How To Free Most From Your Ap Class: Fill & Download for Free

It’s very much “yikes,” for a lack of better words.My friends thought I was crazy. Five AP classes? My school is pretty rigorous too, so I wasn’t the only one taking five, but the norm was still around two to four.Here’s my daily class schedule:And here are my AP class periods:Period 3: BC CalculusPeriod 7: AP US HistoryPeriod 8: AP English LanguagePeriod 9: AP Computer SciencePeriod 10: AP Physics 1It’s really just like taking regular classes for me, though. I think that’s because I don’t really have a measure for how difficult an AP class is compared to a regular class since most of my friends take similar APs.PSA: I didn’t sign up for all these APs just to look good for college, in case anyone’s wondering. I was genuinely interested in those subjects!Feel free to skip ahead to my daily schedule. The following is just my reasoning for taking the courses that I do:I’m more or less a math nerd so I obviously signed up for the double period course offered at my school that included Precalculus and BC Calc. I’m super into history and my school’s AP history teachers are the best so I took APUSH.I had the same English teacher for both freshman and sophomore years, and she just so happened to teach this AP English class. We’re also on very good terms, and I enjoyed her class both years, so I signed up for APEng.I took a year-long introduction to CS course during sophomore year and I really enjoyed it. It was challenging at times but I liked the logic behind writing code so I signed up for APCS. (I also heard the AP exam was pretty easy to get a 5 on, which is an added bonus.) And lastly, my school made AP Physics a mandatory course for everyone.I may have a harder time in class trying to digest the material being taught, and sure I may spend longer nights at my desk, writing papers and solving problems, but at least I’m enjoying the process. Sometimes the work becomes overwhelming and I have to cry it out, but it’s bearable because I want to learn.Preaching aside, here’s my schedule once I get home from school. (I go to a commuter school so it takes me about an hour to 1.5 hours to get home.)3:35p — School ends.3:35 - 5:00 — Commute home. Mostly spent napping on the subway.5:00 - 5:30 — Shower if I feel like it. If not, I take a mental break and do whatever I want to to wind down from a long school day.5:30 - 7:30 — I start with my easiest or least time-consuming homework. Then I work my way down the list.7:30 - 8:30 — Dinner and chill!8:30 - 12a — Now I start on my heavier homework, which is usually APCS and APUSH.12a - 1:30a — If I still have homework left after 12, I’ll finish it up. Whatever time I have left till 1:30, I study if there are tests/quizzes coming up or chill or just sleep if I’m especially drained that day.6:30a — Wake up. Rinse and repeat!

While I’m not a fan of APs, I think it’s absurd to take opportunities away from gifted students because… “inequity.” What does that even mean — that some “progressive” administrator doesn’t think black students can handle AP classes?Doesn’t sound very “progressive” to me. (See also: Horseshoe Theory.)This does not bode well for a culture because investments in gifted youth are among the best investments you can make in your society.As per Nature’s How to raise a genius: lessons from a 45-year study of super-smart children:In a comparison of children who bypassed a grade with a control group of similarly smart children who didn't, the grade-skippers were 60% more likely to earn doctorates or patents and more than twice as likely to get a PhD in a STEM field6. Acceleration is common in SMPY's elite 1-in-10,000 cohort, whose intellectual diversity and rapid pace of learning make them among the most challenging to educate. Advancing these students costs little or nothing, and in some cases may save schools money, says Lubinski. “These kids often don't need anything innovative or novel,” he says, “they just need earlier access to what's already available to older kids.”…… Skipping grades is not the only option. SMPY researchers say that even modest interventions — for example, access to challenging material such as college-level Advanced Placement courses — have a demonstrable effect. Among students with high ability, those who were given a richer density of advanced precollegiate educational opportunities in STEM went on to publish more academic papers, earn more patents and pursue higher-level careers than their equally smart peers who didn't have these opportunities8.The good news here, as I wrote in What’s Great (and not so great) Abotu Save the 2008:To the students who believe they have a "right" to "challenge themselves" because they "love the challenge," I would say this:If you are truly so motivated to learn and challenge yourself, you will find a way to do so -- APs be darned! You live right next to Stanford, which hosts amazing, free talks that are open to the public every week (I love the Entrepreneurial Thought Leaders series, which happen on Wednesdays at 4:30 -- but also regularly attend talks in the School of Education, Stanford Law School). You have a computer, so you can literally start taking courses at Duke, Stanford or MIT -- right from your living room. For credit, or for fun.So on a scale of 1-10, I am zero worried about your ability to challenge yourself in the absence of APs. Read more >If you’re truly motivated to learn, you can learn, whether or not you have access to APs. You can also take AP exams without enrolling in AP courses. You can also apply to private school, where you will be surrounded by other smart, motivated students; fight to keep APs on the curriculum; or take advantage of the opportunity to explore your interests and passions in a truly unique way, which is more impressive to colleges than an AP class, anyway.

