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0% found this document useful (0 votes)
735 views136 pagesAp CS 2009
Uploaded by
baojia chenCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 136
The 2009 AP® Computer Science A
Released Exam
Contains:
= Multiple-Choice Questions, Answer Key, and Diagnostic Guide
= Free-Response Questions with:
+ Scoring Guidelines
+ Sample Student Responses
+ Scoring Commentary
= Statistical Information About Student Performance on the 2009 Exam
Materials included in this Released Bxam may not reflect the current AP Course Description and exam in
this subject, and teachers are advised to take this into account as they tise these materials to support theit
ation about this AP course and exam, please download the
official AP Course Description from the AP Central* Web site at apcentral.collegeboard.com.
anstructi
ef students. For up-to-date infonshapter I: The AP’ Process
Nhat Is the Purpose of the AP® Computer Science A
‘am?
Who Develops the Exam?
Jow Is the Exam Developed?
Section I—Multiple Choice
Section II—Free Response
Question Types
Multiple Choice
Free Response
icoring the Exam
‘Who Scores the AP Computer Science A Exam?
Ensuring Accuracy
How the Scoring Guidelines Are Created
Training Readers to Apply the Scoring Guidelines
Maintaining the Scoring Guidelines
Preparing Students for the Exam
Essential Features of Student Responses
‘Teaching Free-Response Writing
+ chapter will give you a brief overview of the
slopment and scoring processes for the AP Computer
nee A Exam. You can find more detailed information
P Central® (apcentralcollegeboard.com)
aat Is the Purpose of the
’ Computer Science A Exam?
AP Computer Science A Exam is designed to allow
lents to demonstrate that their knowledge, under-
ding, and skills are equivalent to those gained by
lents who have successfully completed an introductory
2ge-level course in computer science. The AP Computer
nce A Exam includes material that is covered in a
-semester computer science course in which the Java
gramming language is used to illustrate an object-
ited approach to problem solving and algorithm
slopment. :
he multiple-choice section of the exam is designed to
zr the breadth of the curriculum in terms of knowledge,
«ciples, and conceptual understanding. The free
vonse section requires students to solve problems
vlving more extended reasoning. In both sections,
lents must demonstrate their ability to design, write,
yyze, and document programs and subprogeams
Lifying scores on the AP Computer Science A Exam
* allow students to begin their college careers with credit
an introductory computer science course and/or
ribution credit for a computer science course
Who Develops the Exam?
‘The AP Computer Science Development Committee,
working with Assessment Specialists at ETS, develops the
exam. This committee is appointed by the College Board
and is composed of six teachers from secondary schools,
colleges, and universities in the United States. The members
provide different perspectives: high school teachers offer
valuable advice regarding realistic expectations when
‘matters of content coverage, skills required, and clarity of
phrasing are addressed. College and university faculty
_members ensure that the questions are at the appropriate
level of difficulty for students planning to continue their
studies at colleges and universities. Committee members
typically serve one to four years.
‘Also aiding in the exam development process is the Chief
Reader, the college computer science professor responsible
for supervising the scoring of the free-response questions at
the AP Reading. The Chief Reader attends every committee
‘meeting to ensure that the free-response questions selected
for the exam can be scored reliably. The expertise of the Chief
Reader and the committee members who have scored exams
in past years is notable: they bring to bear their valuable
‘experience from past AP Readings and suggest changes to
improve the quality and the performance of the questions. In
addition, ETS computer science Assessment Specialists offer
their guidance and advice.
How Is the Exam Developed?
‘The Development Committee sets the exam specifications,
determining what will be tested and how it will be tested.
also determines the appropriate level of dificulty for the
exam, based on its understanding of the level of competence
required for success in introductory computer science
courses in colleges and universities. Each AP Computer
Science A Exam is the result of several stages of
development that together span two or more years.
Section I—Multiple Choice
1. Development Committee members and other faculty
‘write and submit multiple-choice questions directed to
the major topics outlined in the AP Computer Science A
Course Description
2. ETS Assessment Specialists perform preliminary reviews
to ensure that the multiple-choice questions are worded
clearly and concisely3. At the committee meetings, which are held two or three
timesa year, the committee members review, revise, and
approve the draft questions for use on future exams, They
ensure that the questions are clear and unambiguous, that
each question has only one correct answer, and that the
difficulty level ofthe questions is appropriate.
4, Most of the approved draft questions are pretested in
college classes to obtain some estimate ofthe questions
level of difficulty.
5. From the pool of approved questions, ETS Assessment
Specialists select an appropriate mix of materials for the
‘multiple-choice section of an exam, making sure that
the questions are distributed across the content areas
as specified by the Development Committee in the
AP Computer Science A Course Description.
6. The committee thoroughly reviews the draft exam in
various stages of its development, revising the individual
{questions and the mix of questions until itis satisfied with
the result
“The committee contls the difficulty le
el ofthe multiple-
choice section by selecting a wide range of questions, a sub-
set of which has been used in an earlier form of the exam.
Section IJ—Free Response
1. Wellin advance ofthe exam administration, the members
of the Development Committee write free-response
{questions for the exam, These are assembled into 9
free-response question pool
2. From this pool, the committee selects an appropriate
‘combination of questions tor a particular exam. It reviews
and revises these questions at all stages of development of
that exam to ensure that they are ofthe highest possible
‘quality. The committee considers, for example, whether the
questions will offer an appropriate level of difficulty and
whether they will elicit answers that will allow Readers, the
high school and college computer science teachers who
score the free-response questions, to discriminate among
the responses along the scoring guidelines used for the
different questions. An ideal question enables the stronger
students to demonstrate their accomplishments while
revealing the limitations of less proficient students.
Question Types
“The 2009 AP Computer Science A Exam contains a 75-
minute multiple-choice section consisting of 40 questions
and a 105-minute free-response section consisting of
4 questions. The two sections are designed to complement
each other and to measure a wide range of skills.
Multiple-choice questions are useful for measuring 2
student’ level of competence in a variety of contexts. In
addition, they have three other strengths:
1. They are highly reliable, Reliability, or the likelihood the
students of similar ability levels taking a different form ¢
the exam will receive the same scores, is controlled mon.
effectively with multiple-choice questions than with
free-response questions.
2. ‘They allow the Development Committee to include a
selection of questions at various levels of difficulty, there
ensuring that the measurement of differences in student
achievement is optimized. For AP Exams, the most
important distinctions are between students earning
scores of 2 and 3 and those earning scores of 3 and 4.
‘These distinctions are usually best accomplished by usit
‘many questions of middle difficulty.
3. They allow comparison of the ability level ofthe current
students with those from another year. A number of
questions from an earlier exam ave included in the curre
cone, allowing comparisons to be made between the scor
of the earlier group of students and those of the current
group. This information, along with other data, is used t
establish AP scores that reflect the competence demand
by the Advanced Placement Program® and that can be
legitimately compared with scores from earlier years.
Free-response questions on the AP Computer Science A.
Exam require students to use thei analytical and
organizational skills to reason about and write program,
fragments that fit the specifications given. They allow
students to demonstrate their understanding of program
structure and their ability to translate that understanding
into a concrete solution. The free-response format allows
for the presentation of uncommon yet correct responses
and permits students to demonstrate their mastery of
‘computer science by 2 show of creativity.
