Computer Science Standards
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Showing 11 - 20 of 42 Standards
Standard Identifier: 3-5.IC.21
Grade Range:
3–5
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Fostering an Inclusive Computing Culture (1.2)
Standard:
Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
Descriptive Statement:
The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students could research a wide variety of disabilities that would limit the use of traditional computational tools for the creation of multimedia artifacts, including digital images, songs, and videos. Students could then brainstorm and propose new software that would allow students that are limited by the disabilities to create similar artifacts in new ways (e.g., graphical display of music for the deaf, the sonification of images for visually impaired students, voice input for those that are unable to use traditional input like the mouse and the keyboard). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7) Alternatively, as they anticipate unique user needs, students may consider using both speech and text to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. (CA NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
Descriptive Statement:
The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students could research a wide variety of disabilities that would limit the use of traditional computational tools for the creation of multimedia artifacts, including digital images, songs, and videos. Students could then brainstorm and propose new software that would allow students that are limited by the disabilities to create similar artifacts in new ways (e.g., graphical display of music for the deaf, the sonification of images for visually impaired students, voice input for those that are unable to use traditional input like the mouse and the keyboard). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7) Alternatively, as they anticipate unique user needs, students may consider using both speech and text to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. (CA NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
Standard Identifier: 3-5.NI.5
Grade Range:
3–5
Concept:
Networks & the Internet
Subconcept:
Cybersecurity
Practice(s):
Recognizing and Defining Computational Problems (3.1)
Standard:
Describe physical and digital security measures for protecting personal information.
Descriptive Statement:
Personal information can be protected physically and digitally. Cybersecurity is the protection from unauthorized use of electronic data, or the measures taken to achieve this. Students identify what personal information is and the reasons for protecting it. Students describe physical and digital approaches for protecting personal information such as using strong passwords and biometric scanners. For example, students could engage in a collaborative discussion orally or in writing regarding topics that relate to personal cybersecurity issues. Discussion topics could be based on current events related to cybersecurity or topics that are applicable to students, such as the necessity of backing up data to guard against loss, how to create strong passwords and the importance of not sharing passwords, or why we should keep operating systems updated and use anti-virus software to protect data and systems. Students could also discuss physical measures that can be used to protect data including biometric scanners, locked doors, and physical backups. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1)
Describe physical and digital security measures for protecting personal information.
Descriptive Statement:
Personal information can be protected physically and digitally. Cybersecurity is the protection from unauthorized use of electronic data, or the measures taken to achieve this. Students identify what personal information is and the reasons for protecting it. Students describe physical and digital approaches for protecting personal information such as using strong passwords and biometric scanners. For example, students could engage in a collaborative discussion orally or in writing regarding topics that relate to personal cybersecurity issues. Discussion topics could be based on current events related to cybersecurity or topics that are applicable to students, such as the necessity of backing up data to guard against loss, how to create strong passwords and the importance of not sharing passwords, or why we should keep operating systems updated and use anti-virus software to protect data and systems. Students could also discuss physical measures that can be used to protect data including biometric scanners, locked doors, and physical backups. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1)
Standard Identifier: 3-5.NI.6
Grade Range:
3–5
Concept:
Networks & the Internet
Subconcept:
Cybersecurity
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Create patterns to protect information from unauthorized access.
Descriptive Statement:
Encryption is the process of converting information or data into a code, especially to prevent unauthorized access. At this level, students use patterns as a code for encryption, to protect information. Patterns should be decodable to the party for whom the message is intended, but difficult or impossible for those with unauthorized access. For example, students could create encrypted messages via flashing a flashlight in Morse code. Other students could decode this established language even if it wasn't meant for them. To model the idea of protecting data, students should create their own variations on or changes to Morse code. This ensures that when a member of that group flashes a message only other members of their group can decode it, even if other students in the room can see it. (CA NGSS: 4-PS4-3) Alternatively, students could engage in a CS Unplugged activity that models public key encryption: One student puts a paper containing a written secret in a box, locks it with a padlock, and hands the box to a second student. Student 2 puts on a second padlock and hands it back. Student 1 removes her lock and hands the box to student 2 again. Student 2 removes his lock, opens the box, and has access to the secret that student 1 sent him. Because the box always contained at least one lock while in transit, an outside party never had the opportunity to see the message and it is protected.
Create patterns to protect information from unauthorized access.
