How to Report an Absence: An absence may be reported by a parent or guardian by calling the Step Ahead attendance line ( ).

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1 Actual Teacher Contact: Students may be expected to attend required face-to-face meetings (if applicable) or make arrangements with the instructor to attend meetings, field trips, seminars, etc. Student to Teacher Communication: Students must maintain regular and responsive communication with the instructor and Ms. Bruck, the School Counselor. Communication includes s, text messages, messages in Moodle, and/or returning phone calls from Step Ahead staff. Attendance: Attendance is defined as continuous active engagement with the learning process and making continuous progress in this course. Each student is expected to login to the Step Ahead Model five days each school week as listed in the Step Ahead School Calendar. Progress: For a student to make continuous progress, each student should expect to go online 6-8 hours a week to read texts, do assignments, turn in work, discuss class topics with peers online, meet with the student s teacher during office hours online, and turn in all required assignments. Excused/unexcused Absence: The school will determine if an absence is excused or unexcused. Students will be excused from school due to illness or family emergencies when a parent calls the school on the morning of the absence. All other absences are to be prearranged by sending a request to the attendance office requesting permission to be excused from school. How to Report an Absence: An absence may be reported by a parent or guardian by calling the Step Ahead attendance line ( ). Academic Support Available to Online Students: If a student is having difficulty with this course, there are three ways to remedy this: 1. Contact the instructor by , text message, or message in the Moodle Site. 2. Contact Ms. Katie Bruck, School Counselor, by Phone ( ) or (Katie.Bruck@anoka.k12.mn.us). 3. Contract Mr. Scott Arcand, the Online Learning Specialist, by phone ( ) or (scott.arcand@anoka.k12.mn.us). Communication With Enrolling District: Format and frequency of progress reports: Grades will be posted and updated every Friday. Students and parents/guardians will have access to the grade book. Progress reports will be sent out at the half way point of the trimester. Submission of the final grade and credits earned to enrolling district: You are expected to complete this course by the end of the trimester and that if you get ill, or otherwise have complications that prohibit you from finishing; you will need to contact the teacher through Moodle and the Online Leaning Specialist via by phone at ( ) or (scott.arcand@anoka.k12.mn.us). Final grades and credits will be transcripted approximately thirty days after the course is completed.

2 Course Outline Course Name: Course Credit: AP Computer Programming.5 credit Prerequisite: Algebra (Some Computer Knowledge) Course Goals and Objectives Topics Covered: Programming I Unit 1: Getting Started with Java 1. Background 2. First Java Programs 3. Syntax, Errors, and Debugging 4. Intro to Control Statements Unit 2: The Next Step with Java 5. Intro to Defining Classes 6. Control Statements Cont. 7. Improving UI 8. Intro to HTML & Applets Programming II Unit 3: Arrays, Recursion, and Complexity 9. Intro to Arrays 10. Classes Cont. 11. Arrays Cont. 12. Recursion, Complexity, Searching and Sorting Homework and Activities: There will be almost no homework. Programs can be done in class and there will be ample time to finish them all if class time is used wisely. Absences can lead to falling behind, though with consistent work you can get caught back up in class. (We will be using Netbeans to code programs, it is a free to download on the internet). Required Books/Materials: Notebook - Pencil or pen - Homework assignment - Textbooks: * Fundamentals of Java, Lambert/Osbourne (ISBN ) Minimum Technical Requirements: Students must access the Internet. Final Examination: District Summative Assessment Extra Credit Option: Though extra credit is not available, students are able to resubmit written assignments to demonstrate additional learning and achieve higher scores. Assessment of Student Work Assignments and Exams: Tests & Quizzes: There will be a limited number of tests which will assess the students ability to understand how code makes a computer function as well as some computer based quizzes which can be retaken. Grading:

3 Tests, assignments and quizzes are graded on the following scale: A 93% - 100% A- 90% % B+ 87% % B 83% % B- 80% % C+ 77% % C 73% % C- 70% % D 60% % Grades below 60% do not demonstrate satisfactory progress. Tests & Quizzes will be about 30% of the grade while programs will account for about 70% of the grade. * Late work will receive 10% loss in credit each day it is late Cheating will result in a zero on the assignment or test Students get into trouble in class primarily due to: Not using class time wisely Not asking for help when they get stuck on a program AHConnect: Grades will be updated on AHConnect usually once a week. These grades will show scores for all assignments and tests which have been scored. Website Address: Make-Up Policy: Students are responsible for contacting the instructor when they miss coursework, class discussions, or assessments. Students will then have two class days to complete any coursework missed. For example, if a student misses coursework on a Monday, that day s work must be made up by Wednesday. If a students misses coursework on a Thursday, they will have until Monday to make up that work. Academic Dishonesty: If a student is guilty of academic dishonesty, that student will receive no credit for the assignment/test/activity, and the parent/guardian and school administrator will be contacted. Academic dishonesty includes copying someone else s work, using notes (paper or electronic) on a closed book test, consulting with others during a test, turning in another s work as one s own, or working in pairs or groups for an individually graded assignment. If a student is guilty of academic dishonesty a second time during a course, that student will receive no credit for that course. Academic Graduation Standards AP Computer Science Standards