‘The free-response and multiple-choice sections are
designed to complement each other and to meet the overal
course objectives and exam specifications. After each exam
administration, the questions in each section are analyzed
both individually and collectively, and the findings are use
to improve the following year’s exam.
Scoring the Exam
Who Scores the AP Computer Science A
Exam?
The multiple-choice answer sheets are machine scored.
‘The teachers who score the free-response section of the
AP Computer Science A Exam are known as Readers. The
majority of these Readers are experienced faculty member> teach either alhigh school AP Computer Science A
se or an equivalent course ata college or university,
fat care is taken to obtain a broad and balanced group of
sders. Among the factors considered before appointing
aeone to the role are school locale and setting (urban,
al, and so on), as well as the potential Reader's gender,
nicity, and years of teaching experience. University and
h school computer science teachers who are interested
plying to be a Reader at a future AP Reading can
aplete and submit an online application via AP Central
centsal.collegeboard,com/readers) or request more
ormation by e-mailing [email protected],
1 June 2009, approximately 130 computer science
:hers and professors gathered at the Duke Energy Center
Zincinnati, Ohio, to participate in the scoring session
the AP Computer Science A Exam. Some of the most
rienced members of this group were invited to serve as
estion Leaders and Table Leaders, and they arrived at the
ding early to help prepare for the scoring session. The
raining Readers were divided into groups, with each
up advised and supervised by a Table Leader. Under the
dance of the Chief Reader, Question Leaders and Table
ders assisted in establishing scoring guidelines, selecting
aple student responses that exemplified the guidelines,
\ preparing for Reader training. All ofthe free-response
stions on the 2009 AP Computer Science A Exam were
uated by the Readers at this single, central scoring
sion under the supervision of the Chief Reader.
suring Accuracy
primary goal of the scoring process is to have all
ders score their sets of responses fairly, consistently, and
h the same guidelines as the other Readers, This goal is,
jeved through the creation of detailed scoring guidelines,
thorough training ofall Readers, and the various checks
balances that are applied throughout the AP Reading.
'w the Scoring Guidelines Are Created
‘As the questions are being developed and reviewed, the
Development Committee and the Chief Reader discuss
the scoring of the free-response questions to ensure that
che questions can be scored validly and reliably. Before
the AP Reading, the Chief Reader prepares a draft of the
scoring guidelines for each free-response question. In the
case of AP Computer Science A, a 10-point scale (0-9) is
used. A score of 0 means the student received no credit
forthe problem.
The Chief Reader, Fxam Leaders, Question Leaders, Table
Leaders, and ETS Assessment Specialists meet atthe
Reading site afew days before the Reading begins. They
discuss, review, and revise the draft scoring guidelines,
and test them by pre-scoring randomly selected student
responses. If problems or ambiguities become apparent,
the scoring guidelines are revised and refined until a final
consensus is reached,
3. Once the scoring of student responses begins, no changes
‘or modifications in the guidelines are made. Given the
expertise of the Chief Reader and the analysis of many
student responses by Question Leaders and Table Leaders
in the pre-Reading period, these guidelines can be used to
cover the whole range of student responses. Each
Question Leader and Table Leader devotes a great deal of
time and effort during the fist day of the Reading to
‘eeching the scoring guidelines for that particular question
and to ensuring that everyone evaluating responses for
that question understands the scoring guidelines and can
apply them reliably.
Training Readers to Apply the Scoring
Guidelines
Because Reader training is so vital in ensuring that students
receive an AP score that accurately reflects their performance,
the process is thorough:
1. nthe first day of the Reading, the Chief Reader provides,
an overview of the exam and the scoting process to the
entire group of Readers. The Readers then break into
sinaller groups, with each group working on a particular
question for which it receives specific training.
2. Question Leaders direct a discussion of the assigned
question, commenting on the question requirements and
student performance expectations. The scoring guidelines
for the question are explained and discussed.
3. The Readers are trained to apply the scoring guidelines
by reading and evaluating samples of student answers
that were selected at the pre-Reading session as clear
examples of the various score points and the kinds of
responses Readers are likely to encounter. Question and
‘Table Leaders explain why the responses received
particular scores
4, When the Question Leader is convinced the Readers
understand the scoring guidelines and can apply them
uniformly, the scoring of student responses begins.
Reading teams are formed by pairing a more experienced
Reader with a new or less experienced Reader. Each team
is given a set of student exams to score. Both members
of the team score each studert response independently.
The resulting scores and differences in judgment ate
discussed until agreement is reached, with the Table
Leader, Question Leader, or Chief Reader acting as
arbitrator when needed5. After a team shows consistent agreement on its scores, its
members proceed to score papers individually. Readers
are encouraged to seek advice from each other, the Table
Leader, Question Leader, or Chief Reader when in doubt
about a score. Throughout the course of the Reading, a
student response that is problematic or inappropriate
receives multiple readings and evaluations.
Maintaining the Scoring Guidelines
‘Throughout the Reading, Table Leaders continue to reinforce
the use of the scoring guidelines by asking their groups to
review sample responses that have already been discussed as.
clear examples of particular scores, or to score new samples
and discuss those scores with them. This procedure helps
the Readers adhere to the standards of the group and helps
to ensure thata student response will get the same score
whether itis evaluated at the beginning, middle, or end of
the Reading
‘A potential problem is that a Reader could unintentionally
score a student response higher or lower than it deserves
because that same student performed well or poorly on
other questions. The following steps are taken to prevent
this so-called halo effect
A different Reader scores each question and the student's
identity is unknown to the Reader. Thus, each Reader
can evaluate student responses without being prejudiced
by knowledge about individual students.
No marks of any kind are made on the students’ papers.
‘The Readers record the scores on a form that is identified
only by the students AP number. Readers are unable to
see the scores that have been given to other responses in
the exam booklet.
Here are some other methods that help ensure that
everyone is adhering closely to the scoring guidelines:
Table Leaders backread (reread) a portion of the student
responses from each of the Readers in that Leader's group
“This approach allows Table Leaders to guide their Readers
toward appropriate and consistent interpretations of the
scoring guidelines
Readers are paired, so that every Reader has a partner
with whom to check for consistency and to discuss
problem cases. Table Leaders and Question Leaders are
also paired up to help each other on questionable calls.
‘The Chief Reader and the Exam Leaders monitor use
of the full range of the scoring scale for the group and
for each Reader by checking data on score distributions,
and they randomly read selected papers to check for
scoring consistency.
Reliability data are periodically collected by having
Readers unknowingly rescore booklets. Scores resultin
from the first and second readings are then compared
and analyzed.
Preparing Students for the Exam
‘The AP Computer Science A course is designed to be
comparable to a typical introductory computer science
course taught in a college ot university department of
computer science. The course emphasizes object-oriented
programming methodology with an emphasis on problen
solving and algorithm development, and is meant to be th
equivalent of a first-semester course in computer science.
also includes the study of data structures and abstraction
For allist of the topics covered, see the topic outline in the
AP Computer Science A Course Description. The following,
goals apply to the AP Computer Science A course:
Students should be able to design and implement
solutions to problems by writing, running, and
debugging computer programs.
1% Students should be able to use and implement
commonly-used algorithms and data structures.
Students should be able to develop and select appropri
algorithms and data structures to solve problems,
Students should 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 from the
AP Java subset
= Students should be able to read and understand a large
program consisting of several classes and interacting
objects, Students should be able to read and understan
a description of the design and development process
leading to such a program, (An example of such a
program is the AP Computer Science Case Study.)
