SAMPLE SYLLABUS #1

AP Computer Science
®

Principles
Curricular Requirements
CR1 The teacher and students have access to college-level computer science See page:
resources, in print or electronic format. 2

CR2 The course provides opportunities to develop student understanding of the See page:
required content outlined in each of the big ideas described in the AP Course 2
and Exam Description.

CR3 The course provides opportunities to develop student understanding of the See pages:
big ideas, as outlined in the AP Course and Exam Description (CED). 2, 3, 4, 5

CR4 The course provides opportunities for students to develop the skills related See page:
to Computational Thinking Practice 1: Computational Solution Design, as 6
outlined in the AP Course and Exam Description.

CR5 The course provides opportunities for students to develop the skills related to See page:
Computational Thinking Practice 2: Algorithms and Program Development, as 3
outlined in the AP Course and Exam Description.

CR6 The course provides opportunities for students to develop the skills related to See page:
Computational Thinking Practice 3: Abstraction in Program Development, as 3
outlined in the AP Course and Exam Description.

CR7 The course provides opportunities for students to develop the skills related See page:
to Computational Thinking Practice 4: Code Analysis, as outlined in the AP 3
Course and Exam Description.

CR8 The course provides opportunities for students to develop the skills related See page:
to Computational Thinking Practice 5: Computing Innovations, as outlined in 6
the AP Course and Exam Description.

CR9 The course provides opportunities for students to develop the skills related to See page:
Computational Thinking Practice 6: Responsible Computing, as outlined in 3
the AP Course and Exam Description.

CR10 The course provides a minimum of three opportunities for students to See pages:
investigate different computing innovations. 2, 4, 5

CR11 Students are provided at least 12 hours of dedicated class time to complete See page:
the AP Create Performance Task. 6
Advanced Placement
Computer Science Principles
Sample Syllabus #1
AP® Computer Science Principles is an introductory computing course. The major areas of
the course are organized around five big ideas. These big ideas are:
ƒ Creative Development (CRD)
ƒ Data (DAT)
ƒ Algorithms and Programming (AAP)
ƒ Computing Systems and Networks (CSN)
ƒ Impact of Computing (IOC)

Programming Language and Environments: Students will use block coding in blockly and
trinket.io. They will also learn Python using trinket.io and EarSketch.
CR1
Resources:
The syllabus must list a
Dale, N., and J. Lewis. (2016). Computer Science Illuminated. 6th ed. Boston: Jones and college-level resource,
Bartlett Publishers. CR1 which may include a
computer science textbook,
Articles and videos will be used throughout the year as well.
website, article, or video.

Course Outline CR2 CR2

The syllabus must include
Unit Topics/Activities Big Ideas an outline of course content
by unit or module using any
Unit 1 ƒ What is computer science and why should we CRD, AAP, organizational approach
Intro to Computer study it? (Videos, discussion, readings, blogs) IOC with the associated big
Science and ƒ Intro to Collaboration (Pogil Activity) idea(s) to demonstrate the
Algorithms ƒ Computing Innovations (Drones, Self-Driving inclusion of required course
Cars, selections from students) content. The outline must
ƒ Algorithms (Video, PB&J, Guide Leading Blind, include labeling of all big
Flowcharts, Robot Game, CSP’s Got Game!
ideas.
Pseudocode, Efficiency, Relationship to Computer
Programs
ƒ CS Illuminated Chapter 1

Unit 1 Activity for Computing Innovations (IOC) (Computing Innovation 1, Prompt A)

CR3 CR10
Students discuss with a partner what they know about drones at this time. They are then given
an article to read about privacy and discuss drones again. They then watch a video about the use
of drones in the Mara Elephant Project in Kenya and look at other resources. For homework they
write a half-page response about the use of drones in the world today and note the positive and
negative impacts drones have on society. CR3
The syllabus must include
Unit 1 Activity for Algorithms (AAP) (P2) CR3
at least five activities, each
Students are given a task to create a set of instructions to give to a “guide” to help a “visually
of which is explicitly related
impaired” person get from “home” to “work” to “lunch” and then back “home.” In groups of 2 or
3, students write detailed instructions to direct a “blind” person from one location to another and to one or more of the five big
then another in Google Docs. They test their instructions within the group and then print out and ideas. Each big idea must
share the instructions with another group. The designated guide will read instructions EXACTLY be included in at least one
as they are written and the designated blind person will do EXACTLY what the instructions say to activity. Each activity must
do. The recorder will take notes about any issues observed from this activity. Groups will discuss
be labeled with the related
the experience with the entire class. For homework, students will rewrite the algorithm based
on the feedback and experience of the activity. big idea(s).

