Computer Science Standards
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Showing 1 - 10 of 13 Standards
Standard Identifier: K-2.AP.10
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Recognizing and Defining Computational Problems, Developing and Using Abstractions (3.2, 4.4)
Standard:
Model daily processes by creating and following algorithms to complete tasks.
Descriptive Statement:
Algorithms are sequences of instructions that describe how to complete a specific task. Students create algorithms that reflect simple life tasks inside and outside of the classroom. For example, students could create algorithms to represent daily routines for getting ready for school, transitioning through center rotations, eating lunch, and putting away art materials. Students could then write a narrative sequence of events. (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3) Alternatively, students could create a game or a dance with a specific set of movements to reach an intentional goal or objective. (P.E K.2, 1.2, 2.2) Additionally, students could create a map of their neighborhood and give step-by-step directions of how they get to school. (HSS.K.4, 1.2, 2.2)
Model daily processes by creating and following algorithms to complete tasks.
Descriptive Statement:
Algorithms are sequences of instructions that describe how to complete a specific task. Students create algorithms that reflect simple life tasks inside and outside of the classroom. For example, students could create algorithms to represent daily routines for getting ready for school, transitioning through center rotations, eating lunch, and putting away art materials. Students could then write a narrative sequence of events. (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3) Alternatively, students could create a game or a dance with a specific set of movements to reach an intentional goal or objective. (P.E K.2, 1.2, 2.2) Additionally, students could create a map of their neighborhood and give step-by-step directions of how they get to school. (HSS.K.4, 1.2, 2.2)
Standard Identifier: K-2.DA.7
Grade Range:
K–2
Concept:
Data & Analysis
Subconcept:
Storage
Practice(s):
Developing and Using Abstractions (4.2)
Standard:
Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data.
Descriptive Statement:
Information from the real world can be stored and processed by a computing device. When stored on a computing device, it is referred to as data. Data can include images, text documents, audio files, and video files. Students store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. For example, students could produce a story using a computing device, storing it locally or remotely (e.g., in the cloud). They could then make a copy of the story for peer revision and editing. When the final copy of the story is complete, students delete any unnecessary files. They search for and retrieve data from a local or remote source, depending on where it was stored. (CA CCSS for ELA/Literacy W.K.6, W.K.5, W1.6, W.1.5, W.2.6, W.2.5) Alternatively, students could record their voices singing an age-appropriate song. They could store the data on a computing device, search for peers' audio files, retrieve their own files, and delete unnecesary takes. (VAPA Music K.2.2, 1.2.2, 2.2.2)
Store, copy, search, retrieve, modify, and delete information using a computing device, and define the information stored as data.
Descriptive Statement:
Information from the real world can be stored and processed by a computing device. When stored on a computing device, it is referred to as data. Data can include images, text documents, audio files, and video files. Students store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. For example, students could produce a story using a computing device, storing it locally or remotely (e.g., in the cloud). They could then make a copy of the story for peer revision and editing. When the final copy of the story is complete, students delete any unnecessary files. They search for and retrieve data from a local or remote source, depending on where it was stored. (CA CCSS for ELA/Literacy W.K.6, W.K.5, W1.6, W.1.5, W.2.6, W.2.5) Alternatively, students could record their voices singing an age-appropriate song. They could store the data on a computing device, search for peers' audio files, retrieve their own files, and delete unnecesary takes. (VAPA Music K.2.2, 1.2.2, 2.2.2)
Standard Identifier: 3-5.AP.10
Grade Range:
3–5
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Recognizing and Defining Computational Problems, Testing and Refining Computational Artifacts (3.3, 6.3)
Standard:
Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
Descriptive Statement:
Different algorithms can achieve the same result, though sometimes one algorithm might be more appropriate for a specific solution. Students examine different ways to solve the same task and decide which would be the better solution for the specific scenario. For example, students could use a map and create multiple algorithms to model the early land and sea routes to and from European settlements in California. They could then compare and refine their algorithms to reflect faster travel times, shorter distances, or avoid specific characteristics, such as mountains, deserts, ocean currents, and wind patterns. (HSS.4.2.2) Alternatively, students could identify multiple algorithms for decomposing a fraction into a sum of fractions with the same denominator and record each decomposition with an equation (e.g., 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). Students could then select the most efficient algorithm (e.g., fewest number of steps). (CA CCSS for Mathematics 4.NF.3b) Additionally, students could compare algorithms that describe how to get ready for school and modify them for supporting different goals including having time to care for a pet, being able to talk with a friend before classes start, or taking a longer route to school to accompany a younger sibling to their school first. Students could then write an opinion piece, justifying with reasons their selected algorithm is most appropriate. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)
Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
Descriptive Statement:
Different algorithms can achieve the same result, though sometimes one algorithm might be more appropriate for a specific solution. Students examine different ways to solve the same task and decide which would be the better solution for the specific scenario. For example, students could use a map and create multiple algorithms to model the early land and sea routes to and from European settlements in California. They could then compare and refine their algorithms to reflect faster travel times, shorter distances, or avoid specific characteristics, such as mountains, deserts, ocean currents, and wind patterns. (HSS.4.2.2) Alternatively, students could identify multiple algorithms for decomposing a fraction into a sum of fractions with the same denominator and record each decomposition with an equation (e.g., 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). Students could then select the most efficient algorithm (e.g., fewest number of steps). (CA CCSS for Mathematics 4.NF.3b) Additionally, students could compare algorithms that describe how to get ready for school and modify them for supporting different goals including having time to care for a pet, being able to talk with a friend before classes start, or taking a longer route to school to accompany a younger sibling to their school first. Students could then write an opinion piece, justifying with reasons their selected algorithm is most appropriate. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)
Standard Identifier: 3-5.DA.7
Grade Range:
3–5
Concept:
Data & Analysis
Subconcept:
Storage
Practice(s):
Developing and Using Abstractions (4.2)
Standard:
Explain that the amount of space required to store data differs based on the type of data and/or level of detail.