™ Students should recognize the ethical and social
implications of computer use.
As teachers focus on the above goals, they will not only be
preparing their students for the AP Computer Science A
Exam, they will be preparing them for future study and
applications of computer science
Essential Features of Student Responses
‘There is far more to computer science than just the syntax,
of a programming language. Similarly there is much mon.
to the exam than testing syntax. Student responses are
evaluated as “good first drafts’ of the solution to a probler
In a world where so many students (as well as professionaputer scientists) use tools such as IDEs to help in their
gramming, itis foolish to expect students to worry about
ing punctuation exactly right. As part of evaluating
-response questions, Readers are provided with General
ring Guidelines that describe how to penalize (or ignore)
vor errors, such as missing braces, confusing = and
using a class name as an instance of that class. In
ring questions, Readers focus more on whether a
Jent response adequately addresses the major issues of
question (for example, array access, looping, class
aipulation, etc.) than more minor issues (is the code
amented, are the braces aligned, are parentheses used
ead of brackets, etc.)
Additionally, the ability of students in college classes is
sssed by programming projects as well as test questions.
ay professors consider programming projects lo be more
vortant than test questions because they are more repre-
tative of how computer science is actually done. Since
‘Computer Science A students are assessed with only
questions, these questions may have more structure
1 those on a college test. For example, students on @
ege test may be asked simply to write code to determine
xe values in an array are in increasing order. Instead
‘omething so straightforward, a question on the
Computer Science A Exam may pose the problem as
ting code to determine if a student’ scores have im-
ved over the course of a term, where the scores are kept
narray. This more complicated question can then assess
tudents can do basic array manipulation and how they
ald perform on programming projects.
‘Teaching Free-Response Writing
It is important for teachers to devote some course time
to having students answer questions like those on the
free-response section in a timed environment. Students,
accustomed to doing all their work in IDEs may have
trouble writing code “from scratch.” Itis also important
to have students experience the challenge of reading a
description of a problem and understanding exactly what
is being asked in the problem. Often, students are asked to
use code for which they are given just an interface, not a
complete implementation. They need to have experience
with reading descriptions of code before taking the AP
Exam
Many successful AP Computer Science A teachers use
«questions from past free-response exams on a regular basis,
and go over the scoring in class. The most recent questions,
along with the scoring guidelines used, are available on
AP Centralvyhapter IT: The 2009
\P Computer Science A Exam
sxam Content and Format Giving a Practice Exam
Siving a Practice Exam “The following pages contain the instructions as they appeared
structions for Administering the Exam in the 2009 AP Examination Instructions for administering
ote the AP Computer Science A Exam. Following these
. instructions are a blank 2009 answer sheet and the 2009
the Exam AP Computer Science A Exam, If you plan to use this,
released exam to test your students, you may wish to use
:am Content and Format these instructions to create an exam situation that closely
2009 AP Computer Science A Exam is 3 hours in length resembles an actual administration. If so, read only the
haas two sections: indented, boldface directions to the students all other
Instructions are for the person administering the exam and
need not be read aloud, Some instructions, such as those
referring to the date, the time, and page numbers, are no
longer relevant and should be ignored. References to the
AP Computer Science AB Exam, which was discontinued
after the 2009 administration, should also be ignored.
‘The term “grades,” which appears in the exam and exam
instructions that follow, refers to AP Exam scores of 1, 2,3,
4,0r5.
Another publication you might find useful is the
Packet of 10—ten copies of the 2009 AP Computer
Science A Exam, each with a blank answer sheet. You
can order this ttle online at the College Board Store
(store.collegeboard.com).
\ 75-minute multiple-choice section consisting of
\0 questions accounting for 50 percent of the final score.
4 105-minute frée-response section consisting of
i questions accounting for 50 percent of the final score.
2009 AP Computer Science A
Exam Format
Multiple Choice (Section I)
40 questions .... -75 minutes
Free Response (Section I)
4 questions veeceeseees 105 minutesInstructions for Administering the Exam
(from the 2009 AP Examination Instructions booklet)
‘The Computer Science A exam and the Computer Science AB exam should be administered
simultaneously. They may be administered in separate rooms, or in the same room if it is more
convenient.
SECTION I: Multiple-Choice Questions
J[ Do not begin the exam instructions below until you have completed the appropriate
General Instructions for your group.
Make sure you begin the exam at the designated time. When you have completed the General
Instructions, say:
Itis Tuesday morning, May 5, and you will be taking either the AP Computer
Science A Exam or the AP Computer Science AB Exam. {na moment, you will
open the packet that contains your exam materials. By opening this packet,
you agree to all of the AP Program's policies and procedures outlined in the
2008-09 Bulletin for AP Students and Parents. Please check to make sure you
have the correct exam: Computer Science A or Computer Science AB. Raise
your hand if you do not have the correct exam.
You may now apen your exam packet and take out the Section | booklet, but
do not open the booklet or the shrinkwrapped Section II materials. Put the
white seals aside. Read the statements on the front cover of Section | and
look up when you have finished. .. .
Now sign your name and write today's date. Look up when you have
finished. ...
Now print your full legal name where
icated. Are there any questions? ..
‘Answer any questions. Then say:
Now turn to the back cover and read it completely. Look up when you
have finished. .
Are there any questions?
‘Answer any questions. Then say:
Section | is the multiple-choice portion of the exam. You may never discuss
these multiple-choice questions at any time in any form with anyone,
including your teacher and other students. If you disclose these questions
through any means, your AP Exam grade will be canceled. Are there any
questions? .
Answer any questions. Then say:
You must complete the answer sheet using a No. 2 pencil only. Mark
all of your responses on your answer sheet, one response per question.
Completely fill in the ovals. There are more answer ovals on the answer
sheet than there are questions, so you will have unused ovals when you
reach the end. Your answer sheet will be scored by machine; any stray marksor smudges could be read as answers. If you need to erase, do so carefully
and completely. No credit will be given for anything written in the exam
booklet. Scratch paper is not allowed, but you may use the margins or any
blank space in the exam booklet for scratch work. Are there any questions? . ..
Answer all questions regarding procedure, Then say:
You may use the orange appendix booklet throughout the exam. Appendix A
contains the AP Java Quick Reference, and appendixes B through G contain
case study reference material. In the Computer Science A exam, the case study
questions are 21 through 25. In the Computer Science AB exam, the case study
questions are 20 through 25. You have 1 hour and 15 minutes for Section I.
Open your Section | booklet now and begin.
® Note start Time here____ Note Stop Time here ____.. You and your proctors
should make sure students are marking their answers in pencil on their answer sheets, and that
they are not looking at their shrinkwrapped Section II booklets. After 1 hour and 15 minutes, say:
‘Stop working. Close both your exam booktet and orange appendix booklet
and put your answer sheet on your desk, face up. | will now collect your
answer sheet.
‘After you have collected an answer sheet from each student, say
Take your seals and press one on each area of your exam booklet marked
“PLACE SEAL HERE.” Fold them over the open edges and press them to the
back cover. When you have finished, place the exam booklet on your desk
with the cover face up. Keep your orange appendix booklet; you will need it
for Section II of the exam.
I will now collect your Section | booklet.
