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

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

4.20.1

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)

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

7.11.1

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)

Lesson9.00:ReviewingfortheAPExam

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

TEALSMinecraftModding

AppendixAboutThisCurriculum

Changelog

Contributing

Acknowledegments

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

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

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

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

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

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,ataiken@cs.stanford.edu.

AdditionalResources

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

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

Introduction

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

TEALSintendsforthiscurriculumtobeastartingpoint;it'sourfirstattemptatacompleteAPCSAcurriculum.We'llcontinueevolvingandadaptingthecurriculumandassociatedmaterialsaswelearnmoreaboutteachingAPCSA.Toparticipateinthisprocess,weinviteTEALSteammembersandindependentteachersusingthiscurriculumtosubmiteditsandsuggestionsviathediscussionforumontheTEALSdashboard,ortoAPSquad@tealsk12.org.

Introduction

APCSAVideoTutorialsThefollowingareasetofvideotutorialstohelpguidenewteachersontheTEALScurriculum.

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

VideoTutorials

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

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

[1.99] Unit1TestTest0SectionITest0SectionII

CurriculumMap

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)

Lesson1.02 Algorithms&ComputationalThinking

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

AssessmentsStudentswillwritesamplealgorithms,assembleanddebugaprogramthatdirectstheinstructortomakeapeanutbutter&jellysandwich.

InClass PB&J

Reading 1.2

Homework ReflectonPB&JassignmentContinueexploringPokémon

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

Lesson1.04 CommonErrors&Comments

ObjectivesStudentswillcreatesimpleprogramswithcommentsStudentswillbeabletolistandapplythestepsnecessaryforavoidingsyntaxerrors.

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

InClass WS1.4

Reading 1.4

Homework EX1.6–9

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

Lesson1.06 StaticMethods&MethodCalls

Objectives Studentswillusestructurediagramstoplancomplexprograms.Studentswillmanagecomplexitybyusingmethodcalls.

Assessments StudentswillcompletePractice-Itproblems,studentswillwriteastructuredPikachuprogram.

InClass LPStarFiguresLPPikachuChatter

Reading

Homework Outlinech1PP1.1,1.3

CurriculumMap

Lesson1.07 ProgrammingProject

Objectives Studentswillconstructaprogramcontainingmethodcallsandstaticmethods.

Assessments Studentswillsubmitacomplete,functionalprogrambytheendofclass.

InClass PP1.2,1.5

Reading

Homework Notecheck(addsummariesifneeded)

Lesson1.08 Finding&FixingErrors

Objectives Studentswillfinderrorsintheirreturnedhomeworkassignments,andcorrecttheircode.

Assessments Studentswillre-submitallhomeworkassignmentswithcorrectedanswers.

InClass Fixhomework

Reading Reviewch1

Homework Submitquestionsforreview

Lesson1.09 Review

Objectives StudentswillidentifyweaknessesintheirUnit1knowledge.

Assessments Studentswillcreateapersonalizedlistofreviewtopicstoguidetonight’sstudysession.

InClassReviewquestionsWS1.9Practicetest

Reading

Homework Study

Unit1Test Programming&Java

InClass Test0SectionITest0SectionII

CurriculumMap

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)

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

CurriculumMap

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

Submitquestionsforreview

2.11 Review(Reviewquestions)

WS2.11practicetest Study

[2.99] (Unit2Test)

Test1SectionITest1SectionII

Lesson2.00 TestReview&Reteach

Objectives Studentswillre-learnorstrengthencontentknowledgeandskillsfromUnit1.

Assessments Studentswillre-submittestanswerswithupdatedcorrectionsforpartialorfullcredit,dependingoninstructorpreference.

InClass Reviewtest

Reading 2.1exceptfor“MixingTypesandCasting”

Homework Testcorrections

CurriculumMap

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)

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)

Lesson2.03 StringConcatenation&IncrementDecrementOperators

Objectives Studentswillapplytherulesofstringconcatenation,studentswillcorrectlyinterpretincrementinganddecrementingstatements.

Assessments Studentswillevaluatestatementsandpredictoutputduringagameofgrudgeball.

InClass Grudgeball

Reading Restof2.2

Homework SC2.4(4th:2.5)

CurriculumMap

Lesson2.04 MixingTypes&Casting

ObjectivesStudentswillbeabletodescribewhichtypesautomaticallyconvertintootherswhenappearingtogetherinexpressions,andpredicthowanexpressionwithmixedtypeswillevaluate.Studentswillbeabletoconverttypesbycasting.

AssessmentsStudentswilluse“ZombieRules”ofprecedencetocorrectlywritecodethatyieldsagivenanswerSudentswillcreatetheirownexpressions&predictoutputbycompletingandtradingworksheets.

InClass WS2.4Poster2.4

Reading 2.3upto“NestedforLoops”

Homework FinishWS2.4

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)

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

CurriculumMap

Lesson2.07 Scope&Pseudocode

Objectives Studentswillbeabletoidentifythescopeofavariableandidentifycommonscopeerrors.

Assessments Studentswillcompleteaworksheet.

InClass WS2.7DiscussPP2.1

Reading Read2.4“ClassConstants”

Homework SC2.31–33(4th2.34–36)

Objectives Studentswillplanandconstructastructuredprogramcontainingnestedloops.

Assessments Studentswillsubmitacomplete,functionalprogrambytheendofnextclass.

InClass StartPP2.4

Reading

Homework Outlinech2(omit2.5)

Objectives Studentswillplanandconstructastructuredprogramcontainingnestedloops.

Assessments Studentswillsubmitacomplete,functionalprogrambytheendofnextclass.

InClass CompletePP2.4

Reading

Homework [TBDpracticequestion]

CurriculumMap

InClass Fixhomework

Reading Reviewch2(omit2.5)

Lesson2.11 Review

Reading

Homework Study

Unit2Test WorkingwithData&BasicControlFlow

Unit3:AdvancedData&ControlFlow(4weeks)

Unit3SlidesUnit3WordBank

CurriculumMap

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

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

UsingObjects&StringProcessing

3.3“Interactiveprogramming”and“Sampleinteractiveprogram”

SC3.19-3.21

InteractivePrograms&ScannerObjects

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

Outlinech3(omit3.4)

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

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

3.99 Unit3testTest2GuideTest2SectionITest2SectionII

3.XX FracCalc

CurriculumMap

InClass AlgorithmforSolvingProblems

Reading 3.1upto“LimitationsofParameters”

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

Lesson3.02 LimitationsofParameters&MultipleParameters

Objectives Studentswillmodifyprogramsusingparametersandclassconstantstocreateoriginalartworks.

Assessments Studentswillcompleteanartprojectand“artiststatement”justifyingtheirprogrammingchoices.

InClass Artproject

Reading 3.1“OverloadingMethods”3.2“MethodsThatReturnValues”

Homework Jazzupartprojectandprogram

CurriculumMap

Lesson3.03 ReturnValues

Objectives Studentswillwriteaprogramthatreturnsvalues.

Assessments StudentswillcompletePractice-ItquestionsandwriteaprogramtomeetaPokémonChallenge.

InClass Practice-ItSC3.14–16

Reading

Homework SC3.17E3.1

Objectives Studentswillwriteaprogramthatusesparameters,themathclass,andreturnsvalues.

Assessments StudentswillsubmitanEquestriaprogrambytheendofclass.

