Computer Science Standards
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Collection, Visualization, & Transformation
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Showing 11 - 20 of 28 Standards
Standard Identifier: 6-8.AP.14
Grade Range:
6–8
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions (4.1, 4.3)
Standard:
Create procedures with parameters to organize code and make it easier to reuse.
Descriptive Statement:
Procedures support modularity in developing programs. Parameters can provide greater flexibility, reusability, and efficient use of resources. Students create procedures and/or functions that are used multiple times within a program to repeat groups of instructions. They generalize the procedures and/or functions by defining parameters that generate different outputs for a wide range of inputs. For example, students could create a procedure to draw a circle which involves many instructions, but all of them can be invoked with one instruction, such as “drawCircle.” By adding a radius parameter, students can easily draw circles of different sizes. (CA CCSS for Mathematics 7.G.4) Alternatively, calculating the area of a regular polygon requires multiple steps. Students could write a function that accepts the number and length of the sides as parameters and then calculates the area of the polygon. This function can then be re-used inside any program to calculate the area of a regular polygon. (CA CCSS for Mathematics 6.G.1)
Create procedures with parameters to organize code and make it easier to reuse.
Descriptive Statement:
Procedures support modularity in developing programs. Parameters can provide greater flexibility, reusability, and efficient use of resources. Students create procedures and/or functions that are used multiple times within a program to repeat groups of instructions. They generalize the procedures and/or functions by defining parameters that generate different outputs for a wide range of inputs. For example, students could create a procedure to draw a circle which involves many instructions, but all of them can be invoked with one instruction, such as “drawCircle.” By adding a radius parameter, students can easily draw circles of different sizes. (CA CCSS for Mathematics 7.G.4) Alternatively, calculating the area of a regular polygon requires multiple steps. Students could write a function that accepts the number and length of the sides as parameters and then calculates the area of the polygon. This function can then be re-used inside any program to calculate the area of a regular polygon. (CA CCSS for Mathematics 6.G.1)
Standard Identifier: 6-8.CS.1
Grade Range:
6–8
Concept:
Computing Systems
Subconcept:
Devices
Practice(s):
Fostering an Inclusive Computing Culture, Recognizing and Defining Computational Problems (1.2, 3.3)
Standard:
Design modifications to computing devices in order to improve the ways users interact with the devices.
Descriptive Statement:
Computing devices can extend the abilities of humans, but design considerations are critical to make these devices useful. Students suggest modifications to the design of computing devices and describe how these modifications would improve usabilty. For example, students could create a design for the screen layout of a smartphone that is more usable by people with vision impairments or hand tremors. They might also design how to use the device as a scanner to convert text to speech. Alternatively, students could design modifications for a student ID card reader to increase usability by planning for scanner height, need of scanner device to be connected physically to the computer, robustness of scanner housing, and choice of use of RFID or line of sight scanners. (CA NGSS: MS-ETS1-1)
Design modifications to computing devices in order to improve the ways users interact with the devices.
Descriptive Statement:
Computing devices can extend the abilities of humans, but design considerations are critical to make these devices useful. Students suggest modifications to the design of computing devices and describe how these modifications would improve usabilty. For example, students could create a design for the screen layout of a smartphone that is more usable by people with vision impairments or hand tremors. They might also design how to use the device as a scanner to convert text to speech. Alternatively, students could design modifications for a student ID card reader to increase usability by planning for scanner height, need of scanner device to be connected physically to the computer, robustness of scanner housing, and choice of use of RFID or line of sight scanners. (CA NGSS: MS-ETS1-1)
Standard Identifier: 6-8.DA.8
Grade Range:
6–8
Concept:
Data & Analysis
Subconcept:
Collection, Visualization, & Transformation
Practice(s):
Communicating About Computing (7.1)
Standard:
Collect data using computational tools and transform the data to make it more useful.