{As you collect the sealed Section 1 booklets, check to be sure that each student has signed the
front cover. There is a 10-minute break between Sections | and I. When all Section I materials
have been collected and accounted for and you are ready for the break, say:
Please listen carefully to these instructions before we take a break.
Everything you placed under your chair at the beginning of the exam must
remain there. You are not allowed to consult teachers, other students,
or textbooks about the exam materials during the break. You may not
make phone calls, send text messages, check e-mail, access a computer,
calculator, cell phone, PDA, MP3 player, e-mail/messaging device, or any
other electronic or communication device. Remember, you are not allowed
to discuss the multiple-choice section of this exam with anyone at any time.
Failure to adhere to any of these rules could result in cancellation of your
grade. Please leave your shrinkwrapped Section II package and your orange
appendix booklet on top of your desk during the break. You may get up, talk,
go to the restroom, or get a drink. Are there any questions? ...
Answer all questions regarding procedure. Then say:
@® Let's bogin our break. Testing will resume atSECTION II: Free-Response Questions
After the break, say
May | have everyone's attention? Place your Student Pack on your desk. ...
You may now open the shrinkwrapped Section Il package. ...
Read the bulleted statements on the front cover of the pink booklet. Look up
when you have finished. ...
Now place an AP number label on the shaded box. If you don't place an
‘AP number label on this box, it may be impossible to identify your booklet,
which could delay or jeopardize your AP grade. If you don’t have any AP
number labels, write your AP number in the box. Look up when you have
finished. ..
Read the last statement... .
9 a pen with black or dark blue ink, print the first, middle, and last
Is of your legal name in the boxes and print today's date where
‘ated. This constitutes your signature and your agreement to the
conditions stated on the front cover... .
‘Tum to the back cover and read Item 1 under “Important Identification
Information.” Print your identification information in the boxes. Note that
you must print the first two letters of your last name and the first letter of
your first name. Look up when you have finished. .
In {tem 2, print your date of birth in the boxes... .
Read Item 3 and copy the school code you printed on the front of your
‘Student Pack into the boxes. ...
Read Item 4. .
Are there any questions? . . .
Answer all questions regarding procedure. Then say:
I need to collect the Student Pack from anyone who will be taking another
‘AP Exam. If you are taking another AP Exam, put your Student Pack on your
desk. You may keep it only if you are not taking any other AP Exams this
year. If you have no other AP Exams to take, place your Student Pack under
your chair now. ...
While Student Packs are being collected, read the “At a Glance” column.
and the instructions for Section Il on the back cover of the pink booklet.
Do not open the booklet until you are told to do so. Look up when you
have finished. . ..
Collect the Student Packs. Then say:
Are there any questions? . . .
Answer all questions regarding procedure. Then say:
Now open the Section II booklet and tear out the green insert that is in the
center of the booklet. In the upper right-hand corner of the cover, print your
name, your teacher's name, and your school’s name.Read the information on the front cover of the green insert. Look up when
you have finishe
‘You will need the orange appendix booklet for Question 2 in both the A exam
and the AB exam, although you may use it at any time during this period. You
may make nates in the green insert, but you must write your answers in the pink
booklet using a No. 2 pencil. You are responsible for pacing yourself, and may
proceed freely from one question to the next. If you need more paper during the
exam, raise your hand, At the top of each extra piece of paper you use, be sure to
write your AP number and the number of the question you are working on. You
have 1 hour and 45 minutes for Section Il. Are there any questions? ....
Answer any questions. Then say:
You may begin.
@ Note start Time here Note Stop Time here __. You and your proctors
should make sure students are writing their answers in their Section IT booklets, After I hour and
35 minutes, say:
There are 10 minutes remaining.
After 10 minutes, say:
‘Stop working and close your exam booklet, the orange appendix booklet, and
the green insert. Put your pink booklet, your orange appendix booklet, and
your green insert on your desk, face up. Remain in your seat, without talking,
while the exam materials ate collected... .
Collect a pink Section II booklet, an orange appendix booklet, and a green insert from every
student. Check for the following:
+ Section II booklet front cover: The student placed an AP number label in the shaded box,
and printed his or her initials and today’s date
+ Section II booklet back cover: The student completed the “Important Identification
Information” area.
+ ‘The student wrote answers in the pink booklet and not in the orange appendix booklet or
green insert.
‘The green inserts must be stored securely for no fewer than two school days. After the two-day
holding time, the green inserts may be given to the appropriate AP teacher(s) for return to the
students. The orange appendix booklets must be returned to the AP Program. When all exam
materials have been collected and accounted for, say’
Your teacher will return your green inserts to you in about two days, You
may not discuss the free-response questions with anyone until that time.
Remember that the multiple-choice questions may never be discussed or
shared in any way at any time. You should receive your grade report in the
mail about the third week of July. You are now dismissed.
Exam materials should be put in locked storage until they are returned to the AP Program after
your school’s last administration, Before storing materials, check your list of students who are
eligible for fee reductions and fill in the appropriate oval on their registration answer sheets. To
receive a separate AP Instructional Planning Report or student grade roster for each AP class
taught, fill in the appropriate ova} in the “School Use Only” section of the answer sheet. See “Post-
Exam Activities” in the 2009 AP Coordinator's Manual
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Language and Culture, Japanese Language and Culture,
following questions. (Your responses wit not alc your grad)
“Have you ved or stdied for one month or more in a county where the
language ofthe exam you are now aking is spoken? Ov ON
2, Do you reguaty speak or hear he language at home? Owe OM
Indicate your answers to the exam questions In this section. Ifa question has only four answer options, do
‘not mark option E. Your answer sheet will be scored by machine. Use only No. 2 pencils to mark your
answers on pages 2 and 3 (one response per question}. After you have determined your response, be sure
to completely fil|n the oval corresponding to the number of the question you are answering. Stray marks.
and smudges could be read as answers, $0 erase carefully and completely. Any improper griddi
affect your grade. Answers written in the multiple-choice booklet will nt be scored.
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pti tii | items = new ArrayList();
items .add("A\
itens.
items. fi
items.add(0, "D*);
items. remove (3):
items.add(0, "E");
System.out .print1n (items) ;
What is printed as 2 result of executing the code segment?
(A) 1A, B,C, El
(B) (A, B, D, B}
© [£, D, a, BY
(0) [z, D, a, C}
(©) (8, D, C, B)
When designing a class hierarchy, which ofthe following should be true of a superclass?
(A) A superclass should contain the data and functionality that are common to all subclasses that inherit from
the superclass.
(B) A superclass should be the largest, most complex class from which all other subclasses are derived.
(C) A superclass should contain the data and functionality that are only required for the most complex class.
(D) A superclass should have public data in order to provide access for the entire class hierarchy.
(E) A superclass should contain the most specific details of the class hierarchy.
GO ON TO THE NEXT PAGE.Questions 6-7 refer to the following code segment.
int k = arandom number such that 1S Sn;
for (int p = 2; p 0; pos
(
total
}
vals{pos];
I. int pos = 0;
while (pos nameLi:
String name, String newvalue)
ce
for (int j = 0; 3 = 0
public void mystery(int x)
i
if (x / 10) != 0)
(
mystery(x / 10);
)
System.out-print (x % 10);
)
Which of the following is printed as a result of the call mystery (123456) ?
(a) 16
(B) 56
(C) 123456
(D) 654321
(E) Many digits are printed due to infinite recursion.
