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Create Performance Task 2024

Jump to Exam Prompts Slides

Create Task Webpage Last updated: 2024-10-14

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TLDR
● Create Performance Task Due to College Board: 30% Exam Score
● Make a program/app/game that: You may work on it at home
○ has input/output
○ uses a list/group to manage complexity
○ has your own function that: has a parameter used in an if statement,
and has a loop
○ call that function somewhere else in your program
● Write responses to each Exam Prompt during the 60 minutes section 2
1. Program Design, Function, and Purpose
2a. Algorithm Development (including conditionals and loops)
2c. Errors and Testing (test cases: different parameter values and different results)
2d. Data and Procedural Abstraction (lists and accessing multiple elements at once)
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Official & Great Links
● Create Task Official PDF Directions →DUE 8:59pm PT - April 30, 2025←

● Digital Portfolio: Turn In Link Info SUBMIT FINAL x3 or no credit!

● Submission Requirements Digital Portfolio How-To Exam Prompts

● College Board: CSP Course Site Exam Info FAQs TIP SHEET
○ Videos: Overview Guidelines Pacing your Project Exam Prompt Categories Scoring

● Code.org: Create Page Slideshow Survival Guide

● CMU Overview A.3.1

● [OLD] Written Response [OLD] Template [OLD] Template + Word Counter

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Overview
Programming is a collaborative and creative process that brings ideas to life
through the development of software. In the Create Task, you will design and
implement a program that might solve a problem, enable innovation, explore
personal interests, or express creativity. Your submission must include the
elements listed in the Submission Requirements section.

● You are allowed to collaborate with your partner(s) on the development of the
program only.
● The video and Personalized Project References that you submit for this
performance task must be completed individually, without any collaboration
with your partner(s) or anyone else.
● You can develop the code segments used in the Personalized Project
References with your partner(s) or on your own during the Create Task time.
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General Requirements
You will be provided with a minimum of 9 hours of class time to complete and
submit the following:
1. Final program code (created independently or collaboratively)
2. A video that displays the running of your program and demonstrates
functionality you developed (created independently)
3. Code Segments for your Personalized Project Reference (created
independently)
You must "Submit Final" for each file before the deadline, or that file will not be
considered for scoring.
On the Exam Date, you will have access to your Personalized Project Reference and will write
responses to 4 prompts related to your program and the code contained in your reference sheet.
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Rules
Once the Create Task has been assigned as part of the AP Exam to submit to the
College Board, you are expected to complete the task without assistance from
anyone except for your partner(s) and then only when developing the program
code. You must follow the Guidelines for Completing the Create Performance Task.

During the final submission process in the AP Digital Portfolio, students will be
asked to attest that they have followed the Performance Task guidelines and have
not plagiarized their submission. Each of the three components of the Create
performance task must be submitted as final to be sent for scoring. Additionally, if
students do not submit their Personalized Project Reference by the deadline, they
will not have this resource available on exam day to complete their written
response section.
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Academic Integrity and Plagiarism Policy

If you commit plagiarism you will receive a score of 0 on the entire Create Task

Policy on Plagiarism
The use of media, data, information, or evidence created by someone else or with
generative AI tools in the creation of a program and/or a program code segment(s),
without appropriate acknowledgment, is considered plagiarism. Avoid plagiarism!

1. Be sure to extend any existing program code by adding new functionality.

Use this new functionality for their written responses.
2. When possible, use different procedures and lists than collaborative partner.
3. Any time you are incorporating the ideas of others, even if you are
paraphrasing code, you need to give credit to the author of these ideas.
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Prohibitions - You May NOT:
● Seek assistance in writing, revising, amending, or correcting your work,
including debugging the program, writing or designing functionality in the
program, testing the program, or making revisions to the program, from
anyone other than your collaborative partner(s).
● Submit practice performance tasks or any work that has been graded, revised,
corrected, or amended by someone other than your collaborative partner(s).
● Collaborate during the creation of your video or creation of your Personalized
Project Reference.
● Revise your work once you have submitted it as final to the AP Digital Portfolio.
● Submit any College Board, curriculum provider, or teacher samples/code. This
includes course content or comments in your Personalized Project Reference,
they must all be removed prior to taking screen captures.
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Allowed - You May:
● Collaborate with your partner(s) only during the ideation and development,
including error testing, of your program code, if you choose to do so. You are
not allowed to collaborate on your video or individual written responses.
● Seek assistance from your teacher or AP Coordinator on the formation of
groups and resolution of collaboration issues when one collaborative partner is
clearly and directly impeding the completion of the performance task.
● Seek clarification from your teacher or AP Coordinator on the program
requirements and also the submission requirements for the performance task
when you do not understand the directions.
● Seek assistance from your teacher or AP Coordinator to resolve technical
problems that impede work, such as a failing workstation or difficulty with
access to networks, or to help with saving files or making movie files.
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Good Practices - You Should:
● Follow a timeline and schedule for completing the performance task.
● Work on the performance task outside of designated class time.
● Keep a programming journal of the design choices that were made during the
development of the program code or code segment and the effect of these
decisions on the program's function. You can use this journal as a point of
reference when preparing/studying for the exam prompts.
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Section I Task Verbs
● Capture - Select a portion of program code that addresses the prompt(s)
● Design - Develop a plan for how to accomplish the program specification or
requirements
● Implement/Write - Recognize and use proper syntax to execute the program
design

more terminology
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Collaboration?

● Students may collaborate on thinking about what program to create or

problem-solving of the code with another student from your class
● You must complete your video and screen captures on your own
● Cannot collaborate on code segments or video
● TClark, and your teacher, cannot help you
○ not on code or debugging
○ TClark can only troubleshoot the tablets or computers

● Hint: you may look at materials that have been previously shared:
this slideshow, samples & past practice task scores, website notes, etc.
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Submission
Requirements
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Component A:
Program Code
Created Independently
or with partner(s)
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A - Program Code - Format
Submit one PDF that contains all your program code, including comments.
● Text-based program code: you can use print to PDF, or copy and paste your code to
a document and save as PDF. Video Tutorial Template
● Block-based program code, you can create screen captures that include only your
program code, then copy and paste your code to a document and save as PDF.
Video Tutorial
○ Screen captures should not be blurry, and text should be at least 10 pt font size.

