http://interactivepython.org/runestone/static/JavaReview/Conditionals/cMistakes.html

if(a>1);//allstatementsendinsemi-colonmisconception

WhenteachingstudentsaboutJavastatements,itisimportanttodistinguishbetweenstatementsthatendinasemi-colonandthosethatsignifyscopewiththecurly-braces.SingleJavastatementssuchasdeclaringvariables,assignment,etc.endinsemi-colonswhileJavastatementsthatdenotescopelikeclassdefinitionsandmethodshavecurlybraces.If-statementscandoboth.

LogicaloperatorsANDandORarecoveredinafuturelesson.However,studentswillcombinelogicaloperatorssimilartomathsyntax:

if(9<=grade<=12)//relationaloperatormisconception

Forstudentsthataskaboutcompoundconditionals,youwillneedtodeferandstatetheywillbecoveredshortlyinafuturelesson.ForstudentswithpriorprogrammingexperienceinevitablysearchingforthecorrectsyntaxsincetheEnglishwords“and”and“or”donotworkinJava.

Onecommonerrorismismatchedtheparentheses:

if(a==10//mismatchedparentheses

ormismatchedcurlybraces:

if(b==12)

dozen=true;

}

EventhoughmanyIDEswillhelpstudentsbyprovidingmatchingparentheses,agoodhabitforstudentstolearnwhenwritingcodebyhandistoaddtheclosingparenthesesrightaftertheywritetheopenparentheses.Thesameistrueforopenandclosecurlybraces.StudentswillneedtolearntowritecodebyhandfortheAPexam,sopracticehandwrittenJavaisimportanttostudents’success.

Inaddition,goodcodingstylewithproperindentinghelpswithstudentrecognitionofmismatchedclosingparenthesesandcurlybracesbecauseofthevisualpattern.Goodprogrammingstylemakesiteasiertoidentifyerrorsinthepattern.Thiscanbeusedduringlabforstudentswithmismatchedparenthesesand/orcurlybraces.Insteadoffindtheerror,askingthestudenttocleanuptheirindentingwillhelpthemfinderrorsontheirown.


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Whenconstructingif-statements,studentsinserttheconditionoftheif-statementwithinthebracketsinsteadoftheparentheses:

if{a>1}//conditionalvsblockmisconception

Seeabove“mismatchedtheparentheses”forgoodprogrammingpractice.

VideoBJP4–2,Nestedif/elseStatements(note:titleofvideoismislabeled,shouldbe“if/elseStatements”)http://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c4-2

CSE142,if/elseStatements(38:41-50:15)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0c247411-e890-4835-8a79-bee6e74066c2&start=2321

CSE142,MethodswithConditionalExecution(4:08-18:39)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fc356a4a-92a2-4038-9b89-90ea0ffa4533&start=248

CSHomeworkBytes,RelationalandConditionalOperators,withElizabethhttps://www.youtube.com/watch?v=M-mYpnPygY0

CSHomeworkBytes,If-Statements,withJimhttps://www.youtube.com/watch?v=SxWFYfA4i0M

ForumdiscussionLesson3.09RelationalOperators&if/else(TEALSDiscourseaccountrequired)


221



https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fc356a4a-92a2-4038-9b89-90ea0ffa4533&start=248

https://www.youtube.com/watch?v=M-mYpnPygY0

https://www.youtube.com/watch?v=SxWFYfA4i0M

http://forums.tealsk12.org/c/unit-3/3-09-relational-operators-if-else

Lesson3.10—Nestedif/elseStatements

Overview


ChoosewhichifstatementstousefordifferentproblemsUsecorrectsyntaxforthedifferentifstatements


Teachamini-lessononsequentialornestedifstatementsSubmitseveralPractice-Itquestions


ReadBJP4.1“Factoringif/elseStatements”and“TestingMultipleConditions”Completeexercises4and5

Materials&PrepProjectorandcomputer(optional)WhiteboardandmarkersGroupcopiesofWS3.10Posterpaper,constructionpaper,whitepaper,andlinedpaperMarkers,tape,andgluesticksClassroomcopiesoftextbooksStudentgroupassignments(3-6groups)

Haveallmaterialsoutonstudentdesks,orconvenientlylaidoutforstudentstohelpthemselvestosotheycanstartrightaway,withminimalinstructionfromyou.Don’tforgettocirclewhichif/elsestatementsstudentsshouldbepresentingon.

PacingGuide


222


Section TotalTime


Studentmini-lessons 15–25min

Practice-Itexercises 15min

ProcedureYourhookfortoday’slessonistoturnthereinsovertostudentsimmediately.Haveinstructionsprintedoutandsittingatteamworkstations(oronstudentdesks).Makestudentsanswertheirownquestionsusingtheinstructionsheetandtextbook.


Givestudents20minutestopreparetheirpresentation.Useatimerandperiodicallyannouncehowmuchtimeisleftinclasssostudentscanpacethemselves.

StudentMini-Lessons[15minutes]

1. Givestudents5minutesperteamtopresenttheirtopic.

2. Encouragestudentstoaskquestions,andbesuretoaskaquestionortwoofeachteam(dependingonhowmanyteamsyouhave).

Worksheet[15minutes]

Leaveabout10–15minutesattheendofclassforstudentstoindividuallycompletePractice-Itquestions:

1. ifElseMystery12. ifElseMystery23. season

AccommodationandDifferentiationCirclearoundtheroomtohelpstudentsthroughreadingthetextinthetextbook.Makesurethateachofyourworkingteamsareproperlystratified(ratherthanusingtieredgrouping).

Ifstudentsarespeedingalong,encouragestudentstowritedownquestionstoposetoothergroupsduringmini-lessons.


223

ForumdiscussionLesson3.10Nestedif/elseStatements(TEALSDiscourseaccountrequired)


224

http://forums.tealsk12.org/c/unit-3/3-10-nested-if-else-statements

Lesson3.11—ReducingRedundancy

Overview


Simplifycodeandreduceredundancybyfactoringif/elsestatementsandtestingmultipleconditionssimultaneously.


Completeaclasscompetition


ReadBJP4.2FinishoutliningChapter4,excludingsections4.3,4.4,and4.5

Materials&PrepProjectorandcomputer(optional)WhiteboardandmarkersRostersforclassteams

Theteamsfortoday’scompetitionshouldbetiered.Dependingonthesizeofyourclass,youshouldaimfor4teamsorteamsof4people.

PacingGuide

Section TotalTime


Reviewingproceduresandforminggroups 5min

Competitionquestion1 15min

Competitionquestion2 15min

StudentsbeginoutliningChapter4 15min


225

ProcedureAsyourhook,grandlyannounceaclasscompetitionbetweenteamsandannouncetheprizeforthewinningteam(thismightbeTEALSswag,bonusclassroomparticipationpoints,oradditionalraffleentriesintheyear-endTEALSgiveaway).Usethisclasscompetitionasanassessmenttodeterminehowmuchre-teachingyouneedtodo.


ReviewingProceduresandFormingGroups[5minutes]

Announceclassteamsandrearrangestudentsasneeded.

CompetitionQuestion1[15minutes]

Givestudents5minutestocompletethechallenge,andtakenoteofwhichteamfinishesfirst.

Ifstudentsarestruggling,youmayextendthetime,orofferuniversallyhelpfultips(e.g.“Ifyouseeparenthesesthataren’tbeingusedtoestablishprecedence,ortocast,itmeansyou’recallinganothermethod.”)

Theteamthathasthecorrectanswerfirstwinstheprize.

Reviewstudentanswerstogetherasawholegroup,revisitingconceptstaughtearlierintheweekasmistakescomeup.Wheneverpossible,havestudentsvolunteerthecorrectprocedure,approach,orcode.Encouragestudentstotakenotesduringthisprocesssotheycanreviewtopicsoutsideofclass.

COMPETITIONQUESTION1

Factoroutredundantcodefromthefollowingexamplebymovingitoutoftheif/elsestatement,preservingthesameoutput.

if(x<30){

a=2;

x++;

System.out.println("SpongebobSquarepants!"+x);

}else{

a=2;

System.out.println("SpongebobSquarepants!"+x);

}


226

CompetitionQuestion2[15minutes]

Onceyou’vecompletedthisexercise,offerupthesecondchallengequestion,asbefore.Thisquestionmaytakeupto10minutesforstudentstocomplete.

COMPETITIONQUESTION2

Rewritethepoorly-structuredcodegivenhere,soitavoidsredundancy.Forthecaseofthiscompetition,youcanassumethattheuseralwaysinputs1or2.

intsum=1000;

Scannerconsole=newScanner(System.in);

System.out.print("Isyourmoneymultiplied1or2times?");

inttimes=console.nextInt();

if(times==1){

System.out.print("Andhowmuchareyoucontributing?");

intdonation=console.nextInt();

sum=sum+donation;

count1++;

total=total+donation;

}

if(times==2){

System.out.print("Andhowmuchareyoucontributing?");

intdonation=console.nextInt();

sum=sum+2*donation;

count2++;

total=total+donation;

}

StudentsBeginOutliningChapter4[15minutes]

Onceyouhavecompletedthecompetitionandreview,havestudentsbeginoutliningChapter4.Whatevertheydonotfinishoutliningtheyshouldcompletetonightforhomework.

AccommodationandDifferentiationCirclearoundtheroomtohelpstudentsthroughreadingthetextinthetextbook.Makesurethateachofyourworkingteamsareproperlystratified(ratherthanusingtieredgrouping).IfyouteachinanELLclassroom,youmayopttochangetheassignmentsothatallthelinesofcodearepresent,butshuffledoutoforder(asaParsons-typeProblem).

Ifstudentsarespeedingalong,encouragestudentstowritedownquestionstoposetoothergroupsduringmini-lessons.


227

VideoBJP4-3:Factoringif/elsehttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c4-3

CSE142:Factoringif/elseStatementsandReasoningaboutPaths(18:40-34:05)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fc356a4a-92a2-4038-9b89-90ea0ffa4533&start=248

ForumdiscussionLesson3.11ReducingRedundancy(TEALSDiscourseaccountrequired)


228


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fc356a4a-92a2-4038-9b89-90ea0ffa4533&start=248

http://forums.tealsk12.org/c/unit-3/3-11-reducing-redundancy

Lesson3.12—CumulativeAlgorithms

Overview


Findandcorrectsyntaxerrorsinconditionalcumulativealgorithms.


Write,modify,andcorrectprogramswrittenbyothers.


ReadBJP5.1(skip“do/whileLoops”)CompleteChapter4ProgrammingProject#2

Materials&PrepProjectorandcomputer(optional)WhiteboardandmarkersClassroomcopiesofWS3.12Plasticbindersleeves(1perstudent)

PacingGuide

Section TotalTime


Introductiontocumulativealgorithmsandmin/maxloops 15min

ProgrammingActivity–Programmer1input 10min

ProgrammingActivity–Programmer2input 15min

ProgrammingActivity–EditsandReflection 10min

Procedure


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IntroductiontoCumulativeAlgorithmsandMin/MaxLoops[15minutes]

1. Asyourhook,conductanexperimentwithyourstudents:

Announcethatyou’regoingtoreadalistofsixnumbersbetween1and100,andthefirstpersonwhoisdonecalculatingthesumcorrectlywins[classroomrewardofyourchoice].

Studentsshouldindicatetheyaredonecalculatingbyraisingtheirhand.Explainthatyouwillkeeptrackofraisedhands,andthatyou’llcalloneachpersonuntilyouencounterthecorrectanswer.

Readoffthenumbers,andkeeptrackofwhofinshesearly,andwhofinisheslate.Askstudentshowtheycomputedtheiranswers.

You’relookingforananswerfromthe“quick”studentsthattheykeptarunningtally,andthatthe“late”studentsthattheyaddedallthenumbersattheend.

2. Nowproposethatyouwanttotallysixteennumbers.Askstudentshowstudentswhatmethodyoushoulduse,andaskthemtodescribethealgorithmforsolvingtheproblemusingpseudocode.

Translatethepseudocodeintoaloopusingthefollowingexample:useaforloopwithacodeforaddingusingkeywordsum:

intsum=0;

Wealwaysinitializeat0,becausesumneedsaninitialvaluetostartwith.

for(allnumberstosum){obtain“next”withScannersum+=next

Thisispseudocode!Inreallife,we’dbeginwithbuildingascannerinthemainmethod.Let’slookatsomerealcodehere.Sinceweknowwewantuserinput,whatisthefirstthingwedobeforecreatingourclass?

importjava.util.\*;

3. Nowwecreateourclassandmainmethod(havestudentstellyouwhattodo):


230

publicclassExamineNumbers1{


System.out.println("Thisprogramaddsyournumbers.");


4. AddourScanner(havestudentsgiveyouthecode):

Scannerscanner=newScanner(System.in);

System.out.print("Howmanynumbersdoyouwanttoadd?");

inttotalNumber=scanner.nextInt();

5. Andfinallyourloopwiththesumkeyword:

doublesum=0.0;//ByusingtotalNumberinste

ad

for(intj=1;j<=totalNumber;j++){//ofanactualnumber,wegi

ve

System.out.print("#"+j+"?");//ourprogramflexibility.

doublenext=scanner.nextDouble();

sum+=next;

}

Besuretobrieflydiscusstheuseofdoublevs.int(wherewouldyouhavetochangecodeifyouwantedint?),thevariableivs.j(youcanmakeitanythingaslongasyou’reconsistent),andvariablesnextandsum.

6. Finallywehavetoaddthecodethatreturnsthesumsothattheusercanseetheresult:


System.out.println("Yournumbersaddto"+sum);

}

}

7. Invite3studentsuptotheboard(nowthatthecompleteprogramiswritten)

OnestudentactsasJavatotraceflowofcontrol(thisstudentnarrateswhatishappeningoneachline)

Anotherstudentactsasconsoleoutput,writingoutputasJavacreatesit

Trytohaveconsoleoutputwrittenonthesameareaoftheboardeachtimeyoudothistypeofexercise.

Theotherstudentactsasthevaluesbeingstoredinsumandnext


231

Thisstudentshouldbewritingtheirvaluesinalocationontheboardthatyouneveruseforwritingconsoleoutput.Reservingaphysicalspacefor“internalworkingswedon’tsee”willhelpstudentskeepexecutionvs.outputseparate.

Seatedstudentsshouldhelpthestudentfigureoutwhatthevaluesinsumandnextarebeingupdatedtowitheachexecutionoftheloop.

Getsampleuserinputfromtheclass.

Ifthatexamplewentwell,moveontomin/maxloops;otherwise,workthroughtheexamplewithnewuserinput.Toscaffoldthisactivity,usewholenumbersandkeeptheloopshort.

Asstudentscontinuetoworkontheirsamplegame,theymaywanttotrackminimumormaximumscores.Askforstudentexamplesofwhenthismightbethecase(e.g.successinthefewestnumberofsteps,maximumscore)

8. Inthiscasewestickwiththeforloopcontrolstructure,butmodifyittokeeptrackofwhetherthenewestvalueislargerthan(orsmallerthan)thevaluestheuserhasinputtoJavasofar:

//Initializemaxtolowestpossiblevalueortofirstvalue.for(allnumberstocompare){obtain"next"withscannerif(next>max)//or:if(next<min){max=next//min=next

Let’sbuildarealprogramwiththis:

intmin=value;

intmax=value;

for(inti=1;i<length;i++){

Scannergetsnextnumber

if(value>max){

max=value;

}elseif(value<min){

min=value;

}

}

9. Askstudentstodiscusswhatthisprogramdoes.Ifamoreconcreteexampleisneeded,workthroughthefirstprogrammingquestiontogetherasawholeclass.Encouragestudentstotellyouwhatcodetowritedownforeachstep,asmuchaspossible.

ProgrammingActivity–Programmer1Input[10minutes]


232

1. HandoutWS3.12

2. Readtheinstructionsonthesheetaloud,thenaskstudentstoexplainthembacktoyou.

Askstudentswhypseudocodeissoimportanttoincludeinthisexercise.

Explicitlypointoutthespaceforastructurediagramorprogramoutline.Askstudentswhythisissuchanimportantstructuretoinclude.

Makesurethatstudentsareprogramminginpen,notinpencil,sothatalleditingstepsarevisible.

3. Givestudents10minutestobuildthefirstpartoftheprogram.

Ifstudentsarestruggling,youmayextendthetime,orofferuniversalhelpfultips.

ProgrammingActivity–Programmer2Input[15minutes]

Havestudentstradepaperswiththeirassignedprogrammingpartner.

1. Remindstudentstoaddtheirnametothepaperas“programmer2.”2. Givestudentsanother15minutestobuildontheprogramandmakeedits.

ProgrammingActivity–EditsandReflection[10minutes]

Havestudentsreturneachothers’papers,andhavethefirststudentmakeeditsandfillinthecommentsection.

AccommodationandDifferentiationAsa“runningactivity,”haveyourstudentscreateanewblanksheettitled“TrickyCodeCheatSheet,”andgivethemaplasticsleevetoprotectthisreferencesheetintheirbinder.Encouragestudentstostartwritingdownhints,tips,andusefulsnippetsofcodethattheycanrefertoduringhomework,classwork,programmingprojects,andeventests.

Everytimeyouencounterausefulsnippetofcode,recommendthatstudentsincludeitontheir“CheatSheet,”sostudentscandrilltheusefulcodethroughouttheyear.SometricksthatshowupontheAPinclude:

Using%2==0toidentifyevennumbers,use%2==1toidentifyoddnumbers.

Tofindthelastdigitofalargenumber,use%10.

Tipsfromtoday’sclasswouldinclude:


233

Tokeeparunningtotal,usesuminaforloop(initializeto0,puttherangeofnumbersintheloopheader).

Toaccesstheminormaxvalue,useanif/elsestatement(initializetofirstorhighest/lowestnumber,putdatarangeinforloopheader).

AskstudentswhatatipforScannerwouldlooklike,oratipforwhentoimportjava.util.*

VideoBJP4-4,Programmingwithif/elseandCumulativeSumshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c4-4

CSE142,CumulativeSum(23:07-38:40)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0c247411-e890-4835-8a79-bee6e74066c2&start=1387

ForumdiscussionLesson3.12CumulativeAlgorithms(TEALSDiscourseaccountrequired)


234



http://forums.tealsk12.org/c/unit-3/3-12-cumulative-algorithms

Lesson3.13—whileLoops

Overview


Tracewhileloopstopredict:ThenumberoftimesthebodyexecutesTheoutputofthecode

Differentiatebetweenwhileloops,ifstatements,andforloops


CompletePractice-Itquestions


ReadBJP5.1“RandomNumbers”Completeself-checkquestions#1-4andexercise2


PacingGuide

Section TotalTime


Introduction&think-pair-share 15min

StudentPractice-Itactivity 35min

Procedure


235



Introduction&Think-Pair-Share[15minutes]

1. AskstudentstoofferpseudocodethatexplainshowtheymighttrackdamagetoaPokemon.

(Studentanswersshouldincludesomeofthesesteps:StartwithinitialHP,andwhileHPisgreaterthan0,askhowmuchdamage,subtractit,andendprintwith“Pokemonfainted!”)Pointoutthatthisprocesshasnopredeterminedlength(indefinitelooping),soyouneedtouseanewtypeofloopcalledawhileloop.

Ifstudentsneedadditionalexamplesofindefinitelooping,useasimplerexample,askingstudentshowtheywoulddoubleanumberuntilitwasbiggerthanN.

2. EngagestudentsintheintroductiontodaybyhavingstudentscompletethegraphicorganizeronWS3.13asyoureviewthestructure,flow,andsyntaxofthewhileloop.

3. Compareandcontrastthewhileandforloops(seecodesnippetsbelow):botharecontrolstructuresthatsendtheflowofcontrolthroughaloop,butscopediffers,sotheloopsexecuteindifferentways.

Havestudentspointoutwhereiisdeclared.

Introducetheconceptofdefinitevs.indefiniteloopsandaskstudentswhentheymightwanttouseanindefiniteloop(theywillprobablyhavewantedtousethisstructureintheirearlierprogrammingprojects—promptthemwiththisifnoonevolunteersanexample).

Call2studentsuptotheboard;onetotracetheflowofcontrolandtheotherwritetheoutput.

//whileloop://forloop:

inti=0;for(inti=0;i<10;i++){

while(i<10){System.out.println(i);

System.out.println(i);}

i++;

}

4. InvitestudentstoThink-pair-shareonthefollowingexample:


236

intn=91;

intfactor=2;

while(n%factor!=0){

factor++;

}

System.out.println("Firstfactoris"+factor);

Howmanytimesdoesthisloopexecute?Whatistheoutput?

Inthesamepairs,havestudentsrewritethewhileloopasaforloop.

StudentPractice-ItActivity[35minutes]

1. HavestudentscompletethefollowingPractice-Itproblems:

i. whileLoopsii. forToWhileiii. whileLoopMystery1iv. whileLoopMystery2

2. Ifstudentscompletetheseproblemswithtimetospare,havethemcompletePractice-Itexercise“gcd.”

AccommodationandDifferentiationIfstudentsarehavingdifficultytracingwhileloops,usingpropersyntax,orpredictingtheoutputoftheloop,youcanchangethePractice-Itexercisetoareciprocalteachingexercise,where¼oftheclassdoeseachproblem,andtheycometothefrontoftheroomtoexplaintheirsolutionandprocesstotherestoftheclass.

Ifyouhavestudentsthatfinishedtheclassworkaheadoftime,encouragethemtoexploredo/whileloops(whichareNOTpartoftheAPsubset).

CommonMistakesLoopscommonmistakes:http://interactivepython.org/runestone/static/JavaReview/LoopBasics/lMistakes.html

VideoCSE142,WhileLoop(11:21-15:55)


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http://interactivepython.org/runestone/static/JavaReview/LoopBasics/lMistakes.html

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f9874ea5-8d4d-4bf1-8924-ded454847a58&start=681

ForumdiscussionLesson3.13whileLoops(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-3/3-13-while-loops

Lesson3.14—RandomNumbersN.B.THISLESSONISOPTIONAL(WhileMath.randommightbeincludedontheAPexam,theRandomclassisnotpartoftheAPsubset.)

Overview


Writeexpressionsthatgeneratearandomintegerbetweenanytwovalues.




ReadBJP5.2Completeprogrammingproject1

Materials&PrepProjectorandcomputerWhiteboardandmarkers

PacingGuide

Section TotalTime


Introductionandthink-pair-share 15min

StudentPractice-Itactivity 35min

Procedure


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Hookyourclassbytalkingaboutrandomizedtasksthatariseingamestheymayplay.Forexample:

Createanenemythatspawnsaftersomerandomamountoftime,butbetween7and23seconds.

Pickarandomitemfromalistof100wordstheuserneedstoguessinHangman

Createanewusernamebetween6and10characterspickingrandomlywhateachcharacteris,fromlower/capitallettersandnumbers.

Makeaballbounce,butnotprecisely,byaddingrandomanglestothebounce.


IntroductionandThink-Pair-Share[15minutes]

1. Oncestudentshaveallhadachancetoexplorethedice,showthemhowtogeneraterandomnumbersthattheycanuseintheirgameprogram,computersimulations,orsecurityprograms(movingforward).

Constructarandomobject(seeifanyonecantellyouhowtodothisfromtheirreadinglastnight):

Randomr=newRandom();

CallthenextIntmethod,passingtheupperlimitoftherangeofyourrandomnumber(inthecaseofa6sideddice,thiswouldbe6).

result=r.nextInt(6);//Givesyouarandomnumberbetween0-5.

Doesthiscodeaccuratelysimulateasixsideddice?(Havestudentswiththesix-sideddiceansweryourquestion.)Toshiftthatresultbetween1and6,youneedtoadd1toyourcode:

result=r.nextInt(6)+1;//Givesarandomnumberbetween1-6.

Outputtheresult:

System.out.println("Yourolleda"+result);

2. GivestudentsafewminutestodoaThink-Pair-Shareforthefollowingquestions:


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Writeanexpressionthatsimulatesarollofa20–sideddice.Writeanexpressionthatyieldsarandomnumberbetween0.0and1.0.

3. ReviewTable5.2fromthebookasyoudiscusstheanswersinawholegroup.

nextInt()=randomintegerbetween-2^31and(2^31–1)nextInt(max)=randomintegerbetween0and(max–1)nextDouble()=randomrealnumberbetween0.0and1.0nextBoolean()=randomlogicalvalueoftrueorfalsePrimingtheloop:remindstudentsthattheymustinitializevariablesbeforetheloop(thismakessurethatJavaknowshowtoenter/starttheloop).

StudentPractice-ItActivity[35minutes]

1. HavestudentscompletethefollowingPractice-Itself-checkproblems:

a.randomRangeABCDEb.randomInteger0to1c.randomOddInteger50to99

2. Ifstudentscompletetheseproblemswithtimetospare,havethemcompletePractice-Itexercises:

a.randomXb.randomLines

AccommodationandDifferentiationIfstudentsarehavingdifficultytracingwhileloops,usingpropersyntax,orpredictingtheoutputoftheloop,youcanchangethePractice-Itexercisetoareciprocalteachingexercise,where1/5oftheclassdoeseachproblem,andtheycometothefrontoftheroomtoexplaintheirsolutionandprocesstotherestoftheclass.

Ifyouhavestudentsthatfinishedtheclassworkaheadoftime,encouragethemtocompletePractice-ItExercisethreeHeads.

VideoBJP5–1,RandomNumbershttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c5-1

CSHomeworkBytes,RandomNumbers,withElizabethhttps://www.youtube.com/watch?v=R0MqnEofFvs


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https://www.youtube.com/watch?v=R0MqnEofFvs

CSE142,RandomNumbers(11:12–17:17)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fe3ea547-6068-4e56-ab0b-e8f8605dd836&start=672

CSE142,GuessingGame(17:18–37:13)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fe3ea547-6068-4e56-ab0b-e8f8605dd836&start=1038

ForumdiscussionLesson3.14RandomNumbers(TEALSDiscourseaccountrequired)


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https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fe3ea547-6068-4e56-ab0b-e8f8605dd836&start=672

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fe3ea547-6068-4e56-ab0b-e8f8605dd836&start=1038

http://forums.tealsk12.org/c/unit-3/3-14-random-numbers

Lesson3.15—Fencepost&SentinelLoops

Overview


Describewhentousefencepostandsentinelloops.Usepropersyntaxtoconstructthesecontrolstructures.


Teachamini-lessonexplainingtherelationshipbetweenparametersandvaluesstoredinmemory


ReadBJP5.3Completeexercises#6&8Summarizeallofyourdailynotesifnotalreadydone

Materials&PrepProjectorandcomputerWhiteboardandmarkersGroupcopiesofWS3.153ormoreclassroomcopiesofthetextbook

PacingGuide

Section TotalTime


Mini-lessonplanning&prep 15min

Studentpresentations&practice 30min


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ProcedureToday3studentteamswillteachalessononfencepostalgorithms,sentinelloops,orsentinelloopswithifstatements.Yourhookwillbetoturntheclassovertostudentsassoonastheyenter.Studentgroupsareexpectedtogeneratesamplequestions;letstudentsknowthatyouwillcollectthosequestionstouseonquizzesorasbellwork.


Ontheboard,ontheprojector,orinagrouphandout,letstudentsknowthattheyneedtopreparea5minutelessonanda2-5minuteclassactivitytoteachtheirtopic.Usethegradingrubricasoutlinedhere:

3pts. 2pts. 1pts. 0pts.

Presentationincludesdefinitionsandanexamplewithpropersyntax.

Presentationincludesdefinitionsoranexamplewithpropersyntax.

Presentationincludesdefinitionsoranexamplewithpropersyntaxwithonemistake.

Presentationincludesdefinitionsoranexamplewithpropersyntaxwithmanymistakes.

Presentationincludesanon-exampleashelpfulcontrast.

Presentationincludesanon-examplethatismarginallyhelpful.

Presentationincludesanon-examplethatdoesnotaddtocomprehension.

Presentationincludesanon-examplethataddsconfusion,orpresentationdoesnotincludeanon-example.

Presentationincludesahelpfultipthatisclearlyexplainedandconciselystated.

Presentationincludesahelpfultipthatisclearlyexplainedorconciselystated.

Presentationincludesahelpfultipthatisnotclearlyexplainedandmayincludeasmallerror.

Presentationdoesnotincludeahelpfultiporhint.

Mini-LessonPlanning&Prep[15minutes]

1. Assigneachgroupasubsectionofsection5.2“FencepostAlgorithms,”andmakesurethatyoucirclethatassignmentoneachgroups’copyofWWS3.15.Studentgroupsshouldtake15minutestoreviewtheirsection,re-readtheexampleonthepagesfollowingtheexample,thenfigureouthowtheywanttoexplainthealgorithmtotheclass.

2. Ontheboardoroverhead,givestudentsafewthingstheyshouldconsiderinplanningtheirminilesson:

a.Whoisgoingtospeakwhen?


244

b.Howareyougoingtoillustratetheflowofcontrol?

c.Whatdoyouneedtohaveupontheboardtoillustrateyourmini-lesson,andwhoisinchargeofwritingitout?

d.Whereandhowwillyoufeaturetheoutputproducedbyyourcodesegment?

e.Whatisyourmini-activitygoingtolooklike?(Youmightwanttoassign1–2peopletoworkonthissectionwhiletherestofthegroupworksonthelesson.)

3. Havestudentgroupssequentiallyteachthroughfencepostalgorithms,sentinelloops,andfencepostswithifstatements.

4. EncouragestudentstoaddthesestrategiestotheirTrickyCodeCheatSheet.

StudentPresentations&Practice[30minutes]

AccommodationandDifferentiationIfyourclasslearnsbetterthroughtactileorvisio-spatiallearning,youcanchangethisassignmenttoamake-a-posterlesson,havingstudentsworkinpairsortripletstocreateaninformativeposterononeofthetopics.Ifyou’refortunateenoughtohaveatheatricalormusicalclass,invitethemtocreateasong,poem,ornarrateddance/playthatteachestheirtopic.Forpoemsorsongs,encouragestudentstowritethemoutorrecordthemsoyoucandisplaythemaroundyourroom.

CommonStudentQuestionsSinceyourstudent-instructorswon’tbeabletoanswerin-depthquestionsontheirtopic,youshouldbereadytoassistduringtheQ&Asectionoftheirlesson.Somestudentquestionsthathavepoppedupinthepast,withtheiranswers,arelistedbelow:

1. Thesentinelloopexampleinthebooksaysthatthesentinelvaluewillbereadandaddedtothesumunlesswedoafencepostalgorithmorifstatement.Whyisthat?Doesn’tthetestevaluatetofalseandterminatetheloop?

Writeanexampleontheboardinpseudocodeoractualcode,andtracetheflowofcontrolwithyourmarker.Inthiscase,thepseudocodeinthebookisabitmisleadingbecauseitlookslikethetestwillterminateintheheader.Thepromptforthesentinelisalreadyintheloopbody,sothesentinelwillbeevaluatedbeforelooptermination.


245

Ifyouthinkyourclasswillbecomfortable,instructyourteachinggrouptodothisillustration,andjusthelpalong.

2. Whatdoyoudoifyoudon’tknowthefirstvaluetoputinyourfencepostalgorithm?Whatifyou’regettingallofyourdatafromuserinput?

3. Whendoweknowtoreversetheorderofloopconstruction?Theexamplefromthebookhasusswitchingaroundalotofstuffforthesentinelloopwithifstatements.

Putanexampleupontheboard(orhavethestudentinstructorsdoso),andtracetheflowofcontrolbeforeandafterrearrangingtheloopbody.

VideoBJP5-3,SentinelLoopshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c5-3

CSE142,Fencepost(0:28-11:20)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f9874ea5-8d4d-4bf1-8924-ded454847a58&start=28

CSE142,SentinelLoops(15:56)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f9874ea5-8d4d-4bf1-8924-ded454847a58&start=681

ForumdiscussionLesson3.15Fencepost&SentinelLoops(TEALSDiscourseaccountrequired)


246




http://forums.tealsk12.org/c/unit-3/3-15-fencepost-sentinel-loops

Lesson3.16—BooleanLogic

Overview


WriteagamethatplaysRock-Paper-Scissors.


Submitaprogramattheendof2or3classperiods.


OutlineChapter5(uptoandincludingBJP5.3)

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS3.16(RPS,Pig),DeMorgan’sLaw,Poster3.16.1,Poster3.16.2Linktorock-paper-scissorgame(http://tinyurl.com/bubyvtu)Poster3.16.1Poster3.16.2

Truthtablesareanimportanttool,especiallyforsomeAPtestquestions.Ifyouarenotfamiliarwithtruthtables,watchthis5minutetutorialonline(http://tinyurl.com/mw8ohof).Werecommendinstructorsdrawoutthe&&,||,and!truthtables,andmaybedoanintermediateexampleofatwo-operatorexpression,beforegettingintotheDeMorgan’slawexamplelaterinclass.

PacingGuide:Day1


247





http://tinyurl.com/bubyvtu

http://tinyurl.com/mw8ohof

Section TotalTime

Attendance&studentplay 5min

IntroductiontoBooleanLogicAdd5–10minutesifusingtruthtables 10min

Studentprogrammingactivity 40min

PacingGuide:Day2

Section TotalTime

Attendance&outlinecollection 5min

Whole-grouptroubleshootinganddiscussion 10min

Studentprogrammingactivity 40min

ProcedureInplaceofbell-work,invitestudentstowarmupforclassbyvisitingtheonlineRockPaperScissorgameatthelinkabove.AfteraquickreviewofBooleanlogicandvariables,studentswillbeaskedtobuildtheirownRockPaperScissorgame.Thisprogrammingprojectshouldtakebetween2and355-minuteclassperiodstocomplete

Attendance&StudentPlay[5minutes]

IntroductiontoBooleanLogic[10minutes]

1. Studentsshouldhavealreadyreviewedthismaterialaspartoflastnights’homeworkassignment.Beforemovingontopurelymathematicalexamples,startwithareal-lifeexampleofhowweapplylogic.BesuretochangePandQtostatementsthatarerelevanttoyourstudents.

P:Itisaholiday.Q:Myfamilyishavingdinnertogether.

!(p||q)⇒Itisnotthecasethat(itisaholidayORmyfamilyishavingdinnertogether)

!p&&!q⇒ItisnotaholidayANDmyfamilyisnothavingdinnertogether.

Review&&,||,and!,includingnon-examples:


248

┌──────────┬───────────────────────┬────────────────────┐

│Operator│Expression│Result│

┝━━━━━━━━━━┿━━━━━━━━━━━━━━━━━━━━━━━┿━━━━━━━━━━

━━━━━━━━━━┥

│AND│(4==4)&&(2>1)│Evaluatesto:True│

│OR│(1<2)││(2<1)│Evaluatesto:True│

│NOT│!(2<1)│Evaluatesto:True│

└──────────┴───────────────────────┴────────────────────┘

if(q==1||2||4){//ERROR:YoumustusefullBooleanexpressions.

statement;

statement;

}

if(q==1||q==2||q==4){//Correct

statement;

statement;

}

2. AsaspecialnoteonnegatingBooleanexpressions,reviewDeMorgan’slaw(poster3.16.1).HavestudentswriteDeMorgan’slawontheirTrickyCodeCheatSheet.

Ifyoufeelconfidentworkingwithtruthtables,workthroughthefollowingillustrationofDeMorgan’slaws.Ontheboardorprojector,onlywritetableheadersasyougo(puttingthemallupatoncemayleadtopanic/distractionforsomestudents).

pqp││q!(p││q)!p!q!p

&&!q

┌───────────┬───────────┬───────────┬───────────┬───────────┬───────────┬────

───────┐

│F│F│││││

│

│F│T│││││

│

│T│F│││││

│

│T│T│││││

│

└───────────┴───────────┴───────────┴───────────┴───────────┴───────────┴────

───────┘

HavestudentshelpyoufillouteverypossiblecombinationofBooleanvaluesforpandq.

Askstudentstoevaluatethelogicalexpressionforeachvalueofpandq.


249


&&!q

┌───────────┬───────────┬───────────┬───────────┬───────────┬───────────┬────

───────┐

│F│F│F││││

│

│F│T│T││││

│

│T│F│T││││

│

│T│T│T││││

│

└───────────┴───────────┴───────────┴───────────┴───────────┴───────────┴────

───────┘

Nowhavestudentsnegateallofthevaluesfromthepreviouscolumn.


&&!q

┌───────────┬───────────┬───────────┬───────────┬───────────┬───────────┬────

───────┐

│││F│T│││

│

│││T│F│││

│

│││T│F│││

│

│││T│F│││

│

└───────────┴───────────┴───────────┴───────────┴───────────┴───────────┴────

───────┘

Askstudentstocompletethevaluesfor!pand!q,referringtothevaluesfromthefirstcolumn.


250


&&!q

┌───────────┬───────────┬───────────┬───────────┬───────────┬───────────┬────

───────┐

│F│F│││T│T│

│

│F│T│││T│F│

│

│T│F│││F│T│

│

│T│T│││F│F│

│

└───────────┴───────────┴───────────┴───────────┴───────────┴───────────┴────

───────┘

Nowhavestudentsapplythe&&operatorto!pand!q.