[Unauthorend copying or eure of
[any part of bis pag egal
GO ON TO THE NEXT PAGConsider the following instance variables and incomplete method that are part of a class that represents an item.
‘The variables years and months are used to represent the age of the item, and the value for months
always between 0 and 11, inclusive. Method updateage is used to update these variables based on the
parameter extratonths that represents the number of months to be added to the age.
private int years;
private int months; // 0 = 0
public void updateage(int extraMonths)
i
/* body of updateage */
)
Which of the following code segments could be used to replace /* body of updateage */ so thatthe
method will work as intended?”
1. int yrs = extraMonths % 12;
int mos = extraMonths / 12;
years = years + yrs;
months = months + mos;
Il, int totalMonths = years * 12 + months + extraMonths;
years = totalNonths / 12;
months = totalMonths % 12;
Ill. int totalNonths = months + extraMonths;
years = years + totalMonths / 12;
months = totalNonths % 12;
(A) Lonly
{B) Ioniy
(©) Mfonly
(D) Hand IIT only
(®) 1.1 and tt
GO ON TO THE NEXT PAGE.
at15, Consider the following method.
public String inRangeMessage(int value)
C
if (value 100)
return "Not in range";
else
return "In range";
)
Consider the following code segments that could be used to replace the body of inKangeMessage.
1 if (value 100)
return "Not in range";
else
return
In range";
)
else
yeturn "In range";
I. if, (value 100)
return "Not in range";
else
return ‘In range";
IM. if (value >= 0)
return "In range";
else if (value 0;
{
int pos = j;
for ( /* missing code */ }
i
if (arr[k] > arr[pos])
{
pos = k
}
)
swap(arr, j, pos);
3
Assume that swap(arr, j, pos) exchanges the valuesof arr [4] and arc [pos]. Which of the
following could be used to replace /* missing code */ so that executing the code segment sorts the
values in array arr?
yk = 5-1; > 07 kee
(B) kK = 5-4; k >= 0; ke
(C)k = 1; & arrlength; ke+
(BE) k = 0; k = 90)
return true;
if (testAverage
return true;
return false;
= 75 && assignmentsCompleted >= 4)
I, boolean pass = false;
if (testAverage >= 90)
pass = true;
if (testAverage >= 75 && assignmentsCompleted >= 4)
pass = true;
return pass;
Il, return (testaverage
(testaverage
90) ||
75 && assignmentsCompleted >= 4);
Which of the implementations will correctly implement method isPassing ?
(A) Lonly
(B) Honly
(©) Fand 11 only
(D) Hand UL only
(8) LU, and it
GO ON TO THE NEXT PAGE.
3738
Questions 21-25 refer to the code from the GridWorld case study. A copy of the code is provided in the
Appendix.
21. Consider the following code segment.
Location loch
Location loc2
new Location(3,
new Location(3,
i (1ocl equals (1oc2 .getadjacentLocation (Location. EAST) })
System. out.print ("aaa");
if (loc1.getRow()
if (loc. getDirectionToward(1oc2)
system. out .print ("555");
‘What will be printed as a result of executing the code segment?
(A) aaaxxx555
(B) aaaxxx
(C) xxx555
(D) 555
(B) aaa
= loc? .getRow())
System. out print ("XXX") ;
Location. EAST)
Unauhorzed copying ox ruse al
any part of is ge a toga
GO ON TO THE NEXT PAC1A RightTurningBug behaves like a Bug, except that when it turns, it turns 90 degrees to the right. The
declaration for the RightTurningBug class is as follows.
public class RightTurningBug extends Bug
(
public void turn()
/* missing implementation */
)
)
Consider the following suggested replacements for /* missing implementation */
I, int desiredDirection = (getDirection() + Location.RIGHT)
% Location.FULL_CIRCLE;
while (getDirection() != desiredDirection)
{
)
super.turn() ;
I super.turn();
super. turn();
Ill. setDirection(getDirection(] + Location.RIGHT);
Which of the replacements will produce the desired behavior?
(A) Lonly
(B) Honly
(©) Land Il only
(D) Land III only
(B) LM and tt
GO ON TO THE NEXT PAGE.
3940
23. Consider the following declarations,
Actor a = new Actor();
Bug b = new Bug();
Rock r = new Rock();
Critter ¢ = new Critter();
Consider the following lines of code.
Line: int dirl = c.getDirection();
Line2: int dir2 = a.getDirection();
Line 3: int dix3 = b.getDirection();
Line 4: ArrayList rLoc = r.getMoveLocations(
¢.getMoveLocations();
Line 5: ArrayList cLoc
Which of the lines of code above will cause a compile time error?
(A) Line 1 only
(B) Lines 2 and 3 only
(C) Line 4 only
(D) Line 5 only
(E) Lines 4 and 5 only
GO ON TO THE NEXT PAGConsider the following TestBug class declaration.
public class TestBug extends Bug
public void act()
t
if (canMove())
{
move () ;
if (canMove())
move();
y
else
t
setDirection(getDirection() + Location.HAL¥_CIRCLE) ;
)
)
y
The following code segment will produce @ grid that has a Rock object anda TestBug object placed as
shown.
Grid g = new PoundedGrid (5, 5);
Rock r = new Rock();
x.putSelfInGrid(g, new Location(2, 1));
Bug t = new TestBug()
t.putSelfIncrid(g, new Location(3, 2));
Fa
Which of the following best describes what the TestBug object t does as a result of calling t.act () ?
(A) Moves forward two locations and remains facing current direction
(B) Moves forward two locations and turns 180 degrees
(©) Moves forward one location and remains facing current direction
(D) Moves forward one location and turns 180 degrees
(B) Stays in the same location and turns 180 degrees
GOON TO THE NEXT PAGE. aABA DancingCritter isa Critter that moves in the following manner. The DancingCritter
‘makes a left turn if at least one of its neighbors is another DancingCritter. It then moves like a
Critter. Ifnone of its neighbors are DancingCritter objects, it moves likea Critter without
making a left turn. In all other respects, a DancingCritter acts like a Critter by eating neighbors that
are not rocks or critters. Consider the following implementations,
I public class DancingCritter extends Critter
{
public ArrayList getActors()
{
ArrayList actors = new ArrayList();
for (Actor a : getGrid() .getNeighbors (getLocation())}
‘
if (a instanceof DancingCritter)
actors.add(a) ;
)
return actors;
}
public void processActors(ArrayList actors)
‘ae (actors.size() > 0)
‘ setDirection(getDirection() + Location.LEFT) ;
buper. procosshetors actors)
Il. public class DancingCritter extends Critter
c
public void processActors(ArrayList actors)
€
boolean turning = false;
for (Actor a : actors)
t
if (a instanceof DancingCritter)
turning = true;
)
if (turning)
setDirection(getDirection() + Location.LEFT) ;
)
)
)
[Unauthorised copying o oun of
42 any part of is page a og
GO ON TO THE NEXT PACI. public class DancingCritter extends critter
(
public void maketfove(Location loc)
{
boolean turning = false;
for (Actor a : getGrid() .getNeighbors (getLocation()})
«
if (a instanceof DancingCritter)
turning = true;
d
if (turning)
(
setDirection(getDirection() + Location.LEFT) ;
y
super .makeMove (loc) ;
‘Thich of the proposed implementations will correctly implement the DancingCritter clas
\) Lonly
3) Ionly
2) Ml only
9) Land I only
1,1, and It
‘Garza copying arousal]
par ofthis pagel lege.
