AP COMPUTER SCIENCE PRINCIPLES

BIG IDEA 2
Data

17–22%
AP EXAM WEIGHTING

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 Remember to go to AP Classroom
to assign students the online Topic
Questions for this big idea.
Whether assigned as homework
or completed in class, the Topic
Questionscanbeusedtospot-
check student understanding and
help identify content and skills to
emphasizeinlessons.

Topic Questions
Multiple-choice: ~20 questions

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2
Data

Developing Understanding
ESSENTIAL Because essentially everything we do with a computer is being broken down into some form
QUESTIONS of data, it is important for students to develop a breadth of understanding of how computers
handle data and how students can use those same data to solve problems such as raising
DAT-1 awareness for a cause, using census data to determine which state will gain seats in the House
§ How can we use 1s ofRepresentatives,orusingtrafficandcostdatatodeterminetheideallocationforprom.Inthis
and 0s to represent big idea, students will gain a deep understanding of how information is stored on a computer
something complex like in binary and seamlessly translated into what is seen on the screen or heard through speakers.
a video of the marching Students will also learn how data are processed to learn something new. This big idea is often
band playing a song? paired with Big Idea 3: Algorithms and Programming and Big Idea 5: Impact of Computing.

DAT-2
§ How can you predict
Building Computational Preparing for the AP Exam
the attendance at a Thinking Practices Data compression algorithms are often used
school event using data 2.B 3.C 5.B tomaximizestoragespaceortotransmit
gathered from social data over the Internet, but sometimes at
Ontheend-of-courseexam,studentswill
media? a cost to the quality of the data. Students
be presented with the way data for text or
§ When is it more will need to compare data compression
media, such as color, are represented by a
appropriate to use a algorithms and determine which one would
computer and will be asked to convert values
computertoanalyze be best to use in a given situation. Providing
from binary to decimal or vice versa. The idea
data than to complete studentswithexamplesofdifferent
that there are number systems other than
the analysis by hand? compression algorithms along with how
the decimal system is often new to students.
each might work may deepen students’
Connecting the foundational principles of
understanding. Examples of how data
how number systems operate to the decimal
might be restored to their uncompressed
number system is likely to help students lean
state—ormaybeunabletoberestored—
on their prior knowledge when asked to work
may improve students’ ability to distinguish
with binary numbers.
between compression algorithms.
Somereal-worldproblemsandsimulations
When presented with scenarios that
involve the use of large data sets that cannot
describe data and metadata for analysis
beeasilyanalyzedbyhandandrequirea
ontheend-of-courseexam,studentswill
programming solution that manipulates
be asked to determine what information
or combines the data with other sources
can be found, as well as a potential
togeneratenewknowledgeandfinda
programming process that can be used to
solution. When working with large data sets,
extract information or modify the existing
programmers use data abstraction to write
data.Studentsmightbenefitfrompractice
programsthatcanbeflexibleenoughto
identifying a problem they could solve
handle a change in the number of data entries.
using data, such as the best route to take
Providing students with practice using data
to school, gathering the necessary data to
sets that are too large to manipulate by hand
analyze—eitherbyusingapublicdataset
will motivate them to develop more general
ordevelopingasurveytogatherthedata—
solutions and data abstractions. Because the
and then implementing a program that will
solutionisgeneralized,anexplanationofthe
manipulatethedatatofindananswer.
solution through documentation within the
program may be necessary.

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Data
2
BIG IDEA AT A GLANCE
Objective
Learning

Topic Skills Unit/Module

DAT-1.A, DAT-1.B,

2.1 Binary Numbers 1.D Evaluate solution options.

2.B Implement and apply an algorithm.

DAT-1.C

3.C Explain how abstraction manages complexity.

2.2 Data Compression 1.D Evaluate solution options.

DAT-1.D
DAT-2.A, DAT-2.B,

2.3 Extracting 5.B Explain how knowledge can be generated from data.
Information from
Data 5.D Describe the impact of gathering data.
DAT-2.C
DAT-2.D,

2.4 Using Programs Implement and apply an algorithm.

DAT-2.E

2.B
with Data
5.B Explain how knowledge can be generated from data.

