How to Upload Code for Ap Principals Create
Exploring 2021 AP CS Principles Create Task + Added Resources
3 min read
2021 is correct around the corner. It's fourth dimension we start gearing up our AP CS Principles students to develop their all-time Create Job!
We've received questions and requests from teachers on how to ameliorate prepare students for the newly updated Create Task requirements. To help tackle this challenge, we've inserted a dedicated Unit into our AP CS Principles grade, to help students in agreement the requirements by going through multiple easily-on practices. In improver to the new Create Chore Unit, we've included a Teacher'due south Guide and a complete example of a well crafted Written Response that meets the newly updated 2021 requirements adult by an experienced AP Reader.
In this blog, we'll share some answers to the questions our teachers take asked. Leave us a comment and let us know if you find them useful!
- How is 2021 Create Job different from 2020?
- Which Rows will my students find most confusing?
- How can I help my students understand the language of the guideline?
one. How is 2021 Create Task unlike from 2020?
Hither's a table that shows a summary of the major differences.
| Scoring Criteria | 2020 | 2021 |
|---|---|---|
| Video narration | Audio narration or written response | No audio narration allowed in the video |
| Video Response | Demonstrates the running of at least i feature of the program submitted | Demonstrates input, program part, and output |
| Evolution procedure | Describe the incremental and iterative evolution process. Depict challenges and opportunities | No description of the evolution process required |
| Required Programming concepts | Mathematical or Logical operators One or more of the post-obit abstraction: procedures, parameters, lists, APIs, libraries | Lists Procedure (with at to the lowest degree ane parameter) |
| Algorithms | Must include ane or more algorithm – sequence, pick, and iteration | Must include all 3 algorithms – sequence, selection, and iteration |
ii. Which Rows volition my students find about challenging?
Row 6 is probably the one that students may find most challenging. However, once you see a lawmaking example, you'll realize that it's actually non very difficult to implement.
| Scoring Criteria | Decision Rules |
|---|---|
| The written response: • describe two calls to the selected procedure identified in written response 3c. Each telephone call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. • describes the status(s) existence tested by each call to the procedure. • identifies the upshot of each call. | Consider Just the written response for 3d and the selected procedure identified in written response 3c. Responses that practice not earn the bespeak in row 4 may still earn the point in this row. Do Non award a point if whatsoever one or more of the following is true: • A procedure is not identified in written response 3c or the procedure does not accept a parameter. • The written response for 3d does not utilise to the procedure in 3c. • The ii calls cause the same segment of lawmaking in the algorithm to execute even if the issue is different. • The response describes conditions being tested that are implausible, inaccurate, or inconsistent with the program. • The identified results of either phone call are implausible, inaccurate, or inconsistent with the program. |
This code is part of the Restaurant Project in Unit 5. A customer orders food using the plan. When the customer is ready to check out, the program tallies upward the full price and depending on the total, it volition provide the customer with a special offer.
# Written in Python def special(subtotal): if subtotal > 10: print("You lot get a gratis 2 Liter Coke!") items.suspend("2 Liter Coke") else: print("For beingness a loyal client you'll receive a $ane coupon.") items.append("$1 off coupon for future purchase") If the subtotal is greater than x, then the client will get ii Liter Coke. Else, the customer volition receive a $one coupon. For the written response, give examples of ii calls that will produce different results. In this case, these two examples will work.
special(xv) OUTPUT: "You get a free two Liter Coke!"
special(eight) OUTPUT: "For being a loyal customer you lot'll receive a $one coupon."
* Note that this is non a written response. It is an example of a lawmaking segment that meets the requirements for Row 6.
three. How can I aid my students sympathise the linguistic communication of the guideline?
Try the following with your students to help them internalize the guideline:
- Review the Scoring Guideline.
- Form Sample Written Responses (from expert to bad)
- Accept students create a programme along with a Written Response. *
- Peer grade the Written Response.
* If you take access to Unit 5. Create Task Do, there are two practice projects for your students. The first project 'Project Trivia Game' is a primer activity for the second 'The Restaurant Project'. There are a matching solution guide and a scoring exemplar created by an experienced CSP reader. The scoring exemplar uses the Eating house Projection code to answer the near contempo version of the Written Response questions. To make the best use of these resources, brand sure your students consummate the project code and as well answer the Written Response questions. Then, using the exemplar certificate as a guide, provide feedback equally needed. Yous can discover the documents under My Classroom management >> Resources department.
Nosotros'll be uploading more exam-related materials throughout the school year.
Source: https://blog.popfizz.io/2020/11/30/exploring-2021-ap-cs-principles-create-task/
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