TL;DR: I learned how to program by building lots of websites.And now, the full story:I've been asked this question a lot lately, especially after I built YouTube Instant.I learned how to program by working on lots of different website projects starting from a pretty young age. What follows is a full account of all the major websites I've built, back to the very first site I made when I was 11 years old. What I hope the reader takes away from this full re-telling is the importance of doing lots of side projects if you want to learn to program well.The best way to learn a new skill is to practice, practice, practice. All the best programmers that I know sincerely enjoy programming -- it's something that makes them absurdly happy to do. And, so they do it a lot. Often, an unhealthy amount. Learning how to program -- and how to do it well -- doesn’t take superhuman ability. It just takes a willingness to get your hands dirty and build stuff.It doesn't matter what you build, as long as you pick something and start. The good programmers who I know each had a different reason for initially learning how to program. Some learned so they could make video games. Some learned so they could solve their own computer problems, or work more productively. Some learned so they could build products that make people happy. Some (the true hackers) learned programming as part of a larger goal of learning how computers work at a really deep level; they want to understand the machine. Some programmers just do it because they enjoy solving difficult problems.The single factor that unifies all these types of "good programmers" is that they all got obsessed with programming at some point in their lives, and subsequently spent a long time programming. Lots and lots of side projects.So, without further ado, here is the story of how I learned to program:My first websiteWhen I was like 11 or 12 years old, I decided I wanted to make a website for myself. I can't remember exactly why I wanted a website, I just remember that I did. So, I searched the Internet for free information about how web pages, web browsers, and HTML worked. A lot of the information I found was out-of-date, plain wrong, or advocated bad practices (like making separate websites for Internet Explorer and Netscape), but it was really interesting and I learned a lot of neat stuff.Despite the shoddy information I found online, I was able to make a simple website, which I called "Feross's Website". I built it with Microsoft Frontpage, which had really cool side-by-side WYSIWYG and HTML editors. I could make changes using familiar commands like Bold, Italics, etc. and see how that affected the HTML code in realtime. A great way to learn.Here are some screenshots of my first site. It's no longer online.You can't see it in the above screenshot, but almost every element on the site blinked, flashed, moved, or made sound. I put a different MIDI song on every page of the site. They all played automatically and there was no way to stop the music, unless you muted your speakers. Ah, good old web design from the early 00's :DAs I got older, I tried to make my site better by redesigning it. I used free website templates that I found online and modified their images in Microsoft Paint.Even though I built heavily on existing templates, I think this was a pretty good way to learn how HTML and web browsers worked. "Feross's Website" didn't have a purpose other than to collect a few movies I made as a kid, so it got boring after a while.My first real projectIn 9th grade (14 years old), my friends and I were pretty obsessed with watching flash movies and videos on websites like Newgrounds and eBaumsWorld (this was before 2005, so YouTube didn't exist yet). I spent lots of time on these sites so I knew about all the best videos and games. I thought it would be really cool to make a website that collected all my favorite flash animations, videos, and games from around the Web in one place. That's where I got the idea for FreeTheFlash.com (http://www.freetheflash.com). Here is what it looked like:I used all the HTML I learned from working on "Feross's Website" and also got my hands on a copy of Macromedia (now Adobe) Dreamweaver, which helped me use templates for the repetitive parts of the site.After a while, I realized that I should make the site dynamic (I remember hearing that buzzword a lot), which basically meant that the site would be powered by a programming language like PHP, instead of just static HTML. So, I bought a book called PHP and MySQL for Dynamic Websites for $20 on Amazon (http://www.amazon.com/gp/product/0321784073?ie=UTF8&tag=eldoradohills-20&linkCode=shr&camp=213733&creative=393185&creativeASIN=0321784073&ref_=dp_ob_title_bk) and redesigned the site to use PHP and MySQL. I also gave it a fresh coat of paint:I continued to work on FreeTheFlash for 2 years in high school. It was pretty successful for my first attempt at a "real" website -- it had 600,000 