Go to AP Classroom to assign Topic Questions as you teach the topics in Big Idea 2.
Review the results in class to identify and address any student misunderstandings.

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Data
2
SAMPLE INSTRUCTIONAL ACTIVITIES
Thesampleactivitiesonthispageareoptionalandareofferedtoprovidepossiblewaysto
incorporate instructional approaches into the classroom. They were developed in partnership
with teachers from the AP community to share ways that they approach teaching some of the
topics and skills in this big idea. Please refer to the Instructional Strategies section beginning
on p. 132 for more examples of activities and strategies.

Activity Topic Sample Activity

1 2.1 Look for a pattern

Provide students with a sentence or paragraph of compressed lossless text and a key.
Have them look for patterns in their process of retrieving the original text and evaluate
whether this is the best compression algorithm to use. Have them write down the
patterns they see along with their evaluation and share these in a large group.

2 2.4 Diagramming
Give students a question and a list of data. Have them diagram a process that could
be used to answer the question using the data, making sure to include the input(s)
of information and the output of the transformed data. Have students include an
explanationofhowtheprocessrepresentedintheirdiagramwouldworktofind
the solution.

Big Idea Planning Notes

Use the space below to plan your approach to the topics in this big idea. Consider what resources and
instructional strategies you might want to use.

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Data
2
SKILLS
1.D
TOPIC 2.1
Binary Numbers
Evaluate solution options.
2.B
Implement and apply an
algorithm.
3.C
Explain how abstraction
manages complexity.

AVAILABLE RESOURCES
Required Course Content
§ External Resources >
§ Binary Numbers from
CS Unplugged
ENDURING UNDERSTANDING
§ Blown to Bits:
Chapter 1 DAT-1
Thewayacomputerrepresentsdatainternallyisdifferentfromthewaythedataare
interpreted and displayed for the user. Programs are used to translate data into a
representation more easily understood by people.

LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE

DAT-1.A DAT-1.A.1
Explain how data can be Data values can be stored in variables, lists
represented using bits. 3.C of items, or standalone constants and can be
passed as input to (or output from) procedures.
DAT-1.A.2
Computing devices represent data digitally,
meaningthatthelowest-levelcomponentsof
any value are bits.
DAT-1.A.3
Bit is shorthand for binary digit and is either
0 or 1.
DAT-1.A.4
A byte is 8 bits.
DAT-1.A.5
Abstraction is the process of reducing
complexity by focusing on the main idea.
By hiding details irrelevant to the question at
hand and bringing together related and useful
details, abstraction reduces complexity and
allows one to focus on the idea.
DAT-1.A.6
Bits are grouped to represent abstractions.
These abstractions include, but are not limited
to, numbers, characters, and color.

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2
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
DAT-1.A DAT-1.A.7
Explain how data can be The same sequence of bits may represent
represented using bits. 3.C differenttypesofdataindifferentcontexts.
DAT-1.A.8
Analog data have values that change smoothly,
rather than in discrete intervals, over time.
Some examples of analog data include pitch
and volume of music, colors of a painting, or
position of a sprinter during a race.
DAT-1.A.9
Theuseofdigitaldatatoapproximatereal-
world analog data is an example of abstraction.
DAT-1.A.10
Analog data can be closely approximated
digitally using a sampling technique, which
means measuring values of the analog signal at
regular intervals called samples. The samples
aremeasuredtofigureouttheexactbits
required to store each sample.

DAT-1.B DAT-1.B.1
Explain the consequences of In many programming languages, integers
using bits to represent data. arerepresentedbyafixednumberofbits,
1.D which limits the range of integer values and
mathematical operations on those values. This
limitationcanresultinoverfloworothererrors.
DAT-1.B.2
Other programming languages provide
anabstractionthroughwhichthesizeof
representable integers is limited only by the
sizeofthecomputer’s memory; this is the
caseforthelanguagedefinedintheexam
reference sheet.
DAT-1.B.3
Inprogramminglanguages,thefixednumber
of bits used to represent real numbers limits
the range and mathematical operations
on these values; this limitation can result
inround-offandothererrors.Somereal
numbers are represented as approximations in
computer storage.