InClass WS3.4Equestria

Reading 3.3upto“InteractiveProgramsandScannerObjects”

Homework SC3.18–19

Lesson3.05 UsingObjects&StringProcessing

ObjectivesStudentswillbeabletodifferentiatebetweenprimitiveandobjecttypes.Studentswillapply0-indexingandstringprocessingtechniquestopredicttheoutputofaprogram.

Assessments StudentswillcompleteWS3.5

InClass WS3.5

Reading 3.3“InteractiveProgramming”and“SampleInteractiveProgram”

CurriculumMap

Lesson3.06 InteractivePrograms&ScannerObjects

Objectives Studentswillwriteprogramsthatacceptuserinputusingascannerobject.

Assessments StudentswillcompletePractice-Itproblems.

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

Reading

Homework Outlinech3(omit3.4)

Lesson3.07 PokémonBattleProgrammingProject

Objectives Studentswillwriteaprogramthatrequestsuserinputandreturnsdata.

Assessments StudentswillwriteaprogramthatcalculatesdamagedonetoPokémoninabattle.

InClass WS3.7LPBattle

Reading

Homework Summarizenotessincelastexam

Objectives Studentswillfinderrorsandcorrecttheirpreviouslysubmittedhomeworkandclassworkassignment.

InClass Fixhomeworkwebmaker.org

Reading 4.1upto“NestedIf/ElseStatements”

Homework SC4.1–4

CurriculumMap

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

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

Lesson3.11 ReducingRedundancy

Objectives Studentswillsimplifycodeandreduceredundancybyfactoringif/elsestatementsandtestingmultipleconditionssimultaneously.

Assessments Studentswillcompleteaclasscompetition.

InClass Refactoringcompetition

Reading 4.2

Homework Outlinech4(omit4.4,4.5)

CurriculumMap

Lesson3.12 CumulativeAlgorithms

Objectives Studentswillfindandcorrectsyntaxerrorsinconditionalcumulativealgorithms.

Assessments Studentswillwrite,modify,andcorrectprogramswrittenbyothers.

InClass TallycodeonboardCollaborativeProgrammingExerciseWS3.12

Reading 5.1(skip“Do/WhileLoops”)

Homework PP4.2

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

Lesson3.14 RandomNumbers

Objectives Studentswillbeabletowriteexpressionsthatgeneratearandomintegerbetweenanytwovalues.

InClassPractice-ItSC5.5–7E5.4–5

Reading 5.2

Homework PP5.1

CurriculumMap

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)

CurriculumMap

InClass Fixhomework

Reading Reviewch3–5

Lesson3.18 Review

InClass ReviewquestionsWS3.18PracticeTest

Reading

Homework Study

Unit3Test AdvancedData&ControlFlow

Guide Test2Guide

Unit3Project FracCalc

InClass FracCalc

CurriculumMap

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

Printing,Searching,&TestingforEquality

WS4.3Mini-lessons

SC7.14-7.17,E7.3

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

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

4.0902

MagpieChatbotLabActivity2

Barronsch6

4.0903

Barronsch6practicequestions

4.0904

CheckandcorrectBarronsch.6questions

4.0905

CheckandcorrectBarronsch.6questions

4.10 Review

ReviewquestionsWS4.10practicetest

4.99 Unit4test

Test3SectionITest3SectionII

InClass Reviewtest

Reading 7.1upto“ArraysandMethods”

CurriculumMap

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

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

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

Objectives

Assessments

InClass

Reading 7.3

Lesson4.04 ReferenceSemantics

Objectives Studentswillbeabletocompareandcontrasthowprimitivesandarraysaretreatedwhenpassedasparameters.

Assessments Studentswillcompletegraphicorganizersandaworksheet.SomestudentswillcompleteaPokémonChallengeforextracredit.

InClass WS4.4

Reading 7.4upto“Command-LineArguments”

Homework EX7.9–10

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

CurriculumMap

Lesson4.06 NestedLoopAlgorithms&RectangularArrays

Objectives StudentswillcorrectlyadjustnestedloopheadersforusewitharraysStudentswillcorrectlyconstructtwo-dimensionalarrays

Assessments StudentswillcompleteWS4.6

InClass WS4.6

Reading 10.1upto“AddingtoandRemovingfromanArrayList”

Homework SC[TBD]

Lesson4.07 ArrayList

ObjectivesStudentswillconstructcodeusingArrayListStudentswillpredicttheoutputofmethodsthattakearraysasparametersand/orreturnarrays.

Assessments StudentswillevaluatestatementsandpredictoutputduringagameofGrudgeball.

InClass GrudgeballPoster4.7

Reading

Homework Outlinech7and10.1

InClass Fixhomework

Reading Reviewch7,10.1forMagpielab

4.09.1

CurriculumMap

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

Objectives

Assessments

Reading

Homework CheckandcorrectBarronsch.6questions

4.09.5

Objectives

Assessments

Reading

Homework CheckandcorrectBarronsch.6questions

Lesson4.10 Review

Reading

Homework Study

Unit4Test Arrays,Lists&Files

CurriculumMap

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

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

[5.99] (Unit5test) Test4SectionITest4SectionII

InClass Reviewtest

Reading 8.1

CurriculumMap

Lesson5.01 ObjectOrientedProgramming

ObjectivesStudentswillbeabletodescribetherelationshipbetweenclasses,objects,andclientcode.Studentswillbeabletopredicttheoutputofthecodethatusesobjects.

InClassPractice-ItSC8.1–5WS5.1.1

Reading 8.2upto“MutatorsandAccessors”

Homework

Lesson5.02 ObjectState&Behavior

ObjectivesStudentswillbeabletodescribeclasses,objects,andclientcode.Studentswillbeabletopredicttheoutputofthecodethatusesobjects.

Assessments StudentswillcompleteWS5.2individuallyorinpairs.

InClass WS5.2

Reading 8.3upto“TheKeywordthis”

Homework SC8.9–11,13–16

Lesson5.03 ObjectInitialization:Constructors

ObjectivesStudentswillbeabletodescribeandcreateclasses,objects,andclientcode.Studentswillbeabletopredicttheoutputofthecodethatusesobjects.

InClass WS5.3.1WS5.3.2

Reading 8.4

Homework

CurriculumMap

Lesson5.04 Encapsulation

Objectives Studentswillbeabletomanipulatesingle-dimensionarraysusingavarietyofarraytransversalalgorithms.

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

Reading

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

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

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

5.06.9

Objectives

Assessments

InClass PictureLabActivity9,cont.

Reading

Lesson5.07 Review

InClassReviewquestionsWS5.7Testpractice

Reading

Homework Study

Unit5Test ObjectOrientedProgramming

Unit6:Inheritance&Polymorphism(4weeks)Unit6SlidesUnit6WordBankCurriculumAssets

CurriculumMap

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

OverridingMethods&AccessingInheritedCode

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?

6.06 Interfaces[Interfaceexamples]Poster6.6

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

checks

6.08 Finding&FixingErrors (FixHW) Reviewch9 Submitquestionsfor

review

6.09 Review

ReviewquestionsWS6.5Testpractice

6.99 Unit6test

Test5GuideTest5SectionITest5SectionII

6.XX TextExcel

TextExcelStudentGuideATextExcelStudentGuideBTextExcelStudentGuideCTextExcelTeacherGuide

InClass Reviewtest

Reading 9.1

6.01.1

CurriculumMap

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

Lesson6.02 OverridingMethods&AccessingInheritedCode

ObjectivesStudentswillreplacesuperclassbehaviorbywritingoverridingmethodsinthesubclass.Studentswillwritesubclassmethodsthataccesssuperclassmethods.