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Advanced Placement Computer Science Principles Sample Syllabus #1

Unit 2 ƒ Introduction to Block Programming (Blockly, CRD, AAP,

Programming Trinket) and then cover topics in Python (Trinket) IOC
ƒ Intro to Pair Programming
ƒ Basic Sequential Programming Steps
ƒ Variables
ƒ Conditionals and Loops
ƒ Strings and Lists
ƒ Basic Functions Intro
ƒ Using Code Written by Others
ƒ Computing Innovations CR9
ƒ CS Illuminated Chapter 7 The syllabus must include
a description of an activity
Unit 2 Activity Coding a Work of Art (AAP) or series of activities in
Part 1 (P3) which students contribute
Students will be writing the code using blocks or Python to create a picture of their choosing. to an inclusive, safe,
The code must include the following; collaborative, or ethical
ƒ Function for a regular polygon computing culture. Each
ƒ At least two functions that create something other than a basic shape (not a square, activity must be labeled
rectangle, circle …) These functions may use other functions such as a rectangle with the related practice.
or a polygon
ƒ At least three colors
CR5
ƒ At least one loop
The syllabus must include
ƒ At least one shaped filled with color a description of an activity
Part 2 (P3, P6) CR9 or series of activities in
which students develop and
Now find a picture using Turtle graphics that was made by someone else. Incorporate
the code from that picture to enhance your own creation. You MUST appropriately implement algorithms. Each
acknowledge the code from someone else that you are adding to your program. Be activity must be labeled
sure to give credit with all necessary information in your program documentation. with the related practice.

Unit 2 Activity Guess the Secret Number Game

CR6
Part 1 (AAP, CRD) (P2) CR3 CR5
The syllabus must include
Consider the following scenario where a computer randomly generates a number
from 1 up to, but not including, 20. The user guesses a number.  a description of an activity
or series of activities in
ƒ If the guess is correct, the game prints out “You guessed correctly!” 
which students develop
ƒ If the guess is not correct, the computer prompts the user to guess a higher number programs that incorporate
if their guess was too low and a lower number if their guess was too high.
abstractions. Each activity
ƒ This will continue until they guess the correct number.
must be labeled with the
ƒ When the user guesses correctly on the first try they score 5 points, second try 4 related practice.
points, third try 3 points, fourth try 2 points, fifth try 1 point, and sixth or greater
tries 0 points.
1. Create a flowchart for the algorithm of the game.
CR7
2. Write the code for the game in Trinket based on your flowchart. The syllabus must include a
Part 2 (AAP) (P3, P4) CR6 CR7 description of an activity or
1. Test your program by including print statements to track all aspects of the game and series of activities in which
run your program several times. students evaluate and test
2. Determine a part of the code that would make the program easier to read by creating programs or algorithms.
one or more functions. Update your code with the function(s). Each activity must be
3. Write a paragraph that explains how the code works and how the functions are labeled with the related
procedural abstractions that manage the complexity of the program. practice.

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Advanced Placement Computer Science Principles Sample Syllabus #1

Unit 3 Unit 3 CRD, DAT,

Abstraction and ƒ Abstraction (Numbers Systems, Procedural AAP, IOC
Digital Data Abstraction)
ƒ Binary, Octal, Hexadecimal Numbers (Cisco
Game, Unplugged Binary Intro, Conversion
Worksheets, Decoding Message using ASCII
table, Programming Base Conversions)
ƒ Digital Information
ƒ How Does Data Travel
ƒ Bytes, Files Sizes and Storage
ƒ Text and Image Compression (programming with
compression algorithms and strings)
ƒ Steganography
ƒ Computing Innovation
ƒ CS Illuminated Chapters 2 and 3