X E A E E (EK A -1. . ):
Specific range limitations for real numbers are outside
the scope of this course and the AP Exam.

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Data
2
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
DAT-1.C DAT-1.C.1
For binary numbers: Number bases, including binary and decimal,
a. Calculate the binary (base 2) are used to represent data.
equivalent of a positive DAT-1.C.2
integer (base 10) and vice Binary (base 2) uses only combinations of the
versa. 2.B digitszeroandone.
b. Compare and order binary
DAT-1.C.3
numbers. 2.B
Decimal (base 10) uses only combinations of
the digits 0 – 9.
DAT-1.C.4
As with decimal, a digit’s position in the binary
sequence determines its numeric value. The
numeric value is equal to the bit’s value (0 or 1)
multiplied by the place value of its position.
DAT-1.C.5
The place value of each position is determined
by the base raised to the power of the position.
Positions are numbered starting at the
rightmost position with 0 and increasing by 1
for each subsequent position to the left.

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Data
2
TOPIC 2.2 SKILL
1.D

Data Compression
Evaluate solution options.

Required Course Content AVAILABLE RESOURCE

§ External Resource >
Text Compression from
CS Unplugged

ENDURING UNDERSTANDING
DAT-1
Thewayacomputerrepresentsdatainternallyisdifferentfromthewaythedataare
interpreted and displayed for the user. Programs are used to translate data into a
representation more easily understood by people.

LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE

DAT-1.D DAT-1.D.1
Compare data compression Data compressioncanreducethesize(number
algorithms to determine of bits) of transmitted or stored data.
which is best in a particular
DAT-1.D.2
context. 1.D
Fewer bits does not necessarily mean less
information.
DAT-1.D.3
Theamountofsizereductionfrom
compression depends on both the amount of
redundancy in the original data representation
and the compression algorithm applied.
DAT-1.D.4
Lossless data compression algorithms can
usually reduce the number of bits stored or
transmitted while guaranteeing complete
reconstruction of the original data.
DAT-1.D.5
Lossy data compression algorithms can
significantlyreducethenumberofbitsstored
or transmitted but only allow reconstruction of
an approximation of the original data.

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LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
DAT-1.D DAT-1.D.6
Compare data compression Lossy data compression algorithms can
algorithms to determine usually reduce the number of bits stored or
which is best in a particular transmitted more than lossless compression
context. 1.D algorithms.
DAT-1.D.7
In situations where quality or ability to
reconstruct the original is maximally important,
lossless compression algorithms are typically
chosen.
DAT-1.D.8
Insituationswhereminimizingdatasizeor
transmission time is maximally important, lossy
compression algorithms are typically chosen.

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Data
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TOPIC 2.3 SKILLS
5.B

Extracting Information
Explain how knowledge can
be generated from data.
5.D

from Data Describe the impact of

gathering data.

Required Course Content

ENDURING UNDERSTANDING
DAT-2
Programs can be used to process data, which allows users to discover information
and create new knowledge.

LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE

DAT-2.A DAT-2.A.1
Describe what information Information is the collection of facts and
can be extracted from data. patterns extracted from data.
5.B
DAT-2.A.2
Data provide opportunities for identifying
trends, making connections, and addressing
problems.
DAT-2.A.3
Digitally processed data may show correlation
between variables. A correlation found in data
does not necessarily indicate that a causal
relationship exists. Additional research is
needed to understand the exact nature of
the relationship.
DAT-2.A.4
Often, a single source does not contain the
data needed to draw a conclusion. It may be
necessary to combine data from a variety of
sources to formulate a conclusion.