GO ON TO THF NFXT PAGE
aa26. Consider the following cade segment.
int k =
while (k = y) && !result );
Which of the following best describes the conditions under which the value of result willbe true after
the code segment is executed?
(A) Only when x = y
(© Only when x and y are equal
(D) The value will always be true.
(E) The value wilh never be true.
46
29.
Consider the following code segment.
for (int outer
(
for (int inner = 0; inner db)
is equivalent to which of the following?
(A) true
(B) false
© as=b
@) at=b
(©) "a b)
GO ON TO THE NEXT PAGE. a732. Consider the following code segment,
48
int a
int b
while (b != 0)
System.out.printin(a);
What is printed as a result of executing the code segment?
(ayo
8) 6
©
(D) 24
© 30
(Unauthorized copying rouse a]
any pat of is pagel Hegel
GO ON TO THE NEXT PAGE3. Consider the following method.
public int sol (int Lim)
“int s = 0;
for (int outer = 1; outer seq:
// precondition: numberOfValues > 0
// postcondition: seq has been initialized to an ArrayList of
i" length numberOfValues; each element of seq
uw contains a random Double in the range [0.0, 1.0)
public Numgequence(int numberofValues)
€
/* missing code */
)
)
Which of the following code segments could be used to replace /* missing code */ so that the
‘constructor will work as intended?
L ArrayList seq = new ArrayList (1;
for (int k = 0; k ();
for (int k = 0; k temp = new ArrayList();
for (int k = 0; k 0)
return dig + recur(val / 3);
return dig;
)
What is printed as a result of executing the following statement?
System.out.print1n (recur (32)};
(A) 20
(B) 102
© 210
(D) 1020
(©) 2101
Unaathorzed copying or rouse]
GO ON TO THE NEXT PAG0. Consider the following method.
public String goAgain(String str, int index)
{
if (index >= str.length())
return str;
return str + goAgain(str.substring(index), index + 1);
¥
What is printed as a result of executing the following statement?
System.out .printin(goagain(*"today", 1))+
(A) today
(B) todayto
(©) todayoday
(D) todayodayay
(E) todayodaydayayy
END OF SECTION!
IF YOU FINISH BEFORE TIME IS CALLED,
YOU MAY CHECK YOUR WORK ON THIS SECTION.
DO NOT GO ON TO SECTION Il UNTIL YOU ARE TOLD TO DO SO.
5556
NO TEST MATERIAL ON THIS PAGEContent of Appendixes
Appendix A... A Exam Java Quick Reference
Appendix B . Testable API
Appendix C.. . Testable Code for APCS A/AB
Appendix E. sess. Quick Reference A/AB
Appendix Goeee.e ec cececeveeeeeeceeeeueeeeeeeeeeees Index for Source Code
875
Appendix A ‘A Java Quick Reference
Appendix A — A Exam Java Quick Reference
Accessible Methods from the Java Library That May Be Included on the Exam
class java.lang.Object
* boolean equals (Object other)
© String tostring()
class java-lang. Integer
© Integer (int value)
© int intvalue()
clase java-lang.Double
* Double (double value)
* double doublevalue()
class java-lang.string
© int length()
© String substring(int from, int to) // retums the substring beginning at from
17 and ending at to-1
© string substringlint from) // rewms substring (from, Length())
© int indexof (string str) 7/- seturns the index of the first occurrence of St;
1/ returns ~1 if not found
© int compareTo(String other) 1/ returns a value Oi€ this is greater than other
class java.lang.Math
* static int abs(int x)
* static double abs (double x)
* static double pow(double base, double exponent)
* static double
.¢ double
// returns a double inthe range (0.0, 10)
class java.util .arrayList
© int size()
* boolean add(E obi) 17 appends obj toend of list; retums true
© void add(int index, © obj) 1/ inserts obj at position index (0 interface
int getNumRows ()
returns the number of rows, or-1 if this grid is unbounded
int getwuncols()
retums the number of columns, or -1 if this grid is unbounded
boolean isValid(Location loc)
retums true if Loc is validin this grid, false otherwise
Precondition: loc isnot null
put (Location loc, E obj)
Puts obj at location 1oc in this grid and returns the object previously at that location (or null ifthe
location was previously unoccupied).
Precondition: (1) Loc is valid in this grid 2) obj js not null
B remove(Location loc)
removes the object at location Loc from this grid and returns the object that was removed (or nul if the
location is unoccupied)
Precondition: Loc is valid in this grid
B get (Location loc)
returns the object at location loc (or null ifthe location is unoccupied)
Precondition: Loc is valid inthis grid
ArrayList getOccupiedLocations()
returns an array list of all occupied locations in this grid
ArrayList getValidadjacentLocations (Location loc)
returns an array list of the valid locations adjacent to Loc in this grid
Precondition: Loc is valid in this grid
ArrayList getEmptyAdjacentLocations (Location loc)
rotums an array list ofthe valid empty locations adjacent to oc in this grid
Precondition: loc is valid inthis grid
ArrayList get0ccupiedAdjacentLocations (Location loc)
retums an array list ofthe valid occupied locations adjacent to loc in this grid
Precondition: Loc is valid in this grid
ArrayList getNeighbors (Location loc)
returns an array list of the objects in the occupied locations adjacent to Loc in this grid
Precondition: Loc is valid in this grid
-B2-Appendix B Testable API
info.gridworld.actor.Actor class
public Actor ()
constructs a blue actor that is facing north
public Color getColor()
retus the color of this actor
public void setColor (Color newColor)
sels the color of this actor to newColor
public int getDirection()
returns the direction of this actor, an angle between 0 and 359 degrees
public void setDirection(int newDirection)
sets the direction of this actor to the angle between 0 and 359 degreps that is equivalent to newDirection
public GridcActor> getGrid()
returns the grid ofthis actor, or nu. if this actor isnot contained in a grid
public Location getLocation (}
returns the location of this actor, or nul. if this actor is not contained in a grid
public void putSelfinGrid(Gridcactor> gr, Location loc)
puts this actor into location loc of grid gr. Ifthere is another actor at Loc, it is removed.
Precondition: (1) This actor is not contained in a grid (2) Loc is valid in gx
public void removeSelfFromGrid()
removes this actor from its grid.
Precondition: this actor is contained in a grid
public void moveTo(Location newLocation)
moves this actor to newLocation. Ifthere is another actor at newLocat ion, itis removed.
Precondition: (1) This actor is contained in a grid (2) newLocat ion is valid in the grid ofthis actor
public void act()
reverses the direction of this actor. Override this method in subclasses of Actor to define types of actors with
different behavior
public String toString()
returns a string with the location, direction, and color of this actor
-B3- 662
Appendix B Testable API
info.gridworld.actor.Rock class (extends Actor)
public Rock()
constructs a black rock
public Rock(Color rockColor)
constructs a rock with color rockColor
public void act()
overrides the act. method in the Actor class to do nothing
info.gridworld.actor.Flower class (extends Actor)
public Flower ()
constructs a pink flower
public Flower (Color initialColer)
constructs a flower with color initiaiColor
public void act()
causes the color of this lower to darken.