&&!q

┌───────────┬───────────┬───────────┬───────────┬───────────┬───────────┬────

───────┐

│││││T│T│

T│

│││││T│F│

F│

│││││F│T│

F│

│││││F│F│

F│

└───────────┴───────────┴───────────┴───────────┴───────────┴───────────┴────

───────┘

Pointouttoyourstudentsthatthesetwocolumnsarethesame.Whenevertwocolumnsofatruthtablearethesame,wesaythattheexpressions(columnheadings)areequivalent,orinterchangeable.


251


&&!q

┌───────────┬───────────┬───────────┬───────────┬───────────┬───────────┬────

───────┐

││││T│││

T│

││││F│││

F│

││││F│││

F│

││││F│││

F│

└───────────┴───────────┴───────────┴───────────┴───────────┴───────────┴────

───────┘

Intheillustrationabove,weshowedthat!(p&&q)isequivalentto!p&&!q.Invitestudentstoshowtheequivalenceof!(p&&q)and!p||!q.

3. Reviewoperatorprecedenceonyourclassroomposter3.16.2(orprojectedoverhead,ifyou’rehavingastudentmaketheposterforyouduringclass).

4. CheckforstudentunderstandingbyhavingstudentscompletePractice-Itself-checkquestionsassertions1andassertions3.

StudentProgrammingActivity[40minutes]

Ontheprojector,boardorasahandout(WS3.16),givestudentsthefollowingprogrammingprompt.AlinktotheNYTimesarticleaboutrockpaperscissorsisincludedintheMaterialssectionofthislessonplan.

PROGRAMMINGACTIVITY

Exercise1

WriteagamethatplaysmanyroundsofRockPaperScissors.Theuserandcomputerwilleachchoosebetweenthreeitems:rock(defeatsscissors,butlosestopaper),paper(defeatsrock,butlosestoscissors),andscissors(defeatspaper,butlosestorock).Iftheplayerandcomputerchoosethesameitem,thegameisatie.

Agoodprogramwillpromptforuserinput,compareinputtoacomputercounter-move,thenoutputaverdict(userloses,wins,orties),promptforanotherroundorexit.


252

Anexcellentprogramwilldoallthatasatisfactoryprogramdoes,butwillusedifferentalgorithmicstrategiesforchoosingthebestitem.Teacher’snote:thereisnosuperiorstrategy—thefocushereistogetstudentstotrydifferentapproachesandconcludethatontheirown.

Exercise2

Youandyourpartnershouldtestoutthegamebyplayingitatleast3timeseach.Keeprecordofhowmanymovesittookbeforeyouwonorlostthegame.

Exercise3

Writeaprogramthatcompares2players.Yourprogramshouldpromptforeachplayer(1)thenumberoftimestheyplayedthegame,(2)thenumberoftimestheywonthegame,(3)thenumberofmovesforeachgame.Havetheprogramreportwhichplayerperformsbetteronthebasisoftheirreportedstatistics.Testyourprogrambyinputtingyourandyourpartner’sresultsfromExercise2.

Exercise4

WriteaprogramthatplaysthedicegamePig.Pigisa2-playergamewheretheplayerstaketurnsrepeatedlyrollingasingle6-sideddie.Aplayerrepeatedlyrollsthedieuntiloneofthetwoeventsoccurs:(1)eithertheplayerchoosestostoprolling,inwhichcasethesumofthatplayer’srollsareaddedtohis/hertotalpoints,or(2)iftheplayerrollsa1atanytime,allpointsfromthatturnarelotsandtheturnendsimmediately.Thefirstplayertoreachascoreofatleast100pointswins.

Togetfullcreditonthisassignment,youmustincludeastructurediagramand/orpseudocodeexplainingyourstrategy.

Beforeyoubegin,takeamomenttodecidehowyourcomputerwillpickrock,paper,orscissor.Shouldthecomputerpickrandomly?Shoulditpickthesameitemalways?Shoulditrepeatthesameitemforatime,thenswitchstrategies?ReadthroughtheNewYorkTimesarticleonRockPaperScissor,andanyotheronlinesourcesyouchoosetohelpyoudraftaplanforyourprogram.

Allowstudentstoworkinpairs,andencouragepairstotestouteachothers’programs,lookateachotherscode(tocheckforerrors),etc.Ifstudentsappeartobeworkingtooclosely,remindthemthateachteamisresponsibleforwritingtheirowncode.

Startgradingstudentnote-booksinsmallbatches(sostudentsarenotwithouttheirnotebooksfortoolong!)


253

AccommodationandDifferentiationInviteyourartisticstudentstocreateposters3.16.1and3.16.2foryourclassroom.Ifneeded,workthroughthe2Practice-Itquestionsasawholeclass.

Foryourmoreadvancedstudents,youmightencouragethemtocreatemorecomplexalgorithms,ormoreadvancedinteractionwiththeuser.IftheyareinterestedinAIandmachinelearning,invitethemtoresearchthetopicandexperimentwithdifferenttechniquesontheirRockPaperScissorprogram.

MisconceptionsStudentsoftenhavethemisconceptionthatlogicalOR(||)isexclusiveOR.Inastudent’sdailylife,theycanhaveeitherbrownieorthecupcake.Thisimpliestheycanhaveoneortheother,notboth.However,inbooleanlogic,“aorb”isalsotrueifbotharetrue.

Studentsaskwhythesymbol&&forANDan||forOR?Andwhydouble&&vssingle&.

JavawasderivedfromtheCprogramminglanguage.ThedesignersKernighanandRichiemadedesigndecisionsbasedonpriorprogramminglanguagesoftheirtime.ThehistoryofCcanbefoundhere:https://www.bell-labs.com/usr/dmr/www/chist.html.Java’suseof&and|ishistoricallybasedonC.

Acommonsyntaxerrorbybeginnerandexperiencedprogrammersalikeistypingasingleampersand&orverticalbar|.Single&and|arebitwiseoperators,andarenotthesameasdouble&&and||whicharelogicalANDandOR,respectively.

LogicaloperatorsANDandORdonotfollowEnglishlanguagesyntax.Forexample,testingwhetheradicerolliseither7or11couldbetranslatedincorrectlyto:

if(roll==7||11)//INCORRECT:Logicaloperatormisconception

if(roll==7||roll==11)//CORRECT

VideoBJP5-4,TheBooleanTypehttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c5-4


254

https://www.bell-labs.com/usr/dmr/www/chist.html


ForumdiscussionLesson3.16BooleanLogic(TEALSDiscourseaccountrequired)


255

http://forums.tealsk12.org/c/unit-3/3-1601-1602-boolean-logic


Overview






Studyforthetestby:ReviewingallthebluepagesattheendofChapters3,4,and5Re-readingsectionsasneeded



PacingGuide

Section TotalTime



Studentwork 35min



256

ProcedureToday,studentswillhavetheopportunitytocorrectanyincorrecthomeworkassignments.Ifstudentsdidnothavetimetofinishtheprogrammingprojectsfromyesterday,youmayallowthemtimetoworkonthoseprojectstoday.










AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemtotackleprogrammingproject1inChapter5.



257



258


Lesson3.18—Review

Overview






Studyfortomorrow’stestusingyourtargetedreviewlist



PacingGuide

Section TotalTime



Testreview 30min


Lesson3.18:Review

259


Procedure




2. Studentsshouldalreadybefamiliarwiththesectionsofthetest,butitdoesn’thurttohavestudentsre-readthedirections.

3. Workthroughthesampleproblemsonthetestasawayofreviewingtopics,andansweranyquestionsthatstudentsbringupasyougo.


1. Workthroughthevariousreviewtopics,prioritizingquestionsthatpoppedupthemost.

a.Somequestionsyoumayalreadyhaveaddressedwhileworkingthroughthesampletest.







Lesson3.18:Review

260

Thefirstpracticeproblemcallsamethodinsideanexpressioninsideaparametertoansweranothermethodcall(thissoundscrazy,buttakealookatthequestionbeforeyouwriteitoff!)Logically,thequestionmakessense,butitmaythrowsomeofyourstudents.Usethequestionasanopportunitytomodelpropertest-takingstrategies:

Readcodeline-by-line.

Ifstumpedonamultiple-choicequestion,trypluggingintheanswerstoseeiftheyevaluatecorrectly.

Writenotesandcrossoutanswersonyourpapercopyofthetest.

IfyouhavebeenusingParsonsProblems,onyourstudents’testsyoumaywanttothrowina“fullchallenge”blanksection2questionduringthisunitorthenexttoscaffoldyourstudentsuptothechallengeofarealAPtest.

Aswritten,theexamsincreaseinlengthandcomplexitywitheachunit.Ifyourstudentsareallacingthetest,challengeyourstudentsbymodifyingthesection2questions,andaddingextrasection1questions.

ForumdiscussionLesson3.18Review(TEALSDiscourseaccountrequired)

Lesson3.18:Review

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Test2GuideAswritten,thetestforthisunitisprobablytoolongforstudentstocompleteinoneclassperiod.Extraquestionshavebeenincludedsoyoucan:

1. Pickandchoosewhichquestionswillappropriatelyassessyourstudents.2. Createdifferentversionsofthetest(ifyou’venoticedthatcheatingisaproblem).3. SimulateanauthenticAPtestexperience.

Whenmodifyingthetesttosuityourstudents,don’tforgetto:

1. ChangetheheadingsonSectionI&IItoreflecttheactualnumberofquestions.2. ChangetheheadingsonSectionI&IItoreflectthecorrectpercentagesoftheirtotal

testscore.TheAPexamweightsSectionI&IIat50%oftheoverallscore,each.3. Adjustthetestpacingforyourclassperiod’stimespan.Theultimategoalistowork

yourstudentsuptoapaceof2minutesperSectionIquestion,and26minutesperSectionIIquestion(includingtimeforchecking).

ForumdiscussionTest2Guide(TEALSDiscourseaccountrequired)

Test2Guide

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http://forums.tealsk12.org/c/unit-3/3-99-unit-3-test


Overview






ReadBJP6.1Correctanyincorrecttestanswersbyre-answeringonaseparatesheetofpaper



Ifyourclassisacingtheexams,andyoudonotfeelthatyouneedtore-teachanymaterial,youshouldskipthislessonandmoveondirectlytoLP4.1.Besuretoupdatestudenthomeworksostudentshaveread§6.1.intimeforthelesson.

PacingGuide


263

Section TotalTime










HowtheyfelttheyweregoingtodobeforethetestWhatsurprisedthemoncetheyweretakingthetestWhattheyfeltworkedinthefirstunit(lessons,reviewstrategies,assignments)Whatdotheythinktheywanttochangeforthesecondunit


Readingismandatory

Homeworkismandatory(Andvaluable!Youwillneverassign“busy”work.)

Tobettermanagetheirtime,studentsshouldplanfor1hourofhomeworkaweeknight,withupto2hoursofhomeworkeachweekend.Ifthisseemsimpossible,theyshouldmeetwithyouortheirguidancecounselortoassesswhethertheycanfitinanAPclassatthistime.

ItisVERYimportanttokeepyourtonesympatheticatthispoint—anoverworked,overstressed,underperformingstudentwillslowyourentireclassdown,andcolorthatstudentagainstCSforthefuture!


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AccommodationandDifferentiationIfstudents’gradesaresufferingbecausethereadingassignmentsaretakingthemtoolong,youhaveafewoptions(somemoredrasticthanothers):

Setasideclassroomtimetoreadthroughtheassignmentbeforestudentsleave.

Givestudentsthelinesofcodeneededtocompleteassignments,butinjumbledorder.Havestudentsrearrangethelinesofcodeintotheproperprogram(thisiscalledaParsonsProblem).

Flipyourclassroom:recordyourlectures,andhavestudentswatchthemandtakenotesforhomework.Anyclassworkdrillsorworksheetscanbedistributedfor“homework,”andthemorecomplicatedassignmentsthatwouldnormallybedoneathome,canbecompletedwithyourhelpwhentheycometoclass.


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Ifstudentsdon’thaveacomputertoworkonPractice-Itproblemsathome,createprinted-outsheetsthatstudentscanwritecodeonto.Classtimeshouldthenbefilledwithreadingassignments,andmorecomplicatedcodingpracticesoyouareavailabletotutorasneeded.

Encourageadvancedstudentstotakeonadditionalprogrammingchallenges.OneeasywaytodothisistoassignProgrammingProjectsfromthebluepagesattheendofeachChapter.Unit4introducestheMagpielab,alongformprogramminglabwithplentyofenrichmentopportunities;encouragestudentstoworkonthisprojectiftheyareeverleftwithafewminutesaftercompletingaclassassignment.



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http://forums.tealsk12.org/c/unit-4/4-test-review-reteach

Lesson4.01—ArrayBasics

Overview


Define,populate,andaccessarrays.


CompleteexerciseswithmanipulativesonWS4.1.


ReadBJP7.1“For-EachLoop”and“TheArraysClass”Completeself-checkquestions#1,7,9

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS4.1,Poster4.2Arraywhiteboards(seenotesatendoflesson)anddry-erasemarkersStudentsmall-groupassignments(~3-4studentspergroup)Largemanipulativeforteacherdemo(optional)

PacingGuide

Section TotalTime


Introductiontoarrays 20min

Studentarrayactivity 25min



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ProcedureDivideyourclassintosmallgroupstoday,andhavethemanipulatives(seebelow)outateachgroupstation,desk,orworkspace.Offerajust-in-timeintrotoarraysasoutlinedbelow,butdon’tbelaborinstruction;studentsmayhavebettersuccessphysicallyworkingthroughtheactivity.Circulatearoundtheroomtocheckforunderstanding,butletstudentshelpandchallengeeachother.


IntroductiontoArrays[20minutes]

1. Openupwiththeexampleofdailytemperatureontheslides.

Asktheclasstobuildtheprogram,theyshouldreachthepointwheretheycalculatetheaverage,butareunabletocalculatethedaysaboveaverageastheymustaccessthedataasecondtime.

Inorderthesuccessfullymaketheprogram,wewouldneedtostorethetemperatureforeveryday.

Anarrayisanindexedstructurethatholdsmultiplevaluesofthesametype.Askstudentsifthey’veseenanythinginJavathatmightbeanarray.(AStringcanbethoughtofasanarrayofcharacters!)

Thevaluesstoredinanarrayarecalledelements.Individualelementsareaccessedusinganintegerindex(theposition).Askstudentswhatelementisstoredatindex2,4,and7inthisstring/array.

Sinceanarrayisanobject,youhavetoconstructit(youcan’tjustdeclareitasavariable).

int[]numbers=newint[10];

Nothingisinthehighlightedbracketsbecauseyou’redescribingwhattypeisgoingtobecontainedinthearray.


Here’sthenameofyourarray—inthiscasewe’remakinganarrayofnumbers.



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Weusethenewkeywordsincewe’reconstructinganobject,thenwetellJavahowmanyelementswewanttostoreinourarray.Inthiscasewewanttostore10numbersinthearray.

Checkforstudentunderstandingbyaskingstudentstotellyouhowtoconstructanarraythatholds9integers.


Alternatively,youcaninitializeanarraybywritingoutthefullarray.

int[]numbers={0,1,2,3,4,5};

2. Bothofthesesamplearraysareonly½donerightnow—they’rearraysfilledwith0sbecauseJavaauto-initializesarraystoadefaultvalueof0(forchar,double,andint)orfalse(forboolean).Soournumberarraylookssomethinglikethis:

.------------------.---.---.---.---.

|array`numbers`:|0|0|0|0|

+------------------+---+---+---+---+

|index|0|1|2|3|

`------------------'---'---'---'---'

Tofillinthisarray,weneedtofillinthevaluesforeachlocation:

numbers[0]=27;

numbers[3]=-6;

Nowthearraylookslikethis:

.------------------.---.---.---.---.

|array`numbers`:|27|0|0|-6|

+------------------+---+---+---+---+

|index|0|1|2|3|

`------------------'---'---'---'---'

3. Brieflytouchonothertypesofarraysandcommonerrors.

Youcanhavearraysofalmostanything:String,double,boolean,etc.Examplesofaninstantiateddoubleandbooleanarrayareontheslides.Asktheclasswhattheymustchangetocreatethesearrays.


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Coverthecommonindex-out-of-boundsexception.Iftheprogramcallsillegalindexesorindexesoutside0andthearray’slength–1,Javawillthrowyouanexception.(It’salwaysnicetogooverreasonsforexceptionssoyoudon’tneedtocorrectthemalllater!)

4. Ifyouhaveareallybigarray,youcanuseaScannertograbvaluesfromuserinput,oryoucanautofillthemwithaloop:

for(inti=0;i<age.length;i++){

age[i]=input.nextInt();

}

Asyoumoveacrossthearray(inthiscasetofilleachelementwithauser-inputtedvalue),wecallthis“arraytraversal.”You’llneedtodothisalotinthefuture,soyoushouldputageneralformulainyourTrickyCodeCheatSheet:

for(inti=0;i<age.length;i++){

//dosomethingwithage[i];

}

StudentArrayActivity[25minutes]

1. Distributewhiteboardsandmarkerstogroupworkstationsbeforestudentsgetseated.

2. Ifyoufeelthatyourstudentsneedtheadditionalstructure,assigngroupstoworktogetheronProblem2.

3. Walkaroundtheroom,spot-checkingforstudentunderstandingandansweringanystudentquestions.

PaperSelection&GradeAnnouncement[5minutes]

Attheendofclass,considerchoosingonegroup’swhiteboardtoevaluateasademonstrationfortheclass.

AccommodationandDifferentiationRatherthanassigninggroupsrandomlyorbyability,usetieredgroupingasadifferentiationstrategy.Concepts/skillswillbecoveredatdifferentlevelsofcomplexityinresponsetodiagnosedneedsofeachlearner.Yourtieredgroupassignmentswillprobablyendupchangingfromoneexercisetoanother,sincestudents’needsandstrengthsvarywithinstructionalobjectivesandtasktypes.


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Youcanreducepaperwasteandincreasestudentengagementbycreatinganinexpensiveclassroomsetof“arraywhiteboards”followingtheseinstructions:

1. Purchasepanelboardfromyourlocalhardwarestore(http://tinyurl.com/zgtlbhr)

2. Havetheassistantcuttheboardintolongstripsthatyoucanuseas1dimensionalarrays.

i. Ifyouliketouseindividualwhiteboardstocheckforstudentunderstanding,youcanhavewhiteboardscuttoindividualstudentsquares,thenhavestudentslineupthelittlewhiteboardsintoaone-dimensionalarrayforthisexercise.

ii. Ifyouplanonusingtheseasarrayboards,youcaneithersubdividetheboardsintoelement-blockswithblackelectricaltape,oryoucanhaveyourstudentsdrawtheblocksinwiththeirdryerasemarkers.(Thelatteroptionencouragesstudentstoconstructarraysofdifferentsizes.)

iii. Yourtotalnumberofarraywhiteboardsshouldbe:

(#smallgroupsinyourclassroom)*2+1instructorarrayboard

3. Usethesearray-whiteboardstodemonstratetherelationshipbetween1(andlater2)dimensionalarraysduringthisunit.

Inmathematics,amanipulativeisanobjectwhichisdesignedsothatalearnercanperceivesomemathematicalconceptbymanipulatingit,henceitsname.Theuseofmanipulativesprovidesawayforchildrentolearnconceptsinadevelopmentallyappropriate,hands-onandexperientialway.

[TEST:helloworld]

TeacherPriorCSKnowledgeArraysinJava(andotherobjectorientedprogramminglanguages)areclasses.Thisbringsthewholeobjectorientedparadigmintoplay.Whendeclaringanarrayvariable,thevariableisnowareferencetoanarrayobject.Inordertocreateanobjectfromaclasstheprogrammerusesthenewkeyword.Thereisadistinctionbetweenthearrayreferenceandthearrayobject.Thisprogrammingconstructallowsformultiplereferencetopointtothesameobject.

CommonMistakes


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http://tinyurl.com/zgtlbhr

Arrayscommonmistakes:http://interactivepython.org/runestone/static/JavaReview/ArrayBasics/aMistakes.html

MisconceptionsStudentsunderstandingofthedifferencebetweentheindexiandthecontentofthei elementstoredina[i].

Loopbounds:

0-basedindexarrays,wherearraysend,versusarraylength,andwhataretherangeofindicestoexpressaparticulararrayrange.

VideoBJP7–1,ArraySimulationhttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c7-1

CSE142,Arrays(1:35–26:06)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=14058dec-efd5-4db3-b841-9d836e92bfb4&start=95

CSHomeworkBytes,Arrays,withArielhttps://www.youtube.com/watch?v=PFohS2HvCgs

ForumdiscussionLesson4.01ArrayBasics(TEALSDiscourseaccountrequired)

th


272

http://interactivepython.org/runestone/static/JavaReview/ArrayBasics/aMistakes.html


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=14058dec-efd5-4db3-b841-9d836e92bfb4&start=95

https://www.youtube.com/watch?v=PFohS2HvCgs

http://forums.tealsk12.org/c/unit-4/4-01-array-basics

Lesson4.02—For-EachLoop&ArraysClass

Overview


Populateandaccessarraysusingafor-eachloop


CompletemanipulativesexercisesonWS4.2


ReadBJP7.2upto“ReversinganArray”Completeself-checkquestions#12-14

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS4.2Poster4.2Arraywhiteboards(seenotesatendofLP4.2)anddryerasemarkersStudentsmall-groupassignments(≈3-4studentspergroup)Largemanipulativeforteacherdemo(optional)

PacingGuide


273


Section TotalTime


IntroductiontoArrays 10min

StudentArrayActivity 35min


ProcedureAswithyesterday’sclass,divideyourclassintosmallgroups,andhavethemanipulativesoutateachgroupstation,desk,orworkspace.Offerajust-in-timeintrotofor-eachloops,butdonotgetboggeddownintheintroductorylesson.Manystudentswilllearnfromphysicallypracticingthefor-eachcontrolstructureusingthearraywhiteboards.Circulatearoundtheroomtocheckforunderstanding,butletstudentshelpandchallengeeachother.


IntroductiontoArrays[10minutes]

1. Brieflyintroducethefor-eachloop,arrayinitialization,andtheArraysclassbeforedismissingtheclasstoworkontheirgroupactivity:

Ifyouwanttoaccesseachelementinthearraywithoutchangingthevalues(tosummarizeorcountthem),youcanaccessthemusingafor-eachloop:

for(<type><name>:<array>){

<statement>;

<statement>;

…

}

2. Placeanarrayontheboard,demonstratingthequickwaytodeclareanarray,andthenillustratehowafor-eachloopcouldbeusedtoaccessthearray:

int[]fallTemperatures={55,50,59,69,48,30,48};

ThisinitializesanarraycalledfallTemperatureswith7integervalues.Askstudentswhentheymightseethesetemperaturesintheirregion,andhowthevaluesinthearraywoulddifferduringanotherseasonorinadifferentlocation.Itmaymake


274

senseinyourregiontochangethearraynametowinterTemperaturesornightTimeTemperatures,etc.

for(inti=0;i<fallTemperatures.length;i++){

if(fallTemperatures[i]>32){

above++;

}

}

Thisisourtraditionalloop,whichtraversesthearrayandsumsupallthetemperaturesthatareabovefreezing(weassumethereisamethodcalled“above”thatkeepsarunningcountofhowmanydayswereabove32degrees).Wecanexpressthissameprocesswithafor-eachloop:

for(inti:fallTemperatures){

if(i>32){

above++;

}

}

withthegeneralformof:

for(<type><name>:<array>){

<statement>;

<statement>;

…

}

Makeapointofhavingyourstudentswriteanotetoremindthemselvesthatfor-eachloopscannotmodifyvalueswithinanarray,onlyexamineeachvalueinsequence.

StudentArrayActivity[35minutes]

1. Distributewhiteboardsandmarkersorpaperprintoutstogroupworkstationsbeforestudentsgetseated.

2. Ifyoufeelthatyourstudentsneedtheadditionalstructure,assigngroupstoworktogether.

3. Ifyouthinkstudentswillneedtheextraguidance,helpstudentstogetherinawhole-groupsetting.Tohelpstudentswithoutgivingthemtheansweroutright,pointoutthat:

a.numbers[7]evaluatesto0.


275

b.numbers[numbers[7]]→numbers[0]doesNOTevaluateto0.

c.Instead,thememorylocationnumbers[0](theindex0ofthenumbersarray)receivesavalue.

4. Walkaroundtheroom,spot-checkingforstudentunderstandingandansweringanystudentquestions.


Attheendofclass,considerchoosingonegroup’swhiteboardtoevaluateasademonstrationfortheclass.

AccommodationandDifferentiationIfyouhaveastudentthatwouldbenefitfromadditionaltactileorvisiospatiallearningexercises,invitehimorhertocreateaclassroomposterthatcontainsthesameinformationasPoster4.2.

Ratherthanassigninggroupsrandomlyorbyability,usetieredgroupingasadifferentiationstrategy.Concepts/skillswillbecoveredatdifferentlevelsofcomplexityinresponsetodiagnosedneedsofeachlearner.Yourtieredgroupassignmentswillprobablyendupchangingfromoneexercisetoanother,sincestudents’needsandstrengthsvarywithinstructionalobjectivesandtasktypes.

VideoCSE142,ArrayTraversal(26:06–33:26)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=14058dec-efd5-4db3-b841-9d836e92bfb4&start=1570

CSE142,For-EachLoop(19:40–22:40)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=14058dec-efd5-4db3-b841-9d836e92bfb4&start=1570

ForumdiscussionLesson4.02For-EachLoop&ArraysClass(TEALSDiscourseaccountrequired)


276



http://forums.tealsk12.org/c/unit-4/4-02-for-each-loop-arrays-class


277

Lesson4.03—Printing,Searching,&TestingforEquality

Overview


Manipulatesingle-dimensionarraysusingavarietyofarraytransversalalgorithms.


Teachamini-lessononprinting,searching/replacing,testingforequality,reversinganarray,orstringtraversal.CompleteaquizattheendofDay2


Day1:Completeself-checkquestions#15-17andexercise3Day2:ReadBJP7.3andcompleteself-checkquestions#19-21

Materials&PrepGroupcopiesofWS4.3Assignmentsfor5studentgroups5classroomcopiesofthetextbook(orhavestudentsbringtheircopiestoclass)Copiesofthegradingrubric(ontheoverheadorprintedout;optional)

Youwillneedtocirclestudentassignmentsonpoint2ofWS4.3,soeachgroupknowswhattopictheyareexpectedtoteach.

PacingGuide:Day1


278


Section TotalTime


Introductiontoassignment 10min

Studentpreparationoflesson&quizquestions 40min

PacingGuide:Day2

Section TotalTime

Groupset-up,attendance 5min

Grouppresentations(~8minutespergroup) 40min

Quiz 10min

ProcedureYourhookfortoday’slessonistoturnthereignsovertostudentsimmediately.Haveinstructionsprintedoutandsittingatteamworkstations(oronstudentdesks).Encouragestudentstoanswertheirownquestionsusingtheinstructionsheetandtextbook.FrequentlyaskedquestionsandsuggestionsforstudentgroupsareincludedinAccommodationsandDifferentiation.


IntroductiontoAssignment[10minutes]

1. ReviewtheassignmentasoutlinedonWS4.3,andaskstudentstoexplainbacktoyouwhattheirgrouppresentationsneedtoincludeforfullcredit.Ifyouneedto,reviewproceduresforgroupwork,thensplittheclassintogroups.

Ifyoufeelitwillbenefityourclass,reviewingordistributingthegradingrubricbeforetheassignmentshouldbedoneatthispoint.

StudentPreparationofLessonandQuizQuestions[40minutes]

Givestudentstheclassperiodtopreparetheirpresentationandgeneratequizquestionsfortomorrow’sclass.


279

Useatimerandperiodicallyannouncehowmuchtimeisleftinclasssostudentscanpacethemselves.

Emphasizetostudentsthattheyshouldprimarilydrawupontheirtextbookstohelpthemplantheirlesson.

Answerstocommonlyaskedquestions,andtipsforthedifferentgroupsmaybefoundbelow:

FAQ:PRINTINGANARRAY

Guidanceforstudentteachers

1. Ifstudentsarelackingdirection,encouragestudentstorefertothetextbookandtracetheloopandpredicttheoutputofthecodethatprintsthearray“list”vertically.

2. Agood“TrickyCodeCheatSheet”tipcanbefoundonthesamepage;anytimeyouseealistofvaluesseparatedbycommas,studentsshouldremembertouseafencepostalgorithm.

CommonQuestions/Answers

1. Whenwouldweencounteranemptyarray?

Ifyousetarrayvaluestonull,they’reactuallyempty(notjustequalto0orfalse).Anotherwayyoucouldgetanemptyarrayisifyouinitializedanarrayofsize0;thentherewouldbenoelementsatall!

2. Whydowehavetoincludeextracodetoaccountforanemptyarray?

Weputin“contingencycode”todealwithanemptyarraytobethorough.Ifwedon’thandlespecialcasescorrectly,Javawillthrowanexception,sowetrytocoverourbasesandpreventthatfromhappening.

FAQ:SEARCHINGANDREPLACING


1. Ifstudentsarehavingtroubleoutliningtheirlesson,encouragethemtoteachcounting,thenlocatingvaluesinalist.Oncethey’vecoveredthosemethods,theycanfinishupbytracingthesamplemethodreplaceAllandexplainingtheoutput.

2. Agood“TrickyCodeCheatSheet”tipwouldbetheconventionofreturning-1ifavalueisnotfoundinthelist.


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1. Whydoweuseafor-eachloopforcountingoccurrences,butnotforfindingvaluesinalist?

Neitheronerequiresyoutochangethecontentsofthearray!**Ifwe’refindinganiteminalistandreturningitsindex,thenweneedtotrackindexesaswesearch.That’sdonenaturallywitharegularforloop;withafor-eachloop,we’dhavetomanuallysimulateaforlooptocomputetheindex.

2. Whyisthemethod“count”initializedtozero?

Thisissettingupthelooptoworkcorrectly—review“primingthepump”analogyifneeded.

FAQ:TESTINGFOREQUALITY


1. Remindstudentstoincludethedefinitionforwhatmakesarraysequivalent(theyhavethesamelengthandstorethesamesequenceofvalues).

2. Ifstudentsarestrugglingwiththesequenceoftheirlesson,youmightsuggestthattheybeingbyteachingthesamplemethod“equals,”thencirclingbacktoexplainwhytestingforinequalityiseasierthantestingforequality.

3. AgoodgeneraltipfortheTrickyCodeCheatSheetwouldbethecommonpatternformethodslike“equals;”Testallforthewaysthatthetwoobjectsmightnotbeequal,returningfalseifthereareanydifferences,ortrueattheveryendifalltestsarepassed.


1. Can’twejustuseArrays.equalstoseeiftwoarraysareequal?

Yes,youcan(andshould)usethismethodfromtheArraysclass.Inteachingyourunit,yourpurposeistofamiliarizestudentswiththewaytowritecodethattestsequalsingeneral.Whileyoumightnotneeditinthisparticularsituation,youmaywanttotweakthemethoddowntheroad,andyoucannotedittheArrays.equalsmethodbecauseitsnotinaclassyoucanedit.

FAQ:REVERSINGANARRAY



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1. Ifstudentsneedguidanceonstructuringtheirlesson,encouragethemtoworkthroughthefinal(correct)method“swap,”tracetheflowofcontrolandoutput,thencoverwhyotherversionsdon’twork.(Theymaynotpresentinthisorder,butcoveringthecorrectanswershouldhelpthemorganizetheirthoughts.)

2. AgoodtipfortheTrickyCodeCheatSheetistosummarizethestepsneededtoswaptwovalues.ThiscomesupoftenontheAPexam.


1. Whycan’twejustswapvaluesbyassigningthemtoeachother?

Ifyouassignonevaluetotheother,youcopyoverthevalues,so½waythroughtheprocess,you’vegot2copiesofthesamevalue.Thesecondhalfoftheswapdoesn’twork!

2. Whydowehavetostoptheswaploop½waythroughthelist.length?Won’tthatjustswap½ofthelist?

Usingalineof4–6objects(pens,paperclips,whateveryouhavearoundtheclassroom),startbyswappingthefirst&lastitems,thenthenext-inner-two,andsoon.Counteachmoveasyoumakeit,thenpauseatthehalfwaypoint,pointingoutyou’veconductedlength/2swaps.Proceedwiththefinalswaps,returningobjectsbacktotheiroriginalplace.

FAQ:STRINGTRAVERSALALGORITHMS


1. Encouragethegrouptospendsometimeduringtheirlessononwhyyouuseparenthesesformostarrays,butnotwithstrings.

2. Ifstudentsareatalossforhowtoteachtheirsegment,suggestcoveringanexampleandanon-exampleforcontrast.Agoodnon-examplewouldbetraversinganarraythatisn’tastring.


None.

1. Collectquizquestionsbeforetheendofclass.CheckandcompileintoaquizfortheendofDay2.

2. OnDay2,giveeachgroup5minutestopresenttheirtopicand3minutesforquestions.


282

Encouragestudentstoaskquestions,andbesuretoaskaquestionortwoofeachteam(dependingonhowmanyteamsyouhave).

3. Usethegradingrubricasoutlinedhere:




Presentationincludesdefinitionsoranexamplewithpropersyntaxwithfewmistakes.










1. Administerthestudent-generatedquiztoassessstudentunderstanding.

AccommodationandDifferentiationCirclearoundtheroomtohelpstudentsthroughreadingthetextinthetextbook.Makesurethateachofyourworkingteamsareproperlystratified(ratherthanusingtieredgrouping).

Ifstudentsarespeedingalong,encouragestudentstowritedownquestionstoposetoothergroupsduringmini-lessons.Ifeveryonefinishescreatingtheirlessonsearly,starttheclassroompresentationsonDay1insteadofwaitingforDay2.Ifonly1or2groupshavefinishedearly,encouragegroupstorehearselessondelivery.

VideoBJP7-2,ArrayTraversalAlgorithmshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c7-2


283


CSE142,RandomAccesstoArray(33:26-42:00)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=14058dec-efd5-4db3-b841-9d836e92bfb4&start=2006

ForumdiscussionLesson4.03Printing,Searching,&TestingforEquality(TEALSDiscourseaccountrequired)


284


http://forums.tealsk12.org/c/unit-4/4-03-printing-searching-testing-for-equality

Lesson4.04—ReferenceSemantics

Overview


Compareandcontrasthowprimitivesandarraysaretreatedwhenpassedasparameters.


CompletegraphicorganizersandaworksheetExtracredit:completeaPokémonChallenge


ReadBJP7.4upto“Command-LineArguments”Completeexercises#9,10

Materials&PrepProjectorandcomputerwiththispage:http://www.legendarypokemon.net/javacalc.htmlWhiteboardandmarkersClassroomcopiesofWS4.4InstructorcopyofWS4.4Answer

The“worksheet”fortodayisa5-pageworkpacket,soifyourschoolhaslonglines/productiontimeforthecopymachine,planahead!

PacingGuide


285

http://www.legendarypokemon.net/javacalc.html


Section TotalTime


Studentactivity 25–30min

Studenttrade&check 5min

Wholegroupreview&papersubmission 15min

ProcedureHookyourclasstodaywiththeconceptofa“backwards”classstructure.Usingonlytheinformationgleanedfromlastnight’sreading(andperhapssomehelpfromafriend),studentsshouldworkthroughasmuchoftheworksheetastheycaninthetimeallotted(~30minutes).Finishtheclasswithwhole-classnotetakingonthetopicsthatwerechallenginginthesheet.


StudentActivity[25-30minutes]

HavestudentsstartworkingonWS4.4inpairsoralone.Useatimertohelpstudentspacethemselves.

StudentsTrade&Check[5minutes]

After25–30minutesgivestudentsafewminutestocheckeachothers’work.

WholeGroupReview&PaperSubmission

1. Asawholegroup,askstudentsforquestionstheyhadontheworksheet.Usetheanswerkeyincludedonthistoguideinstruction.

2. Collectworksheetsattheendofclass.

AccommodationandDifferentiationIfyouhavebeenusingParsonProblemsthroughouttheyear,yourstudentswillbefamiliarwiththeformatofQuestion8ontheworksheet.Forotherclasses,thismaybethefirsttimethey’vebeenaskedtorearrangeprovidedcode.Readthroughtheproblemoutloudwiththe


286

class,thenreadthroughthelinesofcodeinthebottomhalfofthequestion.Eachlineofcode(eventhelonebracket)canbeshuffledandre-arrangedtoprovidethecorrectcodesequence.

Studentsuccessinthislessonreliesheavilyonstudents’havingbeenabletoreadandcomprehendthepriornights’reading.InELLclassrooms,encouragestudentstoopentheirbooksandworkwiththetextinfrontofthem,andpairstudentsofdifferinglanguageabilities.

Ifyouknowyourstudents’readingabilitieswillnotallowforalessonlikethis,conductthelessonasawhole-group,teachingasegmentofthechapterandpausingtoletstudentsworkonaquestionbeforemovingforward.

Theworksheetmatchesupsequentiallywithsection7.3,soyoucanhavestudentsreadalongwithyourinthebookasyouworkthroughthesheet,and/oryoucanallowadvancedstudentstoworkontheirownasyouhelptherestofclass.