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LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
DAT-2.B DAT-2.B.1
Describe what information Metadata are data about data. For example,
can be extracted from the piece of data may be an image, while the
metadata. 5.B metadata may include the date of creation or
thefilesizeoftheimage.
DAT-2.B.2
Changes and deletions made to metadata do
not change the primary data.
DAT-2.B.3
Metadataareusedforfinding,organizing,and
managing information.
DAT-2.B.4
Metadatacanincreasetheeffectiveuseof
data or data sets by providing additional
information.
DAT-2.B.5
Metadata allow data to be structured and
organized.

DAT-2.C DAT-2.C.1
Identify the challenges The ability to process data depends on the
associated with processing capabilities of the users and their tools.
data. 5.D
DAT-2.C.2
Datasetsposechallengesregardlessofsize,
such as:
§ the need to clean data
§ incomplete data
§ invalid data
§ the need to combine data sources
DAT-2.C.3
Depending on how data were collected, they
may not be uniform. For example, if users enter
dataintoanopenfield,thewaytheychooseto
abbreviate,spell,orcapitalizesomethingmay
vary from user to user.
DAT-2.C.4
Cleaning data is a process that makes the data
uniform without changing their meaning (e.g.,
replacing all equivalent abbreviations, spellings,
andcapitalizationswiththesameword).
DAT-2.C.5
Problems of bias are often created by the type
or source of data being collected. Bias is not
eliminated by simply collecting more data.

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2
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
DAT-2.C DAT-2.C.6
Identify the challenges Thesizeofadatasetaffectstheamountof
associated with processing information that can be extracted from it.
data. 5.D
DAT-2.C.7
Largedatasetsaredifficulttoprocessusing
a single computer and may require parallel
systems.
DAT-2.C.8
Scalability of systems is an important
consideration when working with data sets, as
thecomputationalcapacityofasystemaffects
how data sets can be processed and stored.

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Data
2
SKILLS
2.B
TOPIC 2.4
Using Programs
Implement and apply an
algorithm.

with Data
5.B
Explain how knowledge can
be generated from data.

Required Course Content

ENDURING UNDERSTANDING
DAT-2
Programs can be used to process data, which allows users to discover information
and create new knowledge.

LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE

DAT-2.D DAT-2.D.1
Extract information from data Programs can be used to process data to
using a program. 2.B acquire information.
DAT-2.D.2
Tables, diagrams, text, and other visual tools
can be used to communicate insight and
knowledge gained from data.
DAT-2.D.3
Searchtoolsareusefulforefficientlyfinding
information.
DAT-2.D.4
Datafilteringsystemsareimportanttoolsfor
findinginformationandrecognizingpatterns
in data.
DAT-2.D.5
Programssuchasspreadsheetshelpefficiently
organizeandfindtrendsininformation.

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2
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
DAT-2.D DAT-2.D.6
Extract information from data Some processes that can be used to extract
using a program. 2.B or modify information from data include the
following:
§ transforming every element of a data set,
such as doubling every element in a list, or
adding a parent’s email to every student
record
§ filteringadataset,suchaskeepingonlythe
positive numbers from a list, or keeping only
students who signed up for band from a
record of all the students
§ combining or comparing data in some way,
such as adding up a list of numbers, or
findingthestudentwhohasthehighestGPA
§ visualizingadatasetthroughachart,graph,
or other visual representation

DAT-2.E DAT-2.E.1
Explain how programs can Programs are used in an iterative and
be used to gain insight and interactive way when processing information
knowledge from data. 5.B to allow users to gain insight and knowledge
about data.
DAT-2.E.2
Programmerscanuseprogramstofilterand
clean digital data, thereby gaining insight and
knowledge.
DAT-2.E.3
Combining data sources, clustering data, and
classifying data are parts of the process of
using programs to gain insight and knowledge
from data.
DAT-2.E.4
Insight and knowledge can be obtained
from translating and transforming digitally
represented information.
DAT-2.E.5
Patterns can emerge when data are
transformed using programs.

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