Assessments StudentswilladdcodetotheirClassPostersfromthepreviouslesson.

InClass WS6.2

Reading Restof9.2startingfrom“TheObjectClass”

Homework

CurriculumMap

Lesson6.03 InteractingwiththeObjectSuperclass

ObjectivesStudentswillreplacesuperclassbehaviorbywritingoverridingmethodsinthesubclass.Studentswillwritesubclassmethodsthataccesssuperclassmethods.

Assessments StudentswillcompletePractice-ItquestionsStudentswillcompleteaworksheet.

InClass

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

Reading 9.3upto“InterpretingInheritanceCode”

Homework

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

CurriculumMap

Lesson6.05 Has-aRelationships

ObjectivesStudentswillbeabletoidentifyandexplainwhytwoclasseshaveanis-aorahas-arelationship.Studentswillbeabletocreateahas-arelationshipbetweentwoclasses.

Assessments StudentswillcompleteanAPSectionIIquestion“Trio”

InClass WS6.5ValueMealexercise

Reading 9.5

Homework

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

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

Objectives

Assessments

InClass Barronsch3examOutlinechecks

Reading Reviewch9

InClass Fixhomework

Reading Reviewch9

Lesson6.09 Review

InClassReviewquestionsWS6.5Testpractice

Reading

Homework Study

CurriculumMap

Unit6Test InheritanceandPolymorphism

Guide Test5Guide

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

7.0303

ElevensLab(day3)

ElevensLabActivity2(end)

7.0304

ElevensLab(day4)

ElevensLabActivity3(begin),notebookchecks

Outlinech13

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ElevensLab(day5)

ElevensLabActivity3(end),notebookchecks

7.0306

ElevensLab(day6)

ElevensLabActivity4Barronsch8exam,self-grade

7.0307

ElevensLab(day7)

ElevensLabActivity5(begin),Barron'schecks

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ElevensLab(day8)

7.0309

ElevensLab(day9)

ElevensLabActivity6 (FixHW)

7.0310

ElevensLab(day10)

ElevensLabActivity7 (FixHW)

7.0311

ElevensLab(day11)

ElevensLabActivity8,re-gradefixedHW

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ElevensLab(day12)

ElevensLabActivity9(begin),re-gradefixedHW

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ElevensLab(day13)

ElevensLabActivity9(end),re-gradefixedHW

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ElevensLab(day14)

ElevensLabActivity10,re-gradefixedHW

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ElevensLab(day15)

ElevensLabActivity11(begin)

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ElevensLab(day16)

7.04 Review Reviewquestions Study

CurriculumMap

7.99 Unit7testTest6GuideTest6SectionITest6SectionII

InClass Reviewtest

Reading 13.1upto“Sorting”

Lesson7.01 SearchingAlgorithms

Objectives Studentswillcompareandcontrastthedifferentsearchalgorithms.

Assessments Studentswillcompletesomeshortanswerquestions.

InClass CSUnpluggedBattleshipWS7.1

Reading 13.1“Sorting”

Homework SC13.4–6E13.1–3

Lesson7.02 SortingAlgorithms

Objectives Studentswillcompareandcontrastdifferentsortingmethodsandevaluatetheirrelativespeedandefficiency.

Assessments Studentswillcompletesomeshortanswerquestionsonworksheets.

InClass

Reading 13.1“Shuffling”

Homework

7.03.1

CurriculumMap

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

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

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

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

Objectives

Assessments

InClass ElevensLabActivity10Re-gradefixedhomework

Reading

Homework

7.03.15

Objectives

Assessments

InClass ElevensLabActivity11(begin)

Reading

Homework

7.03.16

Objectives

Assessments

Reading

Homework

CurriculumMap

Lesson7.04 Review

InClass Reviewquestions

Reading

Homework Study

Unit7Test Searching&Sorting

Guide Test6Guide

Unit8:Recursion(2weeks)Unit8SlidesUnit8WordBankCurriculumAssets

CurriculumMap

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

InClass Reviewtest

Reading 12.1upto“StructureofRecursiveSolutions”

CurriculumMap

Lesson8.01 ThinkingRecursively

Objectives Studentswillbeabletodefinerecursion.

Assessments Studentswilldescriberecursivemethodsandcompareiterativeandrecursivemethodsduringaclassdiscussion.

InClass TowerofHanoigame

Reading Restof12.1

Homework

Lesson8.02 WritingRecursiveSolutions

Objectives Studentswillbeabletoidentifyrecursivemethodsandpredicttheoutput(orreturnvalue)ofrecursivemethods.

Assessments StudentswillevaluatestatementsandpredictoutputduringagameofGrudgeball.

InClass GrudgeballSC12.1–4

Reading 12.2

Homework SC12.5,7–9E12.1

Lesson8.03 MechanicsofRecursion

Objectives Studentswillbeabletomodelhowrecursivemethodsexecute.

AssessmentsStudentswillwritearecursivemethod,thenmodeltheexecutionofthatmethodfortheinstructor.Studentswillalsomodelamethodwrittenbytheirpeers.

InClass WS8.3TeacherDemo8.3

Reading 13.4

Homework SC12.6,10E12.3

CurriculumMap

Lesson8.04 MergeSort

Objectives StudentswillusemergeSorttosortanArrayList.

Assessments Studentswillbeabletouserecursiontosortalist.

InClass ImplementmergeSort

Reading

Homework SC13.27–30NotebookCheck

Objectives Studentswillfinderrorsintheirreturnedhomeworkandclasswork.

Assessments Studentswillre-submitallhomeworkandclassworkassignmentswithcorrectedanswers.

InClass Fixhomework

Reading Reviewch12.1–2

Lesson8.06 Review

Assessments Studentswillcreateapersonalizedlistofreviewtopicstoguidetonight'sstudysession.

InClass ReviewQuestions

Reading

Homework Study

Lesson8.07 Review&Quiz

InClass [Quiz8]

CurriculumMap

Lesson8.07 QuizReview&Reteach

Assessments Re-submitquizanswerswithupdatedcorrectionsforpartialorfullcredit.

InClass Reviewquiz

Reading

Homework Barronsch7

Unit9:APTestReview(3weeks)CurriculumAssets

Lesson9.00 ReviewingfortheAPExam

Objectives StudentswillreviewandpreparefortheAPComputerScienceAexam.

Assessments BellevueMasteryTestsAPCS2012SectionII

InClass

Reading

Homework

Unit10:Post-APExamProjects(4–5weeks)

CurriculumMap

WecurrentlyhavetwodifferentcurriculumoptionsforaftertheAPexam,eachofwhichisaself-containedwebsitewithlessons,labsandothersupportingresources:

SpaceBattleArenaTEALSMinecraftModding

CurriculumMap

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

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

CurriculumAssets

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

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.

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

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

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

ForumdiscussionLesson1.01UsingEclipse&Practice-it(TEALSDiscourseaccountrequired)

Lesson1.02—Algorithms&ComputationalThinking

Overview

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

WritesamplealgorithmsAssembleanddebugaprogramthatdirectstheinstructortomakeasandwich

ReadBJP1.2

Materials&PrepProjectorandcomputerORwhiteboardandmarkerFooditemsforpeanutbutterandjellysandwichUtensilsforsandwichassembly(spoonforjelly,knifeforspreading)Wetwipesorwatertocleanhands

PacingGuide

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:

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)

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.