Descriptive Statement:
Data collection has become easier and more ubiquitous. The cleaning of data is an important transformation for ensuring consistent format, reducing noise and errors (e.g., removing irrelevant responses in a survey), and/or making it easier for computers to process. Students build on their ability to organize and present data visually to support a claim, understanding when and how to transform data so information can be more easily extracted. Students also transform data to highlight or expose relationships. For example, students could use computational tools to collect data from their peers regarding the percentage of time technology is used for school work and entertainment, and then create digital displays of their data and findings. Students could then transform the data to highlight relationships representing males and females as percentages of a whole instead of as individual counts. (CA CCSS for Mathematics 6.SP.4, 7.SP.3, 8.SP.1, 8.SP.4) Alternatively, students could collect data from online forms and surveys, from a sensor, or by scraping a web page, and then transform the data to expose relationships. They could highlight the distribution of data (e.g., words on a web page, readings from a sensor) by giving quantitative measures of center and variability. (CA CCSS for Mathematics 6.SP.5.c, 7.SP.4)
Collect data using computational tools and transform the data to make it more useful.
Descriptive Statement:
Data collection has become easier and more ubiquitous. The cleaning of data is an important transformation for ensuring consistent format, reducing noise and errors (e.g., removing irrelevant responses in a survey), and/or making it easier for computers to process. Students build on their ability to organize and present data visually to support a claim, understanding when and how to transform data so information can be more easily extracted. Students also transform data to highlight or expose relationships. For example, students could use computational tools to collect data from their peers regarding the percentage of time technology is used for school work and entertainment, and then create digital displays of their data and findings. Students could then transform the data to highlight relationships representing males and females as percentages of a whole instead of as individual counts. (CA CCSS for Mathematics 6.SP.4, 7.SP.3, 8.SP.1, 8.SP.4) Alternatively, students could collect data from online forms and surveys, from a sensor, or by scraping a web page, and then transform the data to expose relationships. They could highlight the distribution of data (e.g., words on a web page, readings from a sensor) by giving quantitative measures of center and variability. (CA CCSS for Mathematics 6.SP.5.c, 7.SP.4)
Standard Identifier: 6-8.NI.4
Grade Range:
6–8
Concept:
Networks & the Internet
Subconcept:
Network Communication & Organization
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Model the role of protocols in transmitting data across networks and the Internet.
Descriptive Statement:
Protocols are rules that define how messages between computers are sent. They determine how quickly and securely information is transmitted across networks, as well as how to handle errors in transmission. Students model how data is sent using protocols to choose the fastest path and to deal with missing information. Knowledge of the details of how specific protocols work is not expected. The priority at this grade level is understanding the purpose of protocols and how they enable efficient and errorless communication. For example, students could devise a plan for sending data representing a textual message and devise a plan for resending lost information. Alternatively, students could devise a plan for sending data to represent a picture, and devise a plan for interpreting the image when pieces of the data are missing. Additionally, students could model the speed of sending messages by Bluetooth, Wi-Fi, or cellular networks and describe ways errors in data transmission can be detected and dealt with.
Model the role of protocols in transmitting data across networks and the Internet.
Descriptive Statement:
Protocols are rules that define how messages between computers are sent. They determine how quickly and securely information is transmitted across networks, as well as how to handle errors in transmission. Students model how data is sent using protocols to choose the fastest path and to deal with missing information. Knowledge of the details of how specific protocols work is not expected. The priority at this grade level is understanding the purpose of protocols and how they enable efficient and errorless communication. For example, students could devise a plan for sending data representing a textual message and devise a plan for resending lost information. Alternatively, students could devise a plan for sending data to represent a picture, and devise a plan for interpreting the image when pieces of the data are missing. Additionally, students could model the speed of sending messages by Bluetooth, Wi-Fi, or cellular networks and describe ways errors in data transmission can be detected and dealt with.
Standard Identifier: 9-12.AP.16
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Recognizing and Defining Computational Problems (3.2)
Standard:
Decompose problems into smaller subproblems through systematic analysis, using constructs such as procedures, modules, and/or classes.
Descriptive Statement:
Decomposition enables solutions to complex problems to be designed and implemented as more manageable subproblems. Students decompose a given problem into subproblems that can be solved using existing functionalities, or new functionalities that they design and implement. For example, students could design a program for supporting soccer coaches in analyzing their teams' statistics. They decompose the problem in terms of managing input, analysis, and output. They decompose the data organization by designing what data will be stored per player, per game, and per team. Team players may be stored as a collection. Data per team player may include: number of shots, misses, saves, assists, penalty kicks, blocks, and corner kicks. Students design methods for supporting various statistical analyses and display options. Students design output formats for individual players or coaches.