4 Absences: All work missed due to excused absences will be due the second day the student returns from the absence. Students planning to be gone due to vacation, college visits, etc. need to clear their absence with the office at least two weeks in advance and get signed permission from all their teachers. Absences due to truancies will result in the student receiving a zero for all work missed. If a student is truant more than three times, it will result in loss of credit for the course, unless the student makes up missed time in Saturday school. Course Goals Computer Science is the art of being able to find computerized solutions for problems. Work will include understanding computer systems to solving challenging logic problems. It is not enough to simply be able to write computer code, one must be able to show why certain algorithms are effective and choose structures that will make code easy to understand and easy to reuse. Learning and also understanding the software life cycle and how to write code that will continue through the cycle is a key element of the course. Listed below are the seven main objectives of the course: 1. Students will be able to design and implement computer-based solutions to problems in a variety of application areas. 2. Students will be able to use and implement commonly-used algorithms and data structures. 3. Students will be able to develop and select appropriate algorithms and data structures to solve problems. 4. Students will be able to code fluently in an object oriented paradigm using the programming language java. Students are expected to be familiar with and be able to use standard Java library classes. 5. Students will be able to read and understand a large program consisting of several classes and interacting objects. Students should be able to read and understand a description of the design and development process leading to such a program. 6. Students will be able to identify the major hardware and software components of a computer system, their relationship to one another, and the role of these within the system 7. Students will be able to recognize the ethical and social implications of computer use Resources and Technology Teaching materials for the course could come from textbooks, classroom lectures, newspapers, journals, videos, and the World Wide Web. It is will be an expectation that the student become familiar with Java Docs and finding the documentation on the internet that will help them understand and use classes that are pre-defined for them in their code. Our school has a very suitable lab to provide computer and internet access for all students in the course to allow them to manage the course material well. The main IDE that will be used in the course is NetBeans, it is free to download from the internet. This is an IDE which will allow the students to see the vast value of object oriented programming. Textbook we are using for the course: Fundamentals of Java: AP* Computer Science Essentials for the A & AB Exams, 3rd Edition Kenneth Lambert Martin Osborne ISBN-10:

5 Topic Outline The following topic outline shows the relationship between the AP Topics which will be covered and where in the current book we will be covering these topics. The sections listed as AB will not be covered in the course, and the topics listed as Prog II will be covered in the second half of the course. Any topics listed which do not have corresponding sections in the book will be covered through supplemental work, some of it will be gathered online while parts of it have to do with working with the IDE. Topic 1 - Object Oriented Design The overall goal of designing a piece of software (a computer program) is to correctly solve the given problem. At the same time, this goal should encompass specifying and designing a program that is understandable, can be adapted to changing circumstances, and has the potential to be reused in whole or in part. The design process needs to be based on a thorough understanding of the problems to be solved Program Design Unit Course Assessment Detail Teaching Notes (Where found in book) Read and understand a problem description, purpose and goals Sections: 1.6, 2.6, 4.3, 9.11 Case Study: Chapter 3, Chapter AB Specify the purpose and goals for a problem Section: Apply data abstraction and encapsulation Section: Read and understand class specifications and relationships among Sections: 7.6, 10.7 the classes AB Decompose a problem into classes; define relationships and responsibilities of those classes Understand and implement a given class hierarchy Sections: 10.5, Identify reusable components from existing code using classes and Examples: , 8.9, 10.5 libraries Write algorithms in pseudo code Class Design Unit Course Assessment Detail Teaching Notes (Where found in book) Design and implement a class Examples: 2.1, AB Design and implement a set of interacting classes Section: AB Design an interface Sections: 10.3, Choose appropriate data representation and algorithms Examples: 2.2, 3.2, 11.6, 12.1, 12.2 AB Choose appropriate advanced data structures and algorithms Apply function decomposition Extend a given class using inheritance Sections: 1.6, 3.7, 5.2, 10.5 Hours Hours