visitors and 3 million page views in 2006. FreeTheFlash taught me how awesome it feels to make a product, stick it out there, and watch lots of people using it. It made me want to build a lot more websites.My second websiteIn high school, I took pretty good notes for a few of my AP classes. So, in 11th grade, I decided to put my notes online for other students to use, if they didn't feel like reading the textbook. I made a site called StudyNotes (http://apstudynotes.org) which I built with PHP and a content management system called Joomla. I also experimented around with Drupal, but found it to be too complicated.That same year, I also made a website for my school's Key Club chapter. It's archived here: http://feross.org/orhskeyclub.com/During this period, I spent a large amount of my free time reading WebmasterWorld (http://www.webmasterworld.com/), a forum for website publishers and SEO experts to speculate about the Google algorithm, discuss AdSense tricks, and debug website design issues.Lots of studying and readingAfter I got to Stanford, I took lots of great computer science classes like CS106X and CS107, and I also started section leading the CS106 classes.I spent almost all my time outside of class reading about design, programming, browsers, and JavaScript. Like 4-5 hours a day.What did I read? Lots of different stuff. But, mostly blogs by first-class designers and programmers who I admire a lot. Real badasses. For a sampling of some of these blogs, take a look at the "Respect Rollcall" in the sidebar of my blog, here: http://www.feross.org/A viral hitThen, in the summer of 2010, while interning at Facebook, I built YouTube Instant (http://ytinstant.com/) to settle a bet with a friend. It's a video site that lets you search YouTube in real-time. The site went on to get 1 million visitors within 10 days of launch, and the YouTube CEO also tweeted me a job offer. Read about the media frenzy here: http://www.feross.org/youtube-instant-media-frenzy/I know that YouTube Instant's success was mostly due to chance good timing and a little luck. Read http://www.feross.org/none-of-us-knows-what-were-doing/ for some more of my thoughts about that.The beat goes onI noticed that lots of people were using YouTube Instant to listen to music videos, and that got me thinking about other cool ways to use the YouTube API. So, my friend Jake Becker and I decided to spend the first 3 months of 2011 building Instant.fm, a really easy way to share music playlists with your friends. We both learned a ton of new stuff during this project.Some things we mastered during this project:jQueryCSS (and Modernizr and YepNope for cross-browser issues)PythonTornado (web framework)Git (version control) & GitHubLast.fm APIYouTube APIWorking on a teamAnd some other things we learned how to use, too:NginxSupervisor (http://supervisord.org/)SQLAlchemyApache AntRead more about all the tech we learned here on my blog: http://www.feross.org/instant-fm-tech-stack/TL;DR - Just start building stuff!The point of this long expose on everything I've built since age 11 is that if you want to learn programming, then you need to start building stuff! Right now. No more excuses.Doing something is the fastest way to learn it.Reading a programming language book from front to back is boring and you'll quit before you finish it. But, if you have a project in mind, you can learn what you need to know as you go along, which is more effective both in terms of speed and mastery of the content.Computer science classesTaking CS courses at a university is another great way to learn programming. Most good CS curriculums emphasize learning the important concepts and paradigms in the field of CS, as opposed to teaching a specific programming language. This can be an eye-opening experience for self-taught programmers who've never had any formal education.I remember sitting in my first-ever CS class at Stanford (a class taught in C++) thinking "How on EARTH can they have variables that don't start with dollar signs?" Up until that point, I'd only ever programmed in PHP! :) It took a while for me to drop the habit of $putting $dollar $signs before every variable name!Work at a software companyAnother way to get much better at programming is to work at a software company like Facebook or Quora, which I did over the last two summers. You'll learn how to program from people way better than you, how to read and understand other people's code, and how to work on large projects with a team.Still -- more than anything else -- the very best way to learn programming is to do side projects. Have I repeated this enough times, yet? :)How to learn programming:Do side projects.Buy and read programming books.Do side projects.Take computer science classes.Do side projects.Read programming blogs.Do side projects.That's the best advice I got.Happy hacking!Update: This answer is now cross-posted to my blog at http://www.feross.org/how-i-learned-to-program-computers/