Unit 3 Activity Sending Secret Message and Encryption Group Activity (DAT) (P5, P6) CR3
ƒ Students will work in groups of 5. Each group of students will create a secret message and
break the message into 5 parts, one per member. Each person in the group will encrypt CR10
to binary a part of the message and save the binary message as the group# and part#. The syllabus must
Example: group1_part1 group1_part2. explicitly identify and
ƒ Decipher each group’s messages. Each group member will decipher a part of the message. describe a minimum of
Group member 1 will decipher all part1 from each group. three activities addressing
ƒ Have the groups exchange messages as follows: different computing
Group 1 and Group 2 innovations. Within these
Group 3 and Group 4 three activities, students
Group 5 and Group 6 are required to address the
ƒ Groups will put the message together and write it on a notecard. Give it back to the Group following prompts at least
that sent the message to see if it is correct. once:
a. Explain beneficial and
Unit 3 Activity for Computing Innovations (CRD, IOC) (P5) (Computing Innovation 2,
harmful effects of at
Prompts A, B, C) CR10
least one computing
Students will be given the following directions:
innovation on society,
You must work in a group of size 3. Go over the Computing Innovations Graphic Organizers from
economy, or culture.
the first quarter. From your computing innovations on the graphic organizers, choose one
innovation to explore for this project. Keep in mind that you will need to answer the following b. Identify the data
questions about the innovation. used in at least one
A. Indicate the name of the computing innovation and provide a clear, detailed description computing innovation
of its intended purpose (such as the problem that the computing innovation solved, the and explain how the
opportunity that the computing innovation created, or the discovery that the computing data is consumed,
innovation made possible). In your description, include both how the computing innovation
produced, or
functions and how the computing innovation is used.
transformed by the
B. Describe in detail how the computing innovation consumes data (as input), produces data
(as output), and/or transforms data. given computing
innovation.
C. Describe at least one data storage concern, data privacy concern, or data security concern
related to the computing innovation. c. Identify data privacy,
D. Explain a benefit the computing innovation has had, or has the potential to have, on society, security, or storage
economy, or culture. concerns for at least
E. Explain a harmful effect the computing innovation has had, or has the potential to have, one computing
on society, economy, or culture. innovation.
Each person in your group must investigate these questions. The group should then compile For each activity, use the
and organize the information to decide on the best responses for each prompt. You must present label Computing Innovation
the information you gather in a 1–3 minute video. Each person must turn in a list of 1–3 online
sources used to answer the prompts. At least one source must have been created in the past 1, 2, or 3 to identify the
six months. For each source, include the permanent URL, identify the author, title, source, the activity, and use the label
date you retrieved the source and, if possible, the date the reference was written or posted. A, B, or C to identify the
The videos will be viewed and critiqued by the class. Based on the results of the rubrics prompt(s).
and comments, you will have one additional week to revise your final project.

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Advanced Placement Computer Science Principles Sample Syllabus #1

Unit 4 ƒ Internet Exploration CRD, AAP,

The Internet ƒ Internet Protocol CSN, IOC
and Security ƒ Routers, Redundancy, and Packets (program to
illustrate routers paths or how routers learn)
ƒ DNS in the Real World
ƒ Levels of Abstraction (DNS-TCP-IP-Physical
Internet)
ƒ Cybersecurity
ƒ Cryptography and Encryption (program to encrypt/
decrypt messages)
ƒ Computing Innovations
ƒ CS Illuminated Chapters 15, 16, and 17

Unit 4 Activity for How the Internet Works (CSN) (P5) CR3
The class will use various physical items to replicate how information is transmitted from sender
to receiver through the internet. There should be desks to represent the computers, routers, and
destination sites, all attached by wires. Every desk should be supplied with binder clips that can
be attached to the wires for sending the packet paper slips and initial request slips. Computers
1–3 have requests for images and send requests out to routers. Routers must determine the best
path to destinations and route request to the next set of routers (assume only one message can be
sent on a wire at a time). Destinations accept the request and determine what picture should be
sent and where it should be sent. Destinations break up pictures into packets and send back to
requesting computers using only one wire at a time through a series of routers. Once the portion
of the picture is received by the receiving computer, it is placed in the appropriate space in the
grid, and an acknowledgement of the receipt of this first packet is sent back to destination. This
continues until all parts of the message/picture (packets) arrive at the requesting computer.
Note: The routers must always ensure that the quickest path is utilized (as there may be other
network traffic or a line that is not currently working that may require a new path to be used that
was not used previously). Multiple computers and destinations should run simultaneously.

Unit 4 Activity for Global Impact (IOC) (P5) (Computing Innovation 3, Prompt A) CR10
Students will work in groups of four to investigate the internet as a computing
innovation. They will be given one of the following questions:
ƒ Has the internet increased freedom around the world?
ƒ Does crowdsourcing benefit society?
ƒ Is social media beneficial or harmful?

A sheet of paper will be divided into four sections. In the top left section one person writes
their opinion and why they think that way. The paper is passed to the right and the next
person in the top right section reads the partner’s response and adds another reason that
supports what the partner wrote. The paper is passed to the right and the third person in
the bottom left section writes a reason that might be used to argue against what is written
in the boxes above. The paper is passed to the right once again and the fourth person reads
what is written in all three boxes and gives their own opinion and reason in the last box.