Therewillprobablybealotofvariationinhowlongittakesstudentstocompletetoday’sassignment.

Askstudentswhofinishearlytodesignahands-ondemonstrationthatusesthearraywhiteboards(andanyothermaterialsaroundtheroom)toexplaintheproperanswerstothequestionsontheworksheet.Iftheycomeupwithanycooldemos,usethemduringstudentreviewattheendoftheclass.

BereadywithaPokemonChallengeforthestudentsthatspeedthroughtheassignment:

POKEMONCHALLENGE

Thisjavabasedcalculator(http://www.legendarypokemon.net/javacalc.html)usesmedianIVs(initialvalues)andinputEVs(effortvalues)tocalculateaPokemon’sstatsonagivenlevel.

WriteamethodcalledmedianIVthatacceptsanarrayofintegerIVsasitsparameterandreturnsthemedianofthenumbersinthearray.

Themediannumberisthenumberthatappearsinthemiddleofthelistifyouarrangetheelementsinorder.Youcanassumethatthearrayisofoddsize(sothatoneelementisfoundinthemiddle),andthatthenumbersinthearrayarebetween0and99,inclusive.Forexample,themedianof[5,9,4,10,11]is9,andthemedianof[0,8,1,89,48,27,30]is27.

Hint:CheckouttheTallyprograminchapter7forsomeideasonwhatcodetouse.


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VideoCSE142,ArrayInitializer(3:26–5:43)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=acae034a-2b95-4eb3-b3f0-17a77a7b5ff3&start=206

CSE142,Passingarrayasparameter(5:44–9:05)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=acae034a-2b95-4eb3-b3f0-17a77a7b5ff3&start=344

CSE142,Arrays.toString()(21:19–25:27)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=acae034a-2b95-4eb3-b3f0-17a77a7b5ff3&start=1278

CSE142,Valuesvsreference(25:28–39:18)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=acae034a-2b95-4eb3-b3f0-17a77a7b5ff3&start=1528

CSE142,modifyingarraywhenpassedasparameter(39:19–43:41)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=acae034a-2b95-4eb3-b3f0-17a77a7b5ff3&start=2359

ForumdiscussionLesson4.04ReferenceSemantics(TEALSDiscourseaccountrequired)


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https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=acae034a-2b95-4eb3-b3f0-17a77a7b5ff3&start=206





http://forums.tealsk12.org/c/unit-4/4-04-reference-semantics

Lesson4.05—ShiftingValues&ArraysofObjects

Overview


ShiftelementswithinanarrayConstructarraysofobjects


CompletePractice-ItquestionsModelmemorymanipulationusingarraywhiteboards


ReadBJP7.4“NestedArrays”andBJP7.5“RectangularTwo-DimensionalArrays”Completeself-checkquestions#27-29andexercise#4

Materials&PrepProjectorandcomputerwiththispage:http://www.legendarypokemon.net/javacalc.htmlClassroomwhiteboard&markersArraywhiteboard&markersSmallgroupassignments&seatingarrangements(ifpossible)

Ifyourclassroomstructureallowsit,arrangearraywhiteboardsandmarkersatstationswherestudentscangatheraroundthemtomodeltheconceptsyouteachduringyourintro.Ideally,studentswillbestandinghuddledaroundthearrays,activelymovingandrearrangingitems.

PacingGuide


289


Section TotalTime


Introduction&small-grouppractice 20–25min

Practice-ItQuestions 25–30min

Error-checkingalgorithm(seebelow) 10min

ProcedureHookyourclasstodaybyhavingtheminsmallgroupswiththearraywhiteboardsduringyourIntroduction.Asyouwriteoutthecodesamplesonthewhiteboard,pauseatdifferentstagestomodelwhatishappeningtotheelementsstoredinmemory.Astheintroductionprogresses,askstudentstomodelthechangesforthewholeclass,withyouandtheothergroupsreplicatingtheirmanipulations.Thekeytothisintroductionistohavestudentsworkingthroughtheexamplesinphysicalspace,somakesurethatallgroupsareworkingalongwiththeirarraywhiteboards.


Introduction&Small-GroupPractice[10minutes]

1. IntroduceyourexamplearraycalledmetroCardRides(ordailyDrive,milesWalked,whateverrepresentsyourstudents’commutetoschool),andholdupanarrayofints:

2. Brieflyaskyourstudentstodirectyouinconstructingandinitializingthisarrayobject,thenaskstudentsforsomeideasastohowtomovethe5fromthefirstelementofthearraytothelastelement,sothatweendupwith[4][3][2][1][5].

Givestudentsaminutetotrymovingnumbersaroundtheirwhiteboards.Mostnumberscanbemovedbyshiftingdownthelinewithaforloop,butthefirstelementwillneedtoberemovedtoallow“space”fortheshift.

3. Askstudentshowtostorethatfirstelement(value5)intoalocalvariable,thenwritethatcodeonyourmainwhiteboard.

intfirst=metroCardRides[0];


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Redirectstudentstothetaskofshiftingtherestofyourvaluesonyourarray.Asaclass,discusswhatyouneedthecodetodo,thenaskthegroupstodraftsomecodeandtestthatcodeontheirarraybytracingthecodeandcheckingforerrors.

4. Thecorrectloopforthislooplookslikethis:

for(intj=0;j<metroCardRides.length–1;j++){

metroCardRides[j]=metroCardRides[j+1];

}

IfstudentsusemetroCardRides.lengthinsteadofmetroCardRides.length–1,walkthroughthelooponyourarraywhiteboard,demonstratingthatmetroCardRides.lengthcausesJavatorunofftheendoftheloopsincethereisnoelementatindex5.Alternatively,remindstudentsaboutzeroindexing,andseeiftheycatchtheirownmistake.

5. Askstudentstoremindyou(inpseudocode)whatallthestepsarethatareneededtosuccessfullyshiftthenumbersinthearray.

Modelonyourarraywhiteboardwhatstepshavealreadybeensuccessfullywritten,andaskstudentswhatislefttodonowthatyourarraylookslikethis:

Selectagrouptogiveyouthelaststepthatre-insertsthefirstelementatindex4,andasktheclasstofinishupthecompletemethod,soyourfinalmethodlookslikethis:

publicstaticvoidfirstToLast(int[]metroCardRides){

intfirst=metroCardRides[0];

for(intj=0;j<metroCardRides.length–1;j++){

metroCardRides[j]=metroCardRides[j+1];

}

metroCardRides[metroCardRides.length–1]=first;

}

6. Ifallstudentsunderstandthismethod,movethelastelementtothefirstposition,shiftingtheotherelementsonepositiontotheright.

Directstudentstostartworkingonthischallengebyre-settingtheirwhiteboardsandmodelingthedifferentstepsthatneedtooccur.


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Walkaroundtheroom,checkingthatstudentsareontherightpath.Studentsshouldrecognizethattheyneedtotemporarilystorethelastelementasavariablenowthatthey’reshiftingarrayelementsintheotherdirection.

7. Oncestudentshavewrittenthecodetheythinkiscorrect,havethemtracetheirowncodeandmanipulatethearraysintheirwhiteboard.

Encouragestudentstodivideupthistasksoonestudentreadsthecodeandanotherstudentmovestheelementsonthewhiteboard.Allmembersshouldbeengagedinerrorchecking.

8. Thecorrectfinalcodelookslikethis:

publicstaticvoidfirstToLastRight(int[]metroCardRides){

intlast=metroCardRides[metroCardRides.length–1];

for(intj=metroCardRides.length–1;j>=1;j--){

metroCardRides[j]=metroCardRides[j–1];

}

metroCardRides[0]=last;

}

9. Spotcheckstudentcodeforanoff-by-oneerror;startingtheloopat0asksJavatolookforavalueatindex-1,whichdoesn’texist.(Ifstudentsaremodelingtheircodeexecutionwiththearraywhiteboards,theyshouldcatchthis.)

Ifstudents“correct”thiserrorbystartingtheloopat1,askthemtomodelthecodeexecutionwiththeirarraywhiteboardsforyou.Theloopoverwritesthevalueatj–1withthevalueatj,sothearraywillstartfillinginwithall5sasthelooprepeatsitself:

Thesolutiontothisistricky!Itmightbeworthdiscussing/workingasaclassifgroupsaregettingstuckonthis.Theloopneedstoshiftvaluesrightbystartingattheleftandrunningbackwards.Seeifyoucangetstudentstobrainstormthissolutionbymanipulatingthevaluesontheirwhiteboardsfirst.


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Nowaddbackinthetemporarily-storedvalue1atindex0.

10. Collectthearraywhiteboards(orhavestudentssetthemaside)andbrieflyintroducearraysofobjects.

Thisisanoptionalextension.Sincewehaven’tstudiedobjectsyet,youmightwanttoleavethisoutifitistoofarbeyondyourstudents’zoneofproximateknowledge.

Arraysofobjectsstorereferencetoobjectsinsteadofaprimitivetypevalue.Drawingsomethinglikethismighthelpstudentcomprehension:


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Askstudentsleadingquestions,gettingthemtotellyouthatbecausethearrayandthearraycontentsarebothobjects,bothneedtobeconstructed.

Workthroughanexampletogetherasaclass;askstudentstohelpyouconstructanarrayofpoints.Yourcodeshouldlooksomethinglikethis:

Point[]points={

newPoint(3,7),

newPoint(4,5),

newPoint(8,2),

newPoint(7,5),

newPoint(2,8)

};

Practice-ItQuestions[25-30minutes]

1. Dependingonthemoodandfrustrationlevelsintheclass,youmaychoosetohavestudentsworkinpairs.

a.Ifstudentsarereallyhavingaroughtime,workthroughthefirstPractice-Itquestiontogetherasawholegroup.

b.Putsoft,soothing(butupbeat)musiconinthebackgroundtoencouragework


a.arrayCodeTracing3b.arrayCodeTracing4c.arrayMystery2d.arrayMystery3e.isPalindrome

3. HavestudentscompletePractice-ItExerciseappend.


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4. Ifmore25%ormoreoftheclassisstruggling,returntowholegroupwiththestipulationthatstudentswhounderstandthetaskmaycontinueworkingindependently.Otherwise,encouragepeertutoring,orusingthetextbookornotebooksforhelp.

Error-CheckingAlgorithm[10minutes]

Attheendofclass,iftimepermits,havestudentsdraftanalgorithmforerror-checking(seebelowfordetails).

AccommodationandDifferentiationIfyourclassneedsadditionalchallenges,makethearraysinyourexamplesabitmoresophisticated.Changethevaluesoradd“tricks”tothecode,andincludesomemistakesinyourdelivery(writtenorconceptual)toletthestudents“catch”you.Iftheydon’tcatchyou(andyou’reagoodactor),fumbleyourwayintorevealingthemistakeinlogicorcode,andletthemcatchyousoyoucanmodelapositiveattitudetowardserrorchecking.

Ifstudentsfinishthislessonearly,havethemdraftanalgorithmorchecklistthatwillhelpstudentschecktheirloopcodewhenshiftingvaluesinanarray(whatarecommonerrorstolookfor?).

Ifthechecklististhorough,brief,andcomplete,havestudentscreateahandoutorposterthatyoucanhanguporsharewiththeclass.

Toadjustforreading/comprehensionchallengesintheELLclassroom,considerhavingstudentsworkinsmallgroupswiththearraywhiteboardsinsteadofansweringquestionswithinPracticeIt.Giveeachgroup/studentaprintoutwiththequestions,andhavethemturnintheworksheetsattheendofclass.

VideoBJP7-3–1:Arrayshiftingalgorithmhttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c7-3-1

CSE142:Mysterycodewalkthrough(9:06–21:18)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=acae034a-2b95-4eb3-b3f0-17a77a7b5ff3&start=560

CSE142:Reversinganarray(43:42–49:30)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=acae034a-2b95-4eb3-b3f0-17a77a7b5ff3&start=2622


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http://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c7-3-1



CSE142:Absolutevaluesanarray(1:42–5:11)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=acae034a-2b95-4eb3-b3f0-17a77a7b5ff3&start=2622

ForumdiscussionLesson4.05ShiftingValues&ArraysofObjects(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-4/4-05-shifting-values-arrays-of-objects

Lesson4.06—NestedLoopAlgorithms&RectangularArrays

Overview


Correctlyadjustnestedloopheadersforusewitharrays.Correctlyconstructtwo-dimensionalarrays.


CompleteWS4.6


ReadBJP10.1upto“AddingtoandRemovingfromanArrayList”Completeself-checkproblems#1-6

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS4.6Arraywhiteboards

PacingGuide

Section TotalTime


Introduction/Reviewofobjects&stringprocessing ≈10min

RoundRobin ≈35min



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Iftheinstructiontakeslongerthanexpected,assigntheworksheettosmallgroupssostudentscanworktogethercollaboratively.Thisshouldallowyoutocompletethelessoninoneclassperiod.Alternatively,youcanassignstudentstofinishtheworksheetathomeforhomework,ormaketheworksheetshorter.

ProcedureThereareseveralwaysyoucanteachtoday’sclass.Youshouldfirstcheckinwithyourstudentstoseehowpreparedtheyarefortoday’slesson.Ifstudentsunderstoodmostofwhattheyreadforhomeworklastnight,youcanaskstudentsforspecificquestions,coveronlythosetopics,thenmoveontotheRound-Robinactivity.Ifyourclassismostlyconfused,youcanre-teachallofthecontent,workingthroughseveralexampleswithThinkPairSharesbeforebreakingintotheRoundRobinActivity.AnoptionalProgrammingChallengeisincludedattheendofthelessonifyourlessonfinishesearly.


Introduction/ReviewofObjects&StringProcessing[10minutes]

1. Twodimensionalarrayscomeinhandywhentrackingcertaintypesofdata;adjusttheexplanationsoit’srelevanttoyourstudents(agrocerystore,aStarbucks,afarmer’smarket).

Previously,wemighthaveusedanarraytokeeptrackofsandwichordersinlineatabodega:

Supposewehaveseveralworkersatthebodegamakingsandwiches,andwewanttokeeptrackoftheorderseachoneisworkingon.Wecouldusemultiplearrays,oranarrayofarrays.

Totraversemultidimensionalarrays,weneedanewtooltohelpusfillthem.

2. Demonstrateabasicnestedloopusedtoswitchnumbersinanarray.Beginbyusingthearraywhiteboardtodemonstratewhatyouwantthecodetodo:


298

Challengethestudentstocomeupwithpseudocode(oractualcode,ifthey’rereadyforit)thatprintsoutalloftheinversionsinthisarray.Aninversionisapairofnumbersinwhichthefirstnumberinthelistisgreaterthanthesecondnumber.Besuretoemphasizethatnoelementsarebeingmovedorshifted.Theoutputforthearrayabovewouldbe:

(4,3)

(4,2)

(4,1)

(3,2)

(3,1)

(2,1)

Anarray

wouldoutput:

(3,1)

(3,2)

(4,2)

3. Asyourstudentsareworkingonthisproblem,encouragethemtousethewhiteboardarraystoorganizetheirthoughtsandvisualizetheproblem.Theirpseudocodeshouldlooksomethinglikethis:

for(everypossiblefirstvalue){

for(everypossiblesecondvalue){

if(firstvalue>secondvalue){

print(first,second).

}

}

}

Asawholegroup,orinindividualgroups(dependingonfamiliaritywiththematerial),constructthefinalcode:


299

for(inti=0;i<data.length-1;i++){

for(intj=i+1;j<data.length;j++){

if(data[i]>data[j]){

System.out.println("("+data[i]+","+data[j]+")");

}

}

}

Asa“TrickyCodeCheatSheet”tip,youmightdiscussthegeneralreminderthatforaninversion,thesecondvaluehastoappearafterthefirstvalueinthelist.Thismeansthatyouonlywanttocomparevaluesthatcomeafterthefirstvalue,sotheinnerloopinitializesatj=i+1.

Ifstudentsaskwhytheouterloopendsatdata.length–1,havethemtracethecodeandpredictoutputusingtheirwhiteboards.Theyshouldnoticethatsinceonlypairsofnumbersarebeingcompared,thelastelementofthearraywillneverbeapossiblefirstvalue.

4. Askavolunteerstudenttohelpyoubuildaphysicalrepresentationofamultidimensionalarray(anarrayofarrays).Demonstratethecodeusedtocreatearraysofmultipledimensions,andhavestudentsgatherarraywhiteboardsfromaroundtheroomtoshowwhatthearrayswouldlooklikeinmemory:

double:onedoublevalue

double[]:a1dimensionalarrayofdoubles

double[][]:a2dimensionalarray(grid)ofdoubles

double[][][]:a3dimensionalarray(cube)ofdoubles


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Anarrayconstructedwiththecodebelowhas2rowsand3columns:

double[][]ages=newdouble[2][3];

Havestudentsindexthearrayforyou:

Youmightopttogivestudentsthisgeneralformulaforthesyntaxofdeclaringandconstructingamultidimensionalarray:

5. Runthroughsomeexampleswithyourstudents:

Toaccessthe1 elementofthe2 row:ages[1][0]

Toaccessallelementsofthe1 row:ages[0]

Toaccessallelementsofthe2 row:ages[1]

6. Multidimensionalarrayscanalsobepassedasparameters.Havestudentstracetheflowofcontrolandpredicttheoutputofthecodebelow:

publicstaticvoidprint(double[][]grid){

for(inti=0;i<grid.length;i++){

for(intj=0;j<grid[i].length;j++){

System.out.print(grid[i][j]+"");

}


}

}

Askstudentswhyyoureferencedgrid.lengthintheouterloop(thenumberofrows),andwhatgrid[i].lengthrefersto(thenumberofcolumns).

Asafinaltip,letstudentsknowthatformultidimensionalarrays,Arrays.toStringwon’tworkcorrectly,andtheyshoulduseArrays.deepToStringinstead.

RoundRobin[45minutes]

1. Round-robinisadrillinganderror-checkingexerciseusedwithworksheets.Atminimum,thereshouldbe1questionforeachstudent(e.g.aclassof15studentswouldneedaworksheetwith15ormorequestions).Studentswritetheirnameonthe

st nd

st

nd


301

worksheet,completethefirstproblem,thenpassthepapertothestudentontheright(orwhateverdirectionyouchoose).Thenextstudentfirstchecksthepreviousanswer,correctingitifneedbe,thencompletesthesecondquestion.Eachstudentthenpassesonthepaperagain.Bytheendoftheexercise,eachstudenthascheckedandcompletedeachquestionontheworksheet.


3. Youshouldtimeeachquestion/checkinginterval,andcall“TIME!”whenitistimeforstudentstopassalongpapers.

a.Questions1–4shouldtake≈1minuteeach.b.Questions5–9shouldtake≈2minuteseach.c.Questions10–12shouldtake≈3minuteseach.d.Questions13–14shouldtake≈4minuteseach.e.Questions15–16[Bonus]shouldtake≈5minuteseach.

Adjustthetimingonthesequestionsasneeded,buttrytokeepabriskpace.Partoftheengagementfactoristhesenseofurgency.


Iftimeallows,randomlyselecttheworksheetandannouncetheclassgradewithabitoffanfare,congratulatingtheclassonajobwelldone.Ifthereareanyincorrectanswers,usethetimeattheendofclasstoreviewthecorrectsolutionsortakequestions.


Duetothebriskpaceoftheround-robinrotation,thereshouldn’tbetoomuchdowntimeforanyonestudent.Ifyourstudentsarefinishingfasterthanthetimeintervalsindicated,reducetheamountoftimeallottedtomaintainasenseofurgency/keepstudentsontask.Iffinishedearly,offeraProgrammingChallengewhileyougradethesampleworksheet.


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CommonMistakesTwodimensionalarrayscommonmistakes:http://interactivepython.org/runestone/static/JavaReview/Array2dBasics/a2dMistakes.html

VideosBJP7-3-2,TallyingwithanArrayhttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c7-3-2

ForumdiscussionLesson4.06NestedLoopAlgorithms&RectangularArrays(TEALSDiscourseaccountrequired)


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http://interactivepython.org/runestone/static/JavaReview/Array2dBasics/a2dMistakes.html

http://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c7-3-2

http://forums.tealsk12.org/c/unit-4/4-06-nested-loop-algorithms-rectangular-arrays

Lesson4.07—ArrayList

Overview


ConstructcodeusingArrayList.Predicttheoutputofmethodsthattakearraysasparametersand/orreturnarrays.




OutlineChapter7andBJP10.1“ArrayList”Completeself-checkquestions#3-6andexercise#3

Materials&PrepProjectorandcomputer(optional)WhitepaperandmarkersClassroomcopiesofPoster4.7Rulesforgrudgeball(seewebsitefordetails:http://toengagethemall.blogspot.com/2013/02/grudgeball-review-game-where-kids-attack.html)Teamassignmentsthatdivideyourclassinto5or6teamsNerfhoop&ball(orwastepaperandtrashcan)Taped2-and3-pointlines

BrieflyreviewtherulesofGrudgeballifyouhaveforgottenthem.Ifyouhaveremovedyour2and3pointlinesfromlasttimeyouplayed,testoutyour2and3pointlinesbeforeclassbegins.

PacingGuide


304



Section TotalTime



Grudgeball 35min

ProcedureTohookyourclassfortoday’smaterial,andifspaceandwhiteboardsetupallow,setupthegrudgeball“court”andscoreboardbeforeclassbegins.Remindstudentsthatlecturecontentwillbetestedduringthegame.


Introductionandnote-taking[10minutes]

1. Askstudentstonamesomelimitationsofarrays:shiftingvaluesisanordeal,addingelementsrequiresforminganew,largerarrayandcopyingvaluesover,deletingelementsleavesempty,unusedindexes.

2. IntroducethemoreflexibleArrayList(besuretoremindstudentsthattheyneedtoimportjava.util.ArrayList):

Usesarraystostorevalues(fastrandomaccess)

TheArrayListclasscontainsmethodstomakeadd,remove,andshiftvalueseasily.

ArrayListtakesatypeparametertodeterminewhatkindofvaluesitwilluseaselements:

ArrayList<String>storesalistofStrings.ArrayList<Point>storesalistofPoints.

Ifyouforgettopassaparameterwiththetypeyouwantthearraytocontain,thecodewon’texecute.

3. ConstructanArrayListofStringstodemonstratesyntax:

ArrayList<String>spongebob=newArrayList<String>();

Eventhoughthenotationlooksabitdifferent,thesyntaxisfairlysimilartowhatwe’veusedinthepast.ArrayList<type>ishowweindicatethetype—justlikeyou’duseintwhendeclaringaonedimensionalortwodimensionalarray.



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ThisisthenameofyourArrayList.Itcanbeanynon-keywordthatyouwanttouse.


Askstudentsiftheycantellyouwhatthenewkeywordisfor(weusethenewkeywordwhenconstructinganobject).


Wheneveryouseeemptyparentheses,itmeansthatyou’renotusingparameters.

4. UsingPoster4.7,reviewsomeofthemethodsyoucanusetomanipulateArrayLists.AddsomespongebobelementstoyourArrayList:

spongebob.add("PatrickStar");

spongebob.add("SquidwardTentacles");

spongebob.add("Mr.Krabs");

spongebob.add("Pikachu");

spongebob.add("SandyCheeks");

AskstudentsforsuggestionsonhowtoprintoutthisArrayList,andaskthemtopredicttheoutput:

System.out.println("SomeofthecharactersonSpongebobare"+spongebob);

StudentswillprobablynoticethatPikachuisnotacharacterintheSpongebobcartoon;askthemtorefertoPoster4.7tosuggestsomecodetoremovePikachufromthelist:

spongebob.remove(3);//Pikachuisstoredatindex3

Nowaskstudentstoaddanothercharacterfromtheshowtothemiddleofthelist,atindex3:

spongebob.add(3,"Plankton");

Thefirstparameter3indicatesthetargetlocation,andthesecondparameter"Plankton"indicatestheStringtobestoredthere.

["PatrickStar","SquidwardTentacles","Mr.Krabs","SandyCheeks"]

becomes


306

["PatrickStar","SquidwardTentacles","Mr.Krabs","Plankton"]

5. BrieflyreviewafewotherusefulArrayListmethods.Studentswillhaveanopportunitytopractice(andyouwillhaveanopportunitytoreteachifneeded)duringGrudgeball,sothiscanbeaquickoverview:

ARRAYLISTMETHODSOVERVIEW

TogetanelementfromtheArrayListandprintit

System.out.println(spongebob.get(3));

TogetthenumberofelementsintheArrayListandprintit

System.out.println(spongebob.size());

ToaddalltheelementsintheArrayList

intsum=0;

for(int=0;i<spongebob.size();i++){

Strings=spongebob.get(i);

sum+=s.length();

}

System.out.println("Totaloflengths="+sum);

Havestudentsjustifyyourcodechoices,andaskastudent(orstudents)totracethecodeandnarratethestepsfortheclass.

Toreplaceanarrayelement(noshifting)

spongebob.set(3,"Plankton");

ThiswouldreplacePikachuwithPlanktondirectly,withoutrequiringtheshiftingofthearray.

Toclearanarray

spongebob.clear();


307

Thisremovesallelementsfromthelistandleavesnullvaluesateachindex(it’sanemptyarraynow).

Grudgeball[35minutes]




a.Ifaclassgetstheanswerwrong,BRIEFLYpausethegametohavestudentsoffercorrectionsbeforemovingtothenextteam’squestion.

b.Ifcorrectionseemstobedraggingon,jumpinandquicklyre-teachusingtheincorrectanswerasyourexample.Itisimportanttokeepthepacegoingtomaintainstudentinterestinthegame!


GRUDGEBALLPROBLEMSANDANSWERS

UseatypeparametertodeclareanArrayListthat:

a.StoresalistofStrings→ArrayList<String>b.Storesalistofintegers→ArrayList<Integer>(Wrapperclass)c.StoresalistofPoints→ArrayList<Point>d.Storesalistofdoubles→ArrayList<Double>(Wrapperclass)e.Storesalistofsoccerteams→ArrayList<String>f.Storesalistoftemperatures→ArrayList<Double>(Wrapperclass)

ConstructanArrayList:

g.Calledzthatstoresalistofints→ArrayList<int>z=newArrayList<Integer>();

h.CalledlistthatstoresalistofStrings→ArrayList<String>list=newArrayList<String>();

i.CalledjosethatstoresalistofPoints→ArrayList<Point>jose=newArrayList<Point>();


308

j.CalledpokemonthatstoresalistofPokémon→ArrayList<String>pokemon=newArrayList<String>();

k.CalledmetroCardthatstoresthenumberofmetrocardrideseachstudenthasleftontheircardtoday→ArrayList<Integer>metroCard=newArrayList<Integer>();

AccommodationandDifferentiationInELLclassrooms,readthequestionsaloudinadditiontoshowingthequestionontheboardorprojector.Considerdistributingaworksheetwiththequestionsonitsostudentscanwritedownanswersduringthegame.

CommonMistakesArraysListcommonmistakes:http://interactivepython.org/runestone/static/JavaReview/ListBasics/listMistakes.html

MisconceptionsJavauses3differentsyntaxforgettinglengthswhichisasourceofstudentconfusion:

String.length()

array.length

ArrayList.size()

VideosBJP10–1,RemovingfromanArrayLiasthttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c10-1

BJP10–2,AddingtoanArrayListofIntegershttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c10-2

CSE142,ArrayList(6:40–25:29)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=efa0eeba-81bc-497c-a1ae-46cda247c563&start=400


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http://interactivepython.org/runestone/static/JavaReview/ListBasics/listMistakes.html



https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=efa0eeba-81bc-497c-a1ae-46cda247c563&start=400

CSE142,WrapperClass(41:53–44:54)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=efa0eeba-81bc-497c-a1ae-46cda247c563&start=2510

ForumdiscussionLesson4.07ArrayList(TEALSDiscourseaccountrequired)


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https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=efa0eeba-81bc-497c-a1ae-46cda247c563&start=2510

http://forums.tealsk12.org/c/unit-4/4-07-arraylist


Overview






ReviewmaterialsfortheMagpielabby:ReviewingallthebluepagesattheendofChapter7andChapter10(onlythematerialforsection10.1ofChapter10)

Submit5questionsforreviewinclasstomorrowusingelectronicsurveyUpdateallsummariesinnotebookfortheupcomingnotebookcheck


Thehomeworktonightasksstudentstosubmit5questionsforreview.Createanelectronicsurveyforstudentstocompletewith6textfields,oneforname,and5forquestionstheyhaveaboutCh.7andCh.10.1content.Setadeadlinebywhichtimestudentsmusthavesubmitted5questionsfromthechaptersthattheywouldliketoseereviewedaftercompletionoftheMagpielab.Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

YoushouldscorehomeworkfromLP4.7whilestudentsareworkingsoyoucanturnbackthoseassignmentsduringthisclassperiod.


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PacingGuide

Section TotalTime



Studentwork 35min


ProcedureTodaywecontinuereinforcingconceptsandapplyingthetools,procedures,andcodethatwereintroducedlastweek.Studentswillhavetheopportunitytocorrectanyincorrecthomeworkorclassworkassignments.Ifstudentsdidnothavetimetofinishthehomeworkfromyesterday,youmayallowthemtimetoworkonthattoday.



1. Returnstudenthomeworkpackets,orhavestudentsplacetheirreturnedhomeworkinapileontheirdesk.


a.Bynowstudentsshouldbeusedtorelyingontheirerrorchecklist/algorithm.




Ifstudentshavenotfinishedhomeworkassignments,allowthemtimetodaytocompletetheseassignmentstoturninforpartialcredit.



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AccommodationandDifferentiationInELLclassrooms,pairstudentsandallowthemtoworktogethertocorrecttheirwork.

Forthosestudentswhohavenothingtocorrect(orfinishveryearly),rewardthemwithsilentfreetime,orallowthemtoworkonafree-choiceprogrammingproject.



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Lesson4.09—MagpieLab

Overview


Completealong-formlab,usingifstatements,algorithms,theStingclass,arrays,andArrayLists.


CompleteCollegeBoard’sAPCSAMagpieChatbotLabAnswerassessmentquestionsonthefourthclassexam


CompletehomeworkassignmentsasoutlinedinthePacingGuidebelow

Materials&PrepProjectorandcomputerMagpieChatbotLabTeacher’sGuideClassroomcopiesoftheMagpieChatbotLabStudentGuideAssociatedMagpieChatbotFiles

ReadthroughtheTeacherandStudentguidesaheadoftimetofamiliarizeyourselfwiththepartsofthislong-formlab.Usingtheguides,completethelabonyourowntospotpossiblechallengesforyourstudents.Uploadallstudentfilesontoeachcomputerdesktopforstudentaccess.

PacingGuide:Day1


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Section TotalTime

StudentActivity1&2 Fullclass-students

Notebookchecks Fullclass-teacher

Homework:ReadCh.6intheBarronReviewBook TONIGHT

PacingGuide:Day2

Section TotalTime

StudentActivity2,continued Fullclass-students

Notebookchecks Fullclass-teacher

Homework:Completepracticequestions#1-18inBarron TONIGHT

PacingGuide:Day3

Section TotalTime

StudentActivity3 Fullclass-students

Notebookchecks(ifnotcompleted) Fullclass-teacher

Homework:Completepracticequestions#19-37inBarron TONIGHT

PacingGuide:Day4

Section TotalTime


Notebookchecks(ifnotcompleted) Fullclass-teacher

Homework:CheckandcorrectanswersinBarron TONIGHT

PacingGuide:Day5


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Section TotalTime


Checkforstudentreviewquestions Fullclass-teacher

Homework:CheckBarronReviewBookforhighlighting,notetaking,andpracticetestcompletion/correction

TONIGHT

ProcedureAllguides,samplecode,answercode,andexamplecodemaybefoundinthefolder“Milestone1—MagpieChatbotLab.”AssessmentquestionsincludedontheTeacher’sguidehavebeenmovedtotheUnit4exam.

AboutBarron’s

Barron’sisanAPCSAreviewbookthatsomeschoolsprovidestudents.Ifyourschooldoesn’tprovideBarron’stherearemanyalternativehomeworkassignmentsthatcanbefoundatcodingbat.com/javaorpractice-it.

Alternatively,youcansavetimespentonthelabbycheckingactivitiesashomework.

GeneralProjectNotes

Tohelpstudentsstartthelabsmoothly,startActivity2asawholegroup.OpenEclipseandguidestudentsthroughopeningtheMagpieandMagpieRunnerfiles.

EncouragestudentstousetheirTrickyCodeCheatSheets,4CommandmentsofScope,notebooks,textbooks,classroomposters,andhomeworkassignments.

Offeroccasionaltime-checkstohelpkeepstudentsonpace.

Gradenotebooksandreviewbooksinbetweenhelpingstudentssostudentscankeepnotebooksforhomeworkandstudyingintheevenings.

AccommodationandDifferentiationInELLclassrooms,readalldirectionsaloudbeforebreakingintoindividualpractice,andallowuptotwicetheamountoftimeforcompletionofthelab.Asneeded,allowstudentstopairuptohelpeachotherwithreadingcomprehension(butremindstudentsthattheyeach


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mustsubmittheirowncode).Eachdaythatyoubeginthelab,startwithaquicksurveyofstudentconcernsandquestions.

Differentiationofthelabassignmentcanbefoundonpage14oftheTeacher’sguide.

ForumdiscussionLesson4.09MagpieLab(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-4/4-0901-0905-magpie-lab

Lesson4.10—Review

Overview






Studyfortomorrow’stestusingtargetedreviewlist


Oncestudentshavesubmittedtheirreviewrequests,assemblethosetopicsintocategoriesandpreparetore-teachthetopicsasneeded.Ifyouarecrunchedfortime,holdthereviewsessionduringthesecondhalfofDay5oftheMagpieChatbotLab.

PacingGuide

Section TotalTime


Reviewofstudentquestions 30min

Sampletestreview 15min


Lesson4.10:Review

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Procedure


ReviewofStudentQuestions[30minutes]


2. Beginwithareviewofstudent-submittedquestionsbeforereviewingthepracticequestions.

SampleTestReview[15minutes]

1. BeginreviewwithpracticetestWS4.10.HavestudentsworkthroughsectionIquestions,thenreviewtheanswersasaclass.

2. GivestudentstimetocompletesectionIIquestions,thenreviewtheanswersasaclass.

3. Finally,workthroughthevariousreviewtopics,prioritizingquestionsthatpoppedupthemost.

Somequestionsyoumayaddresswhileworkingthroughthesampletest.

Bereadyforadditionalquestionstopopupasyougo.Saveyourselftheworkanduseoldhomeworkquestionsandstudent-generatedtestquestionsasexamplestoworkthrough.


5. Afteryou’vecompletedreviewinganidea,remindtheclassthattheyshouldwritedownthattopiciftheyfeeltheystillhavetoreviewittonight.




Lesson4.10:Review

319


Lesson4.10:Review

320


Overview









PacingGuide

Section TotalTime






321







2. Onceyoufeelthatadialoguehasbeenestablished,validatestudents’feelings,thenchallengethem(e.g.APcoursesarestressful,butthisisgoodpracticeforcollege,wherethepaceisfasterandprofessorsdon’tgivepersonalizedinstruction).









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AccommodationandDifferentiationEncourageadvancedstudentstotakeonadditionalprogrammingchallenges.OneeasywaytodothisistoassignProgrammingProjectsfromthebluepagesattheendofeachChapter.

Ifyouhaveafewstudentsthatarestrugglingwiththeclass,choosethesestudentstocreateyourclassroompostersafterschoolorforextracredit.



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Lesson5.01—ObjectOrientedProgramming

Overview


Describetherelationshipbetweenclasses,objects,andclientcode.Predicttheoutputofthecodethatusesobjects.




ReadBJP8.2upto“MutatorsandAccessors”

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS5.1.1Classroomcopiesofthetextbook(orjustsection8.1)Bookmarksonstudentcomputers(oremailedlinks)toBulbapedia

IfyoudecidetoemailorlinktothePokemonwikipage,thecompleteaddressis:http://bulbapedia.bulbagarden.net/wiki/Main_Page.Studentscanalsoeasilysearchforthepagebytypingin“bulbapedia”or“pokemonwiki.”

PacingGuide


324


http://bulbapedia.bulbagarden.net/wiki/Main_Page

Section TotalTime


Introduction:Discussion 10–30min

Introduction:SyntaxNotes 10–20min

Activity1:Practice-It 15min

Activity2:Researchingforacustomclass 15min

ReadthroughalloftheInstructor’snotesbeforeyouplanthislesson.Insomeclassrooms,itmightbebestifyouextendthisintoatwo-daylesson.Itisworthittospendplentyoftimediscussingconceptsofdesignanddebatingchoicestodrivehometheideathatobjectandclassconstructionarecompletelycustomizable.Ifyouareexpandingthislessonplantoatwo-daylesson,usegraphicorganizerWS5.1tohelpstudentsorganizetheirthoughtsfromtheclassdiscussionduringDay1.AsuggestedstoppingpointforDay1syntax/notesisindicatedbyadottedline.

OnDay2,startwiththesyntaxnotesbelowthedottedline,theninvitestudentstocompleteActivity1and2.