● Include comments/acknowledgments for any part that has been written by

someone other than you and/or your collaborative partner(s).
○ If you can include comments with the programming environment this is the preferred
way to acknowledge and give credit to another author.
If not, you can add them in the document with the rest of your code.
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A - Program Code - Requirements i-ii

i. Instructions for input from: the user (including user actions that trigger
events), a device, an online data stream, or a file.
ii. Instructions for output (visual, textual, audible, or tactile) based on input and
program functionality.
iii. Use of at least one list, or collection type, to represent a collection of data
that is stored and used to manage program complexity and help fulfill the
program's purpose.
○ TClark hint: click the links for definitions and terminology.
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A - Program Code - Requirements iii-vi
iii. At least one procedure that contributes to the program's intended purpose,
where you have defined: the procedure's name, the return type (if necessary),
one or more parameters.
○ Implementation of built-in or existing procedures or language structures, such as
event handlers or main methods, are not considered student-developed.

iv. An algorithm that includes sequencing, selection, and iteration that is in the
body of the selected procedure from iii.
v. Call(s) to your student-developed procedure from iii.

TClark hint: make your 100% own function that has at least one parameter, and that
parameter is used in an if statement, that same function must also have a loop
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A - Program Code - Takeaway / Summary

1. Make sure your program has a user interface with both input and output
2. Make sure your program creates and uses a list of information
3. Make sure your program includes an important function that has a parameter,
an if-statement that depends on the parameter value, and a loop
○ Make sure your program calls this function at least once

4. Use comments to cite anything that you did not create during the task: code,
images, sounds, etc.
○ note: these comments must be in the full code pdf, but you have to remove them
when taking screenshots for your Personalized Project Reference
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A - Program Code - Common PROCEDURE Mistakes
TClark

● Some students used some other structure besides a while loop or a for loop.
○ For example: a built-in timedLoop does not satisfy this point

● Some students utilized an event-handler or main function, instead of a

student-developed procedure.
○ These are part of the programming language/library, and not student-developed.

● Some students included a procedure, but that procedure did not have a
parameter, or the parameter had no effect on the procedure.
○ An explicit parameter is usually in the parenthesis next to the function name.
○ If the parameter is immediately re-assigned, then the value passed does not
matter, and it has no effect on the procedure.

● Some students included trivial iteration → for/while "loop" only iterating once
○ High-scoring responses included a loop often repeating more than three times or
until a specific condition was met.
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A - Program Code - Common LIST Mistakes
TClark

● Students confused creating an empty list with initializing the list with data
○ Do not show an empty list being created → show data added/appended to list

● Students accessed only one element of the list instead of multiple elements
○ Note: accessing a single random element of the list is allowed since this will allow
for accessing multiple elements over time

● Your program should accessing multiple elements at once, for example by

"accessing each element via a loop"
● Ensure both code segments utilize the same list variable.
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Component B:
Video
Created Independently
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B - Video - Requirements
Your video must demonstrate your program running, including:
i. Input to your program
ii. At least one aspect of the functionality of your program
a. Needs to show your app running
iii. Output produced by your program
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B - Video - Format
Submit one video file that demonstrates the running of your program.
● Either .webm, .mp4, .wmv, .avi, or .mov format
● No more than 1 minute in length
○ TClark hint: Should be more than 20 seconds
● No more than 30MB in file size
○ TClark can help with file size
● Submit video file directly to College Board Digital Portfolio
○ Youtube links will not be accepted for submission
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B - Video - Scoring Course Project: Video
The video demonstrates the running of the program including:
● input
● program functionality
● output

No Point Row 1: if the video does not show a demonstration of the program
running (screenshots or storyboards are not acceptable and would not be credited)
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B - Video - Restrictions
Your video may NOT contain:
● Any distinguishing information about yourself
○ Must not show your face or name
● Voice narration
○ But text captions are allowed/encouraged

Not acceptable:
● Slideshow of pictures or screenshots of your app
● Video of your code

You must create video individually: collaboration is not allowed during the
development of your video. (TClark can help troubleshoot screen-recording issues)
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B - Video - Hints

● Making Your Video: You may ask your teacher for suggested resources to
make a video in your classroom or during online learning.
● Video Runs Continuously: Your video must run continuously and show your
actual code running. It can't just be a series of screenshots.
● Show One Piece of Functionality: Your program does NOT need to be
complete so long as you can demonstrate one piece of functionality that
includes input and output (i.e. get at least something working, and video that)
● Show off what works!
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B - Video - Checklist

❏ Video runs continuously

● it cannot be a series of screenshots or video of your code

❏ Video shows an input from the user and an output based on that input,
demonstrating program functionality
❏ Video is less than 60 seconds long and less than 30MB in size
● TClark recommends it is over 20 seconds long to show off your program!