6 Topic 2 - Program Implementation The overall goals of program implementation parallel those of program design. Classes that fill common needs should be built so that they can be reused easily in other programs. Object-oriented design is an important part of program implementation Implementation Techniques Unit Course Assessment Detail Teaching Notes (Where found in book) Object-oriented development Sections: 1.6, 6.2, 6.6, 6.7, Top-down development Encapsulation and information hiding Section: 5.1 Table: Procedural abstraction Programming Constructs Unit Course Assessment Detail Teaching Notes (Where found in book) Primitive types versus objects Sections: 2.4, 2.6, 3.2, 5.1, AB Declarations (Include constants, variables, class, methods, parameters and interface) Example: 2.2 Sections: 1.6, 2.4, 2.6, 3.2, 3.7, 5.1, 5.2, 5.4, 5.5, 10.1, 10.3, 10.4, 10.5, AB Consul output (System.out.print/println) Sections: 2.4, 7.4 Table: Control (Include methods, sequential, conditional (boolean logic), iteration) Sections: 2.7, , 5.4, 6.1, , 7.2, 9.3, 9.9, Java Libraries Classes Unit Course Assessment Detail Teaching Notes (Where found in book) Understand and use java library classes (included in the A-level AP Java Subset) Sections: 7.2, 7.3, 7.6, 10.6, 11.1, 11.2, 11.5, 11.6 Hours Hours Hours

7 Topic 3 - Program Analysis The analysis of programs includes examining and testing programs to determine whether they correctly meet their specifications. It also includes the analysis of programs or algorithms in order to understand their time and space requirements when applied to different data sets. 3.1 Testing Unit Course Assessment Detail Teaching Notes (Where found in book) Prog II Testing classes and libraries in isolation Prog II Identify boundary cases and generate appropriate test data Prog II Perform integration testing 3.2 Debugging Unit Course Assessment Detail Teaching Notes (Where found in book) Categorize errors (include compile time(syntax), runtime and logic Sections: 2.5, 3.5, 6.4, 6.6 errors Identify and correct errors Sections: 3.5, 3.6, Employ techniques such as using a debugger, adding extra output Sections: 3.6, 6.2, 6.5 statements or hand-tracing code Hours Hours Understand and Modify Existing Code Understand and modify existing code Extend Existing Code Using Inheritance Prog II Extend existing code using inheritance Sections: 5.2, 10.5, Understand Error Handling Understand runtime exceptions Sections: 3.5, 4.8, 7.2, 7.5, 9.2, 10.10, 12.1 Example: AB Throw runtime exceptions Reason About Programs Pre and post conditions Sections: 6.7, 10.9, Assertions Section: Analysis of Algorithms Prog II Informal comparisons of running times Sections: 11.2, Prog II Exact calculation of statement execution counts Sections: AB Big-Oh notation Sections: AB Worst-case and average-case time and space analysis Section: Numerical Representations and Limits Representation of numbers in different bases (binary and Sections: 1.2, 1.3 hexadecimal) Limitations of finite representations (understand integer bounds, imprecision of floating-point representations and round-off error) Section: 4.9 Table: 3-2

8 Topic 4 - Standard Data Structures Data structures are used to represent information within a program. Abstraction is an important theme in the development and application of data structures. 4.1 Simple data types Sections: 1.3, 2.6, 3.2, 6.1 Example: Classes 4.3 One-dimensional arrays Sections: All of 9 (except 9.7, 9.11) 4.4 AB Two-dimensional arrays Sections: AB Linked lists (singly, doubly, circular) 4.6 AB Stacks 4.7 AB Queues 4.8 AB Trees 4.9 AB Heaps 4.10 AB Priority queues 4.11 AB Sets 4.12 AB Maps Topic 5 - Standard Algorithms Standard algorithms serve as examples of good solutions to standard problems. Many are intertwined with standard data structures. These algorithms provide examples for analysis of program efficiency Operations on A-Level Data Structures Previously Listed Prog II Traversals Section: Prog II Insertions Section: Prog II Deletions Section: AB Iterators Searching Sequential Sections: 9.9, Prog II Binary Sections: 11.2, AB Hashing Sorting Prog II Selection Prog II Insertion Prog II Mergesort Section: AB Quicksort Section: AB Heapsort

