Computer Science Standards
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Collection, Visualization, & Transformation
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Troubleshooting
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Showing 1 - 10 of 37 Standards
Standard Identifier: K-2.CS.3
Grade Range:
K–2
Concept:
Computing Systems
Subconcept:
Troubleshooting
Practice(s):
Testing and Refining Computational Artifacts, Communicating About Computing (6.2, 7.2)
Standard:
Describe basic hardware and software problems using accurate terminology.
Descriptive Statement:
Problems with computing systems have different causes. Accurate description of the problem aids users in finding solutions. Students communicate a problem with accurate terminology (e.g., when an app or program is not working as expected, a device will not turn on, the sound does not work, etc.). Students at this level do not need to understand the causes of hardware and software problems. For example, students could sort hardware and software terms on a word wall, and refer to the word wall when describing problems using "I see..." statements (e.g., "I see the pointer on the screen is missing", "I see that the computer will not turn on"). (CA CCSS for ELA/Literacy L.K.5.A, L.1.5.A, SL K.5, SL1.5, SL 2.5) (Visual Arts Kinder 5.2) Alternatively, students could use appropriate terminology during collaborative conversations as they learn to debug, troubleshoot, collaborate, and think critically with technology. (CA CCSS for ELA/Literacy SL.K.1, SL.1.1, SL.2.1)
Describe basic hardware and software problems using accurate terminology.
Descriptive Statement:
Problems with computing systems have different causes. Accurate description of the problem aids users in finding solutions. Students communicate a problem with accurate terminology (e.g., when an app or program is not working as expected, a device will not turn on, the sound does not work, etc.). Students at this level do not need to understand the causes of hardware and software problems. For example, students could sort hardware and software terms on a word wall, and refer to the word wall when describing problems using "I see..." statements (e.g., "I see the pointer on the screen is missing", "I see that the computer will not turn on"). (CA CCSS for ELA/Literacy L.K.5.A, L.1.5.A, SL K.5, SL1.5, SL 2.5) (Visual Arts Kinder 5.2) Alternatively, students could use appropriate terminology during collaborative conversations as they learn to debug, troubleshoot, collaborate, and think critically with technology. (CA CCSS for ELA/Literacy SL.K.1, SL.1.1, SL.2.1)
Standard Identifier: K-2.DA.8
Grade Range:
K–2
Concept:
Data & Analysis
Subconcept:
Collection, Visualization, & Transformation
Practice(s):
Developing and Using Abstractions, Communicating About Computing (4.4, 7.1)
Standard:
Collect and present data in various visual formats.
Descriptive Statement:
Data can be collected and presented in various visual formats. For example, students could measure temperature changes throughout a day. They could then discuss ways to display the data visually. Students could extend the activity by writing different narratives based on collected data, such as a story that begins in the morning when temperatures are low and one that begins in the afternoon when the sun is high and temperatures are higher. (CA CCSS for ELA/Literacy RL.K.9, RL.1.9, RL.2.9, W.K.3, W.1.3, W.2.3). Alternatively, students collect peers' favorite flavor of ice cream and brainstorm differing ways to display the data. In groups, students can choose to display and present the data in a format of their choice. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10)
Collect and present data in various visual formats.
Descriptive Statement:
Data can be collected and presented in various visual formats. For example, students could measure temperature changes throughout a day. They could then discuss ways to display the data visually. Students could extend the activity by writing different narratives based on collected data, such as a story that begins in the morning when temperatures are low and one that begins in the afternoon when the sun is high and temperatures are higher. (CA CCSS for ELA/Literacy RL.K.9, RL.1.9, RL.2.9, W.K.3, W.1.3, W.2.3). Alternatively, students collect peers' favorite flavor of ice cream and brainstorm differing ways to display the data. In groups, students can choose to display and present the data in a format of their choice. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10)
Standard Identifier: K-2.IC.18
Grade Range:
K–2
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Recognizing and Defining Computational Problems (3.1)
Standard:
Compare how people lived and worked before and after the adoption of new computing technologies.