❏ You do not talk, show your face or have any identifying info in the video
● You may crop using the screencastify edit features
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Component C:
Personalized
Project
References
Created Independently
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C - Personalized Project References - Format
To assist in responding to the written response prompts on exam day, submit
required portions of your code by capturing and pasting program code segments
you developed during the administration of this task.
● TIP SHEET from College Board
● Screen captures should not be blurry
● Text should be at least 10-point font size
● Your code segments must not include any comments
Sample Document to be printed Landscape Version
These code segments will be made available to you on exam day only if this
component is submitted as final in the AP Digital Portfolio by the deadline.
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C - Personalized Project References - Procedure
Capture and paste two program code segments you developed during the
administration of this task that contain a student-developed procedure that
implements an algorithm used in your program and a call to that procedure.
i. The first code segment must be a student-developed procedure that:
○ Defines the procedure's name and return type (if necessary)
○ Contains and uses one or more parameters that have an effect on the functionality
of the procedure - TClark hint: a parameter must be used in an if statement
○ Implements an algorithm that includes sequencing, selection, and iteration
○ The procedure you select must be the first/top procedure in the screenshot

ii. The second program code segment must show where your student-developed
procedure is being called in your program.
Built-in or existing procedures and language structures, such as event handlers and main methods, are not
considered student developed.
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C - Personalized Project References - List
Capture and paste two program code segments you developed during the
administration of this task that contain a list, or other collection type, being used
to manage complexity in your program:
i. The first code segment must show how data have been stored in the list.
○ must be more than one element, and code shows data being inserted/added

ii. The second code segment must show the data being used, such as creating
new data from the existing data or accessing multiple elements in the list.
○ The data being used must be from the same list as in i.
○ The data must be used as part of fulfilling the program's purpose
The data abstraction must make the program easier to develop (alternatives would be more complex) or
easier to maintain (future changes to the size of the list would otherwise require significant modifications
to the program code).

TClark hint for ii.: show where you use a for loop to access each item in the loop→ for spot in spots:
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C - PPR - Restrictions
Your PPR may NOT contain:
● The Personalized Project Reference cannot include course content or
comments within the code or on any other part of the pictures.
● Including course content or comments in the Personalized Project Reference
will result in students receiving a score of 0 on the ENTIRE Create performance
task, including your responses to the written response prompts on the
end-of-course AP Exam.

You must create PPR individually: collaboration is not allowed during the
development of your PPR.
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C - PPR Example - Bad vs Good

no comments allowed
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C - PPR Example - Bad vs Good

font too small

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C - PPR Example - Bad vs Good

blurry because resized picture

instead of using a bigger font or
zooming in before screenshot
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C - Personalized Project References - Hints
○ Go over the TIP SHEET from the College Board
○ zoom in before taking screenshots
○ include line numbers if possible
○ If using CMU, use the print feature and disable comments at top

● Procedure, or function:
○ cannot use event handlers like mousePressed, onStep, when Button clicked, etc
○ must have a parameter, and use the parameter in an if statement
○ must have a loop

● List:
○ show where data is inserted/appended to the list
○ must have more than one item inserted into the list
○ show where you use a for loop to access each item in the loop, like→ for spot in spots:
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Exam Prompts
Section II of Exam:
Create Performance Task:
Written Responses
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Section II of AP Exam
● 60 minutes on exam day.
● Your individual PPR will be printed out for your reference.
● 4 Written Response Prompts:
○ 1. Program Design, Function, and Purpose

○ 2a. Algorithm Development

○ 2b. Errors and Testing

○ 2c. Data and Procedural Abstraction

● Make sure you know all the terminology for AP CS Principles:

○ Identify, Describe, Explain, Condition vs Conditional Statement, Error types,
Iteration, Selection, Parameter vs Argument, Data Abstraction, etc.
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Section II Task Verbs
● Consider - Reference your code in the PPR.
● Demonstrate - Provide sufficient evidence for an answer or point being made
● Describe - Provide the relevant features or characteristics of what the
program code represents or is being used to accomplish
● Explain - Provide information about how or why a relationship, situation, or
outcome occurs, listing detailed steps of the algorithm or using evidence
and/or reasoning
● Identify - Provide a name for the specific topic, without elaboration or
explanation

more terminology
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Prompt Annotation Hints

1. Survey - Read the whole prompt. (focus on only 1 prompt at a time)

2. Match - Find the code from your PPR you need to reference for this prompt.
○ Put a star next to PPR section with prompt number, and keep it out and ready
■ sections: Procedure i and/or ii, List i and/or ii

○ If the prompt asks about a specific line of code, circle that code from PPR
■ i.e. "first iteration statement" or "first conditional statement"

3. Annotate - Mark up the prompt to help you focus. TClark hints:

○ Circle the action keyword(s) for what you have to do:
■ Keywords: identify, describe, explain, write

○ Underline and/or box key parts of the prompt(s)

○ Whatever you've learned in test prep or English classes, use those skills!
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Sample Prompts
● There are two sets of prompts from the 2024 exam.
● The other sample prompts are from the revised CED found here.
● There are also prompts given in the AP Daily Videos.
● Your teacher has access to 3 Written Response
Practice Exams, each has 4 prompts, along
with scoring guides.
These are available through the lockdown
browser or printed in classroom.
Ask your teacher to either unlock them for
you or print it.
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Section II Examples
Some examples from various teachers and curriculum:
● 2024 FRQ1 Set 1 FRQ1 Set 2 FRQ2 Set1 FRQ2 Set2
● TClark1 TClark2 TClark3
● Mr. Rhode's Examples Mr. Czechowski's Examples
● CodeHS A Python CodeHS A Javascript CodeHS B Javascript
● CMU1 CMU2 CMU3
● Sample Prep Questions from Mobile CSP
● AP Video on Exam Prompt Categories (must log in).
● AP Daily Video 1 AP Daily Video 2 AP Daily Video 3
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Common Mistakes Overall - i

● Answer prompts based on your code and PPR

○ General answers, or answering in vague terms, will not get the points.

○ If you're writing about a procedure: name it. If you're writing about a list: name it.

○ You can write the code line or code excerpt in your response

○ Refer to line numbers if available → can also write the line of code in your response.

● Your responses are scanned in for grading: if it is not legible, you get a 0
○ horrible handwriting and even very light handwriting are not good

● Your response should be about what you did and your code, even if you are in a
group, team, or worked with a partner
○ use "I/my", and not "we/our"
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Common Mistakes Overall - ii

● There might be 2 or more questions for a single prompt: make sure you
answer each question...circle what it asks (see annotation slide)!
○ Identify, Describe Describe, Explain Describe, Describe Identify, Explain

○ Conversely, if the prompt doesn't tell you to explain, you don't need to.