Decompose problems into smaller subproblems through systematic analysis, using constructs such as procedures, modules, and/or classes.
Descriptive Statement:
Decomposition enables solutions to complex problems to be designed and implemented as more manageable subproblems. Students decompose a given problem into subproblems that can be solved using existing functionalities, or new functionalities that they design and implement. For example, students could design a program for supporting soccer coaches in analyzing their teams' statistics. They decompose the problem in terms of managing input, analysis, and output. They decompose the data organization by designing what data will be stored per player, per game, and per team. Team players may be stored as a collection. Data per team player may include: number of shots, misses, saves, assists, penalty kicks, blocks, and corner kicks. Students design methods for supporting various statistical analyses and display options. Students design output formats for individual players or coaches.
Standard Identifier: 9-12.AP.17
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.3, 5.2)
Standard:
Create computational artifacts using modular design.
Descriptive Statement:
Computational artifacts are created by combining and modifying existing computational artifacts and/or by developing new artifacts. To reduce complexity, large programs can be designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. Students should create computational artifacts with interacting procedures, modules, and/or libraries. For example, students could incorporate a physics library into an animation of bouncing balls. Alternatively, students could integrate open-source JavaScript libraries to expand the functionality of a web application. Additionally, students could create their own game to teach Spanish vocabulary words using their own modular design (e.g., including methods to: control scoring, manage wordlists, manage access to different game levels, take input from the user, etc.).
Create computational artifacts using modular design.
Descriptive Statement:
Computational artifacts are created by combining and modifying existing computational artifacts and/or by developing new artifacts. To reduce complexity, large programs can be designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. Students should create computational artifacts with interacting procedures, modules, and/or libraries. For example, students could incorporate a physics library into an animation of bouncing balls. Alternatively, students could integrate open-source JavaScript libraries to expand the functionality of a web application. Additionally, students could create their own game to teach Spanish vocabulary words using their own modular design (e.g., including methods to: control scoring, manage wordlists, manage access to different game levels, take input from the user, etc.).
Standard Identifier: 9-12.CS.1
Grade Range:
9–12
Concept:
Computing Systems
Subconcept:
Devices
Practice(s):
Developing and Using Abstractions (4.1)
Standard:
Describe ways in which abstractions hide the underlying implementation details of computing systems to simplify user experiences.
Descriptive Statement:
An abstraction is a representation of an idea or phenomenon that hides details irrelevant to the question at hand. Computing systems, both stand alone and embedded in products, are often integrated with other systems to simplify user experiences. For example, students could identify geolocation hardware embedded in a smartphone and describe how this simplifies the users experience since the user does not have to enter her own location on the phone. Alternatively, students might select an embedded device such as a car stereo, identify the types of data (e.g., radio station presets, volume level) and procedures (e.g., increase volume, store/recall saved station, mute) it includes, and explain how the implementation details are hidden from the user.
Describe ways in which abstractions hide the underlying implementation details of computing systems to simplify user experiences.
Descriptive Statement:
An abstraction is a representation of an idea or phenomenon that hides details irrelevant to the question at hand. Computing systems, both stand alone and embedded in products, are often integrated with other systems to simplify user experiences. For example, students could identify geolocation hardware embedded in a smartphone and describe how this simplifies the users experience since the user does not have to enter her own location on the phone. Alternatively, students might select an embedded device such as a car stereo, identify the types of data (e.g., radio station presets, volume level) and procedures (e.g., increase volume, store/recall saved station, mute) it includes, and explain how the implementation details are hidden from the user.
Standard Identifier: 9-12.DA.10
Grade Range:
9–12
Concept:
Data & Analysis
Subconcept:
Collection, Visualization, & Transformation
Practice(s):
Creating Computational Artifacts (5.2)
Standard:
Create data visualizations to help others better understand real-world phenomena.