Descriptive Statement:
Encryption is the process of converting information or data into a code, especially to prevent unauthorized access. At this level, students use patterns as a code for encryption, to protect information. Patterns should be decodable to the party for whom the message is intended, but difficult or impossible for those with unauthorized access. For example, students could create encrypted messages via flashing a flashlight in Morse code. Other students could decode this established language even if it wasn't meant for them. To model the idea of protecting data, students should create their own variations on or changes to Morse code. This ensures that when a member of that group flashes a message only other members of their group can decode it, even if other students in the room can see it. (CA NGSS: 4-PS4-3) Alternatively, students could engage in a CS Unplugged activity that models public key encryption: One student puts a paper containing a written secret in a box, locks it with a padlock, and hands the box to a second student. Student 2 puts on a second padlock and hands it back. Student 1 removes her lock and hands the box to student 2 again. Student 2 removes his lock, opens the box, and has access to the secret that student 1 sent him. Because the box always contained at least one lock while in transit, an outside party never had the opportunity to see the message and it is protected.
Standard Identifier: 6-8.AP.10
Grade Range:
6–8
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Developing and Using Abstractions (4.1, 4.4)
Standard:
Use flowcharts and/or pseudocode to design and illustrate algorithms that solve complex problems.
Descriptive Statement:
Complex problems are problems that would be difficult for students to solve without breaking them down into multiple steps. Flowcharts and pseudocode are used to design and illustrate the breakdown of steps in an algorithm. Students design and illustrate algorithms using pseudocode and/or flowcharts that organize and sequence the breakdown of steps for solving complex problems. For example, students might use a flowchart to illustrate an algorithm that produces a recommendation for purchasing sneakers based on inputs such as size, colors, brand, comfort, and cost. Alternatively, students could write pseudocode to express an algorithm for suggesting their outfit for the day, based on inputs such as the weather, color preferences, and day of the week.
Use flowcharts and/or pseudocode to design and illustrate algorithms that solve complex problems.
Descriptive Statement:
Complex problems are problems that would be difficult for students to solve without breaking them down into multiple steps. Flowcharts and pseudocode are used to design and illustrate the breakdown of steps in an algorithm. Students design and illustrate algorithms using pseudocode and/or flowcharts that organize and sequence the breakdown of steps for solving complex problems. For example, students might use a flowchart to illustrate an algorithm that produces a recommendation for purchasing sneakers based on inputs such as size, colors, brand, comfort, and cost. Alternatively, students could write pseudocode to express an algorithm for suggesting their outfit for the day, based on inputs such as the weather, color preferences, and day of the week.
Standard Identifier: 6-8.AP.12
Grade Range:
6–8
Concept:
Algorithms & Programming
Subconcept:
Control
Practice(s):
Creating Computational Artifacts (5.1, 5.2)
Standard:
Design and iteratively develop programs that combine control structures and use compound conditions.
Descriptive Statement:
Control structures can be combined in many ways. Nested loops are loops placed within loops, and nested conditionals allow the result of one conditional to lead to another. Compound conditions combine two or more conditions in a logical relationship (e.g., using AND, OR, and NOT). Students appropriately use control structures to perform repetitive and selection tasks. For example, when programming an interactive story, students could use a compound conditional within a loop to unlock a door only if a character has a key AND is touching the door. (CA CCSS for ELA/Literacy W.6.3, W.7.3, W.8.3) Alternatively, students could use compound conditionals when writing a program to test whether two points lie along the line defined by a particular linear function. (CA CCSS for Mathematics 8.EE.7) Additionally, students could use nested loops to program a character to do the "chicken dance" by opening and closing the beak, flapping the wings, shaking the hips, and clapping four times each; this dance "chorus" is then repeated several times in its entirety.
Design and iteratively develop programs that combine control structures and use compound conditions.
Descriptive Statement:
Control structures can be combined in many ways. Nested loops are loops placed within loops, and nested conditionals allow the result of one conditional to lead to another. Compound conditions combine two or more conditions in a logical relationship (e.g., using AND, OR, and NOT). Students appropriately use control structures to perform repetitive and selection tasks. For example, when programming an interactive story, students could use a compound conditional within a loop to unlock a door only if a character has a key AND is touching the door. (CA CCSS for ELA/Literacy W.6.3, W.7.3, W.8.3) Alternatively, students could use compound conditionals when writing a program to test whether two points lie along the line defined by a particular linear function. (CA CCSS for Mathematics 8.EE.7) Additionally, students could use nested loops to program a character to do the "chicken dance" by opening and closing the beak, flapping the wings, shaking the hips, and clapping four times each; this dance "chorus" is then repeated several times in its entirety.
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.IC.20
Grade Range:
6–8
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Communicating About Computing (7.2)
Standard:
Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.
Descriptive Statement:
Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students consider current events related to broad ideas, including privacy, communication, and automation. For example, students could compare and contrast the impacts of computing technologies with the impacts of other systems developed throughout history such as the Pony Express and US Postal System. (HSS.7.8.4) Alternatively, students could identify tradeoffs for both personal and professional uses of a variety of computing technologies. For instance, driverless cars can increase convenience and reduce accidents, but they may be susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but may create more software engineering and cybersecurity jobs.
Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.