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

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)

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

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:

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]

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:

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

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

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.

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.

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.

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

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:

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)

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

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:

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:

publicclassDrawBoxes3{

publicstaticvoiddrawbox(){

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

drawBox();

System.out.println();

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.

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.

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

ForumdiscussionLesson1.05StaticMethodsandMethodCalls(TEALSDiscourseaccountrequired)

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

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.

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):

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:

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

ForumdiscussionLesson1.06StaticMethodsandMethodCalls(TEALSDiscourseaccountrequired)

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

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.

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)

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.

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

capitalized.Commentingmustbeproperlyusedthroughout.Linesmustbenolongerthan100preferably80lines.Thereshouldbenoredundantcode.Therearelinkstothefullstyleguidewerecommendontheslides.

StudentWork[25minutes]

Havestudentsworkindividuallytocorrecttheirhomeworkgrades.

Offertimechecksforstudentssotheystayontask.Ifstudentshavenotfinishedtheirprogrammingprojectfromyesterday’sclass,allowthemtodosotoday.

Attheendofclass,havestudentstradetheirhomeworkassignmentstoevaluateeachother’scorrectionsbeforesubmission.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemtotackleprogrammingproject5&7inthetextbook.

Ifyouwereunabletofinishgradingstudentnotebooksyesterday,finishthemtodaywhilestudentsareworking.Returnnotebooksbytheendofclasssostudentsmayusethemtostudyfortheexam.

ForumdiscussionLesson1.08FindingandFixingErrors(TEALSDiscourseaccountrequired)

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

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

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

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

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.

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)

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

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.

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”

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

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)

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

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.

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.

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.

y=x+2;

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

Forstudentswiththemisconceptionthattheequationisstored,theywillincorrectlycompute6aswhatisdisplayedfory.

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

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)

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.

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:

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.

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:

intx=1;

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

→Output:Thevalueofxis4

14)1+1+1+"1"+1+1+1→Output:31111

inty=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

intnumber=5;

number++;

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

→Output:Mynewvalueisthenumber6

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

InELLclassrooms,youshouldreadeachquestionaloudinadditiontoshowingitontheboardorprojector.

CommonMistakes

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)

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

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.)

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):

(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

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

ForumdiscussionLesson2.04MixingTypes&Casting(TEALSDiscourseaccountrequired)

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

Lesson2.05:forLoops

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

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

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

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

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

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!

(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.

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.

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

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)

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

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.

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

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)

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

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).

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.

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

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.

Ifyouhavestudentswhoarespeedingthroughthisproject,youshouldencouragethemtoactasstudentTAsandhelpstrugglingclassmates(NOTE:youshouldspecificallydirectstudentsNOTtogiveanswers,buttohelpstudentsthinkofideasontheirown.)

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

Ifstudentsarehavingtroubleduetolanguage,pairstudentsupsothosewithmoreadvancedEnglishcanhelpthosethatareemergentlanguagelearners.

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.

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.

Offertimechecksforstudentssotheystayontask.

Ifstudentshavenotfinishedtheirprogrammingprojectfromyesterday’sclass,allowthemtodosotoday.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemtotackleprogrammingproject2&3inthetextbook.

ForumdiscussionLesson2.10Finding&FixingErrors(TEALSDiscourseaccountrequired)

Lesson2.11—Review

Overview

Studyfortomorrow’stest!

PacingGuide

Section TotalTime

Testreview 30min

Lesson2.11:Review

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

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

Overview

ReadBJP3.1upto“LimitationsofParameters”Correctanyincorrecttestanswersbyre-answeringonaseparatesheetofpaper

PacingGuide

Section TotalTime

howtheyfelttheyweregoingtodobeforethetestwhatsurprisedthemoncetheyweretakingthetestwhattheyfeltworkedinthefirstunit(lessons,reviewstrategies,assignments)whatdotheythinktheywanttochangeforthesecondunit

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

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

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

Encouragestudentstocarefullynametheirfiles,andleavelotsofcommentssotheycanusethecodelaterintheyeartoputthegametogether.

ForumdiscussionLesson3.00TestReview&Reteach(TEALSDiscourseaccountrequired)

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

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

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:

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

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

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

ForumdiscussionLesson3.01Parameters(TEALSDiscourseaccountrequired)

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

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.

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>;

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

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

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

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

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

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

chline

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

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.

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?

Howdidyougoabouttheprocessofwritingthiscode?Howdidyoustartthisproject?IfIwantedtochangethispicture,howwouldIgoaboutdoingit?

Aneventlikethismaintains/raisesstudentmoraleasstudents:

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

ForumdiscussionLesson3.02LimitationsofParameters&MultipleParameters(TEALSDiscourseaccountrequired)

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

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.

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:

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

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]

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.

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)

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

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.

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!

AccommodationandDifferentiationForstudentswhocompletethelabearly,askthemtofleshouttheirprogrambyaddingamethodthatwillcalculatethesumofthedistancestravelledbetweenthreecitiesinExercise2.

Ifyoususpectthatstudentswillstrugglewithproceduraldecomposition,havethemworkingroupstofigureoutacourseofactionbeforebeginning.Proceduraldecompositionisoneofthehardestskillsforstudentstoacquire,soitiscriticalthatyouallowstudentstofightthroughtheprocess.

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

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

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:

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

(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.

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)

Lesson3.06—InteractivePrograms&ScannerObjects

Overview

Writeprogramsthatacceptuserinputusingascannerobject.

CompletePractice-Itproblems

OutlineChapter3,exceptforBJP3.4

Materials&PrepProjectorandcomputerWhiteboardandmarkers

PacingGuide

Section TotalTime

Introductiontointeractiveprogramming 15min

Procedure

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:

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

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)

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

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.

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:

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:

Arcaninesustained10pointsdamage.

HP,afterdamage,arenow70.

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

Exercise3

WriteamethodcalledstatsTable()thatacceptstheuser’sPokemonname,statsandlearnedmovesasparameters,andoutputssomethingsimilartothisimage:

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

Sampleoutput:

NameAlakazam

Level40

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

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.

AccommodationandDifferentiationIfyouhavestudentsfinishthelabquickly,invitethemtocheckouttheadvanceddamagecalculatoronline.Theycanaddinputfieldstotheirowndamagecalculator,thusimprovingtheirPokémonsimulation.

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

IfstudentsarestrugglingwithcreatingthegraphicinExercise3,helpstudentsbywritinghelperlinesofcodeontheboard,orcreatingapseudocodeoutlineasawholegroup.

ForumdiscussionLesson3.07PokémonBattleProgrammingProject(TEALSDiscourseaccountrequired)

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

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

1. Returnstudenthomeworkpackets,orhavestudentsplacetheirreturnedhomeworkinapileontheirdesk.

Studentsthatdon’thavecorrectionstomakeshouldberewardedfortheirhardworkwithsilentfreetime.Encouragethemtodoworkforanotherclass,readthenextchapter,ordoafunprogrammingprojectonline.

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

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.

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

Havestudentscomeuptothefrontoftheroomtodemonstratetheflowofcontroloftheifcontrolstructure.

Put2alternativestogetherbyusinganif/elsestatement:

if(test){

<statement>;

}else{

<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.

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

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.

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:

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.

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)

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

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.

ForumdiscussionLesson3.10Nestedif/elseStatements(TEALSDiscourseaccountrequired)

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

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){

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

}else{

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

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.