Descriptive Statement:
All saved data requires space to store it, whether locally or not (e.g., on the cloud). Music, images, video, and text require different amounts of storage. Video will often require more storage and different format than music or images alone because video combines both. The level of detail represented by that data also affects storage requirements. For instance, two pictures of the same object can require different amounts of storage based upon their resolution, and a high-resolution photo could require more storage than a low-resolution video. Students select appropriate storage for their data. For example, students could create an image using a standard drawing app. They could save the image in different formats (e.g., .png, .jpg, .pdf) and compare file sizes. They should also notice that different file sizes can result in differences in quality or resolution (e.g., some pictures could be more pixelated while some could be sharper). Alternatively, in an unplugged activity, students could represent images by coloring in squares within a large grid. They could model how a larger grid requires more storage but also represents a clearer image (i.e., higher resolution).
Explain that the amount of space required to store data differs based on the type of data and/or level of detail.
Descriptive Statement:
All saved data requires space to store it, whether locally or not (e.g., on the cloud). Music, images, video, and text require different amounts of storage. Video will often require more storage and different format than music or images alone because video combines both. The level of detail represented by that data also affects storage requirements. For instance, two pictures of the same object can require different amounts of storage based upon their resolution, and a high-resolution photo could require more storage than a low-resolution video. Students select appropriate storage for their data. For example, students could create an image using a standard drawing app. They could save the image in different formats (e.g., .png, .jpg, .pdf) and compare file sizes. They should also notice that different file sizes can result in differences in quality or resolution (e.g., some pictures could be more pixelated while some could be sharper). Alternatively, in an unplugged activity, students could represent images by coloring in squares within a large grid. They could model how a larger grid requires more storage but also represents a clearer image (i.e., higher resolution).
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.DA.7
Grade Range:
6–8
Concept:
Data & Analysis
Subconcept:
Storage
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Represent data in multiple ways.
Descriptive Statement:
Computers store data as sequences of 0s and 1s (bits). Software translates to and from this low-level representation to higher levels that are understandable by people. Furthermore, higher level data can be represented in multiple ways, such as the digital display of a color and its corresponding numeric RGB value, or a bar graph, a pie chart, and table representation of the same data in a spreadsheet. For example, students could use a color picker to explore the correspondence between the digital display or name of a color (high-level representations) and its RGB value or hex code (low-level representation). Alternatively, students could translate a word (high-level representation) into Morse code or its corresponding sequence of ASCII codes (low-level representation).
Represent data in multiple ways.
Descriptive Statement:
Computers store data as sequences of 0s and 1s (bits). Software translates to and from this low-level representation to higher levels that are understandable by people. Furthermore, higher level data can be represented in multiple ways, such as the digital display of a color and its corresponding numeric RGB value, or a bar graph, a pie chart, and table representation of the same data in a spreadsheet. For example, students could use a color picker to explore the correspondence between the digital display or name of a color (high-level representations) and its RGB value or hex code (low-level representation). Alternatively, students could translate a word (high-level representation) into Morse code or its corresponding sequence of ASCII codes (low-level representation).
Standard Identifier: 9-12.AP.12
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.1)
Standard:
Design algorithms to solve computational problems using a combination of original and existing algorithms.
Descriptive Statement:
Knowledge of common algorithms improves how people develop software, secure data, and store information. Some algorithms may be easier to implement in a particular programming language, work faster, require less memory to store data, and be applicable in a wider variety of situations than other algorithms. Algorithms used to search and sort data are common in a variety of software applications. For example, students could design an algorithm to calculate and display various sports statistics and use common sorting or mathematical algorithms (e.g., average) in the design of the overall algorithm. Alternatively, students could design an algorithm to implement a game and use existing randomization algorithms to place pieces randomly in starting positions or to control the "roll" of a dice or selection of a "card" from a deck.
Design algorithms to solve computational problems using a combination of original and existing algorithms.