● Don't say your code does not meet requirements

○ easy way for graders to simply give you a 0 (even if your code is good)
○ it's too late to change your code, so assume it is correct and write confidently

○ if your code does not actually meet requirements, you could pull a fast one if you
bravely state an answer and relate it to your code, but probably not
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Note
● The following released questions, even though they are from the College Board
for practice, are for illustrative purposes only.
● Scoring Guidelines for the Create Performance Task Written Response
Prompts will be unique every year and are not provided in advance.
● TClark note: the test prompts will most likely be different, and best way to
prepare is to know the terminology, know your own project, and practice
writing responses to prompts using your PPR, which hopefully meets the full
PPR requirements.
● You will NOT have access to the rubric or scoring guidelines during the exam,
you will only be provided with the four question prompts.
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FRQ#1
Program Design,
Function and Purpose
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FRQ#1's Related Learning Objectives
● Describe the purpose of the computing innovation.
○ why would someone want to use your program?

● Explain how a program or code segment functions.

○ what happens when your program runs?

● Identify inputs and outputs to a program. (Design a program and its user interface)
○ how does the user interact?
○ mouse? keyboard? data file?
○ what does your program do in response to the input(s)

● Describe the purpose of a code segment by writing documentation.

○ keep a journal, log, and/or comment your code
○ written description of the code segment and how it was developed

● Develop a program using a development process.

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FRQ#1 2024Exam - Sample Responses

FRQ1 Set1: Sample A Sample B Sample C Sample D Sample E Sample F

FRQ1 Set2: Sample A Sample B Sample C Sample D Sample E Sample F

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FRQ#1 2024Exam Set1 - Sample Prompt

Programs accept input to achieve their intended functionality. Describe at least

one valid input to your program and what your program does with that input.
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FRQ#1 2024Exam Set1 - Potential Annotation

Programs accept input to achieve their intended functionality. Describe at least

one valid input to your program and what your program does with that input.
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FRQ#1 2024Exam Set1 - Scoring pg1

The written response:

● describes at least one valid input to the program.

● describes what the program does with the input.

Decision Rules (for teachers who grade your response):

Consider the Video (or Program Code if necessary) and Written Response 1 when scoring this point.

● If the video is not available or does not show the described input, consider the full
program code file when scoring this point.

● Either a specific example of the input or a description of the input can meet this criteria.

● If a response describes an interaction with a device (e.g., mouse or keyboard) as input, it

must describe what the program does with the input resulting from the interaction.
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FRQ#1 2024Exam Set1 - Scoring pg2

Decision Rules (for teachers who grade your response):

Consider the Video (or Program Code if necessary) and Written Response 1 when scoring this point.

● Other forms of input could include databases, device inputs such as sensors, or
command line arguments.

● The response does not need to describe all valid inputs to the program and what the
program does with all of these inputs, but all descriptions given must be correct.

Do NOT award a point if the following is true:

● The description of the valid input is implausible, inaccurate, or inconsistent with the
program.

● The description of what the program does with the input(s) is implausible, inaccurate, or
inconsistent with the program.
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FRQ#1 2024Exam Set2 - Sample Prompt

Identify the expected group of users of your program. Explain how your
program addresses at least one concern or interest of the users you identified.
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FRQ#1 CED - Sample Prompt

Identify an expected user of your program. Describe one way your program's
design meets the needs of this user.
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FRQ#1 CED - Potential Annotation

Identify an expected user of your program. Describe one way your program's
design meets the needs of this user.
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FRQ#1 CED - Scoring

The written response:

● identifies an expected user of the program.

● describes one way the program's design meets the needs of the identified user.

Decision Rules (for teachers who grade your response):

● Consider Written Response 1 and the student's Program Code when scoring this point.

● The response must relate the program design to the needs of the identified user.

Do NOT award a point if the following is true:

● The description of the design is implausible, inaccurate, or inconsistent with the
program.
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FRQ#1 CED - Common Mistakes
● .
● .
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FRQ#1 Vid - Sample Prompt

Explain how the input to your program is received and how expected
corresponding output(s) are produced as a result.
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FRQ#1 Vid - Potential Annotation

Explain how the input to your program is received and how expected
corresponding output(s) are produced as a result.
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FRQ#1 Vid - Scoring

The written response:

● Explains how input is received

● Gives corresponding output

● Explains how output is produced

Decision Rules (for teachers who grade your response):

● Consider Written Response 1 and the student's Program Code when scoring this point.

● Response must state specifically how input is given to the program

Do NOT award a point if the following is true:

● The response is inaccurate, or inconsistent with the program.
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FRQ#1 Vid - Common Mistakes
● .
● .
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FRQ#1 PracticeExam1 - Common Mistakes
● documentation is not displayed on the screen or on the console
○ i.e. NOT a print, nor label
○ documentation is supplementary/extra info

● documentation is SEPARATE from the code

○ i.e. a user manual, journal, or other google doc is good documentation

● comments are generally for other programmers, and NOT users

○ users don't see comments; only might see documentation if it's a user guide

● a procedure is not documentation, even the built in procedures for CMU

○ the separate Docs+Colors reference web pages on how the CMU shapes work is
documentation from CMU
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FRQ#1 PracticeExam2 - Common Mistakes
● .
● .
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FRQ#1 PracticeExam3 - Common Mistakes
● .
● .
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FRQ#2
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Sample Responses- 2024 FRQ#2

FRQ2 Set1: Sample A Sample B Sample C Sample D Sample E Sample F

FRQ2 Set2: Sample A Sample B Sample C Sample D Sample E Sample F

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FRQ#2a.
Algorithm
Development
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FRQ#2a's Related Learning Objectives - i
● Explain how a program or code segment functions.
○ provide information about the code segment, listing detailed steps of the algorithm

● Determine the result of conditional statements.

○ what happens when an if statement is true, what happens if it is false?