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)

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

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):

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

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

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

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]

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:

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)

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

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);}

4. InvitestudentstoThink-pair-shareonthefollowingexample:

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)

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

ForumdiscussionLesson3.13whileLoops(TEALSDiscourseaccountrequired)

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

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:

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

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)

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

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?

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.

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)

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

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:

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

│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;

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

statement;

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

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

pqp││q!(p││q)!p!q!p

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

───────┐

│F│F│││││

│F│T│││││

│T│F│││││

│T│T│││││

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

───────┘

HavestudentshelpyoufillouteverypossiblecombinationofBooleanvaluesforpandq.

Askstudentstoevaluatethelogicalexpressionforeachvalueofpandq.

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

───────┐

│F│F│F││││

│F│T│T││││

│T│F│T││││

│T│T│T││││

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

───────┘

Nowhavestudentsnegateallofthevaluesfromthepreviouscolumn.

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

───────┐

│││F│T│││

│││T│F│││

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

───────┘

Askstudentstocompletethevaluesfor!pand!q,referringtothevaluesfromthefirstcolumn.

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

───────┐

│F│F│││T│T│

│F│T│││T│F│

│T│F│││F│T│

│T│T│││F│F│

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

───────┘

Nowhavestudentsapplythe&&operatorto!pand!q.

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

───────┐

│││││T│T│

│││││T│F│

│││││F│T│

│││││F│F│

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

───────┘

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

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

───────┐

││││T│││

││││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.

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!)

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

ForumdiscussionLesson3.16BooleanLogic(TEALSDiscourseaccountrequired)

Overview

Studyforthetestby:ReviewingallthebluepagesattheendofChapters3,4,and5Re-readingsectionsasneeded

PacingGuide

Section TotalTime

Studentwork 35min

ProcedureToday,studentswillhavetheopportunitytocorrectanyincorrecthomeworkassignments.Ifstudentsdidnothavetimetofinishtheprogrammingprojectsfromyesterday,youmayallowthemtimetoworkonthoseprojectstoday.

AccommodationandDifferentiationIfyouhavestudentswhoarespeedingthroughthislesson,youshouldencouragethemtotackleprogrammingproject1inChapter5.

Lesson3.18—Review

Overview

Studyfortomorrow’stestusingyourtargetedreviewlist

PacingGuide

Section TotalTime

Testreview 30min

Lesson3.18:Review

Procedure

2. Studentsshouldalreadybefamiliarwiththesectionsofthetest,butitdoesn’thurttohavestudentsre-readthedirections.

3. Workthroughthesampleproblemsonthetestasawayofreviewingtopics,andansweranyquestionsthatstudentsbringupasyougo.

1. Workthroughthevariousreviewtopics,prioritizingquestionsthatpoppedupthemost.

a.Somequestionsyoumayalreadyhaveaddressedwhileworkingthroughthesampletest.

Lesson3.18:Review

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

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

Overview

ReadBJP6.1Correctanyincorrecttestanswersbyre-answeringonaseparatesheetofpaper

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

PacingGuide

Section TotalTime

HowtheyfelttheyweregoingtodobeforethetestWhatsurprisedthemoncetheyweretakingthetestWhattheyfeltworkedinthefirstunit(lessons,reviewstrategies,assignments)Whatdotheythinktheywanttochangeforthesecondunit

Readingismandatory

Homeworkismandatory(Andvaluable!Youwillneverassign“busy”work.)

Tobettermanagetheirtime,studentsshouldplanfor1hourofhomeworkaweeknight,withupto2hoursofhomeworkeachweekend.Ifthisseemsimpossible,theyshouldmeetwithyouortheirguidancecounselortoassesswhethertheycanfitinanAPclassatthistime.

ItisVERYimportanttokeepyourtonesympatheticatthispoint—anoverworked,overstressed,underperformingstudentwillslowyourentireclassdown,andcolorthatstudentagainstCSforthefuture!

AccommodationandDifferentiationIfstudents’gradesaresufferingbecausethereadingassignmentsaretakingthemtoolong,youhaveafewoptions(somemoredrasticthanothers):

Setasideclassroomtimetoreadthroughtheassignmentbeforestudentsleave.

Givestudentsthelinesofcodeneededtocompleteassignments,butinjumbledorder.Havestudentsrearrangethelinesofcodeintotheproperprogram(thisiscalledaParsonsProblem).

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

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

Encourageadvancedstudentstotakeonadditionalprogrammingchallenges.OneeasywaytodothisistoassignProgrammingProjectsfromthebluepagesattheendofeachChapter.Unit4introducestheMagpielab,alongformprogramminglabwithplentyofenrichmentopportunities;encouragestudentstoworkonthisprojectiftheyareeverleftwithafewminutesaftercompletingaclassassignment.

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

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.

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.

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.

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

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)

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

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>;

2. Placeanarrayontheboard,demonstratingthequickwaytodeclareanarray,andthenillustratehowafor-eachloopcouldbeusedtoaccessthearray:

int[]fallTemperatures={55,50,59,69,48,30,48};

ThisinitializesanarraycalledfallTemperatureswith7integervalues.Askstudentswhentheymightseethesetemperaturesintheirregion,andhowthevaluesinthearraywoulddifferduringanotherseasonorinadifferentlocation.Itmaymake

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>;

Makeapointofhavingyourstudentswriteanotetoremindthemselvesthatfor-eachloopscannotmodifyvalueswithinanarray,onlyexamineeachvalueinsequence.

StudentArrayActivity[35minutes]

1. Distributewhiteboardsandmarkersorpaperprintoutstogroupworkstationsbeforestudentsgetseated.

2. Ifyoufeelthatyourstudentsneedtheadditionalstructure,assigngroupstoworktogether.

3. Ifyouthinkstudentswillneedtheextraguidance,helpstudentstogetherinawhole-groupsetting.Tohelpstudentswithoutgivingthemtheansweroutright,pointoutthat:

a.numbers[7]evaluatesto0.

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)

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

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.

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.

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

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.

1. Collectquizquestionsbeforetheendofclass.CheckandcompileintoaquizfortheendofDay2.

2. OnDay2,giveeachgroup5minutestopresenttheirtopicand3minutesforquestions.

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

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)

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

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

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.

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)

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

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];

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.

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.

Nowaddbackinthetemporarily-storedvalue1atindex0.

10. Collectthearraywhiteboards(orhavestudentssetthemaside)andbrieflyintroducearraysofobjects.

Thisisanoptionalextension.Sincewehaven’tstudiedobjectsyet,youmightwanttoleavethisoutifitistoofarbeyondyourstudents’zoneofproximateknowledge.

Arraysofobjectsstorereferencetoobjectsinsteadofaprimitivetypevalue.Drawingsomethinglikethismighthelpstudentcomprehension:

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.

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

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)

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

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:

Challengethestudentstocomeupwithpseudocode(oractualcode,ifthey’rereadyforit)thatprintsoutalloftheinversionsinthisarray.Aninversionisapairofnumbersinwhichthefirstnumberinthelistisgreaterthanthesecondnumber.Besuretoemphasizethatnoelementsarebeingmovedorshifted.Theoutputforthearrayabovewouldbe:

Anarray

wouldoutput:

3. Asyourstudentsareworkingonthisproblem,encouragethemtousethewhiteboardarraystoorganizetheirthoughtsandvisualizetheproblem.Theirpseudocodeshouldlooksomethinglikethis:

for(everypossiblefirstvalue){

for(everypossiblesecondvalue){

if(firstvalue>secondvalue){

print(first,second).