Descriptive Statement:
Computing technologies have changed the way people live and work. Students describe the positive and negative impacts of these changes. For example, as a class, students could create a timeline that includes advancements in computing technologies. Each student could then choose an advancement from the timeline and make a graphic organizer noting how people's lives were different before and after its introduction into society. Student responses could include: In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility. (HSS.K.6.3) Alternatively, students could retell or dramatize stories, myths, and fairy tales from two distinct time periods before and after a particular computing technology had been introduced. For example, the setting of one story could take place before smartphones had been invented, while a second setting could take place with smartphones in use by characters in the story. Students could note the positive and negative aspects of smartphones on the daily lives of the characters in the story. (VAPA Theatre Arts K.3.1, K.3.2, 1.2.2, 2.3.2) (CA CCSS for ELA/Literacy RL.K.2, RL.K.9, RL.1., RL.1.9, RL.2.2, RL.2.9)
Compare how people lived and worked before and after the adoption of new computing technologies.
Descriptive Statement:
Computing technologies have changed the way people live and work. Students describe the positive and negative impacts of these changes. For example, as a class, students could create a timeline that includes advancements in computing technologies. Each student could then choose an advancement from the timeline and make a graphic organizer noting how people's lives were different before and after its introduction into society. Student responses could include: In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility. (HSS.K.6.3) Alternatively, students could retell or dramatize stories, myths, and fairy tales from two distinct time periods before and after a particular computing technology had been introduced. For example, the setting of one story could take place before smartphones had been invented, while a second setting could take place with smartphones in use by characters in the story. Students could note the positive and negative aspects of smartphones on the daily lives of the characters in the story. (VAPA Theatre Arts K.3.1, K.3.2, 1.2.2, 2.3.2) (CA CCSS for ELA/Literacy RL.K.2, RL.K.9, RL.1., RL.1.9, RL.2.2, RL.2.9)
Standard Identifier: K-2.IC.20
Grade Range:
K–2
Concept:
Impacts of Computing
Subconcept:
Safety, Law, & Ethics
Practice(s):
Recognizing and Defining Computational Problems (3.1)
Standard:
Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately.
Descriptive Statement:
People use computing technology in ways that can help or hurt themselves and/or others. Harmful behaviors, such as sharing passwords or other private information and leaving public devices logged in should be recognized and avoided. Students keep login information private, log off of devices appropriately, and discuss the importance of these practices. For example, while learning about individual responsibility and citizenship, students could create a "privacy folder" to store login information, and keep this folder in a secure location that is not easily seen and accessed by classmates. Students could discuss the relative benefits and impacts of choosing to store passwords in a folder online versus on paper. They could also describe how using the same login and password across many systems and apps could lead to significant security issues and requires even more vigilance in maintaining security. (HSS K.1) Alternatively, students can write an informational piece regarding the importance of keeping login information private and logging off of public devices. (CA CCSS for ELA/Literacy W.K.2, W.1.2, W.2.2)
Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately.
Descriptive Statement:
People use computing technology in ways that can help or hurt themselves and/or others. Harmful behaviors, such as sharing passwords or other private information and leaving public devices logged in should be recognized and avoided. Students keep login information private, log off of devices appropriately, and discuss the importance of these practices. For example, while learning about individual responsibility and citizenship, students could create a "privacy folder" to store login information, and keep this folder in a secure location that is not easily seen and accessed by classmates. Students could discuss the relative benefits and impacts of choosing to store passwords in a folder online versus on paper. They could also describe how using the same login and password across many systems and apps could lead to significant security issues and requires even more vigilance in maintaining security. (HSS K.1) Alternatively, students can write an informational piece regarding the importance of keeping login information private and logging off of public devices. (CA CCSS for ELA/Literacy W.K.2, W.1.2, W.2.2)
Standard Identifier: K-2.NI.4
Grade Range:
K–2
Concept:
Networks & the Internet
Subconcept:
Network Communication & Organization
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Model and describe how people connect to other people, places, information and ideas through a network.
Descriptive Statement:
Information is passed between multiple points (nodes) on a network. The Internet is a network that enables people to connect with other people worldwide through many different points of connection. Students model ways that people communicate, find information, or acquire ideas through a network. Students use a network, such as the internet, to access information from multiple locations or devices. For example, students could utilize a cloud-based platform to access shared documents or note-taking applications for group research projects, and then create a model (e.g., flowchart) to illustrate how this network aids collaboration. (CA CCSS for ELA/Literacy W.K.7, W.1.7, W.2.7) Alternatively, students could design devices that use light or sound to aid communication across distances (e.g., light source to send signals, paper cup and string “telephones,” and a pattern of drum beats) and then describe how networks build connections. (CA NGSS: 1-PS4-4)
Model and describe how people connect to other people, places, information and ideas through a network.