● Express an algorithm that uses iteration without using a programming

language.
○ how do you loop?
○ what is the difference between while and for?
○ what is the difference between REPEAT and REPEAT UNTIL?

● Determine the result or side effect of iteration statements.

○ what happens in the loop?
○ after the loop, what conditions have been met?
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FRQ#2a's Related Learning Objectives - ii
● Compare multiple algorithms to determine if they yield the same side effect or
result.
○ make sure you know how to write the same conditional if statement multiple ways
○ make sure you can compare two loops to see if they do the same thing

● Evaluate expressions that use relational operators.

○ make sure you know: ==, !=, <, >, <=, >=

● Evaluate expressions that use logic operators.

○ make sure you know: and, or, not, &&, ||, !

● Create algorithms.
○ use sequencing, selection, and iteration to create a function/procedure

● Combine and modify existing algorithms.

 70 70
TClark
FRQ#2a 2024Exam Set1 - Sample Prompt

Refer to your Personalized Project Reference when answering this question.

Consider the first iteration statement included in the Procedure section of your
Personalized Project Reference. Describe what is being accomplished by the code
in the body of the iteration statement.
 71 71
TClark
FRQ#2a 2024Exam Set1 - Potential Annotation

Refer to your Personalized Project Reference when answering this question.

loo
Consider the first iteration p
statement included in the Procedure section of your
Personalized Project Reference. Describe what is being accomplished by the code
in the body of the iteration statement.
 72 72
TClark
FRQ#2a 2024Exam Set1 - Scoring pg1

The written response:

● describes what is being accomplished by the code in the body of the iteration statement.

Decision Rules (for teachers who grade your response):

Consider the Personalized Project Reference and Written Response 2a when scoring this point.

● If multiple iteration statements are included in the Procedure section of the PPR, use the
first iteration statement to determine whether the point is earned.

● The first iteration statement can be found in either part (i) or part (ii) of the Procedure
section of the PPR.

● The iteration statement does not need to be contained in a procedure to earn this point.

● If a procedure is identified, it does not need to contain a parameter to earn this point.

● The response may describe a summary of what the iteration does in the context of the
program or describe the purpose of each statement in the body of the iteration.
 73 73
TClark
FRQ#2a 2024Exam Set1 - Scoring pg2

Do NOT award a point if the following is true:

● The Procedure section of the PPR does not contain an iteration statement.

● The description of what is being accomplished by the code does not match the code in
the body of the first iteration statement.

● The response only restates the lines of code in the body of the iteration statement.

● The response describes a trivial use of iteration.

● The response describes an iteration statement or behavior that is implausible,

inaccurate, or inconsistent with the program.
 74 74
TClark
FRQ#2a 2024Exam Set2 - Sample Prompt

Refer to your Personalized Project Reference when answering this question.

Consider the first conditional statement included in the Procedure section of

your Personalized Project Reference. Describe your conditional statement,
including its Boolean expression. Describe what the procedure does in general
when the Boolean expression of this conditional statement evaluates to false.
 75 75
TClark
FRQ#2a 2024Exam Set2 - Potential Annotation

Refer to your Personalized Project Reference when answering this question.

if
Consider the first conditional statement included in the Procedure section of
your Personalized Project Reference. Describe your conditional statement,
including its Boolean expression. Describe what the procedure does in general
when the Boolean expression of this conditional statement evaluates to false.
 76 76
TClark
FRQ#2a 2024Exam Set2 - Scoring pg1

The written response:

● describes the conditional statement, including its Boolean expression.
● describes what the program code segment inside the conditional statement does in
general when the Boolean expression of the conditional statement is false.

Decision Rules (for teachers who grade your response):

Consider the Personalized Project Reference and Written Response 2a when scoring this point.

● If multiple conditional statements are included in the Procedure section of the PPR, use
the first conditional statement to determine whether the point is earned.
● The conditional statement can be found in either part (i) or part (ii) of Procedure section.
● The conditional statement does not need to be contained in a procedure to earn point.
● The response does not have to explicitly state the Boolean expression as long as it is
described.
● The response may earn this point for a conditional statement that either does or does
not contain an else clause.
 77 77
TClark
FRQ#2a 2024Exam Set2 - Scoring pg2

Do NOT award a point if the following is true:

● The Procedure section of the Personalized Project Reference does not contain a
conditional statement.

● The description of the Boolean expression does not match the code in the first
conditional statement.

● The description of the behavior of the code when the expression is false does not match
the code in the first conditional statement.

● The response only recites lines of code instead of providing a general description.

● The response describes a conditional statement or behavior that is implausible,

inaccurate, or inconsistent with the program.
 78 78
TClark
FRQ#2a CED - Sample Prompt

Consider the first iteration statement included in the Procedure section of your
Personalized Project Reference. Identify the number of times the body of your
iteration statement will execute. Describe a condition or error that would cause
your iteration statement to not terminate and cause an infinite loop. If no such
condition or error exists, explain how the loop could be modified to cause an
infinite loop.
 79 79
TClark
FRQ#2a CED - Potential Annotation
loo
p
Consider the first iteration statement included in the Procedure section of your
Personalized Project Reference. Identify the number of times the body of your
iteration statement will execute. Describe a condition or error that would cause
your iteration statement to not terminate and cause an infinite loop. If no such
condition or error exists, explain how the loop could be modified to cause an
infinite loop.