Unit 4 Activity Encryption/Decryption Code Tracing (AAP, IOC) (P2, P4, P6)
Students will be given a hard copy of a program that has functions for encryption and
decryption that they have not programmed. Students will then create a message to send
and use the code to encrypt the message by hand. They will exchange the messages
with a partner and each will use the program to decrypt the message received by hand.
They will compare their encrypted messages and what the sender intended to send. If the
messages do not match, they will trace the code to see where the error(s) was made.

Unit 5 ƒ Simulation (program to solve or illustrate CRD, DAT,

Simulations a problem) AAP, CSN,
ƒ Parallel and Distributed Computing IOC
ƒ Searching and Sorting Algorithms
ƒ Computing Innovations
ƒ CS Illuminated Chapters 13 and 14

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Unit 5 Activity for Programming with Data (AAP) (P1, P2, P3)
Students will create an audio representation of a data set of their choice. Each student’s project
must include the following requirements:
ƒ Create a list of data between 20 and 50 data points (Provide the source and context of
your data.)
ƒ Loop to access each data point
ƒ Conditional statements to determine what is played based on the data
ƒ Music must play for no less than 50 measures and no more than 100 measures
ƒ Must use at least one function to determine song
ƒ Must use FitMedia
ƒ Must use at least one setEffect
ƒ Must have at least 3 sounds and each sound must be on its own track

Unit 5 Activity for Sorting Algorithms (AAP, CRD) (P1) CR4 CR4
Work in groups of four. Eight objects, each with a hidden number, will form a list that needs to be The syllabus must include a
sorted in ascending order. The numbers will only be visible to one person called the “controller.” description of an activity or
Everyone else will then give commands to the controller and attempt to sort the list. However, series of activities in which
the controller can only be asked certain specific questions, like comparing two objects by their students design or evaluate
numerical value, and may only obey certain instructions, like moving an object to a new position
computational solutions for
or swapping two objects. Determine an algorithm for sorting the objects in ascending order.
Groups will exchange algorithms to determine if they will work correctly. a purpose. Each activity
Each group will answer the following discussion questions: must be labeled with the
related practice.
ƒ Did the algorithm you wrote work correctly? If not, what was the problem(s)?
ƒ What algorithms did you use within your sorting algorithm?
ƒ Which group(s) had the most efficient algorithm? How will the size of the data set affect
the efficiency?
ƒ Explain how collaboration enabled your group to optimize the algorithm.

Unit 5 Activity for Data (DAT, CRD) (P5, P6)

Collaborate with a partner to explore given datasets and choose one to explore further.
ƒ Explore the dataset using formulas and/or highlighting and manipulations.
CR11
ƒ Experiment with different chart types for visualizing that data. Use the Data Visualization
101 guide for ideas.
The syllabus must include
an explicit statement that
ƒ ƒ Discuss with a partner what is seen in each chart. Have any interesting patterns appeared?
students are provided with
ƒ Choose the two visualizations that were the most interesting or insightful.
at least twelve (12) hours
ƒ Provide a brief description of the dataset.
of class time to complete
ƒ Describe the trend, pattern, or relationship found within the data. How is it shown in
the AP Create Performance
the visualization?
Task.
ƒ Come up with a possible story or explanation for the trend described. Make sure to note any
assumptions made in this interpretation of the data.

Unit 6 CS Principles Performance Task Create CR11 CRD, AAP CR8

Students are given 15 class periods (50 minutes),
The syllabus must include
which is at least 12 hours of class time to a description of an activity
complete the AP Create Performance Task. or series of activities in
which students investigate
NOTE: Bi-weekly debates will be conducted throughout the year on various computing innovations. computing innovations.
A moderator will introduce the innovation and describe its function and purpose. The pro side will Each activity must be
focus on the transformation/use of data and the beneficial effects of the innovation. The con side labeled with the related
will focus on security/storage issues and the harmful effects of the innovation. (IOC) (P5) CR8 practice.