ProcedureIfyouhavetheoptiontorearrangeseating,setupstudentseatsinacircleforclassdiscussion.Asstudentsfilterin,startsmalldiscussionswiththefollowingtalkingpoints:Towritepersonalizedprogramsthathandlereal-lifedata,they’llneedtoknowhowtodesignandcreatetheirownmodelsofreal-lifeevents,phenomena,orprocesses.Ratherthanlearningnewstructuralcode,they’regoingtostartfocusingonmakingdesigndecisions.

Upuntilnowwehaveusedpre-madeobjectsandclassesthataregiventousbyimportingjavaclasses(bonuspointsifstudentscannamesomeexamples).Movingforward,they’llbeusingcustomizedclassesthatthey’vebuiltthemselves.


Introduction:Discussion[10-30minutes]

1. Givestudentspermissiontoputdowntheirpencilstoparticipateinadiscussion(youcanreviewimportantdefinitionsaspartofarecapbeforeclasspractice).It’simportanttogetstudentsusedtocritiquinganddebatingdesigndecisionsbeforegettingintothenuts-and-boltsofobjects.


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Whatdowemeanby“modelsofreal-lifeevents,phenomena,orprocesses?”Inprogramming,objectsaremodelsofsomethingelse:

Theobjectforecastisamodelofafutureweatherevent.Theobjectstudent1isamodelofanactualstudentthatgoestothisschool.TheobjectmyDogisamodelofyourpetdog.

Whatdowemeanbymaking“designdecisions?”Tomodelaforecast,student,ordog,youneedtomakecertaindecisionsaboutwhatdataandactionsareimportanttoyourmodel.Askstudentstooffersomedesigndecisionsforaforecastobject:

i. Whattypesofdataareimportantforalocalforecast?

ii. WhatsortsofdatamightbeimportantforastudentwritingtheforecastobjectinAlaska?Arizona?Oklahoma?

iii. Whatbehavior(methods)mightwewantourforecastobjecttohave?

Discussionpointstobringup/guidestudentsto:

Ifyou’reinterestedinforecastingatornado,youmightchoosetomodeltheweatherwithfinergranularitythanyoumightoptforifpredictingrainfallorcloudcover.

Differentmodelcomponentswillbeappropriateindifferentsituations.

DoesaforecastwrittenbyastudentinArizonaneedthesameinputsandmethodsasaforecastinOklahoma?Whatmightbedifferent?Thesame?

2. Workthroughanotherdesigndiscussionaboutthestudent1ormyDogobject.Howmightyoudesignthestudent1objectinamusicschool?Amartialartsschool?Ahighschoolorcollege?Whatbehaviors(methods)anddata(states)mighttheyhaveincommon?Whichwouldbedifferent?(Boththemusicschoolandmartialartsschoolmightincludefieldsforbillinginformation,butonlythemartialartsschoolwouldhavefieldswithemergencymedicalinformation.)

Ifstudentsaresuggestingoverly-complexmodelsofstudent1ormyDog,useitasanopportunitytodiscusscomplexity.Isitalwaysagoodideatoaddstatesandbehaviors(dataandmethods)?Whenisitappropriatetomakeamodelmorecomplex?Whendoyouwanttokeepitsimple?

Theruleofthumbistoonlyincludethecomplexityyouneed.Ifthislanguageworksforyourclass,tellthemtoalwaysdesignaroundprinciplesofcompleteness,robustness,andsimplicity.

Completeness:DoesthismodeldoeverythingIneedittodo?DoesitcontainallthedataIneedittocontain?


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Robustness:IsthismodelsufficientlyflexibleforeverythingIneedittodo?CanIuseitindifferentcontexts(thisisn’timportantinthisunit,butwillbecomeimportantlater.)

Simplicity:Canmymodelbesimpler?Extracomplexitycanleadtocodingmistakesorerrorsdowntheroad.Iwantmycodetobeeasyforotherprogrammerstoread/interpret.

Introduction:SyntaxNotes[10-20minutes]

1. DistributegraphicorganizersWS5.1tothestudentsthatneedextrastructurefortheirnotes.Startbyshowingstudentsthedifferencebetweenaprogramthatisasetofactions(commands),andaprogramthatcontainsdataandbehavior(dataandmethods).

Thisobjectdigitsisa(verysimple,andsomewhatboring)modelofacollectionofintegers.Thismodelcontainsstate(data)andactions(methods):

int[]digits={1,2,3,4,5,6,7,8,9,10};//Thedataisstoredinthe

array.

System.out.println(Arrays.toString(digits));//Themethoddictatesactions

//tobedonewiththedata.

Dependingonyourclass’cultureandlevelofunderstanding,youmightconsiderabriefside-discussiononotherwayswecouldgettheprogramtoprintoutthearray.Askforstudentstovolunteersomeothercode,andaskstudentstoargue/debatewhetheritiseasiertowritethecodefromscratchoraskthearraytoformatitself(asabove).

2. AnobjectisacombinationofdataANDmethods.Thebookreferstotheseasstate(content,ordata)andbehavior(methods,orwhatistobedonewiththedata).

Thebehaviorcanmodifyorreportthedatacontainedbytheobject.

Thebookreferstothedataasthe“state”oftheobject

Askstudentstodescribehowweusetheword“state”indailylife,andaskthemtocomparetohowyouuse“state”incomputerscience.

Askstudentstoexplainhowtheword“behavior”appliestoanobject.

Bycontrast,thisisaprogramthatisnotanobject/model:


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while(guess!=number){

System.out.println("Incorrect.");

System.out.println("Yourguess?");

guess=console.nextInt();

numGuesses++;

}

Askstudentswhythisisn’tanobject/modelofsomething.(Thisprogramonlycontainsactions,nobehavior.)

3. Thecodethatusestheobjectsiscalledclientcode.You’dnevercreateamodelofsomething(createanobject)ifyouweren’tgoingtouseitwithotherprograms(clientcode).

Topullfromourearlierexample,whatsortofprogram/clientcodemightmakeuseofstudent1?(Anattendanceprogram,agraderecordsprogram)

Whatprogram(clientcode)mightneedtoaccessthedataandmethods(stateandbehavior)storedinthemyDogobject?(Aveterinarian’sdigitalmedicalcharts,adogshow’sregistrationprogram)

4. Usingwhicheverexampleismostengagingtoyourstudents,havethemwrite3objectswithpropersyntaxasaThink-Pair-Share.Beforeyoulisttheobjects,haveabriefdesignconversationasawholegroup,sostudentscandecidewhatdataandmethodsshouldbeincludedineachobject.Somesuggestedobjects:

myDog,teachersDog,sistersDogstudent1,student2,student3forecastNY,forecastAZ,forecastOK

Askstudentsiftheywrotethesamecodeoverandoveragain,howlongittookthem,iftheycanthinkofanotherwaytomakethetaskeasier(someofthemmighthavereadaboutclassesthenightbefore).

5. Aclassisablueprint(oroutline)thattellsJavahowtomakeaparticularsetofobjects.WecouldsaveourselvesalotoftimebywritingaclassStudent,whichwillmakesurethateverystudentobjecthas<whateverfieldsyourstudentsdecidedstudentshouldhave>.

Eachobjectiscalledaninstanceofthatclass.

TheobjectmyDogisaninstanceoftheDogclass.SoistheobjectteachersDogandsistersDog.WhatisanotherinstanceoftheDogclass?(Anyindividualdogiscorrect—categoriesofdog,suchasseeingEyeDogarenotobjects,butprobablyclassesinahierarchy—moreonthatlater!)

AskstudentstogiveinstancesoftheStudentandForecastclasses.


328

Finally,askforstudentstoprovideexamplesoftheirownclassesandinstances.Someexamples:

Class:ClassroomChairInstances:Student1’sSeat,Student2’sseat,etc.

Class:PensInstances:Mypen,yourpen,thepenonthedesk

Ifyouusetheseexamples,walkaroundtheclassroom,physicallytouchingorpickinguptheinstancesofeachclass.

Asyouworkthroughtheseexamples,becarefulnottogenerateanexamplethatillustratesasuperclasswithclasses.Thiswillbecomingupinthenextunit,soit’simportantnottoconfusestudents.

Ifastudentgivesanexamplethatisoverlygeneral,youcanredirectthemtowardsamorespecificexample:

IncorrectStudentExample:Class=Car,Instances=Jetta,Prius,ModelTCorrection:Class=Car,Instances=myCar,yourCar,thatCarOverThere

Aclasscontainsseveralkeycomponents:

Fields—whichoutlinewhatdata(state)theobjectwillhold

Methods—whichdeterminethebehaviorofeachobject

Constructors—codethatinitializeseachobjectasitsbeingconstructedwiththenewkeyword

Aclassusesencapsulationtoprotecttheobject’sdatafromoutsideaccess(bytheclientcode).Youdothisbymakingeachfieldprivate.

Ifyouneedadditionalexamples,workthroughthebookexampleofthePointClass,drivinghometheideathataclasscancontainwhatevertheywant/need.Ifyourstudentsareeasilygraspingtheseconcepts,havethestudentshelpyoucreateaboutique/bespokeclassPokémon.Theideahereistogivethemadesignproblemthattheycanworkthrough,makingchoicesaboutcontentandbehaviorthatresultinamodelofthePokémongame.

Activity1:Practice-It[15minutes]

1. Studentswillbeworkingingroupsformuchoftheweek,sohavethemworkindependentlytoday.Ifstudentsarereallyhavingaroughtime,workthroughthefirstPractice-Itquestiontogetherasawholegroup.


329

2. HavestudentsreadthroughthePointClassexamplebeforemovingontothePracticeItquestions.

3. HavestudentslogintoPracticeIttocompletethefollowingself-checkquestions:

a.whatIsOOPb.whatIsAnObjectc.StringObjectd.ReferenceMystery3e.CalculatorObject


Activity2:ResearchingForaCustomClass[5minutes]

1. AskstudentstotakeafewminutestoresearchthePokémongameinearnest.AnongoingdesignchallengewillbeforthemtoconstructamodelofthePokémongamethatresemblestheonetheyplayathome.Iftheyarealreadyfamiliarwiththegame,theyshouldvisitBulbapediatolearnhowsomeofthestatsarecalculated.Iftheyarenotfamiliarwiththegame,theyshouldwatchgameexamplesonYouTube,readtherulesandstepsonNintendo’swebsite,ornavigatethroughtheintropagesonBulbapedia.Thiscanbeextendedasahomeworkassignment.

Ifyourstudentshavetroublereading,directthemtothefollowingwebpagesinsteadofhavingthemsearchattheirowndiscretion:

i. http://www.pokemon.com/us/parents-guide/(Basicoverviewofthegame)

ii. https://youtu.be/DlEbXH8eUTk?t=1m26s(thisisa30minuteYouTubevideoofgameplay—studentsshouldeitherwatchitathomeoronlywatchthefirst5-10minutesinclass)

iii. http://www.pokemon.com/us/pokedex/(typesofPokemon)

iv. http://tinyurl.com/no4mzic(Pokemonwithstats)

v. http://en.wikipedia.org/wiki/Gameplay_of_Pokémon(Wikipediaentry)

2. Asstudentsresearch,havethemjotdownideasforwhattypeofdataandbehaviorstheywouldwanttoincludeinaPokémonclass.Whatdesignfeaturesdotheyfeelaremostimportanttotheirmodel?Encouragestudentstojustifytheiranswerstoeachother,you,andtheclassatlarge.


330

http://www.pokemon.com/us/parents-guide/

https://youtu.be/DlEbXH8eUTk?t=1m26s

http://www.pokemon.com/us/pokedex/

http://tinyurl.com/no4mzic

http://en.wikipedia.org/wiki/Gameplay_of_Pok%C3%A9mon

3. Ifstudentsshowinterest,letthemreadaheadinthetextbooktofigureoutexactlywhatfields,methods,andconstructorstheymightuseinthenextclass.Askstudentstoreflectontheircurrentmodelandthinkofwaystheycouldimprove/changeit.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,invitethemtocreateamindmapoftheconceptsintroducedtodayusingkeyvocabularywords.Ifthemindmapisthorough,givethestudentmaterialstoturnthemapintoalarge-formatposterfortheclassroom.

Forstudentsstrugglingwiththevocabulary,askthemtobringinphysicalobjectsthatcanallbeclassifiedasthesametype.(Perhapstheybringindrinkbottles,ortypesofsnacks,ordifferentwritingimplements.)Usingthoseobjects,youshouldhavethemcreateanin-classdisplaythatmodelstherelationshipbetweenclassesandinstancesoftheclass.Havestudentslabelthephysicalobjectswith:

ClassnameObjectInstanceof[nameofclass]Samplecodeorpseudocode(onindexcardsorpiecesofpaper)for:

FieldsConstructorsMethods

Ifstudentsneedadditionalanchoringforthe“object”concept,askthemiftheycanguesswhatobjectthey’veworkedwithbefore.(Stringobjects,Scannerobjects,etc.)Haveabriefdiscussionwhereyou:

AskstudentstoprovideexamplesofdatastoredinStringobjects(Dataincludesthecharactersandtheirlocations,informationaboutthelengthofthestring.)

Askstudenttoprovideexamplesofbehavior(methods)associatedwithStrings.(Methodsincludeanythingusedinthe.dotnotation,suchass.length().)

Ifyouneedadditionaldiscussion,askstudentstodiscussthebehaviorandstateofarrayobjects.

TeacherPriorCSKnowledgeUptothispoint,studentshavebeenconsumersofobjects.TheyhaveusedtheString,Scanner,andArrayListclasses.Aswemoveintoobjectorientedprogrammingconcepts,studentswillbeabletocreateclassesandobjects.Thisislikebeingabletoreadalanguage


331

tobeingabletowritealanguage.Bothrequiresomeknowledgeandskillinadditiontolotsofpractice.Theknowledgeandskillarerelatedforreadingandwriting,butnotnecessarilythesame.

MisconceptionsStudentsthinkclassisacollectionofobjects,ratherthanatemplateforcreatingobjects.

VideosBJP8-1,DefiningaClasshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c8-1

CSE142,IntroObjectOrientedProgramming(11:26–19:53)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2071ef1c-2912-4b41-8052-d327180ea215&start=686

CSE142,ClassvsObject(26:36–31:43)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2071ef1c-2912-4b41-8052-d327180ea215&start=686

ForumdiscussionLesson5.01ObjectOrientedProgramming(TEALSDiscourseaccountrequired)


332


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2071ef1c-2912-4b41-8052-d327180ea215&start=686


http://forums.tealsk12.org/c/unit-5/5-01-object-oriented-programming

Lesson5.02—ObjectState&Behavior

Overview


Describeclasses,objects,andclientcode.Predicttheoutputofthecodethatusesobjects.


CompleteWS5.2individuallyorinpairs.


ReadBJP8.3upto“TheKeywordthis”Completeself-checkquestions#9-11,13-16


YoushouldreadtheintroductionontheBulbepediawebsitesoyouunderstandthemainideasbehindthePokémongame.IfyousearchYouTube,youcanfindrecordedgamestoseehowaPokémonbattlestarts,progresses,andends.

PacingGuide

Section TotalTime


Introduction 15-30min

Studentpractice:WS5.2 25min



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ProcedureYesterdayyouaskedstudentstodosomeresearchonwhatfields,constructors,andmethodswouldbeappropriateforbuildingacustom-madePokémonclass.Solicitstudents’inputbeforeyouworkthroughaPokémonclassexample.

AskstudentswhattheythinkaPokémonclassshouldinclude,andwhy.EncouragestudentstoarguefororagainstcertaindesignfeaturesinthePokémonclass.ShouldtheclassincludeallPokémonstats?Arethereanybehaviors(methods)youthinkallinstanceobjectsshouldhave?WhataresomeexamplesofinstancesofthePokémonclass?(AnyindividualPokémonisaninstanceofthePokémonclass,forexamplePikachu,Bulbasaur.)


Introduction[15-30minutes]

1. Askstudentstoreviewtheirnotesfromthedaybefore,remindingyouwhatthemaincomponentsofaclassare.(Fields,methods,constructors,andencapsulation.)

Thesyntaxfordeclaringafieldisthesameasthesyntaxfordeclaringnormalvariables(typefollowedbysemicolon).Ifyourstudentsarefeelingconfident,inviteavolunteeruptodeclareafieldonthewhiteboardforyourPokémonclass.

RemindstudentsthatfieldssignifythatEVERYinstanceobjectoftheclassshouldhavethatvariableinsideit,soastheirexample,theyshoulddeclareatraitthateveryinstanceofPokémonwillhave.

Yourexampleshouldlooksomethinglikethis:

publicclassPokemon{

privateinthp;//Pokémonstatsincludehitpoints,or"HP"

privateintattack;

Studentswillprobablystartvolunteeringadditionalexamplesoncetheyrealizethatstatsmakeforgoodfields.Someotherfieldsinclude:

privateintdefense;

privateintspecialAttack;

privateintspecialDefense;

privateintspeed;


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Forthesakeofsimplicity,trytokeepstudentsto2or3fieldsfornow.Don’tjustarbitrarilydeclarethis;encouragestudentstothinkabouthowweuseclassesandobjectsasmodels.Askthemtocriticizeyourcurrentmodel.

Doesitneedtobecomplexyet?

Ifweoptforsimplicity,whatareweyieldinginsufficiency/robustness?

Ifstudentsagreetokeepitsimplefornow,remindthemthattheycanmakeadesignchoicetoincreasecomplexitylater.Mostprogrammersstartwithasimplermodelandbuildupastheyfleshouttheirprogram.

Ifstudentsneedadditionalexamplesforappropriatefields,leadstudentsthroughthefollowingexamples(havingthemaddasmuchofthecodeaspossible).Makesurethatstudentscanjustifytheirchoicesinfieldsandexplainwhytheywouldincludesomedataandnotothers.Ateveryopportunity,repeatthefactthattheyareusingdatatomodeltherealworld:

publicclassStudent{

privateStringname;

privateintgradeLevel;

privatedoublegpa;

publicclassDog{

privateStringbreed;

privatedoubleweightInKg;

publicclassForecast{

privatedoublewindSpeed;

privateStringwindDirection;

privatebooleantornadoWarning;

2. Remindstudentsthatinthepreviousclasstheylearnedthatobjectscombinebothstate(data)andbehavior(methods).Sofarwe’vecreatedfieldsinourclassesthatstatewhatdatawillbestoredinallinstanceobjects.

WhatwouldbeagoodmethodtoincludeinallinstancesoftheStudentclass?WhatwouldbeagoodmethodforallinstancesoftheDogclasstohave?Whatmethodshouldallforecastshave,nomatterwhatareayou’reforecastingfor?

3. Let’saddamethodinsidetheobjectthatwillreportinformationaboutthedatastoredinourPokémonobjects.Becausethismethodisbeingwrittenwithintheobject,werefertoitasaninstancemethod(itisnotinclientcode).

Pokémongetaneffortribboniftheircombinedstatsexceedacertainvalue.WhatwouldthemethodsumStatslooklike?


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publicintsumStats(){

returnhp+attack+defense+specialAttack+specialDefense+speed;

}

SincethismethodgetsinformationaboutyourPokémoninstance,butdoesn’tchangeanyofthevalues,whatdoyoucallthistypeofmethod?(Accessor)

Isthisclientcode?(No,itispartofthePokémonclass,whichiswhywecallitaninstancemethod.)

4. Let’swriteanotherinstancemethodthatwillletuschangethestate(datavalues)storedinourPokémoninstanceobjects.Inthegame,whatcanyoudotocauseyourstatstochange?(Winbattles,consumevitamins)

Pokémoncanusevitaminstoboosttheirstats.Herearesomeexamplevitaminsforyoutouseattheboard:

hpUp:+pointstoHPprotein:+pointstoattackiron:+pointstodefensezinc:+pointstospecialDefense

Inkeepingwithourearlierexample,amethodtoupdatestatswithvitaminswouldlooksomethinglikethis:

publicvoidconsumeVitamin(inthpUp,intprotein){

hp+=hpUp;

attack+=protein;

}

Studentsmaywanttoaddothervitamins.

5. Askstudentsiftheycandeducethesyntaxrulesforinstancemethodsbasedonthetwomethodswe’vewrittensofar:

public<type><name>(<type<name>,<type><name>…){

<statement>

<statement>

…

}

6. SinceweknowthatallinstancesofourPokémonclasswillhaveinitialvaluestotheirstats,wecouldcreateaconstructortoinitializeallofourvalues.


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Itoftendoesn’tmakesensetohaveJavaautoinitializeourstatsto0,sowebuildourownconstructorthatrequiresustopassinitialparameters.

Havestudentspointouttoyoutheclass,fields,andconstructor:

publicclassPokemon{

privateinthp;

privateintattack;

publicPokemon(inthitpoints,inta){//Inacompleteversio

nyou

hp=hitpoints;//wouldincludeallst

ats.

attack=a;

}

}

7. Nowthatyouusedtheconstructor,it’sveryeasytocreateobjects!WhatwouldaninstanceoftheclassPokémonbe?(AnyPokémontype;Pikachu,Bulbasaur,Squirtle,etc.)

Pokemonpikachu=newPokemon(70,120);

Ifstudentsaregettingexcitedaboutthisexample,askthemtolookuptypesandtheirtypicalinitialvalues(IVs)forhitpointsandattack.LetthempracticeconstructingnewinstancesofthePokémonclass.

AskstudentshowyouwouldaddthePokémontype(electric,ground,rock,etc.)totheconstructor.

PointoutthatitisincorrecttoconstructaPokémonobjectwithoutpassinginitialhitPointsandattackparameters.Sinceyouwroteacustom-madeconstructorforyourclass,Javawon’tletyoucallnewPokémon()anymore.Instead,yourcodejustwon’tcompile.

StudentPractice:WS5.2[25minutes]

1. Remindstudentstousetheirtextbooks,notes,classroomresources,andonlineaidstohelpthemanswerthequestionsonWS5.2.

2. Encouragestudentstoworkindependentlyuntilthelast10minutesofclass.



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Havestudentstradeanderror-checkeachother’spapers.Error-checkingpartnersshouldwritetheirnameonthesheetstosharecreditforthework.

AccommodationandDifferentiationInclasseswherereadingcomprehensionisanissue,havestudentsworkinpairstoday.Ifyouhavealreadycreatedthesmallgroupassignmentsforthenextclass(seeLP5.3),youcanassignpairsthatwillbeinthesamegrouptomorrow.

Ifyouhavestudentswhoarespeedingthroughthislesson,invitethemtocreateadiagramshowingthedifferentpartsofaclassandinstanceobjectthatweintroducedtoday.Ifthediagramiscorrectandthorough,givethestudentmaterialstoturnthediagramintoalarge-formatposterfortheclassroom.

TeacherPriorCSKnowledgeInNoviceJavaProgrammers’ConceptionsofObjectandClass,andVariationTheorybyEckerdalandThuné,novicestudentsviewobjectsatthreelevels:

Objects:

ObjectisexperiencedasapieceofcodeAsabove,andinadditionobjectisexperiencedassomethingthatisactiveintheprogramAsabove,andinadditionobjectisexperiencedasamodelofsomerealworldphenomenon

Class:

Classisexperiencedasanentityintheprogram,contributingtothestructureofthecodeAsabove,andinadditionclassisexperiencedasadescriptionofpropertiesandbehavioroftheobjectAsabove,andinadditionclassisexperiencedasadescriptionofpropertiesandbehavioroftheobject,asamodelofsomerealworldphenomenon

Softwaredevelopersareadeptatseeingobjectsandclassesasmodelsforbothrealandabstractconstructs.

ForthepurposesoftheAPtest,allfieldsareprivate.Thisensuresgoodprogrammingpracticeforbeginningstudentsbecauseitforcestheuseofaccessorsmethods:accessorsandmutators.Thedefaultaccessforfieldswhennoaccessmodifieris


338

specifiedispackageprivate.Thismeansallclassesinthesamepackagewherethevariableisdefinedcanaccessthefield.

MisconceptionsStudentsaddstatictoclassmethoddefinitions.NowthatClasseshavebeenintroduced,staticmethodsthataretiedtotheclassareoftenconfusedwithnonstaticmethods.Studentscancallstaticmethodswithoutcreatinganobject,however,anobjectmustbecreatedfirstandthenon-staticmethodcanbecalled.

VideosBJP8-2:DefiningaClasshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c8-2

CSE142,ObjectOrientedProgrammingState(19:54–26:25)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2071ef1c-2912-4b41-8052-d327180ea215&start=686

CSE142,ObjectOrientedProgrammingBehavior(31:44–42:44)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2071ef1c-2912-4b41-8052-d327180ea215&start=1905

CSE142,Objectmethods(45:32–49:41)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2071ef1c-2912-4b41-8052-d327180ea215&start=2732

ForumdiscussionLesson5.02ObjectState&Behavior(TEALSDiscourseaccountrequired)


339





http://forums.tealsk12.org/c/unit-5/5-02-object-state-behavior

Lesson5.03—ObjectInitialization:Constructors

Overview


Describeandcreateclasses,objects,andclientcode.Predicttheoutputofthecodethatusesobjects.




ReadBJP8.4Takenotes,sinceyouwillhavetoteachamini-lessonlaterinthisunit

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhiteboardandmarkersClassroomcopiesofWS5.3.1,WS5.3.2Studentsmall-groupassignments(3-4pergroup)2dialoguebubbles(indexcardsorstickynotes)foreachgroupRolloftape/gluestickforeachgroup1large,1medium,and2smallstickynotesforeachgroup1blanksheetofpaperforeachgroup

Mostteacherswilleitheralreadyhavethesematerialsonhand,orbeabletoborrowthemfromanotherteacherorthemainoffice.Youshouldtrytogiveyourclassroomteacheratleast1weeknoticetogetthesesuppliestogether.

Template5.3.1shouldbere-sizedtoledgerorlegalsizedpaper,ifitisavailableinyourschool.Ifyouhaveaccesstotheselargerpiecesofpaper,encouragestudentstowritetheircodelargelysostudentscaneasilyreadtheexampleswhentheyarepostedaroundthe


340



room.

PacingGuide

Section TotalTime


Introduction 10min

Studentwork 30min

Studentviewing&exitticket 10min

ProcedureThislessonincludestwohooks:First,assemblethepacketsofmaterialsforeachgroupbeforeclass,andlaythesuppliesoutforstudentstosee/wonderabout.Secondly,introducetoday’slessonwithahipsterflair(ifyoucanpullitoff)byemphasizingtheartisanal,custom-made,hand-crafted,boutique(etc.)natureoftheclassesandobjectstheywillbecreatingtoday.Theskyisthelimit!Theycanchooseanyclassofobjectstheyareinterestedinfortheirgroupwork.

Ifyoufeeladditionalmotivationisneeded,youcanofferaprize(TEALSswag,etc.)tothemostcreative,complete,andcorrectcodesample.Offersomejust-in-timeinstruction,thenletthestudentsworktogetherwiththeguidanceofWS5.3.1


Introduction[10minutes]

1. Weknowthatobjectsuseconstructors—youmightrememberthemfromearlierintheyearwhenweusedthenewkeywordnewtoconstructanewarray.

Startyourconstructorwiththekeywordpublic

Followwiththeclassnameandwhateverparametersyouthinkyoushouldinclude

Thisisadesignquestion—whichparametersdoyouthinkshouldbeauto-initialized?Whendoesitmakesensetoproscribeaninitialstate?

2. Workthroughtheexampleswe’vereviewedinpreviousclasses.WhatconstructorlooklikefortheStudentclass?TheDogclass?AForecastclass?


341

Givethefirstexample,butwitheachexamplehavestudentsofferincreasingamountsofthecodethemselves.

Askstudentsiftheycanthinkofsomesituationswheretheymightwanttoleaveoutsomeofthefieldsfromtheconstructor.

publicclassStudent{

publicStringname;

publicintgradeLevel;

publicdoublegpa;

publicStudent(Stringn,intgl,doubleg){//It'sagoodideatou

seasingle

name=n;//letterfromthefield

syouare

gradeLevel=gl;//initializinginthec

onstructor.

gpa=g;//Itkeepsthingssimpl

e!

}

publicclassDog{

publicStringbreed;

publicdoubleweightInKg;

publicDog(Stringb,doublew){//Studentsmayaskwhywehavetoc

reate

breed=b;//theseadditionalparameternames.

This

weightInKg=w;//plumbingmayfeelclumsy,butit'

sjust

}//astepwehavetoacceptinJava.

publicclassForecast{

publicdoublewindSpeed;

publicStringwindDirection;

publicbooleantornadoWarning;

publicForecast(doublews,Stringwd){//Maybeitdoesn'tmakesens

etohave

windSpeed=ws;//atornadowarninginthef

orecast.

windDirection=wd;//Thisisadesignchoice!

}


342

Becauseyouhavebuiltacustomclasswithobjectsthatyoudesigned,youcan’trelyonJavatoauto-initializeyourobjectstozerovalueslikeitdoesfortheArrayclass.Thearrayclasshasitsownconstructorthatsays“setallinitialvaluestozero-equivalents.”Youwillalwaysneedtowriteyourownconstructortoinitializeyournewobjects.


1. Ifyouhaveasample(thatyoudidyourself,orthatyousavedfrompreviousstudents’work),holditupasanexamplefortheclass,butdonotletstudentslooktooclosely.Theideahereisforstudentstoseethattherearedifferentsheetsofpaperandstepstotheproject;youdon’twantthemlookingatdetailsofthecode.

2. Beforeyoubreakstudentsintogroups,remindtheclassthattheyshouldreadthroughalloftheinstructionsfirstsotheygetagoodideaofwhattheir“boutique”classisrequiredtodo/contain.

a.Theyshouldspendatleast5minutesdiscussingtheirapproachtoprogramdesign,potentialstrengths,andweaknessesofthatdesign,thencometoconsensus.

b.Warnstudentsthatyouwillaskallgroupmemberstojustifytheirdesignchoices.(Followthroughwiththis,walkingaroundtheroomtospot-checkstudents!)

3. Askstudentswhattheyshoulddoiftheyhaveaquestionorgethunguponpartoftheexercise.(Checktheirnotes,checkthebook,discussitasagroup,andifallthatdoesn’twork,raisetheirhandsforhelp.)

4. Breakstudentsintotheirassignedteamsanddistributethematerials(worksheets5.3.1and5.3.2)toeachgroup.Invitethemtostartonreadinganddesigndebate.

5. Ifstudentsarestrugglingwithaquestion,youcanreferthemtothefollowingsectionsintheirbook:

a.Steps1–2—Thefirsthalfofsection8.2b.Steps4–11—Thesecondhalfofsection8.2c.Step3—Thefirsthalfofsection8.3d.Step12—Section8.1

StudentViewing&ExitTicket[10minutes]

1. Havestudentsputouttheircodeondesks,orpinnedtothewall,andhavetheentireclassvisiteachArtisanalClass/Objectset.

2. Asatickettoleave,havestudentswritedowntheirname,thenameofanothergroup’sclass,andhowtheywoulddeclareanobjectaccordingtothatgroups’constructor.


343

AccommodationandDifferentiationForELLclasses,youmaywanttoletstudentsinvestigatethesamplefinishedproductmorecloselytogivethemcuesoninstructionssotheycanfocusonthecodinginstead.Ifthetaskisstillslowingtheclassdowntoogreatly,readthedirectionsaloudtotheclass,anddemonstratethesteprequired(e.g.selectingthestickynoteandstickingittothetemplate).

Moreadvancedclasseswillwhizthroughthisactivityin15minutesorless.Ifthishappensinyourclassroom,encouragestudentsto:

addmoremethods,includingcomments,andlabelingimplicitparameters

addmoreclientcode,includingcommentsonthecodetoexplainwhatitdoes

addotherclassesandobjects(onadditionaltemplates)andcreateamodelthatshowshowalltheobjects,classes,andclientcodemightlinktogetherinalargerprogram

reservesometimetocompletetoday’shomeworkandmoveontoLesson5.4.

TeacherPriorCSKnowledgeConstructorsyntax.HereisthestatementforcreatinganobjectfromclassPhone:

PhonemyPhone=newPhone();

Here’stheconstructorforclassPhone:

publicclassPhone{

publicPhone(){

//Phoneconstructorcodegoeshere

}

}

IfyoubreakdownthecreationofaPhoneobject:newPhone()therighthandsidePhone()issimplyamethodcall.Themethodthatiscalledistheconstructor.IfwenowlookattheconstructordefinitionpublicPhone(),itmatchestherighthandsideofthecreationofaPhoneobject.Theonlydifferencebetweencallingaconstructorwhencreatinganobjectandastaticornon-staticmethodisthereturntypeisimplied.Aconstructorbydefinitionreturnsareferencetoanobjectinthisexample,areferencetoaPhone.Sincetheconstructorbydefinitioncanonlyreturnonetype,itwasremovedfromthesyntaxwhendefiningaconstructor.


344

MisconceptionsStudentsaddingvoidreturntypetoconstructordefinition.Studentsareinthehabitofspecifyingareturntypeformethods.Theonecasewherethereturntypeisnotneediswhendefiningtheclass’constructor.Ifareturntypeisspecified,themethodistreatedasamethodoftheclassandnotasaconstructor.Thecodewillcompilebuttheconstructorwillneverbecalled.

VideosBJP8-3,DefiningaClasshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c8-3

CSE142,Usingvsbuildingobjects(1:41–7:36)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0ef2111f-c799-4da9-b64a-2d876da98fb0&start=101

CSE142,toString()(optional)(7:37–23:33)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0ef2111f-c799-4da9-b64a-2d876da98fb0&start=457

CSE142,Constructors(23:34–30:13)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0ef2111f-c799-4da9-b64a-2d876da98fb0&start=1414

CSE142,MultipleConstructors(optional)(30:14–35:37)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0ef2111f-c799-4da9-b64a-2d876da98fb0&start=1814

ForumdiscussionLesson5.03ObjectInitialization:Constructors(TEALSDiscourseaccountrequired)


345


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0ef2111f-c799-4da9-b64a-2d876da98fb0&start=101




http://forums.tealsk12.org/c/unit-5/5-03-object-initialization-constructors

Lesson5.04—Encapsulation

Overview


Explainwhatencapsulation/abstractionare,andwhytheyareimportantprogrammingstrategies.


Teachamini-lessononencapsulation/abstraction,usingprivatefields,usingclassinvariants,andchanginginternalimplementations


CompleteaquizattheendofDay2Completechapter8self-checkquestions17-21

Materials&PrepGroupcopiesofWS5.4Assignmentsfor4studentgroups4classroomcopiesofthetextbook(orhavestudentsbringbookstoclass)Copiesofthegradingrubricontheoverheadorprintedout(optional)

Youwillneedtocirclestudentassignmentsonpoint2ofWS5.4,soeachgroupknowswhattopictheyareexpectedtoteach.

PacingGuide:Day1


346


Section TotalTime


Introduction;reviewingtheassignment 10min

Studentpreparationoflesson 30min


PacingGuide:Day2

Section TotalTime


Studentmini-lessons 35min

Quizusingstudent-generatedquestions 15min

ProcedureYourhookfortoday’slessonistoturnthereinsovertostudentsimmediately.Haveinstructionsprintedoutandsittingatteamworkstations(oronstudentdesks).Encouragestudentstoanswertheirownquestionsusingtheinstructionsheetandtextbook.FrequentlyaskedquestionsandsuggestionsforstudentgroupsareincludedinAccommodationsandDifferentiation.


Introduction&ReviewingtheAssignment[10minutes]

1. Preparestudentsbytellingthemthatthe4topicscoveredtodayarethe4subsectionsof8.4,thereadingthatwasduetoday.

2. Givestudents15minutestopreparetheirpresentationandgeneratequizquestionsfortomorrow’sclass.

a.Useatimerandannouncetimeat10-and5-minutesremainingsostudentscanpacethemselves.

b.Answerstocommonlyaskedquestions,andtipsforthedifferentgroupsmaybefoundbelow:


347

ASSIGNMENTFAQ

Encapsulation&Abstraction


1. Ifstudentsarelackingdirection,encouragestudentstorefertothetextbook.Agoodexampleofwhyit’simportanttoencapsulatecodecanbefoundinthe“Didyouknow”blueboxinsection8.4.

2. Agood“TrickyCodeCheatSheet”tipwouldbeforstudentstoformaruletheirpeerscanmemorizeforwhenits’appropriatetoencapsulatecode.


1. Whycan’twejustignorecode,orpromisenottomodifyitinsteadofencapsulatingit?

Mostlargeprogramsareauthoredbymanypeopleoverthecourseofmonthsoryears!Sometimesyoudon’tneed(orwant)toknowthedetailsofanotherprogrammingsegment—ifitain’tbroke,don’tfixit.Tokeepfromaccidentallychangingcode,it’sbestpracticeto“protect”itbyencapsulation.

PrivateFields


1. Ifstudentsarehavingtroubleoutliningtheirlesson,suggestthattheystartwiththefourthcompleteversionofcodeinthetextbook.Iftheyusethetextbookexample,makesuretheypointoutwhichprogramistheclientcode.

2. Agood“TrickyCodeCheatSheet”tipwouldbetheconventionoffieldsatthetopoftheclass,followedbyconstructors,followedbymethods.