Asawholegroup,orinindividualgroups(dependingonfamiliaritywiththematerial),constructthefinalcode:

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

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

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.

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)

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

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.

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

["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();

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>();

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

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)

Overview

ReviewmaterialsfortheMagpielabby:ReviewingallthebluepagesattheendofChapter7andChapter10(onlythematerialforsection10.1ofChapter10)

Submit5questionsforreviewinclasstomorrowusingelectronicsurveyUpdateallsummariesinnotebookfortheupcomingnotebookcheck

Thehomeworktonightasksstudentstosubmit5questionsforreview.Createanelectronicsurveyforstudentstocompletewith6textfields,oneforname,and5forquestionstheyhaveaboutCh.7andCh.10.1content.Setadeadlinebywhichtimestudentsmusthavesubmitted5questionsfromthechaptersthattheywouldliketoseereviewedaftercompletionoftheMagpielab.Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

YoushouldscorehomeworkfromLP4.7whilestudentsareworkingsoyoucanturnbackthoseassignmentsduringthisclassperiod.

PacingGuide

Section TotalTime

Studentwork 35min

ProcedureTodaywecontinuereinforcingconceptsandapplyingthetools,procedures,andcodethatwereintroducedlastweek.Studentswillhavetheopportunitytocorrectanyincorrecthomeworkorclassworkassignments.Ifstudentsdidnothavetimetofinishthehomeworkfromyesterday,youmayallowthemtimetoworkonthattoday.

1. Returnstudenthomeworkpackets,orhavestudentsplacetheirreturnedhomeworkinapileontheirdesk.

a.Bynowstudentsshouldbeusedtorelyingontheirerrorchecklist/algorithm.

Ifstudentshavenotfinishedhomeworkassignments,allowthemtimetodaytocompletetheseassignmentstoturninforpartialcredit.

AccommodationandDifferentiationInELLclassrooms,pairstudentsandallowthemtoworktogethertocorrecttheirwork.

Forthosestudentswhohavenothingtocorrect(orfinishveryearly),rewardthemwithsilentfreetime,orallowthemtoworkonafree-choiceprogrammingproject.

Lesson4.09—MagpieLab

Overview

Completealong-formlab,usingifstatements,algorithms,theStingclass,arrays,andArrayLists.

CompleteCollegeBoard’sAPCSAMagpieChatbotLabAnswerassessmentquestionsonthefourthclassexam

CompletehomeworkassignmentsasoutlinedinthePacingGuidebelow

Materials&PrepProjectorandcomputerMagpieChatbotLabTeacher’sGuideClassroomcopiesoftheMagpieChatbotLabStudentGuideAssociatedMagpieChatbotFiles

ReadthroughtheTeacherandStudentguidesaheadoftimetofamiliarizeyourselfwiththepartsofthislong-formlab.Usingtheguides,completethelabonyourowntospotpossiblechallengesforyourstudents.Uploadallstudentfilesontoeachcomputerdesktopforstudentaccess.

PacingGuide:Day1

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

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

mustsubmittheirowncode).Eachdaythatyoubeginthelab,startwithaquicksurveyofstudentconcernsandquestions.

Differentiationofthelabassignmentcanbefoundonpage14oftheTeacher’sguide.

ForumdiscussionLesson4.09MagpieLab(TEALSDiscourseaccountrequired)

Lesson4.10—Review

Overview

Studyfortomorrow’stestusingtargetedreviewlist

Oncestudentshavesubmittedtheirreviewrequests,assemblethosetopicsintocategoriesandpreparetore-teachthetopicsasneeded.Ifyouarecrunchedfortime,holdthereviewsessionduringthesecondhalfofDay5oftheMagpieChatbotLab.

PacingGuide

Section TotalTime

Reviewofstudentquestions 30min

Sampletestreview 15min

Lesson4.10:Review

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

Overview

PacingGuide

Section TotalTime

2. Onceyoufeelthatadialoguehasbeenestablished,validatestudents’feelings,thenchallengethem(e.g.APcoursesarestressful,butthisisgoodpracticeforcollege,wherethepaceisfasterandprofessorsdon’tgivepersonalizedinstruction).

AccommodationandDifferentiationEncourageadvancedstudentstotakeonadditionalprogrammingchallenges.OneeasywaytodothisistoassignProgrammingProjectsfromthebluepagesattheendofeachChapter.

Ifyouhaveafewstudentsthatarestrugglingwiththeclass,choosethesestudentstocreateyourclassroompostersafterschoolorforextracredit.

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

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.

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?

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:

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.

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.

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.

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

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)

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

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;

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?

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>…){

6. SinceweknowthatallinstancesofourPokémonclasswillhaveinitialvaluestotheirstats,wecouldcreateaconstructortoinitializeallofourvalues.

Itoftendoesn’tmakesensetohaveJavaautoinitializeourstatsto0,sowebuildourownconstructorthatrequiresustopassinitialparameters.

Havestudentspointouttoyoutheclass,fields,andconstructor:

publicclassPokemon{

privateinthp;

privateintattack;

publicPokemon(inthitpoints,inta){//Inacompleteversio

hp=hitpoints;//wouldincludeallst

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.

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

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)

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

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?

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

publicclassDog{

publicStringbreed;

publicdoubleweightInKg;

publicDog(Stringb,doublew){//Studentsmayaskwhywehavetoc

breed=b;//theseadditionalparameternames.

weightInKg=w;//plumbingmayfeelclumsy,butit'

}//astepwehavetoacceptinJava.

publicclassForecast{

publicdoublewindSpeed;

publicStringwindDirection;

publicbooleantornadoWarning;

publicForecast(doublews,Stringwd){//Maybeitdoesn'tmakesens

etohave

windSpeed=ws;//atornadowarninginthef

orecast.

windDirection=wd;//Thisisadesignchoice!

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.

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.

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)

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

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:

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.

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?

Sinceyouencapsulatedyourclass,theclientcodewon’tknowthatyouchangedtheinternalstate.Theonlywayyourchangingtheclasscodecanmesswithaclientprogramisifyouchangetheconstructorsormethodheaders.

StudentPreparationofLesson[30minutes]

1. Giveeachgroup7minutestopresenttheirtopicand2minutesforquestions.

2. Encouragestudentstoaskquestions,andbesuretoaskaquestionortwoofeachteam(dependingonhowmanyteamsyouhave).

3. Usethegradingrubricasoutlinedhere:

Presentationincludesdefinitionsoranexamplewithpropersyntaxwithfewmistakes.

AccommodationandDifferentiationCirclearoundtheroomtohelpstudentsthroughreadingthetextinthetextbook.Makesurethateachofyourworkingteamsisproperlystratified(ratherthanusingtieredgrouping).

Ifstudentsarespeedingalong,encouragestudentstowritedownquestionstoposetoothergroupsduringmini-lessons.Ifagroupfinishesearly,encouragethemtorehearselessondelivery.

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)

Overview

ReviewmaterialsforthePicturelabby:ReviewingallthebluepagesattheendofChapter8

Submit5questionsforreviewinclasstomorrowusingelectronicsurveyUpdateallsummariesinnotebookfortheupcomingnotebookcheck

Thehomeworktonightasksstudentstosubmit5questionsforreview.Createanelectronicsurveyforstudentstocompletewith6textfields,oneforname,and5forquestionstheyhaveaboutCh.8content.Setadeadlinebywhichtimestudentsmusthavesubmitted5questionsfromCh.8thattheywouldliketoseereviewedaftercompletionofthePictureslab.Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

PacingGuide

Section TotalTime

Studentwork 35min

Bynowstudentsshouldbeusedtorelyingontheirerrorchecklist/algorithm.