Descriptive Statement:
People transform, generalize, simplify, and present large data sets in different ways to influence how other people interpret and understand the underlying information. Students select relevant data from large or complex data sets in support of a claim or to communicate the information in a more sophisticated manner. Students use software tools or programming to perform a range of mathematical operations to transform and analyze data and create powerful data visualizations (that reveal patterns in the data). For example, students could create data visualizations to reveal patterns in voting data by state, gender, political affiliation, or socioeconomic status. Alternatively, students could use U.S. government data on criticially endangered animals to visualize population change over time.
Create data visualizations to help others better understand real-world phenomena.
Descriptive Statement:
People transform, generalize, simplify, and present large data sets in different ways to influence how other people interpret and understand the underlying information. Students select relevant data from large or complex data sets in support of a claim or to communicate the information in a more sophisticated manner. Students use software tools or programming to perform a range of mathematical operations to transform and analyze data and create powerful data visualizations (that reveal patterns in the data). For example, students could create data visualizations to reveal patterns in voting data by state, gender, political affiliation, or socioeconomic status. Alternatively, students could use U.S. government data on criticially endangered animals to visualize population change over time.
Standard Identifier: 9-12.NI.4
Grade Range:
9–12
Concept:
Networks & the Internet
Subconcept:
Network Communication & Organization
Practice(s):
Developing and Using Abstractions (4.1)
Standard:
Describe issues that impact network functionality.
Descriptive Statement:
Many different organizations, including educational, governmental, private businesses, and private households rely on networks to function adequately in order to engage in online commerce and activity. Quality of Service (QoS) refers to the capability of a network to provide better service to selected network traffic over various technologies from the perspective of the consumer. Students define and discuss performance measures that impact network functionality, such as latency, bandwidth, throughput, jitter, and error rate. For example, students could use online network simulators to explore how performance measures impact network functionality and describe impacts when various changes in the network occur. Alternatively, students could describe how pauses in television interviews conducted over satellite telephones are impacted by networking factors such as latency and jitter.
Describe issues that impact network functionality.
Descriptive Statement:
Many different organizations, including educational, governmental, private businesses, and private households rely on networks to function adequately in order to engage in online commerce and activity. Quality of Service (QoS) refers to the capability of a network to provide better service to selected network traffic over various technologies from the perspective of the consumer. Students define and discuss performance measures that impact network functionality, such as latency, bandwidth, throughput, jitter, and error rate. For example, students could use online network simulators to explore how performance measures impact network functionality and describe impacts when various changes in the network occur. Alternatively, students could describe how pauses in television interviews conducted over satellite telephones are impacted by networking factors such as latency and jitter.
Standard Identifier: 9-12.NI.5
Grade Range:
9–12
Concept:
Networks & the Internet
Subconcept:
Network Communication & Organization
Practice(s):
Communicating About Computing (7.2)
Standard:
Describe the design characteristics of the Internet.
Descriptive Statement:
The Internet connects devices and networks all over the world. Large-scale coordination occurs among many different machines across multiple paths every time a web page is opened or an image is viewed online. Through the domain name system (DNS), devices on the Internet can look up Internet Protocol (IP) addresses, allowing end-to-end communication between devices. The design decisions that direct the coordination among systems composing the Internet also allow for scalability and reliability. Students factor historical, cultural, and economic decisions in their explanations of the Internet. For example, students could explain how hierarchy in the DNS supports scalability and reliability. Alternatively, students could describe how the redundancy of routing between two nodes on the Internet increases reliability and scales as the Internet grows.
Describe the design characteristics of the Internet.
Descriptive Statement:
The Internet connects devices and networks all over the world. Large-scale coordination occurs among many different machines across multiple paths every time a web page is opened or an image is viewed online. Through the domain name system (DNS), devices on the Internet can look up Internet Protocol (IP) addresses, allowing end-to-end communication between devices. The design decisions that direct the coordination among systems composing the Internet also allow for scalability and reliability. Students factor historical, cultural, and economic decisions in their explanations of the Internet. For example, students could explain how hierarchy in the DNS supports scalability and reliability. Alternatively, students could describe how the redundancy of routing between two nodes on the Internet increases reliability and scales as the Internet grows.
Showing 11 - 20 of 28 Standards
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