Computer Science Standards
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Showing 11 - 15 of 15 Standards
Standard Identifier: 9-12S.AP.11
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Recognizing and Defining Computational Problems, Creating Computational Artifacts (3.1, 5.3)
Standard:
Implement an algorithm that uses artificial intelligence to overcome a simple challenge.
Descriptive Statement:
Artificial intelligence algorithms allow a computer to perceive and move in the world, use knowledge, and engage in problem solving. Students create a computational artifact that is able to carry out a simple task commonly performed by living organisms. Students do not need to realistically simulate human behavior or solve a complex problem in order to meet this standard. For example, students could implement an algorithm for playing tic-tac-toe that would select an appropriate location for the next move. Alternatively, students could implement an algorithm that allows a solar-powered robot to move to a sunny location when its batteries are low.
Implement an algorithm that uses artificial intelligence to overcome a simple challenge.
Descriptive Statement:
Artificial intelligence algorithms allow a computer to perceive and move in the world, use knowledge, and engage in problem solving. Students create a computational artifact that is able to carry out a simple task commonly performed by living organisms. Students do not need to realistically simulate human behavior or solve a complex problem in order to meet this standard. For example, students could implement an algorithm for playing tic-tac-toe that would select an appropriate location for the next move. Alternatively, students could implement an algorithm that allows a solar-powered robot to move to a sunny location when its batteries are low.
Standard Identifier: 9-12S.AP.13
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Recognizing and Defining Computational Problems (3.3)
Standard:
Evaluate algorithms in terms of their efficiency.
Descriptive Statement:
Algorithms that perform the same task can be implemented in different ways, which take different amounts of time to run on a given input set. Algorithms are commonly evaluated using asymptotic analysis (i.e., “Big O”) which involves exploration of behavior when the input set grows very large. Students classify algorithms by the most common time classes (e.g., log n, linear, n log n, and quadratic or higher). For example, students could read a given algorithm, identify the control constructs, and in conjunction with input size, identify the efficiency class of the algorithm.
Evaluate algorithms in terms of their efficiency.
Descriptive Statement:
Algorithms that perform the same task can be implemented in different ways, which take different amounts of time to run on a given input set. Algorithms are commonly evaluated using asymptotic analysis (i.e., “Big O”) which involves exploration of behavior when the input set grows very large. Students classify algorithms by the most common time classes (e.g., log n, linear, n log n, and quadratic or higher). For example, students could read a given algorithm, identify the control constructs, and in conjunction with input size, identify the efficiency class of the algorithm.
Standard Identifier: 9-12S.AP.15
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Control
Practice(s):
Recognizing and Defining Computational Problems, Communicating About Computing (3.2, 7.2)
Standard:
Demonstrate the flow of execution of a recursive algorithm.
Descriptive Statement:
Recursion is a powerful problem-solving approach where the problem solution is built on solutions of smaller instances of the same problem. A base case, which returns a result without referencing itself, must be defined, otherwise infinite recursion will occur. Students represent a sequence of calls to a recursive algorithm and show how the process resolves to a solution. For example, students could draw a diagram to illustrate flow of execution by keeping track of parameter and returned values for each recursive call. Alternatively, students could create a video showing the passing of arguments as the recursive algorithm runs.
Demonstrate the flow of execution of a recursive algorithm.
Descriptive Statement:
Recursion is a powerful problem-solving approach where the problem solution is built on solutions of smaller instances of the same problem. A base case, which returns a result without referencing itself, must be defined, otherwise infinite recursion will occur. Students represent a sequence of calls to a recursive algorithm and show how the process resolves to a solution. For example, students could draw a diagram to illustrate flow of execution by keeping track of parameter and returned values for each recursive call. Alternatively, students could create a video showing the passing of arguments as the recursive algorithm runs.
Standard Identifier: 9-12S.IC.27
Grade Range:
9–12 Specialty
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Fostering an Inclusive Computing Culture, Testing and Refining Computational Artifacts (1.2, 6.1)
Standard:
Evaluate computational artifacts with regard to improving their beneficial effects and reducing harmful effects on society.
Descriptive Statement:
People design computational artifacts to help make the lives of humans better. Students evaluate an artifact and comment on aspects of it which positively or negatively impact users and give ideas for reducing the possible negative impacts. For example, students could discuss how algorithms that screen job candidates' resumes can cut costs for companies (a beneficial effect) but introduce or amplify bias in the hiring process (a harmful effect). Alternatively, students could discuss how turn-by-turn navigation tools can help drivers avoid traffic and find alternate routes (a beneficial effect), but sometimes channel large amounts of traffic down small neighborhood streets (a harmful effect). Additionally, students could discuss how social media algorithms can help direct users' attention to interesting content (a beneficial effect), while simultaneously limiting users' exposure to information that contradicts pre-existing beliefs (a harmful effect).
Evaluate computational artifacts with regard to improving their beneficial effects and reducing harmful effects on society.
Descriptive Statement:
People design computational artifacts to help make the lives of humans better. Students evaluate an artifact and comment on aspects of it which positively or negatively impact users and give ideas for reducing the possible negative impacts. For example, students could discuss how algorithms that screen job candidates' resumes can cut costs for companies (a beneficial effect) but introduce or amplify bias in the hiring process (a harmful effect). Alternatively, students could discuss how turn-by-turn navigation tools can help drivers avoid traffic and find alternate routes (a beneficial effect), but sometimes channel large amounts of traffic down small neighborhood streets (a harmful effect). Additionally, students could discuss how social media algorithms can help direct users' attention to interesting content (a beneficial effect), while simultaneously limiting users' exposure to information that contradicts pre-existing beliefs (a harmful effect).
Standard Identifier: 9-12S.NI.6
Grade Range:
9–12 Specialty
Concept:
Networks & the Internet
Subconcept:
Cybersecurity
Practice(s):
Recognizing and Defining Computational Problems, Developing and Using Abstractions (3.3, 4.2)
Standard:
Analyze cryptographic techniques to model the secure transmission of information.
Descriptive Statement:
Cryptography is essential to many models of cybersecurity. Open standards help to ensure cryptographic security. Certificate Authorities (CAs) issue digital certificates that validate the ownership of encrypted keys used in secured communications across the Internet. Students encode and decode messages using encryption and decryption methods, and they should understand the different levels of complexity to hide or secure information. For example, students could analyze the relative designs of private key vs. public key encryption techniques and apply the best choice for a particular scenario. Alternatively, students could analyze the design of the Diffie-Helman algorithm to RSA (Rivest–Shamir–Adleman) and apply the best choice for a particular scenario. They could provide a cost-benefit analysis of runtime and ease of cracking for various encryption techniques which are commonly used to secure transmission of data over the Internet.
Analyze cryptographic techniques to model the secure transmission of information.
Descriptive Statement:
Cryptography is essential to many models of cybersecurity. Open standards help to ensure cryptographic security. Certificate Authorities (CAs) issue digital certificates that validate the ownership of encrypted keys used in secured communications across the Internet. Students encode and decode messages using encryption and decryption methods, and they should understand the different levels of complexity to hide or secure information. For example, students could analyze the relative designs of private key vs. public key encryption techniques and apply the best choice for a particular scenario. Alternatively, students could analyze the design of the Diffie-Helman algorithm to RSA (Rivest–Shamir–Adleman) and apply the best choice for a particular scenario. They could provide a cost-benefit analysis of runtime and ease of cracking for various encryption techniques which are commonly used to secure transmission of data over the Internet.
Showing 11 - 15 of 15 Standards
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