AccommodationandDifferentiationInELLclassrooms,pairstudentsandallowthemtoworktogethertocorrecttheirwork.Ifyounoticedaparticularproblemwasdifficultforthemajorityofstudents,readthequestionaloudandhelpstudentsworkthroughit.

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.

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

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

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).

Asneeded,allowstudentstopairuptohelpeachotherwithreadingcomprehension(butremindstudentsthattheyeachmustsubmittheirowncode).Eachdaythatyoubeginthelab,startwithaquicksurveyofstudentconcernsandquestions.

Adaptationsforgroupworkcanbefoundonpage19oftheTeacher’sguide.

Assessmentquestionshavebeenrelocatedtothepracticeexam,WS5.7.

ForumdiscussionLesson5.06PictureLab(TEALSDiscourseaccountrequired)

Lesson5.07—Review

Overview

Oncestudentshavesubmittedtheirreviewrequests,assemblethosetopicsintocategoriesandpreparetore-teachthetopicsasneeded.Ifyouarecrunchedfortime,holdthereviewsessionduringthesecondhalfofDay12ofthePictureLab.

PacingGuide

Section TotalTime

Sampletestreview 15min

Lesson5.07:Review

Procedure

SampleTestReview[15minutes]

1. BeginreviewwithpracticetestWS5.7.HavestudentsworkthroughsectionIquestions,thenreviewtheanswersasaclass.

2. GivestudentstimetocompletesectionIIquestions,thenreviewtheanswersasaclass.

a.Somequestionsyoumayaddresswhileworkingthroughthesampletest.

Lesson5.07:Review

Overview

PacingGuide

Section TotalTime

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

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.

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.

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.

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:

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.

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:

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

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)

Lesson6.02—OverridingMethods&AccessingInheritedCode

Overview

Replacesuperclassbehaviorbywritingoverridingmethodsinthesubclass.Writesubclassmethodsthataccesssuperclassmethods.

AddcodetotheirClassPostersfromthepreviouslesson.

ReadtherestofBJP9.2startingfrom“TheObjectClass.”

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesofWS6.2Classpostersfrom6.1Artsuppliesforeachgroup:

MarkersPosterpaper(alternativelyprinterpaperandtape)Tape,magnets,ortackstohangfinishedwork

PacingGuide

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:

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.

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.

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.

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)

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

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.

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"

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]

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:

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)

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

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:

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.

2. DemonstrateStep1:UsingtheABCexampleinsection9.3ofthebook,diagramtheclasshierarchy.GivethefirstexamplewithTrickyCodeTipthattheheaderwithoutextendsisthesuperclass,thenhavestudentshelpyoufillouttherestofthisdiagram.

3. DemonstrateStep2:StartingwithclassA(asemphasizedbelow),determinetheoutputforeachmethodlisted.Havestudentsfillinthistableintheirnotes,volunteeringanswersforclassesB,C,andD.

4. DemonstrateStep3:ProjecttheclientcodeABCDMainandaskstudentstousethetabletopredicttheoutcomefromthecode.Thecorrectoutputisgivenbelow:

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.

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.

Dothefirstfewproblems(orasmatteringofproblemsthroughouttheworksheet)asawholegroupforadditionalscaffolding.

Alternatively,youcandotheentireassignment,butallow2classperiodstocompleteeachgroup.

ForumdiscussionLesson6.04Polymorphism(TEALSDiscourseaccountrequired)

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

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.)

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.

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.

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

Lesson6.05Has-aRelationships(TEALSDiscourseaccountrequired)

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

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:

Interfacesarerepresentedbydottedboxesandarrows,classandclasshierarchiesarerepresentedbysolidlinesandboxes.

Ifyouwishtoshowyourstudentsthatinterfacescanbesharedbyunrelatedclasshierarchies,youcanaddtothediagramaboveasshownbelow.Thecoloroftheinterfacearrowshasbeenchangedtoredsoit’seasiertoseewheretodrawthelines.

publicinterfaceSalty{//ThisisapromisetoimplementthesodiumCont

doublesodiumContent();//intheclassthatimplementstheSaltyinterf

publicinterfaceAromatic{

StringdescribeAroma();//Noticethelackof"public"!Publicis*assum

publicinterfaceGreasy{//Pointoutthatinterfaceslookjustlikeclas

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]

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

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)

Overview

Writecomplexcodethatusespolymorphism,inheritance,andinterfaces.

SubmitmultipleprogramselectronicallyTaketwoquizzesfromtheBarron’sreviewbook

Homework—

AlistofhomeworkassignmentsislistedinthePacingGuide

Materials&PrepProjectorandcomputerWhiteboardandmarkersClassroomcopiesoftextbook(forDay4)Asamplegroceryreceipt(forDay4)

PacingGuide:Day1

Section TotalTime

ProgrammingProjectI Fullclass

Gradestudentnotebooks Duringclass

PacingGuide:Day2

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

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.

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.

Overview

Reviewforthetestbyby:ReadingoverthebluepagesattheendofChapter9

Thehomeworktonightasksstudentstosubmit5questionsforreview.Createanelectronicsurveyforstudentstocompletewith6textfields,oneforname,and5forquestionstheyhaveaboutCh.9content.Setadeadlinebywhichtimestudentsmusthavesubmitted5questionsfromCh.9Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

PacingGuide

Section TotalTime

Studentwork 35min

AccommodationandDifferentiationInELLclassrooms,pairstudentsandallowthemtoworktogethertocorrecttheirwork.

Lesson6.09—Review

Overview

Materials&PrepProjectorandcomputerWhiteboardandmarkerResultsfromelectronicsurveyofreviewtopics

PacingGuide

Section TotalTime

Procedure

Lesson6.09:Review

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

Lesson7.00—TestReview&ReteachN.B.THISLESSONISOPTIONAL(Seebelowfordetails.)

Overview

ReadBJP13.1upto“Sorting.”Correctanyincorrecttestanswersbyre-answeringonaseparatesheetofpaper

Toaccommodateforlate-yearschedulingdrift,Unit7isplannedwith4periodsof“wiggleroom.”Unit7includesalong-formatlabthattakesaminimumof1155-minuteclassperiodstocomplete.IfyoufeelthatyouneedtoplanadditionaltimeforstudentstocompletetheElevenslab,skipthisreviewlesson,andassigntestreviewandcorrectionasahomeworkassignment.Allowstudentstoworktogetherontheassignmentsotheycan

helpeachotherwithcorrectinganswers.ItisagoodideatocheckwitheachgroupbeforetheyleaveclasstoensurethattheyhaveA)exchangedcontactinformation,B)havesetupalocationandtimetodotheassignmenttogether.

Therestofthehomeworkassignmentscanbeshiftedaccordingly,sincetherearefewerhomeworkassignmentsthantherearedaysoftheElevenslab(seeLP7.3forhomeworkschedule).

PacingGuide

Section TotalTime

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

ii. Donotskipquestionsthateveryoneansweredcorrectly,butdonotspendmorethanthetimeittakestoreadthequestion,andcongratulatestudents’correctanswers.

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

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.

