Computer Science Standards
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Showing 1 - 6 of 6 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: 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: 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.CS.1
Grade Range:
9–12
Concept:
Computing Systems
Subconcept:
Devices
Practice(s):
Developing and Using Abstractions (4.1)
Standard:
Describe ways in which abstractions hide the underlying implementation details of computing systems to simplify user experiences.
Descriptive Statement:
An abstraction is a representation of an idea or phenomenon that hides details irrelevant to the question at hand. Computing systems, both stand alone and embedded in products, are often integrated with other systems to simplify user experiences. For example, students could identify geolocation hardware embedded in a smartphone and describe how this simplifies the users experience since the user does not have to enter her own location on the phone. Alternatively, students might select an embedded device such as a car stereo, identify the types of data (e.g., radio station presets, volume level) and procedures (e.g., increase volume, store/recall saved station, mute) it includes, and explain how the implementation details are hidden from the user.
Describe ways in which abstractions hide the underlying implementation details of computing systems to simplify user experiences.
Descriptive Statement:
An abstraction is a representation of an idea or phenomenon that hides details irrelevant to the question at hand. Computing systems, both stand alone and embedded in products, are often integrated with other systems to simplify user experiences. For example, students could identify geolocation hardware embedded in a smartphone and describe how this simplifies the users experience since the user does not have to enter her own location on the phone. Alternatively, students might select an embedded device such as a car stereo, identify the types of data (e.g., radio station presets, volume level) and procedures (e.g., increase volume, store/recall saved station, mute) it includes, and explain how the implementation details are hidden from the user.
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).
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