9 Topic 6 - Computing in Context A working knowledge of the major hardware and software components of computer systems is necessary for the study of computer science, as is the awareness of the ethical and social implications of computing systems. These topics need not be covered in detail but should be considered throughout the course Major Hardware Components Primary and secondary memory Sections: 1.2, 2.6 Figure: Processors Section: Peripherals Section: System Software Language translators/compilers Sections: 1.4, 2.2, Virtual machines Section: Operating systems Section: Computer languages Types of Systems Single-user systems Networks Section: Responsible Use of Computers Systems System reliability Privacy Page Legal issues and intellectual property Page Social and ethical ramifications of computer use Page Career Pathways Career ladders Educational Requirements Influential people in computing careers

10 Getting Started with NetBeans Although coding of computer programs can be done in notepad, it is easier and you will find more tools available to you if you use an IDE (Integrated Development Environment). We will be using the Netbeans IDE. There are some great advantages to using Netbeans, first and foremost it is FREE!! You can download it from the internet and use it at home as long as you have Java Development Kit (JDK) on your computer, which is also free to download. One other great reason to use Netbeans is it is cross platform as is the Java language. It runs well on Mac, PC and Linux OS. Opening your first Netbeans Project Open the BHS Servers Folder, then open the Student Shared Server Now left click on the Computer Programming folder and choose Copy. Navigate to your own server folder, right click and select Paste. Open the Netbeans Icon on your Desktop Under the File menu, choose Open Project. In the window where it says Look in:, navigate to the Computer Programming Folder you just put in YOUR server folder, open it and choose FundOfJava and click the Open Project button on the lower right. Now the project should show up in the left pane of Netbeans with a little coffee cup. Click the plus sign next to the coffee cup and you will see the programs for the chapters. By clicking the plus/minus sign you can open and close folders. Open Chapter02 and Open Example2_1 and double click on HelloWorld.java Now your first computer program should have appeared on the right hand pane of Netbeans and we are ready to go!! Chapter 1 Background This is background knowledge about programming and computers; we will read this together and take a small quiz at some point during the first week of class. ü Give a brief history of computers. ü Describe how hardware and software make up computer architecture. ü Understand the binary representation of data and programs in computers. ü Discuss the evolution of programming languages. ü Describe the software development process. ü Discuss the fundamental concepts of object-oriented programming. Getting Started with Coding Here is where you will start coding. Skim pages 34 and 35 this will align with the code that is now on your screen which you opened up just a few minutes ago. See if you can make some sense of what is happening in the program. To run the program right click on HelloWorld.java file in the left pane and choose run. A pane will appear at the bottom which shows the programs output. Opening your own Netbeans ClassPrograms Project and Creating your first Assignment Now you will open the ClassPrograms project. This is an empty project which you will use to write and save all your class work. Under the File menu, choose Open Project. In the window where it says Look in:, navigate to the Computer Programming Folder you just put in YOUR server folder, open it and choose FundOfJava and click the Open Project button on the lower right. Now the project should show up in the left pane of Netbeans with a little coffee cup. You should now have two projects open in Netbeans with two coffee cups. In your ClassPrograms project right click on Chapter02 folder and choose New -> Java Package Name this package Project02_01 and click Finish. Now right click on the new package Project02_01 and choose New -> Java Class. Name the class PersonalInfo and click Finish.

11 You should now have a new file in which to do your own coding. You are to do Projects 2-1 through 2-7 on pages 54 and 55. To make this is reasonable task you will need to go back at times and look at Example2_1 through Example2_6 in your FundofJava project that should still be open in the left pane of Netbeans. Don t be afraid to try things and run the code and see if it works. When you make an error the computer will tell you, and although the error messages seem somewhat cryptic you will learn to understand the basic error messages. If you get stuck ask a neighbor and then raise your hand and I will help. We will learn this best by doing and talking and sharing, so feel free to help each other out. When you get done with a project make sure you know what the code does as this will be how most of your grade is determined. Chapter 2 First Java Programs This chapter is the basics of coding, it will ask you to write programs with basic i/o (or input and output). Thus you will learn code to print to the screen and take information in from the user (that is the person using your program). You will be editing your code, then when ready you will have Netbeans compile it and then execute, or run the code. If syntax errors occur Netbeans will report them back to you, they will also have a red mark by them. To make sure your code is readable please format the code often. This is done by selecting all the code, then right clicking on the code and selecting format. One major aspect you want to learn and understand is the idea of declaring data types, both variables and objects and using them in your code. This is basically the process of creating a storage space in the computer to hold information you have (variables), or referring to a space in memory which may hold information as well as functionality (objects). ü Discuss why Java is an important programming language. ü Explain the Java virtual machine and byte code. ü Choose a user interface style. ü Describe the structure of a simple Java program. ü Write a simple program. ü Edit, compile, and run a program using a Java development environment. ü Format a program to give a pleasing, consistent appearance. ü Understand compile-time errors. ü Write a simple graphics program. Do projects 2-1 through 2-5 on pages The directions are below if you have not yet received your textbook. Project02_01 PersonalInfo - Write a program that displays your name, address and telephone number on separate lines. Project02_02 YeildSign - Make a yield sign using System.out.println and characters such as * or -. Project02_03 KmToMeters Write a program that has the user input kilometers and have it output meters Project02_04 MinutesInYear Write a program which asks the user for an amount of years, then have the program print back to the user the number of minutes this equals. Project02_05 Momentum Write a program which asks the user to input mass and velocity and have the program output momentum (Momentum=Mass*Velocity)