Descriptive Statement:
Knowledge of common algorithms improves how people develop software, secure data, and store information. Some algorithms may be easier to implement in a particular programming language, work faster, require less memory to store data, and be applicable in a wider variety of situations than other algorithms. Algorithms used to search and sort data are common in a variety of software applications. For example, students could design an algorithm to calculate and display various sports statistics and use common sorting or mathematical algorithms (e.g., average) in the design of the overall algorithm. Alternatively, students could design an algorithm to implement a game and use existing randomization algorithms to place pieces randomly in starting positions or to control the "roll" of a dice or selection of a "card" from a deck.
Standard Identifier: 9-12.DA.8
Grade Range:
9–12
Concept:
Data & Analysis
Subconcept:
Storage
Practice(s):
Developing and Using Abstractions (4.1)
Standard:
Translate between different representations of data abstractions of real-world phenomena, such as characters, numbers, and images.
Descriptive Statement:
Computers represent complex real-world concepts such as characters, numbers, and images through various abstractions. Students translate between these different levels of data representations. For example, students could convert an HTML (Hyper Text Markup Language) tag for red font into RGB (Red Green Blue), HEX (Hexadecimal Color Code), HSL (Hue Saturation Lightness), RGBA( Red Green Blue Alpha), or HSLA (Hue Saturation Lightness and Alpha) representations. Alternatively, students could convert the standard representation of a character such as ! into ASCII or Unicode.
Translate between different representations of data abstractions of real-world phenomena, such as characters, numbers, and images.
Descriptive Statement:
Computers represent complex real-world concepts such as characters, numbers, and images through various abstractions. Students translate between these different levels of data representations. For example, students could convert an HTML (Hyper Text Markup Language) tag for red font into RGB (Red Green Blue), HEX (Hexadecimal Color Code), HSL (Hue Saturation Lightness), RGBA( Red Green Blue Alpha), or HSLA (Hue Saturation Lightness and Alpha) representations. Alternatively, students could convert the standard representation of a character such as ! into ASCII or Unicode.
Standard Identifier: 9-12.DA.9
Grade Range:
9–12
Concept:
Data & Analysis
Subconcept:
Storage
Practice(s):
Recognizing and Defining Computational Problems (3.3)
Standard:
Describe tradeoffs associated with how data elements are organized and stored.
Descriptive Statement:
People make choices about how data elements are organized and where data is stored. These choices affect cost, speed, reliability, accessibility, privacy, and integrity. Students describe implications for a given data organziation or storage choice in light of a specific problem. For example, students might consider the cost, speed, reliability, accessibility, privacy, and integrity tradeoffs between storing photo data on a mobile device versus in the cloud. Alternatively, students might compare the tradeoffs between file size and image quality of various image file formats and how choice of format may be infuenced by the device on which it is to be accessed (e.g., smartphone, computer).
Describe tradeoffs associated with how data elements are organized and stored.
Descriptive Statement:
People make choices about how data elements are organized and where data is stored. These choices affect cost, speed, reliability, accessibility, privacy, and integrity. Students describe implications for a given data organziation or storage choice in light of a specific problem. For example, students might consider the cost, speed, reliability, accessibility, privacy, and integrity tradeoffs between storing photo data on a mobile device versus in the cloud. Alternatively, students might compare the tradeoffs between file size and image quality of various image file formats and how choice of format may be infuenced by the device on which it is to be accessed (e.g., smartphone, computer).
Standard Identifier: 9-12S.AP.10
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Recognizing and Defining Computational Problems, Communicating About Computing (3.1, 7.2)
Standard:
Describe how artificial intelligence drives many software and physical systems.
Descriptive Statement:
Artificial intelligence is a sub-discipline of computer science that enables computers to solve problems previously handled by biological systems. There are many applications of artificial intelligence, including computer vision and speech recognition. Students research and explain how artificial intelligence has been employed in a given system. Students are not expected to implement an artificially intelligent system in order to meet this standard. For example, students could observe an artificially intelligent system and notice where its behavior is not human-like, such as when a character in a videogame makes a mistake that a human is unlikely to make, or when a computer easily beats even the best human players at a given game. Alternatively, students could interact with a search engine asking various questions, and after reading articles on the topic, they could explain how the computer is able to respond to queries.
Describe how artificial intelligence drives many software and physical systems.
Descriptive Statement:
Artificial intelligence is a sub-discipline of computer science that enables computers to solve problems previously handled by biological systems. There are many applications of artificial intelligence, including computer vision and speech recognition. Students research and explain how artificial intelligence has been employed in a given system. Students are not expected to implement an artificially intelligent system in order to meet this standard. For example, students could observe an artificially intelligent system and notice where its behavior is not human-like, such as when a character in a videogame makes a mistake that a human is unlikely to make, or when a computer easily beats even the best human players at a given game. Alternatively, students could interact with a search engine asking various questions, and after reading articles on the topic, they could explain how the computer is able to respond to queries.
Showing 1 - 10 of 13 Standards
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