Note: you only have to answer the describe

or the explain portion, so you can cross out
the one you are not answering.
 80 80
TClark
FRQ#2a CED - Scoring

The written response:

● identifies the number of times the body of the iteration statement will execute.
AND
○ describes a condition or error that would cause an infinite loop.
OR
○ if no such condition or error exists, explains how the loop could be modified to
cause an infinite loop

Decision Rules: Consider the PPR and Written Response 2a when scoring this point:
● If multiple iteration statements are included in the Procedure section of the PPR, use the
first iteration statement to determine whether the point is earned.
● The iteration statement does not need to be contained in a procedure to earn this point

Do NOT award a point if the following is true:

● The identified number of times the body of the iteration statement will execute does not
match the code.
 81 81
TClark
FRQ#2a CED - Common Mistakes
● Write a specific number for how many times it loops.
○ Don't put "one", since then it's not iterating at all

● To make an infinite loop with a list loop, can append a new item each iteration
● Can also change it to a while loop which a condition that is always True
● Some students wrote about the if statement either before or after the loop, not
the loop itself:
○ TClark recommends writing down your code first "for item in list" and focus on that
○ Misunderstood conditional statement vs condition of loop, see terminology.

● A trivial use of iteration could be:

○ A loop that always executes only one time.
○ A loop that has the same outcome, such that the overall outcome is the same
whether the code iterates one time or many times.
 82 82
TClark
FRQ#2a Vid - Sample Prompt

Consider the first conditional statement included in the Procedure section of

your Personalized Project Reference. Describe a condition that will cause the body
of this conditional statement to execute and describe the result of the statement's
execution in the context of the program.
 83 83
TClark
FRQ#2a Vid - Potential Annotation
i
Consider the first conditionalf
statement included in the Procedure section of
your Personalized Project Reference. Describe a condition that will cause the body
of this conditional statement to execute and describe the result of the statement's
execution in the context of the program.
 84 84
TClark
FRQ#2a Vid - Scoring

The written response:

● Describes a specific value or range of values that cause the first conditional to be true

AND
● Describes the result of the statements execution in the context of the program

Decision Rules: Consider the PPR and Written Response 2a when scoring this point:
● Response must refer to the FIRST conditional statement

Do NOT award a point if the following is true:

● The response is inaccurate, or inconsistent with the program.
 85 85
TClark
FRQ#2a Vid - Common Mistakes
● Write about the code in the body of the if statement and what it does for
your program.
● Only write about the first if
○ Do not write about the else part or the else if part
 86 86
TClark
FRQ#2a PracticeExam1 - Common Mistakes
●
●
● .
 87 87
TClark
FRQ#2a PracticeExam2 - Common Mistakes
● TClark recommends writing the original IF statement, then the new equivalent
one underneath
● Must be about only the one line IF statement, the first one in your P1 section
● Make sure you use == correctly
● Easy ways to solve this:
○ double negative (x < 5) → not (x >= 5), or (x < 5 != False)
○ switch order (x < 5) → (5 > x), or (x < 5 and y < 10) → (y < 10 and x < 5)

● Don't need to write an explanation, since it doesn't prompt you to

 88 88
TClark
FRQ#2a PracticeExam3 - Common Mistakes
● .
● .
TClark 89 89

FRQ#2b.
Errors and Testing
 90 90
TClark
FRQ#2b's Related Learning Objectives
● Identify the error.
○ how can you find errors?
○ is it a syntax error that won't even let your program start?
○ is it a run-time error that will crash your program in the middle of running?
○ is it a logical error that makes your program not work as intended?

● Correct the error.

○ describe how you modify your program so that it works as intended

● Identify inputs and corresponding expected outputs or behaviors that can be

used to check the correctness of an algorithm or program.
○ how can you test your program to ensure it works as intended for all possible
outcomes?
○ where can you put print statements to check your code?
○ how can you use hand-tracing or debuggers to check your code?
 91 91
TClark
FRQ#2b 2024Exam Set1 - Sample Prompt

Refer to your Personalized Project Reference when answering this question.

Consider the procedure identified in part (i) of the Procedure section of your
Personalized Project Reference. Write two calls to your procedure that each cause
a different code segment in the procedure to execute. Describe the expected
behavior of each call. If it is not possible for two calls to your procedure to cause
different code segments to execute, explain why this is the case for your
procedure.
 92 92
TClark
FRQ#2b 2024Exam Set1 - Potential Annotation

Refer to your Personalized Project Reference when answering this question.

Consider the procedure identified in part (i) of the Procedure section of your
Personalized Project Reference. Write two calls to your procedure that each cause
a different code segment in the procedure to execute. Describe the expected
behavior of each call. If it is not possible for two calls to your procedure to cause
different code segments to execute, explain why this is the case for your
procedure.
 93 93
TClark
FRQ#2b 2024Exam Set1 - Scoring pg1

The written response:

● includes two calls to the procedure. Each call must cause a different program code
segment in the procedure to execute.

● describes the expected behavior of each call.

OR

● explains why it is not possible for two calls to the procedure to cause different code
segments to execute.
 94 94
TClark
FRQ#2b 2024Exam Set1 - Scoring pg2

Decision Rules (for teachers who grade your response):

Consider the Personalized Project Reference and Written Response 2b when scoring this point.

● If multiple procedures are included in part (i) of the Procedure section of the PPR:

○ Use the procedure identified in the written response to determine whether the
point is earned.

○ If no procedure is identified in the written response, then use the first procedure to
determine whether the point is earned.

● The parameter(s) used in the procedure must be explicit. Explicit parameters are
defined in the header of the procedure.

● A procedure that uses its parameter(s) to execute two different code segments can earn
this point.
 95 95
TClark
FRQ#2b 2024Exam Set1 - Scoring pg3

Decision Rules (for teachers who grade your response):

Consider the Personalized Project Reference and Written Response 2b when scoring this point.

● A procedure that uses its parameter(s) to execute or bypass a code segment can earn
this point.

● The syntax of the procedure calls does not need to be correct as long as the correct
arguments are identified.

● A description of each call rather than program code is acceptable.

● A general description of argument value(s) is considered acceptable.

 96 96
TClark
FRQ#2b 2024Exam Set1 - Scoring pg4

Do NOT award a point if the following is true:

● A procedure is not identified in part (i) of the Procedure section of the PPR.

● The response does not apply to the procedure in part (i) of the Procedure section of the
Personalized Project Reference.