1. Whatisthescopeofprivatefields?

PrivatefieldsarevisibletoallofthecodeinsidethePointclass,includingtheinstancesoftheclass.Clientcodecannotdirectlyrefertoanobject’sfieldsifyou’veencapsulatedthem(markedthemasprivate).

2. Butwhatifwestillwantclientcodetohavetoreadsomeofthefields?

Writeanaccessormethod(a“get”method).Itreturnsacopyofthefield’svaluestotheclient,sotheclientcanseethevalues,butcan’tmodifythem.


348

ClassInvariants


1. Remindstudentstoincludethedefinitionofaclassinvariantforstudentstorecordintheirnotebooks.

2. Sincewedidnotcoverthethiskeyword,youshouldpointouttothegroupthatthethiskeywordintheexampleallowsthecodetodirectlyrefertotheimplicitparameter.Sincethismightbeconfusing,youshouldgivethisgroupextraassistance,orassignyourmostadvancedgroupthislesson.

3. Usingdivision/modulus60toconvertsecondstominutesorminutestohoursasoutlinedinthebookisausefultipforthe“TrickyCodeCheatSheet.”


1. Howisenforcingaclassinvariantdifferentfromusingaclassconstant?

Aclassconstantwillalwaysstaythesamevalue;itdoesnoteverchange.Aclassinvariantisafactaboutsomedatathatyouastheprogrammerassertwillalwaysbetrue.Forinstance,inPokemon,eachstatmustbelessthan255—thatisthemaxvalueyoucanhaveforanyonestat.ThevalueitselfmaygoupordowndependingonwhathappenstoyourPokemoninthegame,butitwillalwaysbelessthan255.

2. Canyouuseamutatormethodtochangetheclassinvariants?

No,sopickandchooseyourinvariantswithcaution!

3. Skiptheexceptionsexample—exceptionsarenotontheAPexamandwillnotbetested!

ChangingInternalImplementations


1. Ifstudentsneedguidanceonstructuringtheirlesson,encouragethemtocoordinatewiththegroupteachingclassinvariants,sincetheywillbemodifyingthecodetaughtbythatgroup.Theymightalsowanttorefertothe“DidYouKnow”blueboxinthesection.

2. AgoodtipfortheTrickyCodeCheatSheetcouldbethesimplertimespancode.


1. Howcomechangingtheinternaldesigndoesaffectclientcode?


349

Sinceyouencapsulatedyourclass,theclientcodewon’tknowthatyouchangedtheinternalstate.Theonlywayyourchangingtheclasscodecanmesswithaclientprogramisifyouchangetheconstructorsormethodheaders.

StudentPreparationofLesson[30minutes]

1. Giveeachgroup7minutestopresenttheirtopicand2minutesforquestions.

2. Encouragestudentstoaskquestions,andbesuretoaskaquestionortwoofeachteam(dependingonhowmanyteamsyouhave).

3. Usethegradingrubricasoutlinedhere:




Presentationincludesdefinitionsoranexamplewithpropersyntaxwithfewmistakes.










AccommodationandDifferentiationCirclearoundtheroomtohelpstudentsthroughreadingthetextinthetextbook.Makesurethateachofyourworkingteamsisproperlystratified(ratherthanusingtieredgrouping).

Ifstudentsarespeedingalong,encouragestudentstowritedownquestionstoposetoothergroupsduringmini-lessons.Ifagroupfinishesearly,encouragethemtorehearselessondelivery.



350

Javaisinconsistentwithitsuseofencapsulationwhichcouldcauseconfusionwithbeginningstudents.WhengettingthelengthofaStringa,theaccessmethod.length()isused.However,whengettingthelengthofanarray,thepublic,thoughfinal,instancevariable.lengthisused.

MisconceptionsStudentsgetthenotionthatbecauseofdataencapsulation,classescannotbefieldsofanotherclass.Eventhoughthedataintheclassisprotectedfrombeingmodifieddirectlybyotherclasses,theclassitselfcanbeusedasfieldsinotherclasses.

VideosBJP8-4,Encapsulationhttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c8-4

CSE142,Encapsulation(35:38–45:58)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0ef2111f-c799-4da9-b64a-2d876da98fb0&start=2138

CSE142,“this”notation(optional)(45:59–49:46)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0ef2111f-c799-4da9-b64a-2d876da98fb0&start=2759

ForumdiscussionLesson5.04Encapsulation(TEALSDiscourseaccountrequired)


351




http://forums.tealsk12.org/c/unit-5/5-04-encapsulation


Overview






ReviewmaterialsforthePicturelabby:ReviewingallthebluepagesattheendofChapter8

Submit5questionsforreviewinclasstomorrowusingelectronicsurveyUpdateallsummariesinnotebookfortheupcomingnotebookcheck


Thehomeworktonightasksstudentstosubmit5questionsforreview.Createanelectronicsurveyforstudentstocompletewith6textfields,oneforname,and5forquestionstheyhaveaboutCh.8content.Setadeadlinebywhichtimestudentsmusthavesubmitted5questionsfromCh.8thattheywouldliketoseereviewedaftercompletionofthePictureslab.Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

PacingGuide


352

Section TotalTime



Studentwork 35min







Bynowstudentsshouldbeusedtorelyingontheirerrorchecklist/algorithm.








353

AccommodationandDifferentiationInELLclassrooms,pairstudentsandallowthemtoworktogethertocorrecttheirwork.Ifyounoticedaparticularproblemwasdifficultforthemajorityofstudents,readthequestionaloudandhelpstudentsworkthroughit.




354


Lesson5.06—PictureLab

Overview


Completealong-formlab,usingtwo-dimensionalarraysofobjects,arraytraversingalgorithms,programanalysis,binarynumbers,inheritance,andinterfaces.


CompletethePictureLab


Alistofhomeworkassignmentsisprovidedbelow.

Materials&PrepProjectorandcomputerPictureLabTeacher’sGuideClassroomcopiesofthePictureLabStudentGuideAssociatedPictureLab&PictureLabExtensionFilesDigitalcamera(optional)CD(optional)Eggcartonsandsmallcandies(SkittlesorM&Ms)(optional)Photonegative(optional)Rectangularmirror(optional)

ReadthroughtheTeacher,Student,andExtensionguidesaheadoftimetofamiliarizeyourselfwiththepartsofthislong-formlab.Usingtheguides,completethelabonyourowntospotpossiblechallengesforyourstudents.Uploadallstudentfilesontoeachcomputerdesktopforstudentaccess.Don’tgivethefinalClassesfoldertoyourstudents—itcontainssampleanswers!

NOTE:Ifyourstudentsentertheclassroomwithpriorprogrammingknowledge,orifyourclassismovingthroughtheAPcoursequicklywithease,youmaywanttodelivertheTextExcellab(includedinUnit5materials)instead.


355

PacingGuide:Day1

Section TotalTime

StudentActivity1&2 Fullclass

Homework:Summarizeyournotesinyournotebooks.Notebookchecksinclasstomorrow!

TONIGHT

PacingGuide:Day2

Section TotalTime


NotebookChecks Duringclass

Homework:OutlineChapter8 TONIGHT

PacingGuide:Day3

Section TotalTime

StudentActivity5 Fullclass


Homework:ReadandhighlightChapter2ofBarron’sreviewbook.Skip“ThethisKeyword”.

TONIGHT

PacingGuide:Day4

Section TotalTime



Homework:TaketheChapter2examinBarron’sreviewbook,skipping#20.Gradeyouranswers.

TONIGHT


356

PacingGuide:Day5

Section TotalTime

StudentActivity6,continued Fullclass

CheckBarron’sreviewbooksforhighlightingnote-taking,andpracticetestcompletionandcorrection Duringclass

Homework:ReadandhighlightChapter5ofBarron’sreviewbook. TONIGHT

PacingGuide:Day6

Section TotalTime


Homework:ReadBJP8.5andanswerself-checkquestions29–30 TONIGHT

PacingGuide:Day7

Section TotalTime


Creatingacollage Duringclass

Homework:Finishupcreatingacollage TONIGHT

PacingGuide:Day8

Section TotalTime


Simpleedgedetectionalgorithmandimplementation Duringclass

Homework:ContinueworkingonSimpleedgedetection. TONIGHT

PacingGuide:Day9


357

Section TotalTime


FinishSimpleedgedetection Duringclass

Homework:Submit5reviewquestionsontheelectronicsurvey. TONIGHT

AboutBarron’sBarron’sisanAPCSAreviewbookthatsomeschoolprovidestudents.Ifyourschooldoesn’tprovideBarron’stherearemanyalternativehomeworkassignmentsthatcanbefoundathttp://codingbat.com/java(noclasses)orpractice-it.

Alternatively,youcansavetimespentonthelabbycheckingactivitiesasHomework.

ProcedureAllguides,samplecode,answercode,andexamplecodemaybefoundinthefolder“Milestone2PictureLab.”

1. Tohelpstudentsstartthelabsmoothly,startActivity1asawholegroup.

2. EncouragestudentstousetheirTrickyCodeCheatSheets,4CommandmentsofScope,notebooks,textbooks,classroomposters,andhomeworkassignments.

3. Offeroccasionaltime-checkstohelpkeepstudentsonpace.

4. Gradenotebooksandreviewbooksinbetweenhelpingstudentssostudentscankeepnotebooksforhomeworkandstudyingintheevenings.

AccommodationandDifferentiationInELLclassrooms,readalldirectionsaloudbeforebreakingintoindividualpractice,andallowuptotwicetheamountoftimeforcompletionofthelab.

Tosavetimeontherestofthelab,don’tspendtoomuchtimereviewingbinarynumbers,andrestrictcolorexploration(Activity2)to~20minutes.

Usethetactileexercisesassuggestedonpage6oftheTeacher’sguide(candyexerciseandexploringthedigitalcamera).


358

http://codingbat.com/java

Asneeded,allowstudentstopairuptohelpeachotherwithreadingcomprehension(butremindstudentsthattheyeachmustsubmittheirowncode).Eachdaythatyoubeginthelab,startwithaquicksurveyofstudentconcernsandquestions.

Adaptationsforgroupworkcanbefoundonpage19oftheTeacher’sguide.

Assessmentquestionshavebeenrelocatedtothepracticeexam,WS5.7.

ForumdiscussionLesson5.06PictureLab(TEALSDiscourseaccountrequired)


359

http://forums.tealsk12.org/c/unit-5/5-0601-0609-picture-lab

Lesson5.07—Review

Overview








Oncestudentshavesubmittedtheirreviewrequests,assemblethosetopicsintocategoriesandpreparetore-teachthetopicsasneeded.Ifyouarecrunchedfortime,holdthereviewsessionduringthesecondhalfofDay12ofthePictureLab.

PacingGuide

Section TotalTime



Sampletestreview 15min


Lesson5.07:Review

360


Procedure





SampleTestReview[15minutes]

1. BeginreviewwithpracticetestWS5.7.HavestudentsworkthroughsectionIquestions,thenreviewtheanswersasaclass.

2. GivestudentstimetocompletesectionIIquestions,thenreviewtheanswersasaclass.


a.Somequestionsyoumayaddresswhileworkingthroughthesampletest.







Lesson5.07:Review

361


Lesson5.07:Review

362


Overview









PacingGuide

Section TotalTime






363
















364







365


Lesson6.01—InheritanceBasics

Overview


Correctlydefineinheritance.Usepropersyntaxtoextendaclass.Illustrateis-arelationships.Properlyimplementconstructorsofderivedclassesusingsuper.


CompleteaClassHierarchyposterasindicatedinWS6.1


ReadBJP9.2upto“DividendStockBehavior.”Collectimagesthatrepresentinstancesoftheclassescreatedforin-classposterproject.

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhiteboardandmarkersClassroomcopiesofWS6.1Startclassposter,Example6.1PicturesofPokémon(http://tinyurl.com/l6mybmr)orPokémonCardsStudentpairassignmentsArtsuppliesforeachgroup:

PosterpaperorcutsheetsofbutcherpaperLinedpaper(atleast3sheetspergroup)MarkersGlueSticksOldmagazines,flyers,newspaperstocutupforcollageScissorsYarn,string,orembroideryflossTape,magnets,ortackstohangfinishedwork


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http://tinyurl.com/l6mybmr

Mostofthesuppliesrequiredforthislessonarereadilyavailableinhighschools.Iftheschooldoesn’thaveposterpaper,butcherpaperworkswell.OthersuppliesmaybeavailabletoborrowfromtheMath,Science,orArtteachers.Togetanideawhatafinalstudentprojectshouldlooklike,checkoutthepictureofsamplestudentwork“Example6.1.”

PacingGuide:Day1

Section TotalTime


Introduction 20min

Reviewoftheproject 5min

Studentwork 25min

PacingGuide:Day2

Section TotalTime

Studentwork&teachercheck 20min

Peerreview 10min

Whole-groupdiscussionandreteachifneeded 15min

Quiz 5min

ProcedureHookyourstudentsbyprominentlydisplayingpicturesorcardsofPokémon,artmaterials,andsamplework(ofyourownmaking,orsavedfromapreviousyear).Tofeaturethemostengagingstudentexamples,lookforworkthathasmanyinstancesofeachclass,andusesclasses/objectsthatarepopularwithyourclass.Invokeanairofmysteryanddon’tofferanexplanationforanyofit.




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1. HaveaclassdiscussionaboutthePokémonpicture/cards.Askafewprobingquestionstomodeltheuseofproperprogrammingterminologyasyouhavestudentsworkthroughastarterassignment:

2. Askstudentswhatthepictureisof.DotheyknowthenamesortypesofthePokémonfeatured?AssignaquickThink-Pair-ShareassignmenthavingthestudentscreatingtheinstanceofthatPokémon.Here’sasampleprompt:

“CreatetheobjectPikachu.Pikachushouldhaveatype,alevel,and2methods.”

3. Showafewmorecards/pictures.AskstudentstodoanotherThink-Pair-Sharewithanotherprompttocreateanotherinstance(yourpromptshouldhavewhateverPokémonyou’vejustdiscussed):

“CreatetheobjectSquirtle.Squirtleshouldhaveatype,alevel,and2methods.”

4. Repeatthissequenceonemoretime;showingthecards,andhavingstudentscreateaPokémoninstanceobject.Yourstudentsshouldbegettingannoyedathavingtowritethesamethingsoverandoveragain.

5. AskstudentswhatallofthePokémonhaveincommon.Encouragethemtolistadditionaltraitsotherthantheonesyou’verequiredthemtoincludeinyourclassexercises.

6. AskstudentsiftheycanthinkofawaytocreatenewPokémonobjectswithouthavingto“reinventthewheel”eachtime.(Theymightbeabletosketchoutananswerbasedonthepreviousnight’sreadings.)

7. StudentsmightsuggestsubclassesofPokémon,inwhichcaseyoushouldpointoutthatthey’recreatingaclassthatisincludedwithinthelargerclassificationof“allPokémon.”

TheindividualPokémondemonstrateaninstanceofthePokémonclass.EachsubclassofPokémonisaspecializedversionoftheparentclass(orsuperclass)Pokémon.

Examples

AnelectricPokémonisaPokémon.Acomputersciencestudentisastudent.Amathteacherisateacher.Sodaisadrink.

Havestudentsdescribethehierarchicalstructureofeachrelationshipabove.ElectricPokémonisasubclass,Pokémonisthesuperclass.Studentisthesuperclass,computersciencestudentisthesubclass.Drinkisthesuperclass,sodaisthesubclass.


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8. Confirmunderstandingbyaskingforstudentstogeneratesomeexamples.Ineachcase,theirtwocategoriesexhibitahierarchicalconnection;onetypeisaspecializedversionoftheother.

9. Askstudentstodefineaninheritancehierarchyintheirownwords.Brieflydiscusswhyyouwouldwanttouseinheritanceinprogramming.

Aninheritancehierarchyisasetofhierarchicalrelationshipsbetweenclassesofobjects.

Inheritanceisaprogrammingtechniquethatallowsaderivedclasstoextendthefunctionalityofabaseclass,inheritingallofitsstateandbehavior.)

Superclassistheparentclassinaninheritancerelationship.

Subclass,orchildclassisthederivedclassinaninheritancerelationship.

10. Checkforunderstandingbyreturningtotheexamplesabove,andaskingstudentstogiveanexampleofsomecharacteristics(fields)theparentclasswouldhave,andwhatcharacteristicsstudentswouldaddtothespecializedsubclasses.

Example:DrinkscouldhaveaStringnameandbooleancarbonated,andSodacouldaddabooleancaffeinated.

11. Theclassheaderforasubclassthatextendsthefunctionalityoftheparentclasslookslikethis:

publicclassMammalextendsAnimal{

publicclassMotorcycleextendsVehicle{

publicclassChurroextendsPastry{

Pointoutthatthesubclassnamesarecapitalizedbyconvention,andthatyoualwaysusetheextendskeyword.Givestudentsamomenttothinkofafewhierarchicalrelationshipsinathink-pair-share,andaskseveralvolunteerstocometothefrontoftheroomtodemonstratethecorrectclassheader.

12. Forthefollowingexample,wewillcreatesubclassesthatextendtheDrinksuperclasswrittenbelow.Ifyourstudentsneedadditionalpracticebuildingclassesofobjects,youcanhavethemhelpyouwritethiscode.Inmoreadvancedclasses,youmayjustrevealthisclassasafully-formedstartingpointtodemonstratehowtowritesubclasses.


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publicclassDrink{

privateStringname;

privatebooleanhasCarbonation;

privatedoublegramsOfSugar;

privatedoubleounces;

publicDrink(Stringn,Booleanh,doubleg){

name=n;

hasCarbonation=h;

gramsOfSugar=g;

ounces=8;//FDAdefinesaservingas8oz.

}

publicvoidchug(doublegulp){

if(ounces<gulp){

thrownewIllegalArgumentException("Notenough"+name+"left.");

}else{

System.out.println("Glug,glug,glug!");

ounces-=gulp;

System.out.println("Youhave"+ounces+"oz.of"+name+"left.");

}

}

publicStringgetState(){

return"liquid";

}

publicvoidprintLabel(){

System.out.println("Enjoyrefreshing"+name+"!");

}

}

13. Becausethesubclassisstillaclass,youshouldaddfieldsandconstructors,asyoudowithanyclass:

publicclassSugarFreeDrinkextendsDrink{

privatebooleanhasSweetener;

privatedoublecaffeineContent;

TheadditionalfieldshasSweetenerandcaffeineContentcharacterizeallSugarFreeDrinkDrinkobjects.YoupointouttostudentsthatSugarFreeDrink“isakindofDrink.”Spot-checkstudentunderstandingbyaskingifobjectsoftheDrinksuperclasswillinitializewithavalueforhasSweetenerorcaffeineContent.(No.)

14. SugarFreeDrinkdrinksstillhaveaname,abooleancarbonationvalue,sugarcontent,andounces,butwe’veaddedanewfieldsspecifyingwhetherornotthesugarfreedrinkshavecaffeineandartificialsweeteners.Theconstructorthenlookslikethis:


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publicSugarFreeDrink(Stringname,booleanhasCarbonation,booleanh,doublec){

Thefieldsinthesubclass’constructornowcontain<type><superclassparametervalues>(highlighted),exceptforthenewfields,whichstillhaveaformalparameter(inthiscasehandc).

Tocompletetheconstructorsoitcanaccessthefieldsyoualreadywroteinthesuperclass,youusethekeywordsuper:

//mustbefirstlineafterconstructorheader

super(name,hasCarbonation,0.0);

Noticethatwe’veinitializedallobjectsintheSugarFreeDrinkclasstohave0.0gramsofsugar.

Completetheconstructorwithyoursubclass’newfields:

hasSweetener=h;

caffieneContent=c;

}

15. Youcanalsoaddmethodsthatonlyapplytoyoursubclass,justthewayyounormallywriteobjectmethods:

publicvoidprintWarningLabel(){

if(hasSweetener){

System.out.println("ThisdrinkisnotsafeforPhenylketonurics.");

}else{

System.out.println("Thisdrinkcontainsnoartificialsweeteners.");

}

}

ReviewoftheProject[5minutes]

1. Brieflyreviewtheassignmentwithyourstudents,readingthedirectionsaloudifneedbe.

2. Ifyouhaven’talreadydistributedprojectmaterialsatthispoint,dosowhileyourstudentsarerearrangingintopartnerpairs.



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1. Encouragestudentstotake5–10minutesonStep1.Theyshouldreviewallstepsoftheprojecttoensurethattheirselectionofclasseslendsitselftotheproject(e.g.theyshouldn’tpicksomethingtheydon’tknowalotaboutbecausethey’llhavetroublecomingupwithfieldsandmethods).

2. Offertimechecksevery10minutessostudentscanstayonpace.Bytheendofthefirstday,theyshouldhavegottentostep6or7.Visiteachgrouptomakesurethattheyhaven’tveeredoffcourse.

3. Ondaytwo,checkstudentworkandhelpstudentsdisplaytheirworkaroundtheroom.

4. Checkthattheflow-of-controlstring(seeWS6.1forexplanation)correctlyshowshowamethodispassedthroughsubclassestothesuperclass.

5. Remindstudentstotakenotes(Step11onWS6.1)tohelpthemremembertalkingpointsforlaterintheclass.

6. Asawholegroup,askstudentstovolunteerwhattheyreallylikedaboutothers’projects.Solicitquestionsandcritiques,re-teachingifneeded.

7. Administerquiz6.1toassessstudentunderstanding.

AccommodationandDifferentiationEncourageadvancedstudentstoaddadditionalclasses,fields,methods,andclientcode.Ifstudentsstillhavetimetospare,encouragethemtoreadonmethodoverriding,andinvitethemtoaddthatcodeaswell.Studentscanattachthis“extracode”usingpaperandtape/glueorstickynotes.

Ifyouhaveafewstudentsthatarestrugglingwiththeclass,givethemyourstarterDrinkclassandSugarFreesubclass,andletthembuildoffofyourexamples.Youcanprintoutyourstartercodeandcutitintopiecesandshufflethemsostudentshavetoplaceeachlineinthecorrectlocation(aswithaParsonproblem).

Ifyourstudentsneedfurtherinstructiononcallingasuperclass’constructor,gothroughafewmoreexamplesusingtheDrinksuperclass,orclassesthatyoucreatedasawholegroup.Oneexamplehasbeenoutlinedbelow:


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publicclassSugarDrinkextendsDrink{

privatebooleanisJuice;

publicSugarDrink(Stringname,booleanhasCarbonation,doublegramsOfSugar,

doubleounces,booleaniJ){

super(name,hasCarbonation,gramsOfSugar,ounces);

isJuice=iJ;

}

TeacherPriorCSKnowledgeTheObjectOrientedProgramming(OOP)paradigmcouldbethoughtofasmimickingtherealworldwhereobjectsconsistsofdatathatdefinethemandactionsthatcanbeperformedonthedata.Asyouwillsee,theprocessoflearningOOPisinfinitelymorecomplex.

ThepillarsofObjectOrientedProgramming(OOP):inheritance,encapsulation,andpolymorphism.Inanutshellinheritanceallowsforcodereusebydefiningmethodsonceinasuperclass,encapsulationprovidesdatasecuritybyhidingdataimplementationfromtheuserandonlyallowingmethodsintheclasstomodifythedata,andpolymorphismoffersflexibilitytothedesignerbywayofmethodsdefinedinmanyforms.

MisconceptionsStudents’useof“inheritance”priortocomputerscienceareinthecontextofinheritancefromanancestorandgeneticinheritanceoftraits.However,incomputerscience,inheritanceisusedforclassificationwheretheclassthatinherits(extends)fromamoregeneralclass(superclass).Neitherofthestudents’priorknowledgeanduseofinheritanceisanaccuraterepresentationofJava’sclassstructure.

CommonMistakesObjectorientedconceptscommonmistakes:http://interactivepython.org/runestone/static/JavaReview/OOBasics/ooMistakes.html

VideoBJP9-1,Inheritance:InteractingwiththeSuperclasshttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c9-1


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http://interactivepython.org/runestone/static/JavaReview/OOBasics/ooMistakes.html


CSHomeworkBytes,Inheritance,withZachhttps://www.youtube.com/watch?v=Alv2ApK_jdo

CSE142,Inheritance(23:28–35:06)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8a0a0287-877b-42df-99fc-e9f551929bef&start=1408

ForumdiscussionLesson6.01InheritanceBasics(TEALSDiscourseaccountrequired)


374

https://www.youtube.com/watch?v=Alv2ApK_jdo

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8a0a0287-877b-42df-99fc-e9f551929bef&start=1408

http://forums.tealsk12.org/c/unit-6/6-0101-0102-inheritance-basics

Lesson6.02—OverridingMethods&AccessingInheritedCode

Overview


Replacesuperclassbehaviorbywritingoverridingmethodsinthesubclass.Writesubclassmethodsthataccesssuperclassmethods.


AddcodetotheirClassPostersfromthepreviouslesson.


ReadtherestofBJP9.2startingfrom“TheObjectClass.”

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS6.2Classpostersfrom6.1Artsuppliesforeachgroup:

MarkersPosterpaper(alternativelyprinterpaperandtape)Tape,magnets,ortackstohangfinishedwork

PacingGuide


375


Section TotalTime


Introduction&reviewoftheproject 10min

Studentwork 15min

Peerreview 10min

Whole-groupdiscussion/critique 10min

ProcedureHookyourstudentsbyprominentlydisplayingartmaterials,andsamplework(ofyourownmaking,orsavedfromapreviousyear).Tofeaturethemostengagingstudentexamples,lookforworkthathasaparticularlycomplexorimpressiveflow-of-controlpattern(seeWS.6.2forexplanation).Ifyouhavethetime,thiswouldbeagreatopportunitytodisplaysomecomplexcodeforstudentstoexamineontheirowntime.Themoreintricatethestringpatternontheposter,themoreintriguingthesamplewillappear.


Introduction&ReviewoftheProject[10minutes]

1. Inheritancemakesitconvenienttoreusecodebetweenclasses.However,sometimeswe’llwanttospecializecodeinasubclass,orignoreamethodthatdoesn’tapply.Askstudentsforexampleswhenthismightbethecase.Ifthey’rehavingtroublethinkingofconcreteexamples,askthemtothinkofanexamplefromtheirownclasshierarchythattheycreatedinthepreviouslesson.Someexamplestogettheclassstarted:

SubclassMammalmighthaveaspecialcaseofAnimalsuperclassmethodfeedYoung(becausetheylactate).

SubclassHotDrinkmightuseadifferentmethodchugfromtheDrinksuperclass(maybethemethodinvolvessippingorburningyourtongue).

2. Replacingsuperclassbehaviorbywritinganewversionofthemethodsinthesubclassiscalledoverriding.Tooverrideamethod,writethemethodyouwanttoreplaceinthesubclass!Nospecialsyntaxisrequired!

BuildingonourDrinkexamplefromthelastlesson,wecanwriteourownchugmethodforsubclassSugarFreeDrink:


376


System.out.println(“Yuck,thistastesterrible!”);

}

ComparethistotheDrinksuperclassmethodchug,whichisreproducedhereforconvenience:

publicvoidchug(doublegulp){//SuperclassDrinkmethod

if(ounces<gulp){

thrownewIllegalArgumentException();

}else{

System.out.println("Glug,glug,glug!");

ounces-=gulp;

System.out.println("Youhave"+ounces+"oz.ofdrinkleft.");

}

}

3. Havestudentspointoutthedifferencesbetweenthetwomethods,predictthenewoutput,andofferadditionaloralternativechangestotheoverriddenSugarFreeDrinkchugmethod.

Makesurethatthey(oryou)pointoutthatthenumberofouncesinthedrinkwillNOTbeupdatedintheoverriddenmethodasitstands.

4. Itwouldbealotofextraworktore-writetherestoftheglugmethodifallyouhadwantedtodowasaddanextraprintlnstatementthatweputintheoverriddenmethod.Fortunately,thereisawaytoaccessthatmethodtoputitbackintoournew,overriddenmethod(highlightedbelow):


System.out.println("Yuck,thistastesterrible!");

super.chug(gulp);

}

Thismethodnowoutputs“Yuck,thistastesterrible!”,updatesthenumberofouncestoreflecttheamountyoudrank,throwsanexceptionifyoudon’thaveanyounces,andoutputsthenumberofouncesleftinthedrink.

Askstudentswhyit’svalidtocalltheoverriddenmethodchug,andreferencethesuperclassmethodchugbythesamename.(Thesuperclassmethodisaccessedusingdotnotation,whichtellsJavawheretodirecttheflowofcontrol.)

5. WhatifwewanttoaccessotherinformationdirectlyfromtheDrinkclass?Remember,ourdrinkclasshadafieldsforname,hasCarbonation,gramsOfSugar,andounces,butthey’reallprivatebecauseweweresmartandrememberedtoencapsulatethem.


377

IfwewantedtowriteamethodinourSugarFreeDrinksubclassthataccessesthedatacontainedinname,wewouldhavetoaddagetmethodfirstintheSuperclassDrink:

publicdoublegetName(){//WritteninsuperclassDrink.

returnname;

}

Thismakesacopyofnamethatispublic,andcanbeaccessedoutsideoftheDrinkclass.Nowwecangoaheadandwriteoursubclassmethodusingtheaccessor(highlightedbelow):

publicvoidadvertising(){

System.out.println(

"Avoidtheextracaloriesbydrinkingdelicious"+getName()+"ever

yday!!"

);

}

6. HavestudentsofferadditionalexamplesusingtheDrinksuperclass,orusingexamplesfromtheirownclasshierarchy.

7. Completetheintroductionbyaskingstudentstoexplainwhatthedifferenceisbetweenoverridingandoverloadingmethods.(Overloadingmethodsiswhenoneclasscontainsmultiplemethodswiththesamename,butadifferentnumberofparameters—sometimescalledtheparametersignature.)


1. BrieflyreviewWS6.2withyourstudents,readingthedirectionsaloudifneedbe.

2. Ifyouhaven’talreadydistributedprojectmaterialsatthispoint,dosowhileyourstudentsarerearrangingintopartnerpairs.

3. Encouragestudentstotake5–10minutesonStep1.Theyshouldreviewallstepsoftheprojecttoensurethattheiradditionalmethodsmakesense.

Announcethatyou’llofferextracredittofunnyorcreativecode(ifthatfitsinwithyourteachingstyle).

4. Offertimecheckssostudentscanstayonpace.Beforeyouallowstudentstobeginthepeerreviewtourofothers’work,remindthemtotakenotesontheirfeedbacksotheywillbeabletocontributetothegroupcritique/discussionattheendofclass.


378

PeerReview[10minutes]

Allowstudents10minutestotoureachother’sworkandofferfeedback.

Whole-groupDiscussion/Critique[10minutes]

Ifpossible,rearrangestudentseatsintoacircleforthecritiquetoencourageinformaldiscussion.

Asawholegroup,askstudentstovolunteerwhattheyreallylikedaboutothers’projects.

Solicitquestionsandcritiques,andre-teachifneeded.

Awardclassroomparticipationpointstoallstudentswhocontributetothediscussion.

AccommodationandDifferentiationEncourageadvancedstudentstoaddadditionalclasses,fields,methods,andclientcode.Ifstudentsstillhavetimetospare,encouragethemtoincreasecodecomplexity,addadditionallevelstotheclasshierarchy,orhelptheirpeers.

Ifyouhaveafewstudentsthatarestrugglingwiththeassignment,allowthemtoworkingroupsof4,eachpairhelpingtheotherwiththeircode.Ifstudentsneedadditionalguidance,havestudentscompletetheworksheetasaseriesofthink-pair-shares,whereyoureturntowholegrouptoshareanddiscussanswersbeforemovingontothenextstep.Teachingtheclassthiswaywillroughlydoublethetimerequiredtocompletetheexercise.

MisconceptionsWhenfirstlearningpolymorphism,studentslearnmethodoverridebeforemethodoverload.However,inordertosuccessfullyoverrideamethod,thesubclassmethodmusthavethesamemethodsignatureasthesuperclass,otherwisethemethodwillbeoverloaded.Thecodemustmatchthemethodparametersandreturntypeandthemethodspublic,theycannotbeprivateorstatic.Whenhelpingstudentsdebugtheircodewheretheoverriddenmethodisnotbehavingasanticipated,askingthestudentifthemethodsignaturesmatchcanhelpfindtheerrorontheirown.

Video


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BJP9-2,Polymorphismhttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c9-2

CSE142,Polymorphism(35:07–49:57)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8a0a0287-877b-42df-99fc-e9f551929bef&start=2107

ForumdiscussionLesson6.02OverridingMethods&AccessingInheritedCode(TEALSDiscourseaccountrequired)


380


https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8a0a0287-877b-42df-99fc-e9f551929bef&start=2107

http://forums.tealsk12.org/c/unit-6/6-02-overriding-methods-accessing-inherited-code

Lesson6.03—InteractingwiththeObjectSuperclass

Overview


Replacesuperclassbehaviorbywritingoverridingmethodsinthesubclass.Writesubclassmethodsthataccesssuperclassmethods.


CompletePractice-ItquestionsCompleteaworksheet


ReadBJP9.3upto“InterpretingInheritanceCode.”

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS6.3,Poster6.3Poster6.3Empty&washed,ornon-refrigerated,drinkbottles,withlabelsaffixed(optional)

Poster6.3issettoprintamovie-sizedposterof15”x20”.Ifyoudonotwanttoprintaposterthissize,accessthe.pptxversionoftheposter,andresetthepagesizetolegal,ledger,orwhateverlarger-formatpaperyouhaveavailabletoyou.Note:Somefontsonthisposterprintincrediblysmall.

Arrangethedrinkbottlesinaspacewherestudentscanpickthemupandlookatthemifneedbe.EncouragestudentstolookatthebottlestogetideasforfieldstheycanuseintheirDrinksubclasses.

PacingGuide


381



Section TotalTime


Reviewoftheproject 10min

Studentpractice:Practice-It 15min

Studentpractice:WS6.3 25min

ProcedureMostofstudentpracticetodayisareviewandfurtherintegrationoftheconceptsthatwereintroducedsincethebeginningofthisunit.Theonlynewconceptbeingdrilledtodayistheequalsmethod.


ReviewoftheProject[10minutes]

1. AllclassesaresubclassesoftheObjectclass.Whetheryouwriteextendsintheheaderornot,allclassesinherittheObjectclass.ItisbuiltintoJavathisway,soyouneverhavetoexplicitlywriteextendsObjectinaclassheader.

ThismeansthatallcodeinheritssomegeneralizedmethodsthatcomeautomaticallywiththeObjectclass.

2. TheAPexamcoverstoStringandequalsmethodsonly.

AskstudentsiftheyrememberwhattoStringmethoddoes.(Itgivestheclassnamefollowedbyalocationinmemory,whichisn’tveryhelpful,sowealwayscreateourowntoStringmethodswhenwecreateaclass.)

Askstudentsiftheyrememberwhywecan’tjustuse==totestforequalitybetweenobjects.

3. The==operatortestswhethertwoobjectshavethesameidentity,iftheyrefertothesameobject,notwhetherthetwoobjectsareinthesamestate.


382

Stringz="z";

Stringa=z+z;

Stringb="zz";

a==b;//EvaluatestofalsebecauseaandbrefertodifferentStrings

Stringc=b;

c==b;//EvaluatestotruebecausecandbrefertothesameString

4. Thedefaultequalsmethod(thatcomeswithyourObjectsuperclass)doesthesamethingasthe==operator.(SincetheequalsmethodcomesfromtheObjectsuperclass,itinterpretsitsinputparameterasanobject.)ButforStrings,theequalsmethoddoessomethingsmarter:

a.equals(b);//Evaluatestotruebecausethecontentofaandbarethesame"

zz"

c.equals(b);//EvaluatestotruebecausecandbrefertothesameString

Torewriteanequalsmethodthatcomparesobjectstate(tooverridetheObjectversionoftheequalsmethod),youneedtocasttheobjectinordertoletJavaknowthattheobjectsreallycanbecompared.

TotestiftwoDrinkobjectshavethesamenameandservingsize,youwouldwriteanequalsmethodthatlookslikethis:

publicbooleanequals(Objecto){

Drinkother=(Drink)o;

returnname.equals(other.name)&&(ounces==other.ounces);

}

StudentPractice:Practice-It[15minutes]

1. HavestudentsworkindividuallyorinpairstocompletethefollowingPractice-Itquestions:

a.subclassSyntaxb.inheritanceVariableSyntaxc.CarTruckd.CarTruck2e.MonsterTruck

StudentPractice:WS6.3[25minutes]


383

Oncestudentshavecompletedtheseexercises,distributeworksheet6.3.

Readthroughthequestionsaloud,ifneeded.

IfyouarehavingthestudentsworkinEclipse,besuretoreviewyourprocedureforsubmittingworkelectronicallybeforestudentsbegin.

EncouragestudentstoexplorethedrinkbottlestogetideasforfieldstheycanuseintheirDrinksubclasses.

AccommodationandDifferentiationAtthispointofthecourse,introducingTextExcelmaybebeneficial.Althoughthestudentsdon’thavetherequiredknowledgetocompletetheproject(yet),TextExcelandcanbeusefulwhenexplainingpolymorphisminthefollowinglessonbecauseofhowcellsaredisplayed.Ifyoudodecidetogothisroute,it’sagoodideatogiveyourclassatleastahalf-daytoworkonTextExceltogetabetterunderstandingofthepromptandwheretheygetstuckintheproject.