12 Chapter 3 Syntax, Errors and Debugging This chapter has you use multiple data types, both variables and objects. A list of common data types follows: Primitive Data Type int long float double char boolean Purpose hold whole numbers hold big whole numbers hold decimal numbers hold decimal numbers with many numbers after the decimal place hold a single character hold true or false Object Data Types String Scanner System.out Math Purpose Hold words, find length of words Get input from keyboard or file Print Get square root, do powers Now that you have made objects, you will learn that they have methods associated with them, which give them functionality. For instance a Scanner object named reader has the nextline( ) method, you can use this method by coding reader.nextline( ). Some methods like the previous one do not need parameters (or information) to function, others like System.out.println( Hello ) needs to have the information you wish to print passed to the method, in this case the word Hello. This information passed to the method is called the parameter. To use objects which have been pre-written (like Scanner) you must import the code for the objects. This is done with the import statements at the top of the program. As you code in chapter 3 please use comments, which are informative statements, to let someone, or even yourself see what your code is trying to do. Lastly, when you code you may run into 3 types of errors, syntax errors, run-time errors and logic errors. Syntax errors are misspelling keywords such as int or missing a brace or semicolon, these will be reported to you by Netbeans. Run-time errors occur when you program tries to divide by zero or some other error that occurs when the program is running. Logic errors can be hard to fix, for your program will run without error, it simply will not do what you intend it to do. To fix these errors you will do testing of your code and you can also perform something called debugging. ü Construct and use numeric and string literals. ü Name and use variables and constants. ü Create arithmetic expressions. ü Understand the precedence of different arithmetic operators. ü Concatenate two strings or a number and a string. ü Know how and when to use comments in a program. ü Tell the difference between syntax errors, run-time errors, and logic errors. ü Insert output statements to debug a program. ü Understand the difference between Cartesian coordinates and screen coordinates. ü Work with color and text properties. Do Projects 3-1 through 3-5 on pages Project03_01 SurfaceArea Project03_02 SphereInfo Project03_03 MomentumKE Project03_04 EmployeePay Project03_05 EmployeePayFiveDays (Some code for this program is in the Server Folder)

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14 Computer Programming 1 & 2 Blaine High School Chapter 4 Introduction to Control Statements In this chapter you learn about the Math object as well as control statements. What are control statements? Well, so far your programs have run from the beginning straight to the end, however at times we want our program to make decisions based on input, so we will control what happens based on information, this is called a control statement. Examples of control statements are if, if else, while, and for. Lastly, you will also learn how to write and read information from a text file, so your programs can load data into them and save data before they close. ü Use the increment and decrement operators. ü Use standard math methods. ü Use if and if-else statements to make choices. ü Use while and for loops to repeat a process. ü Construct appropriate conditions for control statements using relational operators. ü Detect and correct common errors involving loops. Do Projects 4-1 through 4-10 on pages (for the starred programs, use the directions that follow instead of the book). Project04_01 Division Project04_02* Grades Write a program which will have the user input a percentage on an assignment, and use an if else control statement to print the letter grade (A,B,C,D or F) associated with the percent. If the percent entered is out of range have the computer print an error message to the user. Project04_03* GradesLoop Use a while loop to modify Grades so that the program will continue to loop and ask the user to input percentages until the user inputs a q. Project04_04 Factorial Project04_05* Multiples Write a program which will prompt the user for an integer value as well as the number of multiples they want of their number. Then use a for loop to print the multiples of their number. For example if my number is 4 and I want 6 multiples it will print the numbers 4, 8, 12, 16, 20, 24. Project04_06* Investment Write a program which calculates the amount an investment is worth after a given amount of time. Allow the user to input the investment, the interest rate and the number of years. Use if statements to make sure all the inputs are appropriate values. Then use the equation I = P * e ^ (r*t) and Math.pow() as well as Math.E to calculate the investment amount. Project04_07 PowersOfTwo Project04_08 Powers Project04_09* GradesLoopWithFiles Modify GradesLoop so that it reads the percent grades in from a text file named percentagegrades.txt and then writes the letter grades to a file called lettergrades.txt. (Some code for this program is in the Server Folder) Project04_10* YearlySalary Write a program which prompts a user for starting salary, percent increase (usually around 3%), and number of years they have left to work. The program should then use the percent to calculate the person s wage for the remaining years they have left to work. Display the information in a nice table and make sure the inputs are appropriate values.