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Advanced Placement Computer Science Principles Sample Syllabus #1

Alignment to Topic Questions

Throughout each unit, Topic Questions will be provided to help students check their
understanding. The Topic Questions are especially useful for confirming understanding of
difficult or foundational topics before moving on to new content or skills that build upon
prior topics. Topic Questions can be assigned before, during, or after a lesson, and as
in-class work or homework. Students will get rationales for each Topic Question that will
help them understand why an answer is correct or incorrect, and their results will reveal
misunderstandings to help them target the content and skills needed for additional practice.
Students will be assigned Topic Questions aligned to the learning objectives and skills in this unit:

Unit Big Ideas Learning Objective and Skill Topic Questions

Unit 1 CRD CRD-1.A(1.C), CRD-1.B(1.C), Topic 1.1

Intro to CRD-1.C(1.C),
Computer
Science and CRD-2.A(1.A) Topic 1.2
Algorithms
CRD-2.I.a(4.C), CRD-2.I.b(4.C), Topic 1.4
CRD-2.J(4.C)

AAP AAP-2.A(2.A) Topic 3.3

AAP-2.G(2.A) Topic 3.6

AAP-2.J(2.A) Topic 3.8

AAP-2.L(1.D), AAP-2.M.a(2.A), Topic 3.9

AAP-2.M.b(2.B)

AAP-4.A.a(1.D), AAP-4.A.b(1.D), Topic 3.17

AAP-4.B

CSN CSN-1.A(5.A) Topic 4.1

IOC IOC-1.A(5.C), IOC-1.B(5.C) Topic 5.1

IOC-1.C(5.C), IOC-1.D(5.E) Topic 5.2

IOC-1.F(5.E) Topic 5.5

Unit 2 CRD CRD-2.B(4.A), CRD-2.C(3.A), Topic 1.2

Programming CRD-2.D(3.A)

CRD-2.E(1.B), CRD-2.F(1.B), Topic 1.3

CRD-2.G(4.A), CRD-2.H(1.C)

CRD-2.I.a(4.C), CRD-2.I.b(4.C), Topic 1.4

CRD-2.J(4.C)

AAP AAP-1.A(3.A), AAP-1.B(4.B) Topic 3.1

AAP-1.C(3.A), AAP-1.D.a(3.B), Topic 3.2

AAP-1.D.b(3.C)

AAP-2.B(2.B), AAP-2.C(4.B) Topic 3.3

AAP-2.D(4.B) Topic 3.4

AAP-2.E.a(2.B), AAP-2.E.b(4.B), Topic 3.6

AAP-2.F.a(2.B), AAP-2.F.b(4.B)

AAP-2.H.a(2.B), AAP-2.H.b(4.B) Topic 3.6

AAP-2.I.a(2.B), AAP-2.I.b(4.B) Topic 3.7

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Advanced Placement Computer Science Principles Sample Syllabus #1

Unit Big Ideas Learning Objective and Skill Topic Questions

AAP-2.K.a(2.B), AAP-2.K.b(4.B) Topic 3.8

AAP-2.N.a(2.B), AAP-2.N.b(4.B), Topic 3.10

AAP-2.O.a(2.B), AAP-2.O.b(4.B)

AAP-3.A.a(3.B), AAP-3.A.b(4.B) Topic 3.12

AAP-3.B(3.C), AAP-3.C(3.B) Topic 3.13

AAP-3.D(2.B) Topic 3.14

AAP-3.E.a(2.B), AAP-3.E.b(4.B) Topic 3.15

IOC IOC-1.F(5.E) Topic 5.5

Unit 3 DAT DAT-1.A(3.C), DAT-1.B(1.D), Topic 2.1

Abstraction DAT-1.C.a(2.B), DAT-1.C.b(2.B)
and Digital
Data DAT-1.D(1.D) Topic 2.2

DAT-2.B(5.B) Topic 2.3

DAT-2.D(2.B), DAT-2.E(5.B) Topic 2.4

Unit 4 CSN CSN-1.A(5.A), CSN-1.B(5.A), Topic 4.1

The Internet CSN-1.C(5.A), CSN-1.D(5.A)
and Security
CSN-1.E.a(1.D), CSN-1.E.b(5.A), Topic 4.2
CSN-1.E.c(1.D)

CSN-2.A.a(1.D), CSN-2.A.b(1.D), Topic 4.3

CSN-2.B(1.D)

IOC IOC-2.A(5.D), IOC-2.B(5.E), Topic 5.6

IOC-2.C(5.E)

Unit 5 DAT DAT-2.A(5.B), DAT-2.C(5.D) Topic 2.3

Simulations
AAP AAP-2.P.a(1.D), AAP-2.P.b(1.A) Topic 3.11

AAP-3.F.a(1.A), AAP-3.F.b(1.D) Topic 3.16

CSN CSN-2.A.a(1.D), CSN-2.A.b(1.D), Topic 4.3

CSN-2.B(1.D)

IOC IOC-1.E(1.C) Topic 5.4

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