Encourageadvancedstudentstoaddadditionalclasses,fields,methods,andclientcode.Ifstudentsstillhavetimetospare,encouragethemtoincreasecodecomplexity,addadditionallevelstotheclasshierarchy,orhelptheirpeers.

Ifyouhaveafewstudentsthatarestrugglingwiththeassignment,allowthemtoworkingroupsof4,eachpairhelpingtheotherwiththeircode.Ifstudentsneedadditionalguidance,havestudentscompletetheworksheetasaseriesofthink-pair-shares,whereyoureturntowholegrouptoshareanddiscussanswersbeforemovingontothenextstep.Teachingtheclassthiswaywillroughlydoublethetimerequiredtocompletetheexercise.

MisconceptionsStudentsoftenhaveconfusiononthedifferencebetweenoverridingvsoverloadingmethods.Thefollowingisachartofthedifferences:


384

OverridingMethodwithsamename,

parameters,andreturntype

OverloadMethodswithsamenamebutparametersand/orreturntype

MethodSignature Same Different

Classhierarchy Subclassoverridessuperclass Overloadedmethodcanexist

anywhereinclasshierarchy

Behavior Changebehaviorofsuperclassmethod Multiplebehavior

Execution RunTime CompileTime

VideoCSE143,InteractingwithObjects(2:46–30:39)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ed2ec8fa-511a-43fe-9c51-7929dc4f10d8&start=166

CSE143,Interactingwalkthrough(30:40–40:10)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ed2ec8fa-511a-43fe-9c51-7929dc4f10d8&start=1840

ForumdiscussionLesson6.03InteractingwiththeObjectSuperclass(TEALSDiscourseaccountrequired)


385

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ed2ec8fa-511a-43fe-9c51-7929dc4f10d8&start=166

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ed2ec8fa-511a-43fe-9c51-7929dc4f10d8&start=1840

http://forums.tealsk12.org/c/unit-6/6-03-interacting-with-the-object-superclass

Lesson6.04—Polymorphism

Overview


Definepolymorphism.Tracetheexecutionofmethodsthroughaclasshierarchyandpredictoutput.


CompleteaTracingInheritanceguideCompleteWS6.4


ReadBJP9.4“Is-aVersusHas-aRelationships.”Completeself-checkquestions#18,20

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS6.4.1TracingInheritanceGuideWS6.4.2ClasshierarchiesandclientcodefromSection9.3(onboardorprojector)

TheRoundRobinworksheetis11pageslong,soitmaytakeawhiletoprintout/copy.

PacingGuide


386



Section TotalTime


IntroductiontoPolymorphism 10min

TracingInheritanceGuide 10min

Studentpractice:WS6.4.1 25min

Gradeaworksheetandannounceclassgrade 5min

ProcedureHookyourclasstodaybydisplayingasampleofpolymorphiccode,andaskingstudentstovoteastowhethertheythinkthecodeisvalid.Raisethestakesbyofferingextraclassparticipationpointstothestudentsthatvotecorrectly.Askstudentstoexplaintheirreasoningbehindtheanswer,andallowalittletimefordebate.


IntroductiontoPolymorphism[10minutes]

1. Beforewarnedthatstudentsmayhaveahardtimewithpolymorphicsyntax.Upuntilnow,we’vebeendrillingmatchingkeywordsandtypes.Passingdifferenttypesasparameterswithinthesamemethodmayseemcounterintuitive.Youshoulddrillandrepeatthatsuchbehaviorisonlyvalidwhensubstitutingsubclassobjects.

2. Polymorphismistheabilityforthesamecodetobeusedwithseveraldifferenttypesofobjects.Althoughthesamecodeisused,itwillbehavedifferentlydependingonthetype(class)ofobjectused.

Whydoesthiswork?Itislegalforasuperclassvariabletorefertoanobjectofitssubclass.Referencevariablesdonothavetoexactlymatchthetypeofobjecttheyreferto!

IfpublicclassLionextendsAnimal{…},

thenAnimalsimba=newAnimal();orAnimalsimba=newLion();orLionsimba=newLion();butnotLionsimba=newAnimal();

TheobjectreferredtobysimbareferstoaLionobject,notanAnimalobject.MethodscalledonsimbawillbehavelikeaLionobject(e.g.theLionroars).Itmaybebeneficialtodiscussthefollowingpointswithyourstudents:


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i. LionisatypeofAnimalsoitisokaytoassignsimbatoanAnimal.

ii. SinceLionoverridessomeofthemethodsofAnimal,whenwecallthoseoverriddenmethods,we’llstillseethebehaviorLiondefines.

iii. WhenweassignsomethingtoanAnimal,theonlyrequirementisthatitis-a-particularAnimal.Sowecanonlyaccessbehavior(methods)thattheAnimalclassknowsabout.

3. Askstudentstothink-pair-sharetoprovideexamplesofothercorrectassignmentstatements.Whenyoucallonstudentsforexamples,besuretohavestudentsexplainhowthenewobjectswillbehave(whatmethodsapply).

4. IfTextExcelhasalreadybeenintroducedinanycapacity,it’seasytousetheCellsasexamples.TheRealCellclassisthesuperclasstotheValueCell,PercentCellandFormulaCellmakingiteasytogetreturnedvaluesasadouble:

RealCellmyCell=(anysubcell);

myCell.getDoubleValue();//Returnsthedoublevaluetobedisplayed.

5. AskstudentstowalkthroughtheMusicalInstrumentexamplewithyou.

MusicalInstrument[]instruments={

newMusicalInstrument(),

newElectricKeyboard(),

newGuitar(),

newElectricGuitar()

};

for(inti=0;i<instruments.length;i++){

System.out.println(instruments[i]);

instruments[i].pickSound();

instruments[i].playNote();


}

Haveyourstudentsreadthetableofoutputs(ontheslides)andfillintheoriginalmethodtofindtheiranswer.Itwillhelpthemwiththeworksheet.

TracingInheritanceGuide[10minutes]

1. DistributecopiesofWS6.4.2andreviewthestepsthatallstudentsshouldusetodeterminetheoutputofapolymorphicprogramliketheexampleyoujustshowed.Theyshouldusethishandoutthewaytheyusetheirproblem-solvingalgorithm,asaproceduretobeusedoneverypolymorphicproblem.


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2. DemonstrateStep1:UsingtheABCexampleinsection9.3ofthebook,diagramtheclasshierarchy.GivethefirstexamplewithTrickyCodeTipthattheheaderwithoutextendsisthesuperclass,thenhavestudentshelpyoufillouttherestofthisdiagram.

3. DemonstrateStep2:StartingwithclassA(asemphasizedbelow),determinetheoutputforeachmethodlisted.Havestudentsfillinthistableintheirnotes,volunteeringanswersforclassesB,C,andD.

4. DemonstrateStep3:ProjecttheclientcodeABCDMainandaskstudentstousethetabletopredicttheoutcomefromthecode.Thecorrectoutputisgivenbelow:


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A

A1

A2

A

A1

B2

C

C1

A2

C

C1

D2

PlacetheclasshierarchyforclassesE,F,GandHontheprojector(alsoinsection9.3).GivestudentsafewminutestousetheTracingInheritanceguidetocreateatableofoutputforclassesE,F,GandH.

StudentPractice:WS6.4.1[25minutes]1. Round-robinisadrillinganderror-checkingexerciseusedwithworksheets.Students

writetheirnameontheworksheet,completethefirstproblem,thenpassthepapertothestudentontheright(orwhateverdirectionyouchoose).Thenextstudentfirstchecksthepreviousanswer,correctingitifneedbe,thencompletesthesecondquestion.Eachstudentthenpassesonthepaperagain.Bytheendoftheexercise,eachstudenthascheckedandcompletedeachquestionontheworksheet.


i. Sincetoday’sworksheetonlyhas13questions,yourchosenworksheetwillonlyrepresentasubsetoftheclass.

ii. Youshouldstillgradeoneworksheetonly,andgiveneveryonethesamegradefromthatonepaper.Thiswillkeepstakeshighforallstudents,sincetheywon’tknowwhichpaperyouwillselecttograde.


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iii. Youshouldtimeeachquestion/checkinginterval,andcall“SWITCH!”whenitistimeforstudentstopassalongpapers.Suggestedtimelimitsaregivenbelow.Ifyounoticethatatimespanistooshortortoolong,adjustalltimespansaccordingly.TimeestimatesasgivenarebasedoffofAPTesttiming.

i. Question1shouldtake5minutes;projecttheA,B,C,andDclassesontheoverhead.

ii. Question2shouldtake1minute.iii. Question3shouldtake5minutes.iv. Question4shouldtake3minutes.v. Question5shouldtake2minutes.vi. Question6shouldtake5minutesvii. Question7shouldtake3minutes.viii. Question8shouldtake5minutes.ix. Question9–13shouldtake2minutesAdjustthetimingonthesequestionsasneeded,buttrytokeepabriskpace.Partoftheengagementfactoristhesenseofurgency.

GradeAWorksheetandAnnounceClassGrade[5minutes]

Iftimeallows,randomlyselecttheworksheetandannouncetheclassgradewithabitoffanfare,congratulatingtheclassonajobwelldone.Otherwise,selectonepapertogradeafterclass,thenreturnthepapertothestudentforstudypractice.


Duetothebriskpaceoftheround-robinrotation,thereshouldn’tbetoomuchdowntimeforanyonestudent.Ifyoudofindastudentthatislookingbored,makeeyecontactwiththemasyouremindtheentireclassthateveryoneshouldbecheckingtheproblemshandedtothemoncetheyaredonewithsolvingtheirassignedproblem.

IntheELLclassroom,youmayneedtoreducethenumberorcomplexityofquestionsofferedontheworksheettocompletethislessoninoneclassperiod.

Reassigntheremovedquestionsashomework,bellwork,orquizzes.

Readeachquestionaloudfortheclass.


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Dothefirstfewproblems(orasmatteringofproblemsthroughouttheworksheet)asawholegroupforadditionalscaffolding.

Alternatively,youcandotheentireassignment,butallow2classperiodstocompleteeachgroup.

ForumdiscussionLesson6.04Polymorphism(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-6/6-04-polymorphism

Lesson6.05—Has-aRelationships

Overview


Identifyandexplainwhytwoclasseshaveanis-aorahas-arelationship.Createahas-arelationshipbetweentwoclasses


CompleteanAPSectionIIquestion“Trio”


ReadBJP9.5

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhiteboardandmarkersProjectionorclassroomcopiesofWS6.5(anAPSectionIIquestion)StudentpairassignmentsVideoforhook:https://vimeo.com/18439821

PacingGuide

Section TotalTime


Introduction(withpairwork) 15min


Studentshare/wholegroupreview 10min

Procedure


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https://vimeo.com/18439821

HookyourclasstodaywiththeShapeshiftervideo(linkin“Materials&Prep”).Askstudentswhatthedifferentanimalshadincommoninthevideo,andwhatrealanimalshaveincommon.Whatbehaviorsdidtheanimalshaveincommon?Whatwasabehaviorthatstuckoutasuniquetoeachanimal?Theideahereistogetstudentsthinkingabouthowtouseinheritance(andeventuallypolymorphism)toreusecodefordifferentclasses.


Introduction(withpairwork)[15minutes]

1. Continuetheclassdiscussionbypromptingstudentstopairupanddrawoutaclasshierarchyincluding:Animal,Carnivore,Tiger,andDonkey.

2. Afterstudentshavecreatedthehierarchy,askthemtoconsidersomebehaviorsthatwouldalsoapplytotheclassesZooandZookeeper.Studentsshouldsharethesebehaviorsandjotthemdownintheirnotebooksforlaterreference.

3. Usingstudent-generatedexamples,illustratetheis-arelationships,andareaswhereyoumightincludehas-arelationships:

Anis-adescribesinheritancebetweenasubclassandasuperclass.Thesuperclassinheritsallthecodefromthesuperclassbecauseyoucanthinkofitasasubsetofthesuperclass.(Hopefullyastudentcanvolunteerananswerlikethis.)

HavestudentscreateclasshierarchiesforZooStaffandZooFacilities.(Somestafftitlescouldbezookeeper,customerservicerepresentative,ortrainer.Typicalzoofacilitiesincludebathrooms,giftshops,andcafeterias.)


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Has-adescribestherelationshipbetweenaclassthatisclientcodeofanotherclass.Theclassisacomponentofthe“clientclass,”andoneobjectcontainstheother.Tocreateahas-arelationship,writeafieldintheclassthatreferstotheotherclass:

publicclassZoo{

privateAnimal[]animals;

privateZooMember[]zooMembers;

privateZooFacility[]zooFacilities;

…

Wecreatefieldsthatrefertootherclasses(highlighted)tocreateahas-arelationship.Whenyoucan’tsubstituteoneclassforanother,youshoulduseahas-arelationship.Azooisnotananimal(orarrayofanimals),norisitastaffmember(orarrayofstaffmembers).Azoocontains,orhas,allofthesecomponents.


1. Studentsshouldremainintheirstudentpairs.Ifyourclassroomhascomputers,studentsshouldcompletethefollowingexerciseinEclipse,andyoushouldreviewtheprotocolforsubmittingassignmentselectronically.

2. Beforestudentsgetstarted,askstudentswhattypesofmealstheyseeinfastfoodrestaurants,andwhatoptionsaretypicallybundledtogether.Guidestudentstodiscuss:

i. Sandwiches:chicken,burger,fish

ii. Drinks:soda,water,juice,coffee,milk

iii. Sides:Frenchfries,onionrings,tatertots,salad,appleslices

Intheexampleshere,ChickenSandwich,BurgerSandwich,FishSandwich,SodaDrink(etc.)aresubclasses.Averyrichclasshierarchycanbeformedhere!Explaintostudentsthatthey’regoingtogeneratecomplexcodethatusesinheritanceandpolymorphismtomodelthestateandbehaviorofValueMeals.


395

3. Ontheprojector,whiteboard,orasahandout,givestudentsthe2014APexamSectionIIquestion4problem“Trio.”AcopyofthisproblemhasbeenincludedinyourmaterialsasWS6.5.

4. Givestudents≈20minutestowriteanddebugtheirsamplecode.Walkaroundtheroomcheckingonstudentsandofferingguidanceiftheyarestuckoronthewrongpath.Chooseoneortwostudentpairstosharetheircodewiththeclassduringwhole-groupdiscussion,andhelpthosestudentssaveandtransfertheirfilestotheprojectingcomputer.

StudentShare/WholeGroupReview[10minutes]

Inawholegroup,askforstudentstosharetheircodeandexplainhowtheestablishedthehas-arelationshipbetweenclasses.Checkforstudentunderstandingbyaskingwhyahas-arelationshipwasmoreappropriatethancreatingais-a(hierarchical)relationship.


CommonQuestions/Issues

YoumayhavetoremindstudentstowritetoStringmethodsintheotherclassesaswell.HavestudentsdemonstrateflowofcontrolonthetoStringmethodtodemonstratewhyatoStringmethodinthe“clientclass”willrequireatoStringmethodintheotherclasses.

Checktomakesurestudentsareusingprivatefields.Ifyou’reseeingmanystudentsusingpublicfields,pausetheclasstoleadawholegroupdiscussionaboutwhyencapsulationissoimportant.(TheY2Kbugisaparticularlyexcitingexampleofwhathappenswhenwedon’tencapsulatecode.Besuretodescribethepanicanddoomsdaypredictionsthatthiscaused!)

Ifyourstudentshavebeenhavingtroubletracingtheflowofcontrolasamethodcallsanothermethodinadifferentclass,takesometimetodemonstratehowtousethestep-intoandstep-overbuttonsinEclipse.

Thestep-overandstep-intobuttonscanbefoundinthetoptoolbar.

Inthescreenshotbelow,thepointerrestsonthestep-intobutton,whichwilladvancetheflowofcontrolonestepatatime.Thestep-overbuttonwilljumptotheendlocationofcontroloncetheentiremethodhasexecuted.


396

Ifstudentscompletethisassignmentquickly,encouragethemtoincreasethecomplexityanddepthoftheprogram.Someideastogetstudentsstarted:

IntroduceanAquariumclasswithassociatedhas-aandis-arelationshipstosomeoftheclassesyoualreadycreated.

CreateadditionalsubclassesinAnimal,orclassessuchasAquariumStaffasneeded.

Ifyou’dlikeforstudentstoexpandontheAPquestiongiven,havestudents:

CreateadditionalsubclassesforDrink/Sandwich/Salad(ifnotalreadydone)

CreateaMenuofValueMealoptions,andallowusertoselecttheoptionstheywanttocreateameal

AddservingsizestoDrinkandSide,andcreateaSuperSizeValueMeal

AddpricetoSandwich/Drink/SaladandhaveValueMealpricesbe85%ofthetotalitemprices.

Ifstudentsarestrugglingwiththeassignment,allowmoretime(uptotwoclassperiods)tocompletethelesson.Readthepromptaloudfortheclass,anddothestepstogetherifneeded.InclasseswithELLs,youcandistributesavedEclipsefilesthatcontainanentirefunctionalprogram,withshuffledcomponents.Studentswillneedtoorganizethecodefragmentsintotheproperorder(aParsonsproblem).

TeacherPriorCSKnowledgeIs-arelationshipsdefineclasshierarchythroughinheritance,whilehas-arelationshipsdefineclassesthroughtheincorporationofcomponentclasses.

MisconceptionsHas-aimpliesaone-to-onerelationship,whileinmanycases,classeshaveaone-to-manyrelationship.Useexampleswherethehas-a(composition)relationshipismorethanjusta1∶1relationship.Forexample,adeckofcardshas52cards.

Forumdiscussion


397

Lesson6.05Has-aRelationships(TEALSDiscourseaccountrequired)


398

http://forums.tealsk12.org/c/unit-6/6-05-has-a-relationships

Lesson6.06—Interfaces

Overview


Implementanduseinterfaces.


Completeanin-classcompetition


ReadBJP9.6Summarizenotesinnotebookfortomorrow’snotebookcheckForextracredit:

GenerateyourownclasshierarchythatdemonstratesthesameconceptsillustratedbytheFinancialClassHierarchyoutlinedinthebook.Theextra-creditprojectisdue[oneweekfromassignment].

Materials&PrepProjectorandcomputer(ifyouareableto/opttouseEclipsewithyourstudents)WhitepaperandmarkersInClassPoster6.6Smallgroupassignments(≈4peoplepergroup)

PacingGuide

Section TotalTime


Introduction 15min

Classcompetition(smallgroups) 20min

Wholegroupreviewandcompetitionjudging/award 15min


399


ProcedureHookyourclassbyannouncingaclasscompetition.FeatureTEALSswag,extracreditpoints,freehomeworkpasses,orraffleticketsasprizes.Breakstudentsintotheirsmallgroupsbeforebeginningyourintroduction.



1. Beginwithalecture/discussionaboutinheritanceandinterfaces.

2. We’veseenthatinheritanceisausefultoolforprogramming.(Askstudentswhyinheritanceisuseful:itenablespolymorphismandcodesharing.)

Butinheritancehaslimitations:

Askstudentsifwecaninheritcodefrommorethanonesuperclass.(No.)

Ifyouwantanis-arelationshiporpolymorphism,butyoudon’twanttogiveasubclassaccesstothecode,inheritancewon’tgiveyoutheencapsulationyouneed.

3. There’saspecialtoolwecanusecalledaninterfacethatallowsyoutorepresentacommonsupertypebetweenclasseswithoutactuallysharingcode.

Aninterfaceconsistsofasetofmethoddeclarationswithoutamethodbody.

Thinkoftheinterfaceasapromiseofbehavior;themethodisdeclared,butnotdefined.Themethodwillbe(ispromisedtobe)definedinthesubclassmethod.

Ifyoudon’tdefinethemethodinyoursubclass(ifyoudon’tfollowthroughonyourpromise),you’llgetanerror.

4. Demonstratewhatthislookslikeinpractice.Youcanusetheexamplegivenbelow,orasktheclasstohelpyougenerateanexampleoftheirownchoosing.Startwithasketchsostudentscanvisualizetherelationshipsbetweeninterfacesandclasses,andreviewinheritancevocabularyasyouconstructthediagram:


400

Interfacesarerepresentedbydottedboxesandarrows,classandclasshierarchiesarerepresentedbysolidlinesandboxes.

Ifyouwishtoshowyourstudentsthatinterfacescanbesharedbyunrelatedclasshierarchies,youcanaddtothediagramaboveasshownbelow.Thecoloroftheinterfacearrowshasbeenchangedtoredsoit’seasiertoseewheretodrawthelines.


401

publicinterfaceSalty{//ThisisapromisetoimplementthesodiumCont

ent

doublesodiumContent();//intheclassthatimplementstheSaltyinterf

ace.

}

publicinterfaceAromatic{

StringdescribeAroma();//Noticethelackof"public"!Publicis*assum

ed*.

}

publicinterfaceGreasy{//Pointoutthatinterfaceslookjustlikeclas

ses

doubleamountOfGreaseInMg();//butwithoutfieldsormethodbodies

}

publicinterfaceEdible{

doublecalories();

}

5. Asyouwritetheclassheaderbelow,pointoutthekeywordimplementsandmatchuptheinterfacesintheheaderwiththeinterfacesinthediagram.

publicclassBaconextendsPorkimplementsSalty,Aromatic,Greasy,Edible{

privatedoubleamountInKg;

publicBacon(doubleamount){

amountInKg=amount;

}

publicdoublecalories(){

returnamountInKg*CALORIES_PER_KG_OF_BACON;

}

Askstudentstopointouttheheaderandtheconstructor.Askthemiftheycanguesswhyyouincludedacaloriesmethod.Iftheydon’tremembertheanswerfromtheirreadingassignment,pointtotheinterfaceswithoutanyadditionalcomment(you’refollowingthroughonyourpromisetoimplementthemethod).

AskstudentsiftheBaconclassiscomplete.HavethemhelpyoufixitbyaddingtheothermethodsyoupromisedtoimplementintheAromatic,Greasy,andSaltyinterfaces.PointoutPoster6.6asanaidtohelpstudentswriteinterfacescorrectly.

ClassCompetition(SmallGroups)[20minutes]


402

1. Ontheboardoroverhead,projectaseriesoffiveinterfacesonathemethatyoufeelwillcreativelyengageyourclass(youshouldblankoutthepartsthatyoufeelwillmaketheexamplemostengaging).Somesampleclassesandinterfaceswithsuggestedmethods:

i. Subclasses:Red,Orange,Yellow,Green,Blue

Interface:colorSampleMethods:doublewavelengthInNm,BooleanisPrimaryColor

ii. Subclasses:Wood,Brick,Adobe,Stone,Canvas

Interface:buildingMaterialSampleMethods:StringmovableHousing,doublecostPerLb

iii. Subclasses:Boeing747,Pheasant,PaperAirplane,Cannonball

Interface:fliesSampleMethods:getMaximumAltitude,getRange,getSpeed

2. Inviteeachteamtoprovideateamname,andexplainthechallenge:

i. Studentsshoulddefineclassestoimplementasmanycombinationsofinterfacesaspossible.

ii. Studentsmustincludeatleast1methodforeachinterface.

iii. Eachclasshastoimplementtheinterfacemethodsandincludeaconstructor.

3. Theteamwiththemostcombinationsofinterfacesattheendofthetimelimit(≈20minutes)winthecompetition.

WholeGroupReview&CompetitionJudging/Award[15minutes]

Leavetimetohavegroupssharetheirinterfaceswiththerestoftheclassduringwholegroupdiscussion.Payattentiontoanyparticularlycreativeorwackyexamplesthatstudentscomeupwith.

AccommodationandDifferentiationIfyourstudentsrequireadditionalpracticewithinterfacesbeforebeginningtheclasscompetition,workthroughbuildingaclassLardthatimplementstheinterfacesGreasyandFoodItem.

DuringtheActivity


403

Ifyourstudentsrequireextrascaffolding,generate1methodforeachinterfaceasawholegroupbeforethecompetitionbegins.Writethesemethodsontheboardwiththeinterfacesforeasyreference.

Ifyourstudentsrequireanextrachallenge,changerulec(instep2ofActivity)toincludeadditionalmethodsand/orfields.

TeacherPriorCSKnowledgeAstudentmayaskabouttheIs-AandHas-Arelationshipsintroducedinthepreviouslesson,whicharegreatfordescribinginheritancevscomposition.Butwhataboutinterfaces?TherelationshipthatcanbeusedisCan-Do.Aclassthatimplementsaninterfacecandothebehaviorsspecifiedintheclassitimplements.

MisconceptionsStudentsoftenhaveconfusiononthedifferencebetweenextendsvsimplements.Syntacticallyisfairlystraightforwardtoextendfromasuperclassandimplementfromaninterface.Conceptually,inheritance(extends)isusedtodefineaclasshierarchywherecommonfunctionallyisfactoredoutintothesuperclass.Incontract,interfaces(implements)isusedtoseparateoutthemethodsdefinitionfromthemethodimplementation.Noclasshierarchyisimpliedwhenimplementinganinterface.

VideoBJP9-3,ImplementComparableInterfacehttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c10-3

CSHomeworkBytes,InterfaceandAbstractClasses,withElizabethhttps://www.youtube.com/watch?v=iiZ_TIZsE6Q

CSE143,Interfaces(note:usesArrayIntListwritteninclassasanexample)(3:43–26:35)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=696d623a-dca4-4b64-bdfd-71d49fc9b47d&start=223

ForumdiscussionLesson6.06Interfaces(TEALSDiscourseaccountrequired)


404


https://www.youtube.com/watch?v=iiZ_TIZsE6Q

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=696d623a-dca4-4b64-bdfd-71d49fc9b47d&start=223

http://forums.tealsk12.org/c/unit-6/6-06-interfaces


405


Overview


Writecomplexcodethatusespolymorphism,inheritance,andinterfaces.


SubmitmultipleprogramselectronicallyTaketwoquizzesfromtheBarron’sreviewbook

Homework—

AlistofhomeworkassignmentsislistedinthePacingGuide

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesoftextbook(forDay4)Asamplegroceryreceipt(forDay4)

PacingGuide:Day1

Section TotalTime

ProgrammingProjectI Fullclass

Gradestudentnotebooks Duringclass


PacingGuide:Day2


406

Section TotalTime

ProgrammingProjectI(Project9.1fromthetextbook) Fullclass

Checkstudentoutlinesforcompleteness Duringclass

Homework:ReadandoutlineChapter4inBarron’sreviewbook TONIGHT

PacingGuide:Day3

Section TotalTime

ProgrammingProjectII(Project9.3fromthetextbook) Fullclass

Homework:TaketheChapter4quiz.Gradeyouranswers. TONIGHT

PacingGuide:Day4

Section TotalTime

ProgrammingProjectIII(Exercise9.3fromthetextbook) Fullclass

Homework:ReadandoutlineChapter3inBarron’sreviewbook. TONIGHT

PacingGuide:Day5

Section TotalTime

TakeChapter3quizINCLASSStudentsgradetheirownanswersandsubmitreviewbooksforagrade.

Fullclass

CheckBarron’sreviewbooksforhighlighting,note-taking,andquizcompletion/grading Duringclass

Homework:ReviewChapter9andsubmit5questionsforreview. TONIGHT

Procedure


407

Studentsshouldcompletetheprogrammingprojectsontheirown.Readthroughtheinstructionswiththeclass,andhelpstudentspacethemselvesbysettingprogressgoalsforeachday.

Beforelettingstudentsbegintheprojects,askstudentswhatresourcesareavailabletothemsotheycanhelpthemselvesbeforecallingyouover.(Notebooks,textbook,classhandouts,studentworkandpostershangingaroundtheroom,onlineresources.

AboutBarron’s



Ifyou’vechosentointroduceTextExcelearlier,youcanassignportionsofTextExcelashomeworkheretosavetimelaterinthecourse.TextExcellikeFracCalctakesalotofinandoutofclasstimetocomplete,andtimesavedheresavestimeforAPtestreview.

ProgrammingProjects

Ontheoverheadorsharedelectronically,providestudentswiththefollowingprogrammingprompts:

ProgrammingProjectI

Writeaninheritancehierarchyofthree-dimensionalshapes:

1. Makeatop-levelshapeinterfacethathasmethodsforgettinginformationsuchasthevolumeandsurfaceareaofathree-dimensionalshape.

2. Thenmakeclassesandsubclassesthatimplementvariousshapessuchascubes,rectangularprisms,spheres,triangularprisms,cones,andcylinders.

3. Placecommonbehaviorinsuperclasseswheneverpossible,anduseabstractclassesasappropriate.

4. Addmethodstothesubclassestorepresenttheuniquebehaviorofeachthree-dimensionalshape,suchasamethodtogetasphere’sradius.

ProgrammingProjectII

Writeaninheritancehierarchythatstoresdataaboutsportsplayers.


408

1. Createacommonsuperclassorinterfacetostoreinformationcommontoanyplayerregardlessofsport,suchasname,number,andsalary.

2. Thencreatesubclassesforplayersofyourfavoritesports,suchasbasketball,soccerortennis.

3. Placesport-specificinformationandbehavior(suchaskicking,verticaljumpheight,orspeed)intosubclasseswheneverpossible.

ProgrammingProjectIII

HavestudentssubmitanswerstoExercise9.3intheirtextbooks.Thisassignmentwillbesubmittedonpaper.Aswritten,studentsarenotgivensomecodethatimplementsGroceryBill,Employee,andItem.Ifyouwishtomakethisanelectronicassignment,youshouldconsiderprovidingstudentswithsomestartercode.

AccommodationandDifferentiationInsomeclassrooms,youmaywanttoprovidethemathematicalformulasforfindingthevolumeofspheres,triangularprisms,cones,andcylinderssostudentscanfocusoncodingratherthanfindingandtranslatingthemath.Youcanalsointroduceandreinforceusefulvocabularybyprovidingphysicalexamplesoftheseshapes.Ifyouarehavingtroublefindingprisms,cones,andcylinders,youcanmaketheseitemsoutofpaperbyprintingouttemplatesandfollowingtheinstructionsatthiswebsite:(http://tinyurl.com/asz6e69)

TohelpstudentsprocessProgrammingProjectIII,youmaywanttoreadthroughexercise9.3inthetextbookwiththeclass,breakingdowntheproblemintoitspartsasawholegroup.InELLclassrooms,youshouldbringinphysicalsamplesofgroceryreceiptsandpassthemaroundorviewthemontheprojector.Havestudentspointoutthedifferentpartsofthereceiptastheyrelatetotheassignment.

Remindstudentstoalwaysdrawastructurediagram,sketchouttheirplanusingpseudocode,andincludecommentstoremindthemselves(andyou!)ofwhateachsectionofcodeisfor.



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http://tinyurl.com/asz6e69

http://forums.tealsk12.org/c/unit-6/6-0701-0705-programming-project


410


Overview






Reviewforthetestbyby:ReadingoverthebluepagesattheendofChapter9



Thehomeworktonightasksstudentstosubmit5questionsforreview.Createanelectronicsurveyforstudentstocompletewith6textfields,oneforname,and5forquestionstheyhaveaboutCh.9content.Setadeadlinebywhichtimestudentsmusthavesubmitted5questionsfromCh.9Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

PacingGuide


411

Section TotalTime



Studentwork 35min















412

AccommodationandDifferentiationInELLclassrooms,pairstudentsandallowthemtoworktogethertocorrecttheirwork.




413


Lesson6.09—Review

Overview







Materials&PrepProjectorandcomputerWhiteboardandmarkerResultsfromelectronicsurveyofreviewtopics


PacingGuide

Section TotalTime




Procedure


Lesson6.09:Review

414












Lesson6.09:Review

415



1. Pickandchoosewhichquestionswillappropriatelyassessyourstudents.

2. Createdifferentversionsofthetest(ifyou’venoticedthatcheatingisaproblem).

3. SimulateanauthenticAPtestexperience.


1. ChangetheheadingsonSectionI&IItoreflecttheactualnumberofquestions.

2. ChangetheheadingsonSectionI&IItoreflectthecorrectpercentagesoftheirtotaltestscore.TheAPexamweightsSectionI&IIat50%oftheoverallscore,each.

3. Adjustthetestpacingforyourclassperiod’stimespan.Theultimategoalistoworkyourstudentsuptoapaceof90secondsperSectionIquestion,and26minutesperSectionIIquestion(includingtimeforchecking).

4. KeeptrackofwhichquestionsyouremovefromthetestsoyoucanusethemduringUnit9testprep/review.

Eveninthefinal(reduced-size)version,thetestwillbeverylong.Besuretotakethisintoaccountwhenphotocopyingversionsofthetest.Ifyouteachmultiplesectionsofthisclass,youmaywanttohavestudentsusebubble-insheetssoyoucanerasestudentmarkingsandre-usetestpacketsbetweenclassperiods.


Test5Guide

416


Lesson7.00—TestReview&ReteachN.B.THISLESSONISOPTIONAL(Seebelowfordetails.)

Overview






ReadBJP13.1upto“Sorting.”Correctanyincorrecttestanswersbyre-answeringonaseparatesheetofpaper



Toaccommodateforlate-yearschedulingdrift,Unit7isplannedwith4periodsof“wiggleroom.”Unit7includesalong-formatlabthattakesaminimumof1155-minuteclassperiodstocomplete.IfyoufeelthatyouneedtoplanadditionaltimeforstudentstocompletetheElevenslab,skipthisreviewlesson,andassigntestreviewandcorrectionasahomeworkassignment.Allowstudentstoworktogetherontheassignmentsotheycan


417

helpeachotherwithcorrectinganswers.ItisagoodideatocheckwitheachgroupbeforetheyleaveclasstoensurethattheyhaveA)exchangedcontactinformation,B)havesetupalocationandtimetodotheassignmenttogether.

Therestofthehomeworkassignmentscanbeshiftedaccordingly,sincetherearefewerhomeworkassignmentsthantherearedaysoftheElevenslab(seeLP7.3forhomeworkschedule).

PacingGuide

Section TotalTime













418



i. Youcanaskforstudentstovolunteeranswers,orcallonstudentsrandomly.Makesurethatstudentsexplaintheirlogicwhentheyanswer.Ifastudentgivesanincorrectanswer,theexplanationwilltellyouwhatyouneedtore-teachorclarify.

ii. Donotskipquestionsthateveryoneansweredcorrectly,butdonotspendmorethanthetimeittakestoreadthequestion,andcongratulatestudents’correctanswers.










419


Lesson7.01—SearchingAlgorithms

Overview


Compareandcontrastthedifferentsearchalgorithms.


Completesomeshort-answerquestions.


ReadBJP13.1“Sorting.”Completeself-checkquestions#4-6andexercises#1-3

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS7.1CSUnpluggedActivity:SearchingAlgorithms(http://csunplugged.org/searching-algorithms/)ClassroomcopiesofBattleship1A,1A’,1B,1B’,2A,2A’,2B,2B’

IncludedintheCSUnpluggedactivity10-15slipsofpaperwithdifferentintegersprintedonthem(1integerperpaper)IndividuallywrappedsmallcandiesStudentpairassignments

PacingGuide


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http://csunplugged.org/searching-algorithms/

Section TotalTime


Intro&demonstration 10min

Studentactivity1:BattleshipLinearSearching 15min

Studentactivity2:BattleshipBinarySearching 15min

Worksheetcompletion/wholegroupdiscussion 10min

ProcedureHookyourstudentsbyplacingthebowlofcandysomewherevisible.Beforetheintroductorylecture,announcethattoday’sclassisa“gameday,”andstudentswillspendtheirtimeinvestigatingcomputeralgorithmsbyplayingBattleship.


Intro&Demonstration[10minutes]

1. Beginwithalecture/discussionaboutsearchalgorithms.

2. Computersareusefulbecausetheycanmanagelargecollectionsofdataquicklyandeasily.Askstudentstogivesomeexamplesabouthowlargecollectionsofinformationaremanagedbycomputers.

Examples:Dataaboutitemsforsaleareaccessedasbarcodes,schoolsstoredataaboutstudents,whichcanbeaccessedbystudentname,IDnumber,orgradelevel,weathermenstorehistoricalandcurrentdataaboutatmosphericconditions,etc.

3. Largecollectionsofdataaren’tmanageableunlessweareabletosearchforaparticulardatapoint(datum).

Example:Whenyousearchtheinternet,you’researchingforasinglekeyword(orphrase)calleda“searchkey”withinaparticularwebpage(orsetofwebpages).

4. Eventhoughcomputersworkveryquickly,whenwedealwithsearchinglargedatasets,weneedtousealgorithmsthatarequicktouse.Adifferenceofasecondortwoisactuallyquitealotwhenyouthinkabouthowmanytimesadayweusesearches.

Usingyourphone,theclassclock,awatch,stopwatch,oryourcomputer,demonstratefortheclasswhat3secondsfeelslike.Askstudentstoimagineeachwebsearchtakingthatlong.