15 Computer Programming 1 & 2 Blaine High School Chapter 5 Introduction to Defining Classes This chapter really introduces you to the idea of create your own objects by defining your own classes. You have used objects many times already; things like Scanner, String and Math are examples of objects. They typically hold multiple types of information and have some functionality. This is the basis for Object-Oriented Programming (OOP), which Java and C++ and C# are all OOP languages. It will be a little confusing but once you get it you will see the vast power of it and wonder why it did not always make sense. ü Design and implement a simple class from user requirements. ü Organize a program in terms of a view class and a model class. ü Use visibility modifiers to make methods visible to clients and restrict access to data within a class. ü Write appropriate mutator methods, accessor methods, and constructors for a class. ü Understand how parameters transmit data to methods. ü Use instance variables, local variables, and parameters appropriately. ü Organize a complex task in terms of helper methods. Do Projects 5-1 through 5-6 on pages (for the starred programs, use the directions that follow instead of the book). Project05_01* DiceTester & Die In the Server Folder you will find the shell for the Die class, this is an object which will function as a die. You will also find the DiceTester code which shows how the dice will be used. Complete the Die class so DieTester functions properly. Project05_02 StudentTester & Student (The code for StudentTester is on the Server Folder) Project05_03 FractionTester & Fraction (Some code for this program is in the Server Folder) Project05_04 LuckySevens & Die (Use your Die class from 5-1) Project05_05 BankAccountTester & BankAccount Make sure you don t let someone withdraw more money than they have in their bank account. Project05_06 LibraryTester & LibraryCard & Book (The code for LibraryTester is on the Server Folder)

16 Computer Programming 1 & 2 Blaine High School Chapter 6 Control Statement Continued This chapter will ask you to expand your work with control statements (if, else-if, for, while, etc.). One of the things you will do uses nested control statements, which means putting one inside of another. What this means is one condition is tested, then if that is met, another condition may be tested. You will also use logical operators AND (&&), OR ( ), and NOT (!), in addition to the boolean expressions you learned in chapter 4, IS EQUAL TO (==), GREATER THAN (>), LESS THAN (<) and IS NOT EQUAL TO (!=). All of these operators will return a Boolean result (either a true or false). ü Construct complex Boolean expressions using the logical operators && (AND), (OR), and! (NOT). ü Construct truth tables for Boolean expressions. ü Understand the logic of nested if statements and extended if statements. ü Test if statements in a comprehensive manner. ü Construct nested loops. ü Create appropriate test cases for if statements and loops. ü Understand the purpose of assertions, invariants, and loop verification. Do Projects 6-1 through 6-7 on pages Project06_01 UserGuessNumber (Some code for this program is in the Server Folder) Project06_02 CompGuessNumber Project06_03 ConvertGrade Project06_04 ConvertGradeMethod Project06_05 GCD Project06_06 LuckySevens Project06_07 AllAreas Chapter 7 Improving the User Interface (UI) This chapter is about making your output look better. You will learn the printf method which will allow you to make nice spacing with you output as well as set it to display a given number of decimal points and justify left and right, as well as other things. You will also be asked to allow the users to repeat parts of the programs multiple times if they wish. ü Construct a query-driven terminal interface. ü Construct a menu-driven terminal interface. ü Construct a graphical user interface. ü Format text, including numbers, for output. ü Handle number format exceptions during input. Do Projects 7-1 through 7-4 on pages Project07_01 NewtonsRoot Project07_02 NewtonsRootIterations Project07_03 CompundInterest Project07_04 TidBitPayments