● The procedure identified in part (i) of the Procedure section of the Personalized Project
Reference does not include at least one explicit parameter.

● The use of the explicit parameter is irrelevant (e.g., does not affect the code segment of
the procedure that is executed or is reassigned before being used).

● The two calls are to two different procedures.

● The response describes expected behavior that is implausible, inaccurate, or

inconsistent with the program.
 97 97
TClark
FRQ#2b 2024Exam Set2 - Sample Prompt

Refer to your Personalized Project Reference when answering this question.

Consider the procedure and procedure call identified in parts (i) and (ii) of the
Procedure section of your PPR. Describe the outcome that your procedure call is
intended to produce. Write a new procedure call with at least one different
argument value that will produce the same outcome, if possible, and explain why
this procedure call produces the same outcome. If it is not possible to write a new
procedure call that produces the same outcome, explain why this is not possible.
 98 98
TClark
FRQ#2b CED - Sample Prompt

Consider the procedure included in part (i) of the Procedure section of your
Personalized Project Reference. Describe a change to your procedure that will
result in a run-time error. Explain why this change will result in a run-time error.
 99 99
TClark
FRQ#2b CED - Potential Annotation

Consider the procedure included in part (i) of the Procedure section of your
Personalized Project Reference. Describe a change to your procedure that will
result in a run-time error. Explain why this change will result in a run-time error.
 100
100
TClark
FRQ#2b CED - Scoring

The written response:

● describes a change to the procedure that will result in a run-time error.
● explains why the change will result in a runtime error.

Decision Rules: Consider the PPR and Written Response 2b when scoring this point:
● If multiple procedures are included in part (i) of the Procedure section of the PPR, use
the first procedure to determine whether the point is earned.

Do NOT award a point if the following is true:

● A procedure is not identified in part (i) of the Procedure section of the PPR.
● The response does not apply to the procedure in in part (i) of the Procedure section of
the PPR.
● The response describes expected behavior that is implausible, inaccurate, or
inconsistent with the program.
 101
101
TClark
FRQ#2b CED - Common Mistakes
● Many students described a logical error that makes your code run differently
than you intend, vs a run-time error which will crash the program
○ other error is a syntax error, which doesn't even let your program start, see terms

● If you write that setting the list index at a number bigger than 1, since there's
only 1 thing in the list, might get the point.
○ But then you won't get the list point, since it's trivial to have only 1 thing in a list
○ You should instead write about trying to access the 1000th item in your list since
there will never be 1000 items in your particular list (or another huge number)

● run-time error examples:

○ divide by zero
○ true instead of True
○ calling a function that doesn't exist, hello() vs Hello()
○ trying to access a list item that isn't there (i.e. index too large or negative)
 102
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TClark
FRQ#2b Vid - Sample Prompt

Consider the procedure identified in part (i) of the Procedure section of your
Personalized Project Reference. Describe a call to the procedure and explain what
behavior this call can be used to test in your program.
 103
103
TClark
FRQ#2b Vid - Potential Annotation

Consider the procedure identified in part (i) of the Procedure section of your
Personalized Project Reference. Describe a call to the procedure and explain what
behavior this call can be used to test in your program.
 104
104
TClark
FRQ#2b Vid - Scoring

The written response:

● Describes a call with argument(s)

● Explains the behavior that the call can test as part of a testing strategy

Decision Rules: Consider the PPR and Written Response 2b when scoring this point:
● Response must correctly refer to the identified procedure.

Do NOT award a point if the following is true:

● If no procedure with an explicit parameter is defined in the PPR.

● The response is inaccurate, or inconsistent with the program.

 105
105
TClark
FRQ#2b Vid - Common Mistakes
● Make sure your argument(s) is an actual value
○ don't use functionName(x), use functionName(100)

○ don't use functionName(country), use functionName("Spain")

 106
106
TClark
FRQ#2b PracticeExam1 - Common Mistakes
● Some students only described the function, maybe the parameters, but never
actually wrote the function name + call
● Other students only wrote the function call, but did not describe why the
parameters change the call, etc.
● Some students described a different function that is called IN your function,
no...your should write about the function at the top of Procedure i
● def ← should NOT be part of the call
● If you put code around it for context, make sure you point out what the actual
call is
 107
107
TClark
FRQ#2b PracticeExam2 - Common Mistakes
● .
● .
 108
108
TClark
FRQ#2b PracticeExam3 - Common Mistakes
● .
● .
TClark 109
109

FRQ#2c.
Data and Procedural
Abstraction
 110
110
TClark
FRQ#2c's Related Learning Objectives
● Develop data abstraction using lists to store multiple elements.
○ make a list and ensure data is being added to it

● Explain how the use of data abstraction manages complexity.

○ why does a list allow you to use fewer lines of code?

● Determine the result of an algorithm that includes list traversals.

● Write iteration statements to traverse a list.
○ for item in aList:
○ for index in range(len(aList)):
○ FOR EACH item IN aList

● Explain how the use of procedural abstraction manages complexity.

○ why is calling a procedure a shortcut?
○ why is calling a procedure multiple times with different argument values useful?
 111
111
TClark
FRQ#2c 2024Exam Set1 - Sample Prompt

Refer to your Personalized Project Reference when answering this question.

Suppose another programmer provides you with a procedure called

checkValidity(value) that returns true if a value passed as an argument is
considered valid by the other programmer and returns false otherwise. Using the
list identified in the List section of your Personalized Project Reference, explain in
detailed steps an algorithm that uses checkValidity to check whether all
elements in your list are considered valid by the other programmer. Your
explanation must be detailed enough for someone else to write the program code
for the algorithm that uses checkValidity.
 112
112
TClark
FRQ#2c 2024Exam Set2 - Sample Prompt

Refer to your Personalized Project Reference when answering this question.

Consider the procedure identified in part (i) of the Procedure section of your
Personalized Project Reference. Identify the parameter(s) used in this procedure.
Explain how your identified parameter(s) use abstraction to manage complexity in
your program.
 113
113
TClark
FRQ#2c 2024Exam Set2 - Potential Annotation

Refer to your Personalized Project Reference when answering this question.

