Computer Science Standards
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Showing 11 - 14 of 14 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.12
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.2)
Standard:
Implement searching and sorting algorithms to solve computational problems.
Descriptive Statement:
One of the core uses of computers is to store, organize, and retrieve information when working with large amounts of data. Students create computational artifacts that use searching and/or sorting algorithms to retrieve, organize, or store information. Students do not need to select their algorithm based on efficiency. For example, students could write a script to sequence their classmates in order from youngest to oldest. Alternatively, students could write a program to find certain words within a text and report their location.
Implement searching and sorting algorithms to solve computational problems.
Descriptive Statement:
One of the core uses of computers is to store, organize, and retrieve information when working with large amounts of data. Students create computational artifacts that use searching and/or sorting algorithms to retrieve, organize, or store information. Students do not need to select their algorithm based on efficiency. For example, students could write a script to sequence their classmates in order from youngest to oldest. Alternatively, students could write a program to find certain words within a text and report their location.
Standard Identifier: 9-12S.CS.1
Grade Range:
9–12 Specialty
Concept:
Computing Systems
Subconcept:
Devices
Practice(s):
Developing and Using Abstractions, Communicating About Computing (4.4, 7.2)
Standard:
Illustrate ways computing systems implement logic through hardware components.
Descriptive Statement:
Computing systems use processors (e.g., a central processing unit or CPU) to execute program instructions. Processors are composed of components that implement the logical or computational operations required by the instructions. AND, OR, and NOT are examples of logic gates. Adders are examples of higher-leveled circuits built using low-level logic gates. Students illustrate how modern computing devices are made up of smaller and simpler components which implement the logic underlying the functionality of a computer processor. At this level, knowledge of how logic gates are constructed is not expected. For example, students could construct truth tables, draw logic circuit diagrams, or use an online logic circuit simulator. Students could explore the interaction of the CPU, RAM, and I/O by labeling a diagram of the von Neumann architecture. Alternatively, students could design higher-level circuits using low-level logic gates (e.g., adders).
Illustrate ways computing systems implement logic through hardware components.
Descriptive Statement:
Computing systems use processors (e.g., a central processing unit or CPU) to execute program instructions. Processors are composed of components that implement the logical or computational operations required by the instructions. AND, OR, and NOT are examples of logic gates. Adders are examples of higher-leveled circuits built using low-level logic gates. Students illustrate how modern computing devices are made up of smaller and simpler components which implement the logic underlying the functionality of a computer processor. At this level, knowledge of how logic gates are constructed is not expected. For example, students could construct truth tables, draw logic circuit diagrams, or use an online logic circuit simulator. Students could explore the interaction of the CPU, RAM, and I/O by labeling a diagram of the von Neumann architecture. Alternatively, students could design higher-level circuits using low-level logic gates (e.g., adders).
Standard Identifier: 9-12S.CS.2
Grade Range:
9–12 Specialty
Concept:
Computing Systems
Subconcept:
Hardware & Software
Practice(s):
Communicating About Computing (7.2)
Standard:
Categorize and describe the different functions of operating system software.
Descriptive Statement:
Operating systems (OS) software is the code that manages the computer’s basic functions. Students describe at a high level the different functions of different components of operating system software. Examples of functions could include memory management, data storage/retrieval, processes management, and access control. For example, students could use monitoring tools including within an OS to inspect the services and functions running on a system and create an artifact to describe the activity that they observed (e.g., when a browser is running with many tabs open, memory usage is increased). They could also inspect and describe changes in the activity monitor that occur as different applications are executing (e.g., processor utilization increases when a new application is launched).
Categorize and describe the different functions of operating system software.
Descriptive Statement:
Operating systems (OS) software is the code that manages the computer’s basic functions. Students describe at a high level the different functions of different components of operating system software. Examples of functions could include memory management, data storage/retrieval, processes management, and access control. For example, students could use monitoring tools including within an OS to inspect the services and functions running on a system and create an artifact to describe the activity that they observed (e.g., when a browser is running with many tabs open, memory usage is increased). They could also inspect and describe changes in the activity monitor that occur as different applications are executing (e.g., processor utilization increases when a new application is launched).
Showing 11 - 14 of 14 Standards
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