17 Computer Programming 1 & 2 Blaine High School GUI Programs Now that you are done with Chapter 7, go back and work on the Graphical User Interface (GUI) programs for Chapters 2 through 7. Please put them into the folder titled GUIPrograms. Project02_06 France, Mauritius, Bulgaria - - Write three programs to display the flags of France, Mauritius and Bulgaria. You can find them at Project02_07 ChessBoard - Write a program that displays a 3x3 grid of black and white rectangles. It should look like a mini chess board. Project03_06 MullerLyer & IllusionPanel Project03_07 CenterPoint & CenterPanel Project04_11 CheckerBoard Project04_12 CheckerBoardInput Project04_13 RectangleIllusion & RectanglePanel Project05_07 ImageTester & ImagePanel Project05_08 RectangleTester & RectanglePanel & Rectangle Project05_09 RandomColorTester & RandomColorPanel Project06_08 CircleTester & CircleColorPanel & Circle Project06_09 TwoCircleTester & TwoCircleColorPanel & Circle Project06_10 PhysicsCircleTester & PhysicsCircleColorPanel & Circle Project07_05 ConverterFrameTester & ConverterFrame & Thermometer Project07_06 CircleTester & CircleFrame Chapter 8 Introduction to HTML and Applets ü Understand the basic features of hypertext, hypermedia, and the World Wide Web. ü Use basic HTML markup tags to format text for a Web page. ü Construct an HTML list and an HTML table to represent a linear sequence of items and a two-dimensional grid of items, respectively. ü Use the appropriate markup tags to include images in Web pages. ü Create links to other Web pages using absolute or relative path names. ü Convert a Java application to an applet and embed the applet in a Web page. ü Understand the constraints on applets that distinguish them from Java applications. Do Projects 8-1 through 8-5 pages 297. Project08_01 Webpage.html Project08_02 Webpage.html Project08_03 Webpage.html & Period1 & Period2 & Period3 & Period4 Project08_04 Webpage.html & Period1 & Period2 & Period3 & Period4 Project08_05 Webpage.html & Period1 & Period2 & Period3 & Period4 & GuessingGameApplet

18 Computer Programming 1 & 2 Blaine High School Computer Programming II Chapter 9 Introduction to Arrays This chapter will teach you about widely used data structure called an Array. This is a useful data structure as it will allow you to create multiple instances of the same type of variable all with the same name, but with different index values. This means you can create an array on integers named x, each one then being called by using x[0], x[1], x[2], etc. You will see great value using this naming convention when writing loops. ü Write programs that handle collections of similar items. ü Declare array variables and instantiate array objects. ü Manipulate arrays with loops, including the enhanced for loop. ü Write methods to manipulate arrays. ü Create parallel arrays and two-dimensional arrays. Do Projects 9-1 through 9-8 on pages Project09_01 IntLists Project09_02 AverageDoubles Project09_03 ModeList Project09_04 ModeMedianList Project09_05 ModeMedianFrequencies Project09_06 Skip Project09_07 Skip Project09_08 PascalTriangle Chapter 10 Classes Continued This chapter will again dive into the importance of Object Oriented Programming. You will continue to make your own classes and objects. You will get into the ideas of setting up hierarchies and dealing with abstract classes, thus you will extend classes which will inherit features from other classes. This will allow you to see a more in depth approach to how classes can interact and the idea of abstraction. Abstraction is the idea of allowing someone to use your code even if they do not know how it works, they simply need to know its expected behavior. ü Know when it is appropriate to include class (static) variables and methods in a class. ü Understand the role of Java interfaces in a software system and define an interface for a set of implementing classes. ü Understand the use of inheritance by extending a class. ü Understand the use of polymorphism and know how to override methods in a superclass. ü Place the common features (variables and methods) of a set of classes in an abstract class. ü Understand the implications of reference types for equality, copying, and mixed-mode operations. ü Know how to define and use methods that have preconditions, postconditions, and throw exceptions Do Projects 10-1 through 10-5 on pages Project10_01 AnimalKingdomHierarchy This is a txt document Project10_02 ArtifactHeirarchy This is a txt document Project10_03 AbstractShape & Circle & Rect & Shape & TestShapes & Wheel All found in Example10_5 Project10_04 Copy Classes from Project10_03 and add Triangle Project10_05 BankAccountHeirarchy This is a txt document