Descriptive Statement:
Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students consider current events related to broad ideas, including privacy, communication, and automation. For example, students could compare and contrast the impacts of computing technologies with the impacts of other systems developed throughout history such as the Pony Express and US Postal System. (HSS.7.8.4) Alternatively, students could identify tradeoffs for both personal and professional uses of a variety of computing technologies. For instance, driverless cars can increase convenience and reduce accidents, but they may be susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but may create more software engineering and cybersecurity jobs.
Standard Identifier: 6-8.IC.21
Grade Range:
6–8
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Fostering an Inclusive Computing Culture (1.2)
Standard:
Discuss issues of bias and accessibility in the design of existing technologies.
Descriptive Statement:
Computing technologies should support users of many backgrounds and abilities. In order to maximize accessiblity, these differences need to be addressed by examining diverse populations. With the teacher's guidance, students test and discuss the usability of various technology tools, such as apps, games, and devices. For example, students could discuss the impacts of facial recognition software that works better for lighter skin tones and recognize that the software was likely developed with a homogeneous testing group. Students could then discuss how accessibility could be improved by sampling a more diverse population. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1)
Discuss issues of bias and accessibility in the design of existing technologies.
Descriptive Statement:
Computing technologies should support users of many backgrounds and abilities. In order to maximize accessiblity, these differences need to be addressed by examining diverse populations. With the teacher's guidance, students test and discuss the usability of various technology tools, such as apps, games, and devices. For example, students could discuss the impacts of facial recognition software that works better for lighter skin tones and recognize that the software was likely developed with a homogeneous testing group. Students could then discuss how accessibility could be improved by sampling a more diverse population. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1)
Standard Identifier: 6-8.NI.5
Grade Range:
6–8
Concept:
Networks & the Internet
Subconcept:
Cybersecurity
Practice(s):
Recognizing and Defining Computational Problems (3.1, 3.3)
Standard:
Explain potential security threats and security measures to mitigate threats.
Descriptive Statement:
Cybersecurity is an important field of study and it is valuable for students to understand the need for protecting sensitive data. Students identify multiple methods for protecting data and articulate the value and appropriateness for each method. Students are not expected to implement or explain the implementation of such technologies. For example, students could explain the importance of keeping passwords hidden, setting secure router administrator passwords, erasing a storage device before it is reused, and using firewalls to restrict access to private networks. Alternatively, students could explain the importance of two-factor authentication and HTTPS connections to ensure secure data transmission.
Explain potential security threats and security measures to mitigate threats.
Descriptive Statement:
Cybersecurity is an important field of study and it is valuable for students to understand the need for protecting sensitive data. Students identify multiple methods for protecting data and articulate the value and appropriateness for each method. Students are not expected to implement or explain the implementation of such technologies. For example, students could explain the importance of keeping passwords hidden, setting secure router administrator passwords, erasing a storage device before it is reused, and using firewalls to restrict access to private networks. Alternatively, students could explain the importance of two-factor authentication and HTTPS connections to ensure secure data transmission.
Standard Identifier: 6-8.NI.6
Grade Range:
6–8
Concept:
Networks & the Internet
Subconcept:
Cybersecurity
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Apply multiple methods of information protection to model the secure transmission of information.
Descriptive Statement:
Digital information is protected using a variety of cryptographic techniques. Cryptography is essential to many models of cybersecurity. At its core, cryptography has a mathematical foundation. Cryptographic encryption can be as simple as letter substitution or as complicated as modern methods used to secure networks and the Internet. Students encode and decode messages using encryption methods, and explore different levels of complexity used to hide or secure information. For example, students could identify methods of secret communication used during the Revolutionary War (e.g., ciphers, secret codes, invisible ink, hidden letters) and then secure their own methods such as substitution ciphers or steganography (i.e., hiding messages inside a picture or other data) to compose a message from either the Continental Army or British Army. (HSS.8.1) Alternatively, students could explore functions and inverse functions for encryption and decryption and consider functions that are complex enough to keep data secure from their peers. (CA CCSS for Mathematics 8.F.1)
Apply multiple methods of information protection to model the secure transmission of information.
Descriptive Statement:
Digital information is protected using a variety of cryptographic techniques. Cryptography is essential to many models of cybersecurity. At its core, cryptography has a mathematical foundation. Cryptographic encryption can be as simple as letter substitution or as complicated as modern methods used to secure networks and the Internet. Students encode and decode messages using encryption methods, and explore different levels of complexity used to hide or secure information. For example, students could identify methods of secret communication used during the Revolutionary War (e.g., ciphers, secret codes, invisible ink, hidden letters) and then secure their own methods such as substitution ciphers or steganography (i.e., hiding messages inside a picture or other data) to compose a message from either the Continental Army or British Army. (HSS.8.1) Alternatively, students could explore functions and inverse functions for encryption and decryption and consider functions that are complex enough to keep data secure from their peers. (CA CCSS for Mathematics 8.F.1)
Showing 11 - 20 of 42 Standards
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