-B4-\ppendix C Bug java
Appendix C — Testable Code for APCS A/AB
jug. java
ackage info.gridvorld.actor;
mport info.gridworld.grid.Grid;
mport info.gridworld.grid. Location;
mport java.awt Color;
* A. Bug is an actor that can move and tur. It drops flowers as it moves.
* The implementation of this class is testable on the AP CS A and AB Exams.
+7
UbTICr Clade BUG Tex Pens ACTOR
”
* Constructs a red bug.
y
SpubMe TRIER
¢
setColor (Color .RED) ;
)
GREE
in
* Constructs a bug of a given color.
* @param bugColor the color for this bug
a
Public Bug (CoLS¥ BugeolEH): ee AN
setColor (bugColor) ;
)
pe
+ Moves if it can move, turns otherwise.
”
public void act ()
if (canMove())
move (1;
else
curn();
+ Tums the bug 45 degrees tothe right without changing its location.
”
public void turn()
(
setDirection(getDirection|) + Location,
)
-Cl- PaAppendix C
Bug java
ye
* Moves the bug forward, puting flower into the location it previously occupied,
+
‘SDaeE eka aae 85 EP RT ETS A RES RO
Gridcactor> gr = getGria():
if (gr == null)
return;
Location loc = getLocation();
Location next = loc.getAdjacentLocation(getDirection());
if (gr. isValid(next) }
moveTo (next);
else
removeSel {FromGrid() ;
Flower flower = new FlowerigetColor(}};
flower.putSelfInGrid(gr, loc);
ie
Tests whether this bug can move forward into a location that is empty or contains a flower.
* Greturn true if this bug can move.
*/
SopubLickbbreanieamtove 0 ee “
{
Grid gr = getGrid();
SE (gr == null)
return false;
Location loc =’ getLocation();
Location next = loc.getAdjacentLocat ion (getDirection()):
if (gr. isValid(next))
return false:
Actor neighbor = gr.get (next):
return (neighbor == null) || (neighbor instanceof Flower):
1. ok to move into empty location or onto flower
J not ok to move onto any other actor
-C2-\ppendix C BoxBug java
joxBug. java
mport info.gridworld.actor.Bug:
+ A BoxBug traces out a square “box” ofa given size.
+ The implementation of ths clas is testable on the AP CS A and AB Exams
+
SAS a A Ee Ae ES
private int steps;
private int sideLength;
ee
* Constructs a box bug that traces a squarc of a given side length
* Qparam length the side length
steps = 0;
sideLength = Length;
ye
* Moves to the next location of the square.
+
if (steps actors = getactors();
processActors (actors) ;
ArrayList moveLocs = getMoveLocations();
Location loc = selectMoveLocation (moveLocs) ;
makeMove(1o¢) ;
null)
es
* Gets the ators for processing. Implemented to return the ators that occupy neighboring grid locations
* Override this method in subclasses to look elsewhere for actors to process.
+ Postcondition: The sate of all actor is unchanged
+ Greturn a ist of actors that this critter wishes to process,
“
public ArrayList getMoyenocations (
{
return getGrid() .getEmptyAdjacentLocations (gettocation());
)
+ Selects the location for the next move. Implemented to randomly pick one of the possible locations,
* orto retum the current location if Locs has size 0, Override this method in subclasses that
* have another mechanism for selecting the next move location,
* Postcondition: (1) The retuned location is an element of Locs, this crtter’s eurrent location, or nul.
+ (2) The state of all actors is unchanged.
+ Gparam locs the possible locations for the next move
+ @return the location that was selected for the next move.
*
public’ Location selectMoveLocation(Arraybist -
{
int n = locs.size();
if (n == 0)
return getLocation ();
int r= (int) (ath-random(} * n);
return locs.get (zr);
-C5-68
Appendix C Critter java
Moves this criter to the given location loc, or removes this critter from its grid if Loc is mulL.
An actor may be added to the old location, If there isa different actor at location Loc, that actor is
removed from the grid. Override this method in subclasses that want to earry out other actions
(for example, turning this critter or adding an occupant in its previous location).
Postcondition: (1) getLocation() == loc.
(2) The state of all actors other than those at the old and new locations is unchanged.
@param Loc the lecation to move to
1
SATEEN ca OS“ RR ete ETE
if (loc == mull)
removeSelfFromGrid() ;
else
moveTo (loc):
a
)
)
ChameleonCritter.java
import info.gridworld.actor Actor;
import info.gridworld actor Critter
import info.gridworld. grid. Location;
import java.util.ArrayList
ion
+ A ChameleonCritter takes on the color of neighboring actors as it moves through the grid
* The implementation of this class is testable on the AP CS A and AB Exams,
*
Pablie' clas’ Chameléoncritter: extendsi Crittexe igs
{
i
Randomly selects a neighbor and changes this rittr’s color tobe the same as that neighbors
+ If there are no neighbors, no action is taken,
”
3 ‘Rue vp RaiRO REN aine faSTAUTatntt
int n = actors.size();
if (n == 0)
return
int r= (int) (Math.random{) * n)
Actor other = actors. get (x);
setColor (other .getColor ()};
(eo
* Turns towards the new location as it moves.
i
publ ic..void: makeMowe (Locations1oc) Sake
setDirection (getLocation() .getDirectionToward(1oc) );
super .makeMove (1oc) ;
)
-C6-Appendix E GridWorld Quick Reference A/JAB
Appendix E — Quick Reference A/AB
Location Class (implements Comparable’
public Location(int r, int c)
public int getRow()
public int getCol ()
public Location getAdjacentLocation(int direction)
Sublic int getDirectiontoward (Location target)
dublic boolean equals(Object other)
dublic int hashcode()
sublic int compareTo(Object other)
vublic String tostring()
JORTH, EAST, SOUTH, WEST, NORTHEAST, SOUTHEAST, NORTHWEST, SOUTHWEST
JEFT, RIGHT, HALF_LEPT, HALF_RIGHT, FULLCTRCLE, HALF_CIRCLE, AHEAD
3rid_ Interface
nt getNumRows ()
nt_getNumCols ()
voolean isValid(Location toc}
} put (Location loc, E obj)
! remove (Location loc)
3 get (Location loc)
wraybist getOccupiedLocations()
rrayList getValidadjacentLocations (Location loc)
rraylist getEmptyAdjacentLocations (Location loc)
xrayList getOccupiedadjacentLocations (Location loc)
rrayList getNeighbors(Location 10c)
sctor Class
ublie Actor()
ublic Color getColor()
ublic void setColor (Color newColor)
ublic int getDirection()
ublic void setDirection(int newDirection)
vblic Grid«actor> getGrid()
ublic Location getLocation ()
ublic void putseifinGrid(Gridcactor> ex, Location loc)
ublic void removeselfFroncrid()
ublic void moveTo(Location newLocation)
ublic void act()
ublic String toString()
-El-
a70
Appendix
GridWorld Quick Reference A/AB
Rock Class (extends Actor)
public Rock()
public Rock (Color rockCoior)
public void act ()
Flower Class (extends Actor)
public Flower ()
public Flower (Color initialColor)
public void act ()
Bua Class (extends Actor)
public Bug()
public Bug (Color bugColor)
public void act (}
public void turn()
public void move()
public boolean canMove()
BoxBug Class (extends Bug,
public BoxBug(int 1)
public void act ()
Critter Class (extends Actor)
public void act ()
public ArrayList getActors()
public void makevfove (Location loc]
public void processActors (ArrayList actors)
public ArrayList getWoveLocations ()
public Location selectoveLocation(ArrayList locs)
| public void maketove (Location loc}
ChameleonCri re Cli xtends Cri
public void processActors (ArrayList actors)Appendix G Source Code Index
Appendix G — Index for Source Code
This appendix provides an index for the Java source code found in Appendix C,
Bug.java
Bug ()
Bug (Color bugColor)
act ()
turn ()
move ()
canMove ()
BoxBug.java
BoxBug(int length)
act ()
Critter java
act ()
getActors ()
processActors (ArrayList actors)
getMoveLocations ()
selectMoveLocation (ArrayList locs)
makeMove (Location loc)
ChameleonCritter.java
processActors (ArrayList actors)
makeMove (Location loc)
-Gl-
C3
c4
ca
cs
cs
cs
C6
co
C6
n72
The Exar
AP* Computer Science A Exam
2009
DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.