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Demonstrate10seconds,andaskstudentstoimaginewhatwouldhappeninagrocerystoreifeachitemscannedtook10secondsforthepricelook-up.Askforestimatesonhowlongitwouldtakeasinglefamilytocheckoutgroceriesfortheweek,andhavestudentsofferpredictionsastohowthiswouldaffectbusinessandconsumerexperienceinthestore.

5. Whenwedecideasprogramdesignerswhichsearchingorsortingalgorithmstouse,wefactorin:

i. Thesizeofthedataarrayii. Thespaceefficiencyofthealgorithm(howmuchmemoryituses)iii. Run-timeefficiency(howfastitexecutes)

6. DEMONSTRATION:UsingtheCSUnpluggedguide“IntroductoryActivity,”getyourstudentsthinkingabouttheprocessofandrelationshipbetweensearchingandsortingdata.UsetheintroductoryactivitytointroducetheBattleshipgames.

StudentActivity1:BattleshipLinearSearching[15minutes]

1. Ontheprojectorortheboard,reviewtherulesforBattleships–ALinearSearchingGamefromtheCSUnpluggedactivity.Distributesheets1Aand1Btostudentpairs(facedownsostudentsdon’tseeeachother’spapers).

2. DistributeWS7.1sostudentscananswerquestionsastheyplaytheBattleshipgames.

3. Givestudents≈15minutestoplaytheBattleshipgameandanswerthecorrespondingquestionsontheirworksheets.Studentsthatcompletethegamewithenoughtimetodoasecondroundshouldreceive1A’and1B’.Besuretopaceyourstudentsbyannouncing5minutesbeforetransition.

StudentActivity2:BattleshipBinarySearching[15minutes]

1. UsingtheCSUnpluggedguideforBattleships–ABinarySearchingGame,explaintheupdatedrulesforthisgame.Distributesheets2Aand2Btostudentpairs(facedown).

2. Remindstudentstoanswerthequestionsontheirworksheets.

3. Givestudents≈15minutestocompletethegameandanswertheirworksheets,thencalltheclasstogetherforawholegroupdiscussionoftheiranswers.Studentsthatcompletethegamewithenoughtimetodoasecondroundshouldreceive2A’and2B’.

WorksheetCompletion/Whole-GroupDiscussion[10minutes]


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Discusstheworksheetquestionsasaclass,assessingstudentunderstandingandre-teachingasneeded.

AccommodationandDifferentiationToensurethatstudentsunderstandtheassignment,readthequestionsonWS7.1beforestudentsbegintheactivity.

Helpstudentswithmetacognitionbycheckinginwithstudentpairsduringtheactivities.Askthemtoexplaintheirdecisionmakingprocesstoyou,andiftheyarehavingtroublearticulatingtheiralgorithms,askthemtoexplainonedecisionatatime.

Wheneverpossible,youshouldencouragestudentstodo2roundsofBattleshipforeachsearchalgorithm.Thiswillallowstudentstotracktheirownlearning.

Ifyourstudentsareadvancingthroughthecoursequicklyandeasily,youcanaugmentthisunitbyhavingstudentswritecodetoimplementsequentialorbinarysearch.Assignfurtherreadinginthetextbook(thelatter½ofChapter13),anddiscusswithstudentshowtheycanimplementcodethatoperateliketheprocessesexploredduringclass.

TeacherPriorCSKnowledgeAbinarysearchcanbewrittenusingiteration,butbinarysearchlendsitselftowelltorecursion.Atthispointinthecurriculum,studentshavenotlearnedrecursion.Youcanrevisitthebinarysearchalgorithmafterintroducingrecursion.

Big-OnotationisnotpartoftheAPCSAexam.However,somemethodofdenotingrelativesize,whetheritbetimeormemoryusage,needstobeintroduced.Youcanusebig-Onotationorinventoneyourown.

Theexecutiontimeofalinearsearchisn²whiletheexecutiontimeofbinarysearchisn·log (n).Itisnotnecessaryforstudentstofullyunderstandlogarithmsinordertounderstandthatbinarysearchisfasterthanlinearsearchforlargevaluesofn.

VideoBJP13-1,BinarySearchhttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c13-1

2


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CSE143,BinarySearch(1:57–12:41)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=67aa1877-adc1-41d9-9bb6-1621cfa8a99e&start=107

ForumdiscussionLesson7.01SearchingAlgorithms(TEALSDiscourseaccountrequired)


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https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=67aa1877-adc1-41d9-9bb6-1621cfa8a99e&start=107

http://forums.tealsk12.org/c/unit-7/7-01-searching-algorithms

Lesson7.02—SortingAlgorithms

Overview


Compareandcontrastdifferentsortingmethodsandevaluatetheirrelativespeedandefficiency.


Completesomeshortanswerquestionsonworksheets


ReadBJP13.1“Shuffling.”(CheckDifferentiationforadvancedhomeworkassignmentandalternateclassroomactivities)

Materials&PrepProjectorandcomputerWhiteboardandmarkersCSUnpluggedActivity:SortingAlgorithms(http://csunplugged.org/sorting-algorithms)Balancescales(oneforeachgroupofstudents)Classroomcopiesofworksheetactivities(includedinCSUnpluggedActivity)Setsof8containersofequalsizebutdifferentweights(oneforeachgroup)Studentpair/groupassignments

Yourphysics,mathematics,orchemistryteachermayhaveweightsetsandscalesthatyoucanuseforthislesson.Ifyoudonothaveweightsets,usingprescriptionbottles,M&MMinicontainers,oroldfilmcanistersfilledwithdifferentamountsofsandwillalsowork.Ifyoudonothavetimetocollectentiresetsoftheseitems,placingpennies,beans,orsandinsealedpaperlunchbagswillworkinapinch(warning:thiscangetmessyifyourstudentsaren’tcareful!).It’simportanttochooseopaquecontainerssostudentsdon’ttaketheshortcutofeyeballingtheweightsinsteadofusingthescale.

Ifyoucannotfindbalancescales,directionsonhowtomakeasetcanbefoundonthesewebsites:


425

http://csunplugged.org/sorting-algorithms

https://kriegerscience.wordpress.com/2011/09/28/how-to-make-a-set-of-weighing-scales/http://www.wikihow.com/Make-a-Balance-Scale-for-Kids

PacingGuide:Day1

Section TotalTime


Introduction 10min

Studentactivity1:SortingWeights 35min

PacingGuide:Day2

Section TotalTime

Introduction&Setup 5min

Studentactivity2:DivideandConquer 30min

Wholegroupdiscussion&codedemo 10min

ProcedureHookyourstudentsbyplacingthematerialsforthelessonoutaroundtheroom.



1. Leadaclassdiscussionaboutwhyitwouldbeimportanttosortdata:

Askstudentswhichsearchingmethodwentfasteryesterday(binarysearch),andwhataprerequisiteforthistypeofsearchwas(arrayneedstobeordered/sorted).

Askforadditionalexamplesofwhenitmightbeimportanttosortdata.(SortingsongsiniTunes,sortinghomeworkassignmentfilesonyourhomecomputer,sortinggoodsinastorebylocation,price,ortype,etc.)

StudentActivity1:SortingWeights[35minutes]


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https://kriegerscience.wordpress.com/2011/09/28/how-to-make-a-set-of-weighing-scales/

http://www.wikihow.com/Make-a-Balance-Scale-for-Kids

1. Distributeworksheetsfor“SortingWeights”tostudentpairsorgroups.

2. Reviewthedirectionswiththeclass,anddistributematerials.

Ifyourclassisnotfamiliarwithhowtousethescales,takeafewminutestodemonstratetheproperwaytoreadthescalesandrecordtheweightdata.

Besuretoremindstudentstocounthowmanycomparisonstheymakeduringtheactivity!

Makethe“extraforexperts”questionmandatory.

3. Givestudents≈35minutestocompletethisactivity—theywillneedtomake28comparisonsforthisexercise.

DAY2

StudentActivity2:DivideandConquer[30minutes]

1. Brieflyreviewthenextactivityforthe“DivideandConquer”activity.

Pointouttostudentsthattheymusttryouttheadditionalsortingmethodsonthelastpage(insertionsortorbubblesort).

Remindstudentstokeeptrackofhowmanycomparisonstheymakeforeachtypeofsort.

2. Givestudents~30minutestocompletethisactivity,thencalltheclasstogetherforawholegroupdiscussionoftheiranswers.

WholeGroupDiscussion&CodeDemonstration[10minutes]

1. Discusstheworksheetquestionsasaclass;askstudents:

whatsortingalgorithmswerethequickest

whichsortingalgorithmsshouldusemorememory

whichsortingalgorithmsthey’veusedintheirlives,andwhatthosesituationswere.(Someexamplestogetthemstartedincludesortingnotesorhomeworkintodateorder,organizingshuffledcards,etc.)


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2. TheAPsubsetdoesnotincludespecificsortingcode,butstudentsarerequiredtoconceptuallyunderstandthemechanismsusedineachofthesortingalgorithms.Studentsshouldbefamiliarwiththebest-andworst-casescenariosforeachofthesortingalgorithms.Givethestudentsasummaryofthisinformationbyhavingstudentscopythenotesbelow,orbyofferingthisinformationasahandout.

SORTINGALGORITHMS

SelectionSort

Foranarrayofnelements,thearrayissortedaftern-1passes.Aftertheithpass,thefirstielementsareintheirsortedposition.

Thestepsare:

1. Thealgorithmdividestheinputlistintotwoparts:thesublistofitemsalreadysorted,whichisbuiltupfromlefttorightatthefront(left)ofthelist,andthesublistofitemsremainingtobesortedthatoccupytherestofthelist.

2. Initially,thesortedsublistisemptyandtheunsortedsublististheentireinputlist.

3. Thealgorithmproceedsbyfindingthesmallest(orlargest,dependingonsortingorder)elementintheunsortedsublist,exchangingitwiththeleftmostunsortedelement(puttingitinsortedorder),andmovingthesublistboundariesoneelementtotheright.

AusefulanimationofselectionsortcanbefoundonWikipediahere:(http://tinyurl.com/muo8ycd).

InsertionSort

Foranarrayofielements,thearrayissortedaftern-1passes.Aftertheithpass,thefirstielementsaresortedwithrespecttoeachother,butnotintheirfinalsortedpositions.Theworst-caseforinsertionsortiswhenthearrayisinitiallysortedinreverseorder(becausesortingtakesthemostnumberofcomparisons/moves).Thebest-casescenarioisifthearrayisinitiallysortedinincreasingorder(becausenoelementswillhavetobemoved).

Thestepsare:

1. Insertionsortiterates,consumingoneinputelementeachrepetition,andgrowingasortedoutputlist.

2. Eachiteration,insertionsortremovesoneelementfromtheinputdata,findsthelocationitbelongswithinthesortedlist,andinsertsitthere.

3. Itrepeatsuntilnoinputelementsremain.


428

http://tinyurl.com/muo8ycd

AusefulanimationofinsertionsortcanbefoundonWikipediahere:(http://tinyurl.com/ldw8bj6).

AccommodationandDifferentiationIfyourstudentsneedmoretimetocompletetheexercise,havethemskipthebubblesearchexercise.

Haveseveralshuffleddecksofcardsavailableforstudentstosortiftheyfinishtheexerciseearly.Youcantimestudentsortingandturnitintoacompetitionifyouneedtoofferextraengagement/motivation.

Encouragestudentstowritethealgorithmsfordifferentsortingmethodsintheirownwords.Ifastudentcomesupwithaparticularlywell-wordedexample,encouragethemtoturnitintoaposterorhandoutfortheentireclasstouse.

Ifyouhaveenoughtime,andyourstudentsarefollowingalongwell,haveyourstudentspracticeimplementingsortingcode.UseAPquestions(like#17inthe2009exam)togivestudentspracticeatrecognizingaright-to-leftselectionsortandchoosingthecorrectinnerforloop.

OptionalLesson

Analternativelessonplanisoutlinedhere.Thislessonexaminesthesortingmethodsingreaterdetail,andtakesatleast2classperiodstoconduct.Ifyouarepressedfortime,youshouldnotusetheseplanssincetheytakemoretimetocover,andaddressthematerialinamorechallengingway(thoughtheactivitiesarecleverlydisguisedasfun)!

1. Introducetheseactivitiesinlieuoftheonesmentionedinthelessonplanabove.

Bring8studentstofrontofclassroom,giveeachapieceofpaperwithauniquesimplenumberonit,whichtheyholdsoclasscansee.

Pick“SortMasters”fromtheremainderoftheclasstogivethe8studentsinstructionsabouthowtogetintosmallest-to-biggestorder.

AllowthefirsttwoSortMasterstogiveinstructionswithoutcommentary,unlessitlooksliketheyareexplicitlyusingselectionsort(movelowest/biggestnumbertooneend)orinsertionsort(moveanumbertocorrectposition)orbubblesort(AandBareinwrongorder,soswap),inwhichcasenamewhattheyaredoingandencouragethemtobeexplicitindescribingtheirinstructions.


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http://tinyurl.com/ldw8bj6

Inthisfirstactivity,donotworryaboutexplicitcomparisonsoftwonumbersatatime,SortMasterscanpicksmallest/largestdirectly.

IfthefirsttwoSortMastershavenotshowninsertionorselectionsort,telltheclassthatthey’regoingtolookatthismoresystematically/algorithmicallynow.

Ifselectionsortnotcovered–askanewSortMasterwhoshouldgofirst?Whoshouldgosecond(selectionsort)?

Ifinsertionsortnotcovered–askanewSortMastertostartwithaskingwhethersecondpersonshouldgobeforeorafterfirst?Wherethirdpersonshouldgorelativetofirstandsecond?

Studentsbacktoseats;askforacomparisonofselectionvs.insertionsort:

Selection:Whogoesinthenextposition?

Insertion:Intowhichpositiondoesthenextpersongo?

2. Activity1A:IntroduceideathatwhileSortMasterscouldeyeballeveryonetoseewhogoesnext,computerscanonlycomparetwothingsatatime.

Distributebalancesandweights.Instructeachteamtostartwithweights1-8inorder.Activity1AisessentiallysameasActivity1,exceptyouexplicitlytellstudentstousetheideaofSelectionSortwhenorderingtheirweights.

Studentsdiscussquestionsintheirgroups,answeringquestionsincludingnumberofcomparisons.

3. Activity1B:StudentsthenmoveontoActivity1B,sameas1A,exceptexamininginsertionsort.Studentsshouldbeexplicitlytoldtoresettheirweightsininitialorder.

Asatrick,setupinitialweightsformostgroupsinrandomorder,butatleastonegroupshouldhaveinitialpositionsinascendingweightorder,andanotherwithweightsindescendingweightorder.

Comebacktoclassdiscussion.Expectgroupstohavesimilarnumbersofcomparesforselectionsort,butwidelydifferentnumbersforinsertionsort.

Asa“grandreveal,”announcethedifferentstartconditions,sostudentswilldiscoverthissignificantbehaviordifferencebetweenselectionandinsertion.



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Manystudentslearnbubblesortasoneofthefirstsortingalgorithms.Givenbubblesortslargeamountofswappingintheworstcase,itisaterriblesortingalgorithm.However,ifyouaskstudentstoformalinecreatingarandomlistandthentogetinsizeplaceorder,thealgorithmtheyusuallyuseissomesortofbubblesortwhereeachstudentiscomparedtothestudentnexttothem.

Whengivenadeckofrandomcardsandaskedtosortthem,studentsusuallycomeupwitheitherselectionsortorinsertionsort.However,theselectinsortusedtosorttherandomcardsisdifferentfromtheactualalgorithmused.Selectionsortswapsthenextsmallest(orlargest)iteminthelist.However,whenstudentsselectthenextsmallestitem,theyinsertitinthecardsalreadysortedandshifttheremainingcardsdown.Youcanimplementaselectionsortinthismanner,ittakesamuchlargernumberofswaps.

MisconceptionsSelectionsortrequirestheuseofindexesinanarrayinordertokeeptrackofthenextlowest(orhighest)item.Thisrequiresstudentstothinkinonemorelevelofabstraction.Oftentimesstudentswillstartwithsavingthenumberandthenrealizetheyneedtheindex.Whattheyendupwithistwovariables,oneforthesavednumberandonefortheindex.

VideoBJP13-2,Sortinghttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c13-2

CSE143,BubbleSort(optional)(8:34–13:38)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1fdd364a-4d01-49cf-96b3-ce2f67b77dcf&start=514

CSE143,InsertionSort(13:39–16:13)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1fdd364a-4d01-49cf-96b3-ce2f67b77dcf&start=819

CSE143,SelectionSort(16:14–17:21)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1fdd364a-4d01-49cf-96b3-ce2f67b77dcf&start=974

ForumdiscussionLesson7.02SortingAlgorithms(TEALSDiscourseaccountrequired)


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https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1fdd364a-4d01-49cf-96b3-ce2f67b77dcf&start=514



http://forums.tealsk12.org/c/unit-7/7-02-sorting-algorithms


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Lesson7.03—ElevensLab

Overview


Completealong-formlab,demonstratingeffectiveuseofobject-orientedprogramdesign,programimplementationandanalysis,andstandarddatastructuresandalgorithms.


CompletetheElevensLab


Alistofhomeworkassignmentsisprovidedbelow.

Materials&PrepElevensLabTeacher’sGuideClassroomcopiesoftheElevensLabStudentGuideAssociatedElevensLabActivityStarterCode

ReadthroughtheTeacher,Student,andExtensionguidesaheadoftimetofamiliarizeyourselfwiththepartsofthislong-formlab.Usingtheguides,completethelabonyourowntospotpossiblechallengesforyourstudents.Sincelaterstartercodepackagesincludeanswerstotheearliersectionsofthelab,werecommendthatyoudonotuploadallstudentfilesontocomputerdesktopsforstudentaccess.Ifpossible,emailActivityNStarterCodetostudentsthedayofthelab.Otherwise,uploadfilesmanuallytoeachdesktopbeforeeachclassperiod.

PacingGuide:Day1


433

Section TotalTime


Homework:Readsection13.3Completeself-checkquestions#16–21,23–24

TONIGHT

PacingGuide:Day2

Section TotalTime


Homework:Readsection13.4Completeself-checkquestions#27-30

TONIGHT

PacingGuide:Day3

Section TotalTime


Homework:Summarizenotesandfillinmissingdaysfornotebookchecktomorrow.

TONIGHT

PacingGuide:Day4

Section TotalTime

StudentActivity3Seenotesforleadingclassroomdiscussionbelow Fullclass



PacingGuide:Day5


434

Section TotalTime



Homework:ReadandhighlightChapter8ofBarron’s(OPTIONAL)

TONIGHT

PacingGuide:Day6

Section TotalTime


Gradestudentoutlines Duringclass

Homework:TaketheChapter8examinBarron’sreviewbook.Gradeyouranswers.(OPTIONAL)

TONIGHT

PacingGuide:Day7

Section TotalTime

StudentActivity5(OPTIONAL) Fullclass

CheckBarron’sReviewbooksforhighlighting,notetaking,andpracticetestcompletionandcorrection.(OPTIONAL)

Duringclass

PacingGuide:Day8

Section TotalTime

StudentActivity5,continued(OPTIONAL) Fullclass


Duringclass

PacingGuide:Day9


435

Section TotalTime

**StudentActivity6 Fullclass


Duringclass

Homework:Correctallhomework&classworkassignmentsforresubmissionandgrading

TONIGHT

PacingGuide:Day10

Section TotalTime


Homework:Correctallhomework&classworkassignmentsforresubmissionandgrading

TONIGHT

PacingGuide:Day11

Section TotalTime


Re-gradecorrectedassignments Duringclass

PacingGuide:Day12

Section TotalTime



PacingGuide:Day13


436

Section TotalTime



Homework:Submit5questionsviaelectronicsurveyfortestreview TONIGHT

PacingGuide:Day14

Section TotalTime



PacingGuide:Day15

Section TotalTime


PacingGuide:Day16

Section TotalTime


ProcedureAllguides,samplecode,answercode,andexamplecodemaybefoundinthefolder“Milestone3ElevensLab.”

1. Tohelpstudentsstartthelabsmoothly,startActivity1asawholegroup.

2. EncouragestudentstousetheirTrickyCodeCheatSheets,4CommandmentsofScope,notebooks,textbooks,classroomposters,andhomeworkassignments.

3. Offeroccasionaltime-checkstohelpkeepstudentsonpace.

4. Gradenotebooksandreviewbooksinbetweenhelpingstudentssostudentscankeepnotebooksforhomeworkandstudyingintheevenings.


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AboutBarron’s



NotesforIntroductionLectureforActivity3

1. Theteacher’sguiderecommendsleadingtheactivitywithadiscussiononwhatmakesagoodshufflingalgorithm.

TheCollectionsclasshasamethodcalledshufflethatacceptsalistasitsparameter,andrearrangesitselementsrandomly:

Collections.shuffle(list);//Wherelististhenameofthearrayyouwant

toshuffle.

AskstudentswhatSystem.out.printlnmethodtheycouldcalltogetthetopcard(orfirstelement)ofthearray.

System.out.println("Topcard="+list.get(0));

AccommodationandDifferentiationEachdaythatyoubeginthelab,startwithaquicksurveyofstudentconcernsandquestions.Asneeded,allowstudentstopairuptohelpeachotherwithreadingcomprehension(butremindstudentsthattheyeachmustsubmittheirowncode).

Adaptationsforgroupworkcanbefoundonpage17oftheTeacher’sguide.

InELLclassrooms,readalldirectionsaloudbeforebreakingintoindividualpractice,andallowuptotwicetheamountoftimeforcompletionofthelab.

Tosavetimeonthelab,skiplessonsmarkedasoptional.

Encourageadvancedstudentstoworkthroughtheoptionallabactivities.Otherwise,thesestudentscanserveasstudentTAs,helpingotherswhentheygetstuckoncode.RemindstudentTAsnottogiveanswersdirectly,buttoaskleadingquestionsandmodelingsolutionstosimilarproblems.


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ForumdiscussionLesson7.03ElevensLab(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-7/7-0301-0314-elevens-lab

Lesson7.04—Review

Overview









PacingGuide

Section TotalTime




Procedure


Lesson7.04:Review

440










Spendthelast5minutesofclasscheckingeachstudent’sreviewtopiclistasaclassparticipationgrade.


Lesson7.04:Review

441



1. Pickandchoosewhichquestionswillappropriatelyassessyourstudents.

2. Createdifferentversionsofthetest(ifyou’venoticedthatcheatingisaproblem).

3. SimulateanauthenticAPtestexperience.


1. ChangetheheadingsonSectionI&IItoreflecttheactualnumberofquestions.

2. ChangetheheadingsonSectionI&IItoreflectthecorrectpercentagesoftheirtotaltestscore.TheAPexamweightsSectionI&IIat50%oftheoverallscore,each.

3. Adjustthetestpacingforyourclassperiod’stimespan.Theultimategoalistoworkyourstudentsuptoapaceof90secondsperSectionIquestion,and26minutesperSectionIIquestion(includingtimeforchecking).

4. KeeptrackofwhichquestionsyouremovefromthetestsoyoucanusethemduringUnit9testprep/review.

Eveninthefinal(reduced-size)version,thetestwillbeverylong.Besuretotakethisintoaccountwhenphotocopyingversionsofthetest.Ifyouteachmultiplesectionsofthisclass,youmaywanttohavestudentsusebubble-insheetssoyoucanerasestudentmarkingsandre-usetestpacketsbetweenclassperiods.


Test6Guide

442



Overview






ReadBJP12.1upto“StructureofRecursiveSolutions”Correctanyincorrecttestanswersbyre-answeringonaseparatesheetofpaper



PacingGuide

Section TotalTime






443





1. Ifgradesarelow,invitetheclasstoadiscussionofwhatcanbeimproved.Withyourco-teachersand/orTAsyoushoulddecidehowtoshiftfocusastheAPtestisrightaroundthecorner.Withyourstudents,youshouldfollowthesamepost-mortemformatasinotherreviewunits,butwiththeAPexaminmind.

DoyourstudentswanttofocusonSectionIItesttakingstrategies?

Perhapstheyfeeltheyneedtodrillquick-responseSectionIquestions?

Asasanity-check,studentsshouldberemindedthattheyonlyhave1.5minutestosolveeachSectionIquestionontheAP.Iftheyarenotenearthispace,orifthisisanunrealisticgoal(duetolanguageand/orreadingbarriers),decideasaclasstofocusontest-takingstrategies(skipping,guessing,processofelimination)toreduceanxietyandrecoupsomepotentiallylostpoints.

2. Onceyoufeelthatadialoguehasbeenestablished,validatestudents’feelingsthenchallengethem(e.g.APcoursesarestressful,butthisisgoodpracticeforcollege,wherethepaceisfasterandprofessorsdon’tgivepersonalizedinstruction).Studentscangetverydiscouragedduringthistimeofyear.Inspireandamuseyourclassbypointingoutoldwordwallsorassignments(ifyoustillhavethemup),showingstudentshowfartheyhavecomesincethebeginningoftheschoolyear.



Youcanaskforstudentstovolunteeranswers,orcallonstudentsrandomly.Makesurethatstudentsexplaintheirlogicwhentheyanswer.Ifastudentgivesanincorrectanswer,theexplanationwilltellyouwhatyouneedtore-teachorclarify.


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Donotskipquestionsthateveryoneansweredcorrectly,butdonotspendmorethanthetimeittakestoreadthequestion,andcongratulatestudents’correctanswers.










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Lesson8.01—ThinkingRecursively

Overview


Definerecursion.


DescriberecursivemethodsCompareiterativeandrecursivemethodsduringaclassdiscussion


ReadtherestofBJP12.1

Materials&PrepProjectorandcomputerWhiteboardandmarkersBookmarksoneachcomputer(orURLonprojector)for(http://www.softschools.com/games/logic\_games/tower\_of\_hanoi)

YoushouldfamiliarizeyourselfwiththeTowerofHanoiasneeded.The(exhaustive)Wikipediaarticlecoversthedifferentalgorithmsthatmaybeusedtosolvetheproblem(here:http://en.wikipedia.org/wiki/Tower_of_Hanoi).Ifyouarepressedfortime,youshouldreadtheintroduction,origins,iterativeandrecursivesolutionsonly.Thestory/legendassociatedwiththepuzzleissummarizedhere:(http://www.qef.com/oise/hanoi/hanoi01.html).

PacingGuide


446

http://www.softschools.com/games/logic\_games/tower\_of\_hanoi

http://en.wikipedia.org/wiki/Tower_of_Hanoi

http://www.qef.com/oise/hanoi/hanoi01.html

Section TotalTime


Activity:TowerofHanoiGame 15min

ClassDiscussion&Solutions 20min

Lecture 10min

ProcedureYourhooktodayistoinvitestudentstoplaytheTowerofHanoigameassoonastheyentertheclassroom.Youshouldnotofferanycluesorhintsastowhytheyareplayingthegame;onlysupplytheinformationoutlinedinthe“Activity”sectionbelow.


Activity:TowerofHanoiGame[15minutes]

1. HavestudentsnavigatetotheTowerofHanoigameatthelinklistedin“Materials&Prep”.

2. Tellstudentsthattheyhave15minutestowinthegame.

Astheyplaythegame,theyshouldtakenotesonwhatstrategieshaveworkedandwhichoneshavefailed.(Pointoutthattheyaredevisingtheirownalgorithms.)

Theyarenotallowedtonavigatetoanyotherwebsite.(Ifyoudocatchstudentscheating,it’sactuallyabonus!They’retakingtheinitiativetolearnandunderstandanalgorithmthatusesrecursionJ)

3. Ifstudentsfinishearly:

InvitethemtotrytooptimizetheirsolutionInvitethemtotrythegameusingalargerstackofrings.

4. After10–15minutesofplay(orsooner,ifyouhaveaparticularlyadvancedclass),calltheclassbacktogetherforawholegroupdiscussion.

ClassDiscussion&Solutions[20minutes]

1. Beginthegroupdiscussionwiththefollowingseriesofwarm-upquestions.Usethesesoft-ballquestionstoengagestudentswhoareusuallyshyorquietinclass.

Didyouenjoythegame?


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Didyouwin/solvethegame?Howlongdidittakeyoutosolvethegame?Haveanyofyoueverplayedthisgamebefore?Haveyouheardofthisgamebefore?

2. Ifyourclassisinterestedinsuchthings,explaintothemthehistoryofthegameanditsinitiallegend(thisinformationcanbefoundfollowingthelinksin“Materials&Prep.”)

3. Askyourstudentsabouttheirsolutions(ornon-solutions,ifnoonehascorrectlysolvedtheprobleminthetimeallotted).

Whatstepsdoyoutaketosolvetheproblem?Whatdoesyouralgorithmlooklike?

Ifstudentssuggestaniterativesolution(foranexample,refertotheWikipediapage),pointoutthatthereisafaster/moreefficientalgorithmtheycanuse.

Ifastudentsuggestsarecursivesolution(ifyouneedanexample,checktheWikipediapage),pointoutthatthissolutionisthefastestsolutiontotheproblem.Intheworldofcomputing,that’sagreatthing!ButinthestoryabouttheBuddhistmonks,weprobablywouldn’twanttosharethissolutionwiththem.

Didanyoneuseadifferentsetofstepsorrules(heuristics)tosolvetheproblem?

Asadesignapproach,whatshouldbeourfirststepinthinkingaboutsolvingthissolution?(Canwebreaktheproblemdownintosmallerproblemsthatareeasiertosolve?)

4. Onceyou’vecompletedadiscussionaboutthealgorithms’studentsused,watchtheanimationasaclass,askingstudentstopointoutwhatpatternstheyseeinthesolution.

Linktoanimationishere:http://www.eisbox.net/blog/2009/04/06/tower-of-hanoi-animation/

Alessattractive,buteasiertofollowanimationcanbefoundhere:https://www.youtube.com/channel/UCMDuzeB8MqT_-AwFGT8qQ-g/search?query=Hanoi

Lecture[10minutes]

1. Providestudentswiththefollowingdefinitions:

Iteration/Iterative:Aprogrammingtechniqueinwhichyoudescribeactionstoberepeatedtypicallyusingaloop.

Recursion/Recursive:Aprogrammingtechniqueinwhichyoudescribeactionstoberepeatedusingamethodthatcallsitself.


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http://www.eisbox.net/blog/2009/04/06/tower-of-hanoi-animation/

https://www.youtube.com/channel/UCMDuzeB8MqT_-AwFGT8qQ-g/search?query=Hanoi

2. Askstudentswhichalgorithmsfromyourclassdiscussionwereiterative,andwhichoneswererecursive.Youshouldseeifstudentscancomeupwitha“ruleofthumb”thathelpsthemdecidewhenamethodisrecursiveinsteadofiterative.(Thekeyisthatthemethodwillcallitselfinthemethodbody!)

3. Iftimeallows,watchtheanimationagain,andaskstudentstonarratetheanimationusingrecursivepseudocode.(Correctanswerswillincluderuleslike“TomoveapileofheightNfromAtoC,movethepileofheightN-1fromAtoB,movetheNthdiscfromAtoC,thenmovethepileofheightN-1fromBtoC.”Thisisatoughproblemtoarticulate—theimportantpartisthatstudentsunderstandthatbreakingtheproblemintosmallerpartsisthekeytofindingthesimplestproblemtosolve(nextlessonwilldiscussthe“basecase.”)

Besuretospotcheckstudentsforunderstandingduringtheclassdiscussionandnote-takingsession.Ifyouwouldratherassessstudentsformally,givestudentsaquickticket-to-leaveassignment:havethemhandyouapieceofpaperwiththeirnameandtheirdefinitionofrecursionastheywalkoutthedoor.

AccommodationandDifferentiationIfstudentsneedadditionalmodelingofiterativeandrecursivemethods,reviewtheseexamplesoutlinedinthebookchapter:

ThewriteStarsprogramtakesanintegerparameternandproducesalineofoutputwithnstarsonit.Here’stheiterativesolution(youknowit’siterativebecauseitusesaloop):

publicstaticvoidwriteStars(intn){

for(inti=1;i<=n;i++){

System.out.print("*");

}


}

ThissameprogramcanbewrittenusingarecursiveversionofthewriteStarsmethod(weknowit’sarecursivemethodbecauseitcallsitselfinthemethodbody):


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publicstaticvoidwriteStars(intn){

if(n==0){


}else{


writeStars(n-1);

}

}

Ifyourstudentsarespeedingthroughthislesson,askthemtotryoutthealgorithmsproposedduringtheclassdiscussion.Havestudentstrackhowmanymoveseachapproachtakes,andhaveyourstudentsexplainifarecursivemethodisfaster.

Forabroaderdiscussionofself-referenceinothercontexts(language,art,andliterature)getstudentsthinkingabouttermslike“neveragain”orplayCarliSimon’s“You’reSoVain”(https://youtu.be/b6UAYGxiRwU).

TeacherPriorCSKnowledgeManyproblemscanbesolvedwitheitheriterationorrecursion.Ingeneral,iterativesolutionsrunfasterthanrecursivesolutionsbecausetherecursivecallhastheaddedoverheadofmakingafunctioncall.Inaddition,thereisamemorycosttoeachfunctioncall.Manycompilerscanoptimizecertaintypesofrecursivealgorithmsliketailrecursiontominimizethedifferenceinexecutiontimeandmemoryusage.

MisconceptionsWhenthebasecaseismetexecutionoftherecursivecallendsandexecutioncontinuesfromtheinitialrecursivecall.Thismaybeconceptuallytruefortailrecursionbutalthoughdesirable,notallrecursivecallsconformtothispattern.

CommonMistakesRecursioncommonmistakes:http://interactivepython.org/runestone/static/JavaReview/Recursion/rMistakes.html

Video


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https://youtu.be/b6UAYGxiRwU

http://interactivepython.org/runestone/static/JavaReview/Recursion/rMistakes.html

BJP12-1,RecursiveTracinghttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c12-1

CSHomeworkBytes,Recursion,withMaxinehttps://www.youtube.com/watch?v=a2Op-yPcm-A

CSE143,Recursion(6:32–32:28)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c698c41a-6872-46d3-9c55-87ce2ba78276&start=392

ForumdiscussionLesson8.01ThinkingRecursively(TEALSDiscourseaccountrequired)


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https://www.youtube.com/watch?v=a2Op-yPcm-A

https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c698c41a-6872-46d3-9c55-87ce2ba78276&start=392

http://forums.tealsk12.org/c/unit-8/8-01-thinking-recursively

Lesson8.02—WritingRecursiveSolutions

Overview


Identifyrecursivemethods.Predicttheoutput(orreturnvalue)ofrecursivemethods.




ReadBJP12.2Completeself-checkquestions#5,7-9andexercise#1

Materials&PrepProjectorandcomputer(optional)WhitepaperandmarkersRulesforgrudgeball(seewebsitefordetails:http://toengagethemall.blogspot.com/2013/02/grudgeball-review-game-where-kids-attack.html)Teamassignmentsthatdivideyourclassinto5or6teamsNerfhoop&ball(orwastepaperandtrashcan)Taped2-and3-pointlines

BrieflyreviewtherulesofGrudgeballifyouhaveforgottenthem.Ifyouhaveremovedyour2and3pointlinesfromlasttimeyouplayed,testoutyour2and3pointlinesbeforeclassbegins.IfyoudonotwishtoplayGrudgeballinyourclassroom(orifyouareunableto),mostGrudgeballquestionscanbefoundintheself-checkquestionbankfor12.1.

PacingGuide


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Section TotalTime



Activity:Grudgeball 35min

ProcedureTohookyourclassfortoday’smaterial,andifspaceandwhiteboardsetupallow,setupthegrudgeball“court”andscoreboardbeforeclassbegins.Remindstudentsthatlecturecontentwillbetestedduringthegame.


Introductionandnote-taking[10minutes]

1. Beginbyaskingstudentswhatmakesamethodrecursive(itcallsitself).Askstudentstooffersuggestionsastohowtowritearecursivemethod.Usingpseudocode(oractualcode,iftheyofferit),outlinetheirsuggestionontheboard.Itshouldlooksomethinglikethis:

publicstaticvoidwriteStars(intx){

writeStars(x-1);//Printsastar.

}

2. Don’tworryifstudentsdon’tincludeabasecase!Congratulateyourstudentsonrememberingthatthemethodcallsitself,thenaskstudentshowthismethodissupposedtostop.(Itwon’t!Thisiscalledinfiniterecursion.)Tomakesurethatyouwriterecursivemethodsthatwork,youneedtoremember2keyingredients:

Basecase:acasewithinarecursivesolutionthatissosimple,itcanbesolvedwithoutneedingtocallthemethodagain(arecursivecall).

Recursivecase:Acasewithinarecursivesolutionthatinvolvesreducingtheoverallproblemtoasimplerproblemofthesamekindthatcanbesolvedbyarecursivecall.

3. Addthese2ingredientstotheexampleyoucurrentlyhaveontheboard.Itshouldlooksomethinglikethis:


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if(x==0){

//Thisisthebasecase:"write0stars"needsnoadditionalmethod.


}else{

//Thisistherecursivecase:writeonestar,thenwritehowevermany

//starsareleft.