Descriptive Statement:
Information is passed between multiple points (nodes) on a network. The Internet is a network that enables people to connect with other people worldwide through many different points of connection. Students model ways that people communicate, find information, or acquire ideas through a network. Students use a network, such as the internet, to access information from multiple locations or devices. For example, students could utilize a cloud-based platform to access shared documents or note-taking applications for group research projects, and then create a model (e.g., flowchart) to illustrate how this network aids collaboration. (CA CCSS for ELA/Literacy W.K.7, W.1.7, W.2.7) Alternatively, students could design devices that use light or sound to aid communication across distances (e.g., light source to send signals, paper cup and string “telephones,” and a pattern of drum beats) and then describe how networks build connections. (CA NGSS: 1-PS4-4)
Standard Identifier: 3-5.CS.3
Grade Range:
3–5
Concept:
Computing Systems
Subconcept:
Troubleshooting
Practice(s):
Testing and Refining Computational Artifacts (6.2)
Standard:
Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
Descriptive Statement:
Although computing systems vary, common troubleshooting strategies can be used across many different systems. Students use troubleshooting strategies to identify problems that could include a device not responding, lacking power, lacking a network connection, an app crashing, not playing sounds, or password entry not working. Students use and develop various solutions to address these problems. Solutions may include rebooting the device, checking for power, checking network availability, opening and closing an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on. For example, students could prepare for and participate in a collaborative discussion in which they identify and list computing system problems and then describe common successful fixes. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could write informative/explanatory texts, create a poster, or use another medium of communication to examine common troubleshooting strategies and convey these ideas and information clearly. (CA CCSS for ELA/Literacy W.3.2, W.4.2, W.5.2)
Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
Descriptive Statement:
Although computing systems vary, common troubleshooting strategies can be used across many different systems. Students use troubleshooting strategies to identify problems that could include a device not responding, lacking power, lacking a network connection, an app crashing, not playing sounds, or password entry not working. Students use and develop various solutions to address these problems. Solutions may include rebooting the device, checking for power, checking network availability, opening and closing an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on. For example, students could prepare for and participate in a collaborative discussion in which they identify and list computing system problems and then describe common successful fixes. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could write informative/explanatory texts, create a poster, or use another medium of communication to examine common troubleshooting strategies and convey these ideas and information clearly. (CA CCSS for ELA/Literacy W.3.2, W.4.2, W.5.2)
Standard Identifier: 3-5.DA.8
Grade Range:
3–5
Concept:
Data & Analysis
Subconcept:
Collection, Visualization, & Transformation
Practice(s):
Communicating About Computing (7.1)
Standard:
Organize and present collected data visually to highlight relationships and support a claim.
Descriptive Statement:
Raw data has little meaning on its own. Data is often sorted or grouped to provide additional clarity. Organizing data can make interpreting and communicating it to others easier. Data points can be clustered by a number of commonalities. The same data could be manipulated in different ways to emphasize particular aspects or parts of the data set. For example, students could create and administer electronic surveys to their classmates. Possible topics could include favorite books, family heritage, and after school activities. Students could then create digital displays of the data they have collected such as column histogram charts showing the percent of respondents in each grade who selected a particular favorite book. Finally, students could make quantitative statements supported by the data such as which books are more appealing to specific ages of students. As an extension, students could write an opinion piece stating a claim and supporting it with evidence from the data they collected. (CA CCSS for Mathematics 3.MD.3, 4.MD.4, 5.MD.2) (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1) Alternatively, students could represent data in tables and graphical displays to describe weather experienced in the last several years. They could select the type of graphical display based on the specific data represented (e.g., daily high/low temperatures on a scatter plot, average temperatures for a month across years in a column chart). Students could then make a claim about expected weather in future months based on the data. (CA NGSS: 3-ESS2-1)
Organize and present collected data visually to highlight relationships and support a claim.