IMPORTANT Identification Information
PLEASE PRINT WITH PEN:
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Wer Gesons lJ * tig don util ate
7 featotrtyourteeame |] rated oy seca
Pere oT Gide Eats tien sna
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a 1 putpotes. My name and tho name of ny
Wetig beret [ School wil nt be used in ny way in
encl ea Bayar Connection wth my fre-respoase
Electronic Device aaa ‘materiale understand that am ree to
None allowed Siig ‘markNo" wath efect on my grade or
Weight T its reporting
The questions are
thee ans
‘ /
Instructions
The questions for Section I ae printed in the green insert and in this booket. You may
use the inset to organize your answers and for scratch work, but you must waite your
this pink Section Il booklet. No credit will be given for any work written in the
the orange Appendix booklet is provided for use in Section Il
‘Write your answer to each question in the space provided in the Section Il booklet. Some
questions require you to write program segments, and these must be written in Java. Show
all your work. Credit for partial solutions will be given. Write clearly and legibly. Cross
fou any errors you make. Erased or crossed-out work will not be graded.
‘Assume dss listed inthe Quick Reference found in the Appendix ar incladed in any
program that wes a program segment you write If other dasses are to be included, that
information will be specified in individual questions. Unless otherwise noted, assume that
all methods are invoked oni when their preconditions are satisfied. A Quick Reference to
required Java chess included inthe Appendix.
Manage your time carefully. Do not spend too much time on any one question. You may
proceed freely from one question to the next. You may review your responses if you finish
before the end of the exam is announcedCOMPUTER SCIENCE A
SECTION I
‘Time—1 hour and 45 minutes
Number of questions—4
Percent of total grade—S0
rections: SHOW ALL YOUR WORK. REMEMBER THAT PROGRAM SEGMENTS ARE TO BE
RITTEN IN JAVA.
tes:
‘Assume that the classes listed in the Quick Reference found in the Appendix have been imported where
appropriate.
Unless otherwise noted in the question, assume that parameters in method calls are not nu11 and that methods
are called only when their preconditions are satisfied.
In writing solutions for each question, you may use any of the accessible methods that are listed in classes
defined in that question. Writing significant amounts of code that can be replaced by a call to one of these
methods may not receive full credit
GO ON TO THE NEXT PAGE.
737
A statistician is studying sequences of numbers obtained by repeatedly tossing a six-sided number cube. On each
side of the number cube is a single number in the range of 1 to 6, inclusive, and no number is repeated on the
cube. The statistician is particularly interested in nuns of numbers. A run occurs when two or more consecutive
tosses of the cube produce the same value. For example, in the following sequence of cube tosses, there are runs
starting at positions 1, 6, 12, and 14.
Index 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
: a
Rest [1] [5] 4] 3][1]2]2[2]2]6][1]3][3]5]5|5]5
‘The number cube is represented by the following class.
public class NumberCube
t
/** @return an integer value between | and 6, inclusive
Wi
public int toss}
(/* implementation not shown */
// There may be instance variables, constructors, and methods that are not shown,
)
You will implement a method that collects the results of several tosses of a numbercube and another method
that calculates the longest run found in a sequence of tosses.
GO ON TO THE NEXT PACWrite the method getCubeTosses that takes 2 number cube and a number of tosses as parameters, The
method should return an array of the values produced by tossing the number cube the given number of times.
Complete method getCubeTosses below.
/** Returns an array of the values obtained by tossing a number cube numTosses times.
* @param cube a NumberCube
* @param numTosses the number of tosses tobe recorded
« Precondition: numfosses > 0
* @return anamay of nunfosses values
7
public static int[] getCubeTosses(NumberCube cube, int numTosses)
GO ON TO THE NEXT PAGE.
676
(b) Write the method getLongestRun that takes as its parameter an array of integer values representing a
series of number cube tosses. The method returns the starting index in the array of a run of maximum size. A
run is defined as the repeated occurrence of the same value in two or more consecutive positions in the
stray.
For example, the following array contains two runs of length 4, one starting at index 6 and another starting at
index 14. The method may retum either of those starting indexes.
If there are no runs of any value, the method returns. ~1.
Index 0 1 2 3 4 5 6 7 8 9 10 II 12 13 14 15 16 17
Resut [1] 5] s[4]3[1[2]2]2]2fe]ijajal{s|s sis
WRITE YOUR SOLUTION ON THE NEXT PAGE.
GO ON TO THE NEXT PAGimplete method getLongestRun below.
* Returns the starting index of a longest run of two or more consecutive repeated values,
inthe array values.
@param values an array of integer values representing a series of number cube tosses
Precondition: values. length > 0
@return the starting index of a run of maximum size;
0
* @return the total cost to charge the battery
”
private int: getChargingcost (ints dtareHoun eS aUaReeIED
{ /* tobe implemented in part (a) */ }
/** Determines start time to charge the battery at the lowest cost for the given charge time.
* @param chargeTime the number of hours the battery needs to be charged
Precondition: chargeTime > 0
* @return an optimal start time, with 0 0
@return the total cost to charge the battery
private int getChargingCost (int startHour, int chargeTime)
GO ON TO THE NEXT PAGE. at8&
(b) Write the BatteryCharger method getChargeStartTime that retums the start time that will
allow the battery to be charged at minimal cost. If there is more than one possible start time that produces
the minimal cost, any of those start times can be returned.
For example, using the rate table given at the beginning of the question, the following table shows the
resulting minimal costs and optimal starting hour of several possible charges.
Hours of Charge | Minimum Cost | Start Hour of |Last Hour of Charge
Time Charge
1 40 2 2
0 1
2 110 or
2B O (the next day)
7 550 2 4 (the next day)
30 3,710 22 3 (two days later)
WRITE YOUR SOLUTION ON THE NEXT PAGE.
GO ON TO THE NEXT PAGAssume that getChargingCost works as specified, regardless of what you wrote in part (a)
Complete method getChargeStartTime below.
/** Determines start time to charge the battery at the lowest cost for the given charge time.
* @param chargeTime the number of hours the battery needs to be charged.
* Precondition: chargeTime > 0
* @return an optimal start time, with 0 board;
public TileGame()
{ board = new Arraylist(); }
/** Determines where to insert tile, in its current orientation, into game board
@param tile the tile to be placed on the game board
@return the position of tile where tile is to be inserted
0 if the board is empty;
-1 if tile does not fit in front, at end, or between any existing tiles
otherwise, 0