Consider the procedure identified in part (i) of the Procedure section of your
Personalized Project Reference. Identify the parameter(s) used in this procedure.
Explain how your identified parameter(s) use abstraction to manage complexity in
your program.
 114
114
TClark
FRQ#2c 2024Exam Set2 - Scoring pg1

The written response:

● identifies the parameter(s) of the procedure.

● explains how the identified parameter(s) use abstraction to manage complexity in their
program.

Decision Rules (for teachers who grade your response):

Consider the Personalized Project Reference and Written Response 2c when scoring this point.

● If multiple procedures are included in part (i) of the Procedure section of the PPR, use
the first procedure to determine whether the point is earned.

● The parameter(s) used in the procedure must be explicit. Explicit parameters are
defined in the header of the procedure.
 115
115
TClark
FRQ#2c 2024Exam Set2 - Scoring pg2

Do NOT award a point if the following is true:

● A procedure is not identified in part (i) of the Procedure section of the PPR.

● The response does not apply to the procedure in part (i) of the Procedure section of PPR.

● The response identifies arguments instead of parameters for the first scoring criterion.

● The procedure identified in part (i) of the Procedure section of the PPR does not include
at least one explicit parameter.

● The use of any of the parameters is irrelevant (i.e., does not affect the outcome of the
procedure or is reassigned immediately before being used).

● The response includes an explanation that is implausible, inaccurate, or inconsistent

with the procedure.

● The procedure is not a student-developed procedure (e.g. an event handler).

 116
116
TClark
FRQ#2c CED - Sample Prompt

Suppose you are provided with a procedure called isEqual(value1, value2)

The procedure returns true if the two parameters value1 and value2 are equal
in value and returns false otherwise. Using the list you identified in the List
section of your Personalized Project Reference, explain in detailed steps an
algorithm that uses isEqual to count the number of times a certain value appears
in your list. Your explanation must be detailed enough for someone else to write
the program code.
 117
117
TClark
FRQ#2c CED - Potential Annotation

Suppose you are provided with a procedure called isEqual(value1, value2)

The procedure returns true if the two parameters value1 and value2 are equal
in value and returns false otherwise. Using the list you identified in the List
section of your Personalized Project Reference, explain in detailed steps an
algorithm that uses isEqual to count the number of times a certain value appears
in your list. Your explanation must be detailed enough for someone else to write
the program code.

Note: "certain value" is not really defined in this

prompt, but used in context it has to be a value which
matches the elements in your PPR list. So if your list is
a collection of colors, it could be "blue", and this
algorithm should count how many blues are in your list
 118
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TClark
FRQ#2c CED - Scoring

The written response:

● explains in detailed steps an algorithm that uses isEqual to count the number of
elements in the list that are equal to a certain value.

Decision Rules: Consider the PPR and Written Response 2c when scoring this point:
● If multiple lists are included in the List section of the PPR, use the first list.
● Can be described in code, pseudocode, a sequence of steps in English, or a paragraph in English.
● Must describe iterating over all elements of the list, calling isEqual on each list element and
maintaining a count of the number of list elements equal to a certain value.
● Must correctly determine the number of elements that are equal to a certain value. Some ways this
can be determined is by storing the value in a variable, returning it, or displaying it to the user.

Do NOT award a point if the following is true:

● A list is not identified in the List section of the PPR.
● The description of the algorithm is not detailed enough for someone else to write the
code.
 119
119
TClark
FRQ#2c CED - Common Mistakes
● Many students are describing the correct algorithm, but fail to state WHAT
they are counting, i.e. what data from list could you be counting
○ list of colors → counting blue
○ list of fish → counting salmon
○ list of cars → counting 2020 models

● Even if it's just one thing currently in the list, state what it is or what they could
be counting.
● TClark recommends you start by writing that you are looking for as value2 and
what that value2 could represent with regards to your list & program, then use
value1 as the changing items for the list you are iterating over:
○ counter initialized to zero
for every item in the list:
if isEqual(item, "value searching for"):
increment counter
print counter
 120
120
TClark
FRQ#2c Vid - Sample Prompt

Consider the list identified in the List section of your Personalized Project
Reference. Describe how your program could be written without the use of a list. If
it is not possible for your program to work without the use of a list, describe how
your program's functionality would be limited.
 121
121
TClark
FRQ#2c Vid - Potential Annotation

Consider the list identified in the List section of your Personalized Project
Reference. Describe how your program could be written without the use of a list. If
it is not possible for your program to work without the use of a list, describe how
your program's functionality would be limited.
 122
122
TClark
FRQ#2c Vid - Scoring

The written response:

● Describes a plausible way to rewrite the program without the use of a list

OR

● Describe the limitations to the program's functionality if a list were not used

Decision Rules: Consider the PPR and Written Response 2c when scoring this point:
● Response must correctly refer to the identified list.

Do NOT award a point if the following is true:

● If no list is defined in the PPR.

● The response is inaccurate, or inconsistent with the program.

 123
123
TClark
FRQ#2c Vid - Common Mistakes
●
 124
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TClark
FRQ#2c PracticeExam1 - Common Mistakes
● Need to write about how the specific code from List ii would be changed or
rewritten
● Cannot use another list
○ i.e. no lists, OR groups, are possible...then how would you code it without any data
aggregation/collection?

● High-scoring responses describe how the program would need to be rewritten

in a more complex manner without the list, referencing specific instructions
and functionality in the submitted program. For example, "The list stores a set
of 30 colors to test against, so without the list, I would have to test each of the
colors individually in a long sequence of 30 if statements to update the score."
 125
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TClark
FRQ#2c PracticeExam2 - Common Mistakes
● .
● .
 126
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TClark
FRQ#2c PracticeExam3 - Common Mistakes
● .
● .
TClark 127
127

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