Descriptive Statement:
Raw data has little meaning on its own. Data is often sorted or grouped to provide additional clarity. Organizing data can make interpreting and communicating it to others easier. Data points can be clustered by a number of commonalities. The same data could be manipulated in different ways to emphasize particular aspects or parts of the data set. For example, students could create and administer electronic surveys to their classmates. Possible topics could include favorite books, family heritage, and after school activities. Students could then create digital displays of the data they have collected such as column histogram charts showing the percent of respondents in each grade who selected a particular favorite book. Finally, students could make quantitative statements supported by the data such as which books are more appealing to specific ages of students. As an extension, students could write an opinion piece stating a claim and supporting it with evidence from the data they collected. (CA CCSS for Mathematics 3.MD.3, 4.MD.4, 5.MD.2) (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1) Alternatively, students could represent data in tables and graphical displays to describe weather experienced in the last several years. They could select the type of graphical display based on the specific data represented (e.g., daily high/low temperatures on a scatter plot, average temperatures for a month across years in a column chart). Students could then make a claim about expected weather in future months based on the data. (CA NGSS: 3-ESS2-1)
Standard Identifier: 3-5.IC.20
Grade Range:
3–5
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Recognizing and Defining Computational Problems (3.1)
Standard:
Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
Descriptive Statement:
New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes. For example, students could conduct research in computing technologies that impact daily life such as self-driving cars. They engage in a collaborative discussion describing impacts of these advancements (e.g., self-driving cars could reduce crashes and decrease traffic, but there is a cost barrier to purchasing them). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7, SL.3.1, SL.4.1, SL.5.1) Alternatively, students could discuss how technological advancements affected the entertainment industry and then compare and contrast the impacts on audiences. For instance, people with access to high-speed Internet may be able to choose to utilize streaming media (which may cost less than traditional media options), but those in rural areas may not have the same access and be able to reap those benefits. (VAPA Theatre Arts 4.3.2, 4.4.2)
Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
Descriptive Statement:
New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes. For example, students could conduct research in computing technologies that impact daily life such as self-driving cars. They engage in a collaborative discussion describing impacts of these advancements (e.g., self-driving cars could reduce crashes and decrease traffic, but there is a cost barrier to purchasing them). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7, SL.3.1, SL.4.1, SL.5.1) Alternatively, students could discuss how technological advancements affected the entertainment industry and then compare and contrast the impacts on audiences. For instance, people with access to high-speed Internet may be able to choose to utilize streaming media (which may cost less than traditional media options), but those in rural areas may not have the same access and be able to reap those benefits. (VAPA Theatre Arts 4.3.2, 4.4.2)
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.IC.23
Grade Range:
3–5
Concept:
Impacts of Computing
Subconcept:
Safety, Law, & Ethics
Practice(s):
Communicating About Computing (7.3)
Standard:
Describe reasons creators might limit the use of their work.
Descriptive Statement:
Ethical complications arise from the opportunities provided by computing. With the ease of sending and receiving copies of media on the Internet, in formats such as video, photos, and music, students consider the opportunities for unauthorized use, such as online piracy and disregard of copyrights. The license of a downloaded image or audio file may restrict modification, require attribution, or prohibit use entirely. For example, students could take part in a collaborative discussion regarding reasons why musicians who sell their songs in digital format choose to license their work so that they can earn money for their creative efforts. If others share the songs without paying for them, the musicians do not benefit financially and may struggle to produce music in the future. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could review the rights and reproduction guidelines for digital artifacts on a publicly accessible media source. They could then state an opinion with reasons they believe these guidelines are in place. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)
Describe reasons creators might limit the use of their work.
Descriptive Statement:
Ethical complications arise from the opportunities provided by computing. With the ease of sending and receiving copies of media on the Internet, in formats such as video, photos, and music, students consider the opportunities for unauthorized use, such as online piracy and disregard of copyrights. The license of a downloaded image or audio file may restrict modification, require attribution, or prohibit use entirely. For example, students could take part in a collaborative discussion regarding reasons why musicians who sell their songs in digital format choose to license their work so that they can earn money for their creative efforts. If others share the songs without paying for them, the musicians do not benefit financially and may struggle to produce music in the future. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could review the rights and reproduction guidelines for digital artifacts on a publicly accessible media source. They could then state an opinion with reasons they believe these guidelines are in place. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)
Showing 1 - 10 of 37 Standards
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