System.out.println("*");

writeStars(x–1);

}

}

4. Emphasizetostudentsthatyoucanwritemorethanonerecursivecase,butyoumustalwayshaveatleast1basecaseand1recursivecase,orthecodewon’twork.(Becauseyouneedbothtypesofcases,recursivesolutionsareoftenwrittenasif/elseornestedstatements.)

5. Askstudentstoexplainwhatdoesn’tworkaboutthiscode,andaskthemtocorrecttherecursivecodehere:



writeStars(n-1);

}

There’sarecursivecase,whichisgood,butthereisnobasecase!Thiscausesinfiniterecursionsinceithasnowayofstopping.Insteadofstoppingat0stars(whichiswhatthebasecasewouldbe),thecodewilltrytowrite-1,-2,-3…starsforever!

Activity:Grudgeball[35minutes]




Ifaclassgetstheanswerwrong,BRIEFLYpausethegametohavestudentsoffercorrectionsbeforemovingtothenextteam’squestion.

Ifcorrectionseemstobedraggingon,jumpinandquicklyre-teachusingtheincorrectanswerasyourexample.Itisimportanttokeepthepacegoingtomaintainstudentinterestinthegame!


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4. QuestionsforyourGrudgeballgamearelistedbelow:

GRUDGEBALLPROBLEMS

ConceptualQuestions

a)Whatisrecursion?b)Howdoesarecursivemethoddifferfromaniterativemethod?c)Whatdoyoulookforinarecursivemethod?(Whatpartsdoesithave?)d)Whatisabasecase?e)Whatisarecursivecase?f)Doesarecursivemethodneedtohavebothbaseandrecursivecases?g)Whydoesarecursivemethodneedtohaveabasecaseandarecursivecase?h)Canarecursivemethodhavemorethanonebasecase?i)Canarecursivemethodhavemorethanonerecursivecase?j)Whathappensifarecursivesolutionismissingabasecase?

Predict-the-OutputQuestions

Usethefollowingmethodforquestionsk–s:

publicstaticvoidmystery1(intn){

if(n<=1){

System.out.print(n);

}else{

mystery1(n/2);

System.out.print(","+n);

}

}

Whatistheoutputproducedbythemethodcallindicated?

k)mystery1(1);l)mystery1(2);m)mystery1(3);n)mystery1(4);


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o)mystery1(16);p)mystery1(30);q)mystery1(100);r)mystery1(-1);s)mystery1(2.2);

Predict-the-OutputQuestions(continued)

Usethefollowingmethodforquestionst–x:

publicstaticvoidmystery2(intn){

if(n>100){

System.out.print(n);

}else{

mystery2(2*n);

System.out.print(","+n);

}

}

Whatoutputisproducedbythemethodcallindicated?

t)mystery2(113);u)mystery2(70);v)mystery2(42);w)mystery2(30);x)mystery2(10);

AccommodationandDifferentiationInELLclassrooms,readthequestionsaloudinadditiontoshowingthequestionontheboardorprojector.Considerdistributingaworksheetwiththequestionsonitsostudentscanwritedownanswersduringthegame.

Ifstudentsarehavingdifficultywiththe“predicttheoutput”questions,astep-by-stepexplanationofhowarecursivemethodexecutescanbefoundhere(http://tinyurl.com/lablr3h).Youcanpatternyourexplanations/re-teachingtostudentsusingthesamemethod.

Misconceptions


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http://tinyurl.com/lablr3h

Whentherecursivecallismade,mistakenlythinkingthesameparameterisbeingusedinsteadofadistinctcopyfortherecursivecall.

Theonlytimethebasecaseiscalledisiftheinitialcallisthebasecase.

VideoBJP12-2,ImplementingaRecursiveFunctionhttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c12-2

ForumdiscussionLesson8.02WritingRecursiveSolutions(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-8/8-02-writing-recursive-solutions

Lesson8.03—MechanicsofRecursion

Overview


Modelhowrecursivemethodsexecute.


WritearecursivemethodModeltheexecutionofthatmethodfortheinstructorModelamethodwrittenbytheirpeers


Completeself-check#6,10andexercise#3

Materials&PrepProjectorandcomputerforhook(https://youtu.be/3WBvS_n2oTY)WhiteboardandmarkersClassroomcopiesofWS8.3,TeacherDemo8.3OnepairofscissorsforeachgroupSmallgroupassignments(~4studentspergroup)Classroomcopiesofthetextbook(optional)PrintoutforTeacherDemo8.3(optional)

Carefullyreadthroughthe“MechanicsofRecursion”exampleinsection12.2.YoushouldmakeacopyofWS8.3foryourselfanddotoday’sactivitybeforedeliveringthelessonsoyoucansmoothlydemonstrate(andcheck)howtomodelarecursivemethod.Ifyoudecidetomodelanexamplefortheclassbeforetheactivity,usethepre-printedexamplesostudentscan’tjustcopytheirsamplemethodfromthebook.

PacingGuide[Optional,LessonsVary]


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https://youtu.be/3WBvS_n2oTY



Section TotalTime


Discussionofhook&introduction 15min

Activity1:ModelingRecursiveMethods 20min

Activity2:ModelingaPeer’sMethods 10min

ProcedureOnyourclassroomprojectororscreen,havetheanimationoftheDragonCurveplayingonaloop(linkin“MaterialsandPrep”).Adjusttheplayertoplay2xspeedtokeepstudentinterest;youmaywanttomutethemusic.Asbell-work,askstudentshowthisanimationisanexampleofrecursion.Theirexplanationshoulddescribetherecursivecaseinpseudocode.


DiscussionofHook&Introduction[15minutes]

1. Beginbyreviewingthehook/Bellworkwithstudents.Theremaybesomedebateastowhattherecursiveandbasecasesareforthiscurve;allowtimeforstudentstoargueandcometoconsensus.Studentsshouldunderstandthat(A)thebasecaseisjustasinglestraightline,and(B)therecursivecaseinvolvesrepeatedthelinewitha90°turn.

2. There’sanimportantdistinctiontobemadehere:theanimationslinkedtofromthislessonshowrecursionfromthe“bottomup.”Thisisnotthewaythatrecursionworks.Themodelingactivityisabetterrepresentationoftherecursiveprocess;theanimationsaremeantonlytodemonstratehoweventhesimplestrecursivemethodcanquicklyyieldlarge,complexresults.

Ifyoufeelitmightbehelpfultoshowyourstudentsarecursiveimplementationofdrawingthedragoncurve,youcanfindonehere:https://scratch.mit.edu/projects/65378560/.

Ifyourclassisfairlyadvanced,youmaywanttoskipTeacherDemo8.3.AdvancedstudentswillbenefitfromexploringthemodelontheirownasoutlinedinWS8.3.However,formanyclassesadditionalscaffoldingwillbeneeded.

3. Toperformthedemo,youshould:

CutoutthecardsintheTeacherDemo8.3


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https://scratch.mit.edu/projects/65378560/

Ifyouhaveaclassroomprojector,dothedemonstrationunderthecapturesoyourcardsaremagnifiedtothepointwherestudentsinthebackoftheclassroomcanseewhatyouaredoing.Ifyoudonothaveamagnifyingprojector,youmaywanttodothisdemoasyouwalkaroundtheclass,showingstudentswhatisoneachcard.

ExplaintostudentsthatyouaremodelingJava’scallstack.AcallstackisthewaythatJavakeepstrackofthesequenceofmethodsthathavebeencalled.Themodelyourusingtodayisanotherwayoftrackingflow-of-control.

Tellstudentsthatinyourexampleyou’llbemodelingamethodthatreversesalistofwords.Whenstudentsbreakintogroupsfortheactivity,theywillbewritingtheirownrecursivemethodsandmodelingJava’scallstackforthemethodsthathavebeencalled.

Brieflyreviewthereversemethodintroducedin12.2.

4. ShowstudentsthefirstpieceofpaperformTeacherDemo8.3withthemethoddefinition.

i. Thisshouldlookprettyfamiliartostudents,buthavethempointouttoyoutherecursivecase(input.nextLine())toreview.

ii. Pointouttostudentsthenewfeatureonyourmodelthatholdsthelocalvariableline.Askstudentswhattheythinkthisrepresents?(Itisaplaceinthecomputer’smemorythatstoresthevariableline.)

iii. Askstudentstonarratewhathappenswhenwecallthereversemethod.

iv. Writethethisvariableontheslipofpaper,andaskstudentswhathappensnext.Themethodwillgetcalledagain—butbecauserecursionworksdifferentlythaniterativecode,wedon’tjustrunthroughthemethodagainlikewithaloop.

v. Takeoutthesecondcopyofthereversemethod,andplaceitoverthefirstpaper,asindicatedinthetextbook.Havestudentswalkyouthroughthemethodagainandtellyouwhatlocalvariablewillgetwritteninthestoragespaceatthebottomofthepaper(“is”).

vi. Repeatthesestepsuntilyouhavereachedthebasecase(thefifthsheetofpaper).Askstudentswhatthelocalvariableis,anddiscusswhathappenswhenthereisnowordlefttoreverse.(Theinput.hasNextLine()returnsfalse,sothatmethodterminates.)

vii. Nowremovethatfifthcardfromthepile,revealingthefourthcopyofthemethodagain.LetstudentsknowthatJavareturnstowhereitwasbeforeitexecutedthecallthatjustterminated.


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i. Askstudentswhathappensnext.(Weprinttheline“no?”andterminate.)Writethisoutputontheboardsostudentscankeeptrackoftheoutput.

ii. ThismeansthatJavanowgoestotheplacewhereitwasbeforeitterminatedthiscall.Askstudentswhatyoushoulddonowinyourmodelingofthisrecursivemethod.(Takeoffthiscard,andrevealthethirdmethodcard.)

viii. Continueinthiswayuntilyouhavereturnedtothefirstcard.

ix. Ifyouneedtorepeatsectionsofthisdemo,dosountilyoufeelthat50%ofyourclassunderstandstheprocess.Atthispoint,studentsshouldbeabletohelpeachotherlearntheconceptsduringtheiractivity.

Activity1:ModelingRecursiveMethods[20minutes]

1. Directstudentstoreadthroughallthedirectionsfirstbeforebeginningtheactivity.Pointouttothemthattheywillbecompletingtheirowndemo(similartotheoneyoujustcompleted)usingtheirowncode.

2. Breakstudentsintosmallgroupsanddistributeworksheetsandscissors.

3. Keepstudentsonpacebyannouncing10-and5-minutewarnings.

4. Ifstudentscomplainabouthavingtorewritetheirrecursivecodesomanytimes,pointoutthatit’sagoodthingthatweonlyhavetotypeouttherecursivecodeonce!Inreality,themethoddoesn’texistasmanycopies(thatwouldtakeupalotofmemory!)We’rejustusingphysicalexamplestokeeptrackofhowJavaiscallingeach“round”oftherecursivemethod.

5. Asstudentswork,checkfirstforcorrectrecursivemethods,thenmakeasecondroundhavingstudentsperformtheirmodelingactivityforyou.

6. Besureeachgroupexplains:

Wherethebasecaseis,andwhenthebasecaseoccurs.

Wheretherecursivecaseis.

Whatcausesthemethodtoadvancetothenextroundofrecursion.

Whatcausesthemethodtoterminate.

WhereJavareturnstoafteramethodhasterminated.

Whattheoutputis.

7. Ifstudentsdonotanswerallofthesequestionscorrectly,givethemtimetoregroupandassessthemagainaftertheyhavecorrectedtheirthinking.


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Activity2:ModelingaPeer’sMethods[10minutes]

1. After20minutes(orwhenstudentsfinish),havegroupstradecodesheets,andchallengethegroupstoworktheirwaythroughthecodeagain.

2. Keepthemonpacebyannouncingtime(theyonlyhave10minutesforthissecondactivity).Visiteachgroupandaskforgroupstomodelthesenewmethodsforyou.

3. Youcanopttoselectsomestudentgroupsthathaveasmoothpresentationtosharewiththeentireclassbeforeclassdismisses.

Activity3:IterativetoRecursiveandVice-Versa[Optional]

1. Introduceiterativeandrecursivemethodsthatproducethesameresult.Forexample,hereisaniterativeandrecursiveexampleforsolvingfactorials:

//Recursive|//Iteration

intfactorial(intn){|intfactorial(intn){

if(n==1){|intproduct=1;

return1;|for(inti=2;i<=n;i++)

{

}else{|product*=i;

returnn*factorial(n-1);|}

}|returnproduct;

}|}

2. Inviteyourclasstotakearecursivefunctionandturnitintoaniterativefunction.Youcanprovideanewrecursivefunctionortheycanuseone’sthey’vepreviouslyworkedwith.Tohelpyourclass,puttherecursivestepintoaforloopthatworkedtoreachthebasecase[i(=<>)(#)].

3. Discusswhatneededtochangebetweentherecursiveanditerativecalls.

4. Now,askyourclasstodotheinverse;takeaniterativefunctionandturnitintoarecursiveone.Basedoffyourdiscussionandthepreviouschangebetweenrecursionanditeration,thistaskshouldbeeasier.

Activity4:CreatingFractalswithRecursion[Optional]

1. Explaintoyourstudentsthatthedragoncurveweworkedwithearlieriscalledafractal,afractalbeingageometricfigureinwhicheachparthasthesamestatisticalcharacterasthewhole.Theyfollowapatterninwhichsimilarpatternsrecuratprogressivelysmallerscales.


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2. Inviteyourclasstocreatethedragoncurveinpseudocode,theyshouldnoticethatthefigure(theydon’tknowhowtodraw)rotates90°arounditsnearpoint.

3. Now,asaneasieractivity,we’regoingtoplaywiththeKochcurve,whichthecodecanbefoundhereonstack:http://stackoverflow.com/questions/13000994/koch-snowflake-java-recursion.Explainallpartsofthisprogram,specificallythelevel,turning,therecursionindrawKochCurve,andthegpdrawpackagebeingused(myPencilandmyPaper).

TheKochcurvefollowsthreerules:

i. Dividethelinesegmentintothreesegmentsofequallength.

ii. Drawanequilateraltrianglethathasthemiddlesegmentfromstep1asitsbaseandpointsoutward.

iii. Removethelinesegmentthatisthebaseofthetrianglefromstep2.

4. Asafunlesson,letyourclassplaywiththevalues,alteringtheKochcurvetocreatenewdesigns.Awardprizestospecialanduniquefractalsstudentscreateorrequirethatafractal(anditscode)beturnedinattheendofclass.Ifyourclassiscomfortablewiththeactivity,youcanintroducecolorformyPencilwhichopensadoorforinterestingdesigns.

AccommodationandDifferentiationWhileallstudentsshouldwritetheirOWNalgorithm,youshouldencouragestudentstoworkinpairsorsmallgroupssotheycanshareideasandhelpeachotherorganizetheirthoughts.ThisisparticularlyimportantinELLclassrooms,whereemergentEnglishspeakerscanpairwithadvancedEnglishlearners.Ifsomestudentswanttodothisprojectallontheirown,letthem.


CreateamnemonicoracrostictorememberallthestepsforcheckingsyntaxerrorsMakeaposterfortheclassroomillustratingthemnemonicoracrosticHelpanotherstudentwiththeworksheet(explain,notsolve-for-them)

AboutErrorCheckinginEclipseIfyourstudentsareenthusiasticabouttheDragonCurve,expandonthediscussionbypointingoutthatthereare2repetitionsintheDragoncurve,oneleftandoneright.Thismeansthatthereare2listsintherecursivecode.


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http://stackoverflow.com/questions/13000994/koch-snowflake-java-recursion

Askstudentstospeculateonwhatthecurvewouldlooklikewith4repetitions.Ananimationofa3Ddragoncurvecanbefoundhere:(https://youtu.be/BnUTikyR1CU)

Forless-advancedclassrooms,youmaywanttopre-populatethegroupworksheetswithrecursivemethods.Thiswillallowstudentstofocusonprocessingtheexecutionofthemethodratherthanstrugglingwithsyntax.Thisisnotrecommendedunlessyouareverypressedfortime.Inmostcases,studentsshouldbepracticingproperlywritingrecursivecode.

VideoBJP12-3,ImplementingaRecursiveMethodhttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c12-3

ForumdiscussionLesson8.03MechanicsofRecursion(TEALSDiscourseaccountrequired)


464

https://youtu.be/BnUTikyR1CU


http://forums.tealsk12.org/c/unit-8/8-03-mechanics-of-recursion

Lesson8.04—MergeSort

Overview


UsemergeSorttosortanArrayList.UserecursiontotraverseandArray.


BuildamergealgorithmtobeappliedinmergeSort.


Summarizenotesfornotebookchecktomorrow

Materials&PrepProjectorandComputerWhiteboardandMarkersElectronicsurveyforstudentreviewrequests

Thehomeworktonightasksstudentstosubmit2questionsforreview;thenumberisreducedforthisuntilsincethereisfarlessmaterialthanusual.Createanelectronicsurveyforstudentstocompletewith3textfields,oneforname,and2forquestionstheyhaveaboutCh.12content.Setadeadlinebywhichtimestudentsmusthavesubmitted2questionsfromCh.12Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

PacingGuide


465

Section TotalTime



Studentwork 35min


ProcedureTodaywewillreturntosortingandcoverMergeSort.MergeSortactsrecursively;ittakesalist,splitsitdownintosingleelements,andcomparestheelements,mergingthemtogetherinanorderlyfashion.Thefirstpartofthelessoncoversmergeasit’sconceptuallyeasier,thesecondpartofthelessoncoversthesplittingofthelist.


IntroductiontoMergeSort[5minutes]

1. Beginyourlecturebybringingtheclassbacktoselectionandinsertionsort.Makethecasethatselectionandinsertionsortbothwork,buttakemoretimeforyourcomputertoprocess(graphinslides).

2. ShowyourclassanexamplediagramofmergeSort;theyshouldrealize(withyourhelp)thattheworstcaseperformanceformergeSortisfasterthaneitherselectionorinsertionsort.

Merge[15minutes]

1. Inviteyourclasstotryandmergetwosortedlistsofnumbers.Howwouldwecomputeasinglesortedlistcontainingallthenumbersinlist1andlist2?Haveyourclasssetupthepseudocode.

Wemustmaintainanindexforeachliststartingat0.

Wemustcreateandemptylisttoholdtheresult.

Whenwehaven’texhaustedourtwolists,insertthesmallestelementatthepointinthenewlistandadvancetheindex.


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2. Letyourclassworkfor10minutestotryandcreatethemergefunction.Usingtheresponsestheycomeupwith,leadthemtothecorrectmergefunction.(Shownonslides,usingArrayList<Integer>)

MergeSort[30minutes]1. Challengeyourclasstotryandimplementmergeintoasortingalgorithm.Thosewho

havedonethereadingshouldhaveanideaaboutwheretogetstarted,butmaygetstuckontherecursiveportion.

Youcangivethemtheseinstructionstogetstarted:

i. Ifthelist’ssizeis0or1,justreturntheoriginallist(asitisalreadysorted)

ii. Splitthelistparameterintotwolists,of(roughly)equalsize:list1and2.

iii. Sortbothlist1and2.

iv. Mergethetwosortedlists,andreturntheresult.

2. Forlabtoday,yourclasswillbetaskedwithmakingthismergeSortalgorithm.Attheendofclasspostthesolutionupontheboard.

Providehintsthroughouttheprocess,namely:

i. Whenthelist’ssizeis0or1andyoureturntheoriginal,thatisyourbasecase.

ii. SplityourlistsbasedoffArrayList.size().

iii. Themergefunctiondoesmerging.

3. Iftheclassisstruggling,walkthroughtheentiremergeSortalgorithmwiththem,mergeSortiscoveredbytheAPsoabaselevelofunderstandingisimportant.



Video


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CSE143,SelectionSort(17:22–28:11)https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1fdd364a-4d01-49cf-96b3-ce2f67b77dcf&start=1042

ForumdiscussionLesson8.04MergeSort(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-8/8-04-mergesort


Overview






Reviewmaterialsforthequizby:ReviewingallthebluepagesattheendofChapter12forsections12.1and12.2OutlineChapter12uptosection12.3



Thehomeworktonightasksstudentstosubmit2questionsforreview;thenumberisreducedforthisuntilsincethereisfarlessmaterialthanusual.Createanelectronicsurveyforstudentstocompletewith3textfields,oneforname,and2forquestionstheyhaveaboutCh.12content.Setadeadlinebywhichtimestudentsmusthavesubmitted2questionsfromCh.12Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

PacingGuide


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Section TotalTime



Studentwork 35min


ProcedureTodaywecontinuereinforcingconceptsandapplyingthetools,procedures,andcodethatwereintroducedearlier.Studentswillhavetheopportunitytocorrectanyincorrecthomeworkorclassworkassignments.Itmaybethecasethatstudentsneedtopracticethemodelingexercisefromthepreviouslesson.Youshouldsetupasectionoftheroomforstudentstohelpeachothermodelcodeexecutionquietly.




2. Collectthehomeworkassignmentsfromlastnight,andquicklygradethemwhilestudentsareworkingontheirotherassignments.Returnthoseworksbackimmediatelysostudentscancorrectanyerrors.

Someoftheassignmentsfromthenightbeforemaytakeawhiletograde(especiallyexercise12.3).Youmaywanttohavestudentshelpyouwiththegrading,orextendtheclassworktohomework.Ifyoucannotgrade12.3beforetheendofclass,youmightwanttointegratethisexerciseintoyourtestreviewsession.






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Lesson8.06—Review

Overview




CompleteQuiz8.5.


ReadandhighlightStudyforQuiz


Oncestudentshavesubmittedtheirreviewrequests,assemblethosetopicsintocategoriesandpreparetore-teachthetopicsasneeded.Ratherthanusinganentireclassperiodforatest,we’recondensedtheChapter12topicsintoaquiz.ThisshouldallowyoumoretimetostartreviewingfortheAPexam.

PacingGuide

Section TotalTime



Procedure

Lesson8.06:Review

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Atthebeginningofclasstoday:

Remindstudentsthatthequizisattheendofclasstoday.

Reviewstudent-submittedquestions.



1. Workthroughthevariousreviewtopics,prioritizingquestionsthatpoppedupthemost.







Accommodation&DifferentiationThequizfeaturesarecursivemethodtoproducetheFibonaccisequence.Ifyourstudentsneedextrahelp/scaffolding,youmightwanttoshowstudentsthisYouTubevideo(https://youtu.be/dsmBRUCzS7k)andleadaclassdiscussiontoensurestudentsarefamiliarwiththemathinvolved.

ForumdiscussionLesson8.06Review&Quiz(TEALSDiscourseaccountrequired)

Lesson8.06:Review

473

https://youtu.be/dsmBRUCzS7k

http://forums.tealsk12.org/c/unit-8/8-06-review-quiz

Lesson8.08—QuizReview&Reteach

Overview






CompletetheassessmentinChapter7ofBarron’sReviewBookCorrectanyincorrectquizanswersbyre-answeringonaseparatesheetofpaper



PacingGuide

Section TotalTime


Quizreviewandreteach 30min

Returnquizzes/starthomeworkassignment 15min


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Donotreturnstudents’quizzesbeforethereviewsession,sinceyouwanttomotivatestudentstopayattentiontotheentirereview,takingsupplementalnotestheentiretime.


QuizReview&Reteach[30minutes]

1. Ifgradesarelow,invitetheclasstoadiscussionofwhatcanbeimproved.Withyourco-teachersand/orTAsyoushoulddecidehowtoshiftfocusastheAPtestisrightaroundthecorner.Withyourstudents,youshouldfollowthesamepost-mortemformatasinotherreviewunits,butwiththeAPexaminmind.

DoyourstudentswanttofocusonSectionIItesttakingstrategies?

Perhapstheyfeeltheyneedtodrillquick-responseSectionIquestions?

Asasanity-check,studentsshouldberemindedthattheyonlyhave1.5minutestosolveeachSectionIquestionontheAP.Iftheyarenotenearthispace,orifthisisanunrealisticgoal(duetolanguageand/orreadingbarriers),decideasaclasstofocusontest-takingstrategies(skipping,guessing,processofelimination)toreduceanxietyandrecoupsomepotentiallylostpoints.

Studentscangetverydiscouragedduringthistimeofyear.Inspireandamuseyourclassbypointingoutoldwordwallsorassignments(ifyoustillhavethemup),showingstudentshowfartheyhavecomesincethebeginningoftheschoolyear.


Youcanaskforstudentstovolunteeranswers,orcallonstudentsrandomly.Makesurethatstudentsexplaintheirlogicwhentheyanswer.Ifastudentgivesanincorrectanswer,theexplanationwilltellyouwhatyouneedtore-teachorclarify.

Donotskipquestionsthateveryoneansweredcorrectly,butdonotspendmorethanthetimeittakestoreadthequestion,andcongratulatestudents’correctanswers.



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5. ForSectionII-typequestions,selectasampleofstudentwork(withanyidentifyinginformationobscured),andworkthroughtheanswertogetherasaclass.

ReturnQuizzes/StartHomeworkAssignment[15minutes]

Attheendofclass,iftimeallows,returnthequizzesandallowstudentssometimetobegintheirhomeworkassignment.

AccommodationandDifferentiationEncourageadvancedstudentstotakeonadditionalprogrammingchallenges.OneeasywaytodothisistoassignProgrammingProjectsfromthebluepagesattheendofeachChapter.Section12.5hasanexcellentrecursivegraphicslabthatwouldbeawonderfulassignmentforadvancedstudents.


ForumdiscussionLesson8.08QuizReview&Reteach(TEALSDiscourseaccountrequired)


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http://forums.tealsk12.org/c/unit-8/8-08-quiz-review-reteach

Lesson9.00—ReviewingfortheAPExam

TopicReview&Re-teachingTogetasenseforwhichtopicsyourclassneedstoreview,werecommendadministeringaBarron’spracticeexamasapre-test,anotherasapost-testaftersomereview,thenthe2009releasedAPCSAexam(themostrecentfully-releasedexam)asafinalpractice.

The2009examincludesGridWorldquestions(Freeresponsequestion2,multiplechoicequestions21–25).Instructorscouldhavestudentsskipthesenowobsoletequestions,orreplacethemwithquestionsofsimilardifficultyfromthe2004examtoallowanAPscoretobereasonablycomputed.

Asyoure-teachconcepts,practicequestionsandassessmentscanbegleanedfromtheBellevueInternationalMasteryTests(includedasafilewithintheUnit9materials).Thesetests,writtenandgraciouslysharedbyArthurWatson,provideaneasywaytoretestyourstudents.Shouldyoudecidetousetheseresources,keepthefollowinginmind:

1. Thetestsdonotincluderecursion,searching,orsortingsincethesewerethemostrecentlycoveredunitsbeforewhole-yearreview.

2. Thereare3versionsofeachtest(A,B,andC).Versionsaresimilar,sostudentscanre-takeeachexamafterworkingonmaterialtoearnahigherscore.

3. AsitgetsclosertoAPtesttime,ArthurletshisclassusetheAversiontest/answerkeystostudyfortheBandCversions.

PracticeQuestionsWhetherin-classorforhomework,givingstudentsampleopportunitiestodrilltestquestionswillhelpthemovercometestanxiety.Theresourceslistedbelowprovidepracticematerialusingdifferentlearningmodalities:


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WebsiteURL Features

http://APcomputersciencetutoring.comPracticeproblems&solutionsbrokendownbytopic.OldAPmultiple-choicequestions&answers.

http://tinyurl.com/obwpm39 175multiple-choicequestions(self-checking)

http://tinyurl.com/nkauhfb Timedpracticetests,flashcards,featured“questionoftheday.”

TestTakingStrategiesIfyouhavebeenusingtheexamsprovidedwiththiscurriculum,studentsshouldbefamiliarwiththedirectionsandguidingtextoftheAPexam.Duringreview,youshouldpushthetest-takingstrategiescoveredinthewebsitesreferencedbelow:

WebsiteURL Features

http://tinyurl.com/APCSTips OfficialtipsfromtheCollegeBoard.

http://tinyurl.com/APCSlist Test-takingtipsandSectionIItipsfromateacher.

http://tinyurl.com/APCSquickReference SeepageA1forquickreferenceguideincludedwiththeexam.

Accommodation&DifferentiationThereare3availablepracticeexamsyoucangivetoyourstudents.ForELLclassrooms,startbygivingthefirstpracticeexamwithalittleextratime(~10minutes)oneachsection,sotheyhavetimetogetusedtopacingandreading.

Afteryouhavere-taughttopics,assignedpracticetimedpracticeathome,givethenextexamatfulltime,andaskthestudentstoreportbacktoyouwhattheyfeltwerethemostchallengingaspectsoftheexam.

Ifstudentsreportthatreadingisslowingthemdown,takeaclassperiodortwotodrillthewordwallvocabulary.Havestudentspracticereadingandexplainingquestionstoeachother.Atthispoint,repetitioniskey.Strengtheningtopic-specificvocabularyandrecallwillbemorebeneficialthanreviewingadditionaltopics.

Somefunvocabularyreviewstrategiesinclude:

Pictionary:encouragestudentstowritesomecode(orfind,orcircleitinasampleofcodeontheboardorprojector)toillustrateaconceptorterm.


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http://APcomputersciencetutoring.com

http://tinyurl.com/obwpm39

http://tinyurl.com/nkauhfb

http://tinyurl.com/APCSTips

http://tinyurl.com/APCSlist

http://tinyurl.com/APCSquickReference

Vocabularybingo:Printoutwordwallwords(orchallengingconcepts)onbingocards(youcanmakethemonlinehere:http://osric.com/bingo-card-generator/).Ratherthanjustcallingoutwords,callthedefinitionofthetermorprojectanexampleoftheconceptinsamplecode,havingstudentscomeupwiththewordtheyneedtofindonthebingosheet.

Ifyourstudentsarespeedingthroughthereviewsessions,addadditionalchallengesbystickingtoSectionIIquestions.StudentscanaccessSectionIIquestionsfrom2009–2014ontheAPCSwebsitehere:http://tinyurl.com/m7ljyec.ThemostrecentreleasedSectionIItestquestionsandscoringrubricareincludedwithUnit9materials.2014’squestionsandscoringrubricareavailableontheAPwebsite.

ForumdiscussionLesson9.0ReviewingfortheAPExam(TEALSDiscourseaccountrequired)


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http://osric.com/bingo-card-generator/

http://tinyurl.com/m7ljyec

http://apcentral.collegeboard.com/apc/public/exam/exam_information/2000.html

http://forums.tealsk12.org/c/unit-9/9-00-reviewing-for-the-ap-exam

APComputerScienceACurriculumDevelopmentThisprojectcontainsthesourcefortheTEALSAPComputerScienceACurriculum.Contentcanbebrowsedinthefollowingways:

OnGitBook—TheofficialsourceforthebookOnGitHub—FromtherepositorycontentsonGitHubLocally–Fromalocalcloneofthedevelopmentrepository

StyleGuidelinesPleasereadtheStyleGuidelinesbeforemodifyingthecontentsofthisrepo.They'reshortandensureconsistencyacrossthedocset.

AuthorsChristineKeefe(CurriculumDeveloper)NathanielGranor(TEALSCoordinator)

LicenseThisworkislicensedunderaCreativeCommonsAttribution-NonCommercial-ShareAlike4.0Internationallicense.SeeLICENSE.mdforthefulllicense.

Acknowledgements

TEALSSummerFellows

BenWatskyJulianBoss

MarkdownConversion&RepoSetup

SteveHollasch

AboutThisCurriculum

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https://tealsk12.gitbooks.io/ap-computer-science-a/content/

https://github.com/TEALSK12/apcsa-public/blob/master/SUMMARY.md

https://creativecommons.org/licenses/by-nc-sa/4.0/

https://github.com/hollasch

KenneyChan

SpecialThanks

GlennDurfeePeterDurham

APCSCurriculumSquadVolunteers

KevinWilsonLeoFranchiMikiFriedmanJimSteinbergerRobynMoscowitzEricHalseyKevinTrotterAndrewSmithPaulRoalesDavidBromanYaelElmatadGlennDurfeePeterDurhamNelsonCollinRalphCaseCharleyWilliamsJeffreyBooth

APCSCurriculumSquadTeachers

NateBinzJanetRobertsBrettWortzmanIngridRoche

AboutThisCurriculum

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TEALSAPCSACurriculum—HowtoContribute

RepositoryLocationThecurriculum'ssourcecodeishostedonGithubathttps://github.com/TEALSK12/apcsa-public.Restrictedinstructor-onlycontentishostedathttps://github.com/TEALSK12/apcsa-instructor.

DidyoucatchanerrorintheTEALSAPCSAcurriculum,orperhapshaveanideaforanadditionthatwouldmakeitbetter?Ifso,we'dlovetoseewhatyou'vegot!

MethodsofContributingWecanacceptchangesandsuggestionstothisrepoinabunchofdifferentways,soheretheyarefromleastinvolvedtomost.

CasualCommunication

YoucanmakecommentseitherinourSlackchannel(#apcsa-curriculuminhttps://tealsk12.slack.com)ortouspersonallyviaemailtoKenneyChanorSteveHollasch.IfyouhaveaGitHubaccount,though,it'sbettertosubmitanissue,asthere'sahigherguaranteethatitwon'tgetlost.

SubmitanIssue

Thebestwaytomakesureyourfeedbackisrecognized,tracked,andhandledistosubmitanissueonGitHub.You'llneedaGitHubaccounttodothis.

SubmitaPullRequest(PR)

Thisisthemostinvolvedroute,butmorepowerful.Itworksforallkindsofissues,fromfixingtypostomakingradicalchangesincurriculum.Ofcourse,ifyoudecideonsomethingmassive,makesuretovettheideawithusfirst.

Contributing

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https://github.com/TEALSK12/apcsa-public

https://github.com/TEALSK12/apcsa-instructor

https://tealsk12.slack.com



https://github.com/TEALSK12/apcsa-public/issues

https://github.com/join

Ifyou'redoingsomethingsmallorobvious,andyou'recomfortable,feelfreetojustgostraighttoapullrequest.Foranythingelse,youmightwanttofirstsubmitanissue.Intheissue,mentionthatyou'rewillingtodotheworkyourself.Iftheideaissound,we'llgiveyouthegreenlightbeforeyoucommitanyeffortortime.

HowtoSubmitaPullRequest(Advanced)ThefollowingstepsoutlinetheeasiestwaytosubmitaPR:

1. Createalocalworkingcloneoftheapcsarepository.Ifyouhaven'tdonethisbefore,justgotothemaincodepageandhitthe"Cloneordownload"button.ExplaininghowtouseGitisoutsidethescopeofthispage,soyou'llneedtoknowhowtodothisalready.

2. Createandcheckoutafeaturebranchforyourwork.(Themasterbranchisprotected,andyouwon'tbeabletosubmitchangesthere.)

3. Makeyourchangesinthefeaturebranch.Makesureyoufollowthestyleguidelinesasyoudoso.

4. PushyourbranchuptotheGitHubrepo.Forexample,ifyouworkonthecommandline,andyourfeaturebranchisnamed"moar-glitter",thenyou'ddothis:

gitpushorigin--set-upstreammoar-glitter

ThisjustneedstohappenoncetoestablishtheconnectionbetweenyourlocalbranchandabranchofthesamenameuponGitHub.Afterthat,ifyouhavemorechangestoadd,youcanjustgitpushwhileworkinginyourfeaturebranch.

5. Whenyou'redoneandreadyforreview(andallofyourcommitshavebeenpushed),headtothemaincodepage.Thereyoushouldseeyourbranchinahighlightedboxwitha"Compare&pullrequest"buttonontheright.Ifnot,youcanjusthitthe"Newpullrequest"button.Ifyoudidthelatter,therewillbetwobuttonstocontrolwhichbranchisgoingtomergeintowhich.Inthiscase,thebasebranchshouldbemaster,andthecomparebranchshouldbemoar-glitter.Oncethat'sset,besuretoenteradescriptivecommentaboutthepullrequest.Ifthere'sanassociatedissue,includetheissuenumber,prefixedwitha#character.Forexample,ifthisisafixforissue137,include#137inthecomments.

6. Finally,hitthe"Createpullrequest"button.Thiswillautomaticallynotifythereviewers.Severalthingscouldhappen:

AreviewerapprovesyourPRandmergesitintomaster.Gitbookwillseethechangesandautomaticallybuildanupdatewithyourchangeswithinafewminutes.

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https://github.com/TEALSK12/apcsa-public/issues



AreviewerrejectsyourPR.Thisshouldn'thappenifyougotapprovalinasubmittedissue.Ifnot,youshouldgetaclearexplanationwhythechangewasnotaccepted.

AreviewermaypointoutproblemswithyourPR,andrequestchangesbeforeapproving.You'llneedtomonitoryourPRtocatchthis.OneaidisthatGitHubtracksnoficationsintheupperrightcornerofthewebpages(thebellicon),andshouldalertyoutochangerequests.

7. Afterthedusthassettled,pleasedeleteyourfeaturebranchfromtheGitHubrepo.Youmayofcoursechoosetokeepitinanylocalclones,butthiswillkeeptheprimaryrepocleanofbranchclutter.Theoneexceptiontothisisifyourfeatureislong-running,andyouplantoissueastringofPRsasworkprogresses.

Hopefully,allwentwell,andyou'vehelpedtomakeourcurriculumevenbetter--thankyou!

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