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]

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

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)

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:

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]

1. Distributeworksheetsfor“SortingWeights”tostudentpairsorgroups.

2. Reviewthedirectionswiththeclass,anddistributematerials.

Ifyourclassisnotfamiliarwithhowtousethescales,takeafewminutestodemonstratetheproperwaytoreadthescalesandrecordtheweightdata.

Besuretoremindstudentstocounthowmanycomparisonstheymakeduringtheactivity!

Makethe“extraforexperts”questionmandatory.

3. Givestudents≈35minutestocompletethisactivity—theywillneedtomake28comparisonsforthisexercise.

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.)

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.

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.

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.

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)

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

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

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

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

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.

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.

ForumdiscussionLesson7.03ElevensLab(TEALSDiscourseaccountrequired)

Lesson7.04—Review

Overview

PacingGuide

Section TotalTime

Procedure

Lesson7.04:Review

Spendthelast5minutesofclasscheckingeachstudent’sreviewtopiclistasaclassparticipationgrade.

Lesson7.04:Review

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

Overview

ReadBJP12.1upto“StructureofRecursiveSolutions”Correctanyincorrecttestanswersbyre-answeringonaseparatesheetofpaper

PacingGuide

Section TotalTime

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.

Donotskipquestionsthateveryoneansweredcorrectly,butdonotspendmorethanthetimeittakestoreadthequestion,andcongratulatestudents’correctanswers.

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

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?

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.

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):

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

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)

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

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:

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!

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);

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

Whentherecursivecallismade,mistakenlythinkingthesameparameterisbeingusedinsteadofadistinctcopyfortherecursivecall.

Theonlytimethebasecaseiscalledisiftheinitialcallisthebasecase.

VideoBJP12-2,ImplementingaRecursiveFunctionhttp://media.pearsoncmg.com/aw/aw_reges_bjp_2/videoPlayer.php?id=c12-2

ForumdiscussionLesson8.02WritingRecursiveSolutions(TEALSDiscourseaccountrequired)

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]

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

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.

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.

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.

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.

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)

Lesson8.04—MergeSort

Overview

UsemergeSorttosortanArrayList.UserecursiontotraverseandArray.

BuildamergealgorithmtobeappliedinmergeSort.

Summarizenotesfornotebookchecktomorrow

Materials&PrepProjectorandComputerWhiteboardandMarkersElectronicsurveyforstudentreviewrequests

Thehomeworktonightasksstudentstosubmit2questionsforreview;thenumberisreducedforthisuntilsincethereisfarlessmaterialthanusual.Createanelectronicsurveyforstudentstocompletewith3textfields,oneforname,and2forquestionstheyhaveaboutCh.12content.Setadeadlinebywhichtimestudentsmusthavesubmitted2questionsfromCh.12Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

PacingGuide

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.

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.

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)

Overview

Reviewmaterialsforthequizby:ReviewingallthebluepagesattheendofChapter12forsections12.1and12.2OutlineChapter12uptosection12.3

Thehomeworktonightasksstudentstosubmit2questionsforreview;thenumberisreducedforthisuntilsincethereisfarlessmaterialthanusual.Createanelectronicsurveyforstudentstocompletewith3textfields,oneforname,and2forquestionstheyhaveaboutCh.12content.Setadeadlinebywhichtimestudentsmusthavesubmitted2questionsfromCh.12Ifstudentsdonothavequestions,stipulatethattheystillhavetosubmitsomethingtoreceivecredit,evenifitisonlyquestionstheythinkotherstudentsmayhave.

PacingGuide

Section TotalTime

Studentwork 35min

ProcedureTodaywecontinuereinforcingconceptsandapplyingthetools,procedures,andcodethatwereintroducedearlier.Studentswillhavetheopportunitytocorrectanyincorrecthomeworkorclassworkassignments.Itmaybethecasethatstudentsneedtopracticethemodelingexercisefromthepreviouslesson.Youshouldsetupasectionoftheroomforstudentstohelpeachothermodelcodeexecutionquietly.

2. Collectthehomeworkassignmentsfromlastnight,andquicklygradethemwhilestudentsareworkingontheirotherassignments.Returnthoseworksbackimmediatelysostudentscancorrectanyerrors.

Someoftheassignmentsfromthenightbeforemaytakeawhiletograde(especiallyexercise12.3).Youmaywanttohavestudentshelpyouwiththegrading,orextendtheclassworktohomework.Ifyoucannotgrade12.3beforetheendofclass,youmightwanttointegratethisexerciseintoyourtestreviewsession.

Lesson8.06—Review

Overview

CompleteQuiz8.5.

ReadandhighlightStudyforQuiz

Oncestudentshavesubmittedtheirreviewrequests,assemblethosetopicsintocategoriesandpreparetore-teachthetopicsasneeded.Ratherthanusinganentireclassperiodforatest,we’recondensedtheChapter12topicsintoaquiz.ThisshouldallowyoumoretimetostartreviewingfortheAPexam.

PacingGuide

Section TotalTime

Procedure

Lesson8.06:Review

Atthebeginningofclasstoday:

Remindstudentsthatthequizisattheendofclasstoday.

Reviewstudent-submittedquestions.

1. Workthroughthevariousreviewtopics,prioritizingquestionsthatpoppedupthemost.

Accommodation&DifferentiationThequizfeaturesarecursivemethodtoproducetheFibonaccisequence.Ifyourstudentsneedextrahelp/scaffolding,youmightwanttoshowstudentsthisYouTubevideo(https://youtu.be/dsmBRUCzS7k)andleadaclassdiscussiontoensurestudentsarefamiliarwiththemathinvolved.

ForumdiscussionLesson8.06Review&Quiz(TEALSDiscourseaccountrequired)

Lesson8.06:Review

Lesson8.08—QuizReview&Reteach

Overview

CompletetheassessmentinChapter7ofBarron’sReviewBookCorrectanyincorrectquizanswersbyre-answeringonaseparatesheetofpaper

PacingGuide

Section TotalTime

Quizreviewandreteach 30min

Returnquizzes/starthomeworkassignment 15min

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.

5. ForSectionII-typequestions,selectasampleofstudentwork(withanyidentifyinginformationobscured),andworkthroughtheanswertogetherasaclass.

ReturnQuizzes/StartHomeworkAssignment[15minutes]

Attheendofclass,iftimeallows,returnthequizzesandallowstudentssometimetobegintheirhomeworkassignment.

AccommodationandDifferentiationEncourageadvancedstudentstotakeonadditionalprogrammingchallenges.OneeasywaytodothisistoassignProgrammingProjectsfromthebluepagesattheendofeachChapter.Section12.5hasanexcellentrecursivegraphicslabthatwouldbeawonderfulassignmentforadvancedstudents.

ForumdiscussionLesson8.08QuizReview&Reteach(TEALSDiscourseaccountrequired)

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:

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.

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)

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

KenneyChan

SpecialThanks

GlennDurfeePeterDurham

APCSCurriculumSquadVolunteers

KevinWilsonLeoFranchiMikiFriedmanJimSteinbergerRobynMoscowitzEricHalseyKevinTrotterAndrewSmithPaulRoalesDavidBromanYaelElmatadGlennDurfeePeterDurhamNelsonCollinRalphCaseCharleyWilliamsJeffreyBooth

APCSCurriculumSquadTeachers

NateBinzJanetRobertsBrettWortzmanIngridRoche

AboutThisCurriculum

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

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.

Contributing

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!

Contributing

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