19 Computer Programming 1 & 2 Blaine High School Chapter 11 Arrays Continued This chapter will build on the ideas presented in Chapter 9, arrays. You will start to learn about some of the more complex issues that occur when dealing with arrays and you will learn about a java class called an ArrayList. When working with arrays there is many uses for lists of data, thus it becomes important that you learn to sort and search arrays among other things. ü Use string methods appropriately ü Write a method for searching an array ü Understand why a sorted array can be searched more efficiently than an unsorted array ü Write a method to sort an array ü Write methods to perform insertions and removals at given positions in an array ü Understand the issues involved when working with arrays of objects ü Perform simple operations with Java s ArrayList class Do Projects 11-1 through 11-5 on pages Project11_01 SentenceStats Project11_02 SortArray Project11_03 SearchFile & testfile.txt Project11_04 MyArrays & TestMyArrays Project11_05 WarGame & Deck & Suit & Card Use CaseStudy11_1 from FundOfJava Chapter 12 Recursion, Complexity, Searching and Sorting This chapter will introduce you to the idea of recursion. This is the idea of having a method call itself. This idea may best be started by thinking of a common mathematical operation called Factorial (!). The answer to 4! = 4*3*2*1. Thus, 4! = 4*3! = 4*3*2! = 4*3*2*1. Using recursion we can call factorial(n), which would take the number and multiply it by factorial(n-1), which would in turn multiply this value by factorial((n-1)-1), and so on until you get to what is called the base case, which is factorial(1). It is a complex idea that you will learn as we work through this chapter. Along with recursion you will also learn about sorting methods and their efficiencies. ü Design and implement a recursive method to solve a problem. ü Understand the similarities and differences between recursive and iterative solutions of a problem. ü Check and test a recursive method for correctness. ü Understand how a computer executes a recursive method. ü Perform a simple complexity analysis of an algorithm using big-o notation. ü Recognize some typical orders of complexity. ü Understand the behavior of a complex sort algorithm such as the quicksort. Do Projects 12-1 through 12-7 on pages Project12_01 TestGCD Project12_02 TestReverse Project12_03 TestCommas Project12_04 TestNChooseK Project12_05 CompareSorts Project12_06 TestHanoi Project12_07 TestManyQueens Graphics Program You will be using a graphics engine that is in the server folder called GraphicsExample. Open up this Netbeans project and modify the source code in the Game package and make your own video game. You should incorporate sound, pictures as well as shapes. The game should allow for some user input at the beginning to allow for game options, as well as keep track of a score, or some means of determining an outcome, have an objective which is trying to be met (ie. a way to win), and it should stop when the objective is met or failed to be met.

20 Computer Programming 1 & 2 Blaine High School AP Case Study Grid World You will be doing some work and answering some questions based on the AP Case Study called Grid World. This project will allow you to learn some more in depth understanding of coding in an Object Oriented Environment. It is important that you become familiar with the program as questions on it will be on the final and on the AP exam in May. Understanding this case study will give you a broader feel for the Object Oriented aspects relating to extending a class, polymorphism, override methods, inheritance, information hiding and a few other elements. You should learn to read code and see how it interacts with other classes and then how you can modify existing code to create a program which will function to meet your needs. This code is in the server folder and we will be spending about a week using the code, expanding on it by writing our own classes to extend GridWorld, and seeing how it functions. A copy of the code and the case study is also on the server folder. Run BugRunner and play with the program. Do the following: - Hit the run button and watch how the objects interact with the environment. - Right click on the grid and add more objects and run it again. - Now go to the code for BugRunner and change it so the environment starts with at least 2 objects of each type. Now run the BoxBugRunner class and do the following: - Determine how BoxBug is different that Bug. Look at the code for BoxBug to verify or help in your conclusion. Notice that it is extending Bug and overrides constructor and the act method. - Now create your own bug called a DiamondBug which will move around the world in a diamond pattern. - Now create a bug called a RectangleBug, you can guess how it is supposed to movej - Create your own run able class which makes a grid with at least one bug of all 4 types (Bug, BoxBug, DiamondBug & RectangleBug) Now run the CritterRunner and get a feel for how it works. Then run ChameleonCritterRunner and do the following: - Write your own class called MorphCritter which changes the colors of any object around it to the color of the critter. If two MorphCritter are next to each other it will do nothing. Your task now is to open the Actor package in the Netbeans project. Notice there are classes Rock, Flower, Grid, Bug as well as the class which they extend called Actor. Your task is to create a unique set of actors, one which extends each of the 4 actors above. Then create a run able class which will star a grid with at least one of each of your actors and show us how they will interact. AP Test Review Past AP Tests The class will spend time over the last 8-10 days of the course working on practice AP Exam questions and getting ready for your AP exam in May. This will include some free response and multiple choice questions which we will work on as a class and also questions which you will work on individually. The end of the class will involve you taking a past AP Exam as your final exam in the course.