Search the California Content Standards

Standard:
Create more generalized computational solutions using collections instead of repeatedly using simple variables.

Descriptive Statement:
Computers can automate repetitive tasks with algorithms that use collections to simplify and generalize computational problems. Students identify common features in multiple segments of code and substitute a single segment that uses collections (i.e., arrays, sets, lists) to account for the differences. For example, students could take a program that inputs students' scores into multiple variables and modify it to read these scores into a single array of scores. Alternatively, instead of writing one procedure to find averages of student scores and another to find averages of student absences, students could write a single general average procedure to support both tasks.

Standard:
Refine computational models to better represent the relationships among different elements of data collected from a phenomenon or process.

Descriptive Statement:
Computational models are used to make predictions about processes or phenomena based on selected data and features. They allow people to investigate the relationships among different variables to understand a system. Predictions are tested to validate models. Students evaluate these models against real-world observations. For example, students could use a population model that allows them to speculate about interactions among different species, evaluate the model based on data gathered from nature, and then refine the model to reflect more complex and realistic interactions.

Standard:
Explain the beneficial and harmful effects that intellectual property laws can have on innovation.

Descriptive Statement:
Laws and ethics govern aspects of computing such as privacy, data, property, information, and identity. Students explain the beneficial and harmful effects of intellectual property laws as they relate to potential innovations and governance. For example, students could explain how patents protect inventions but may limit innovation. Alternatively, students could explain how intellectual property laws requiring that artists be paid for use of their media might limit the choice of songs developers can use in their computational artifacts.

Standard:
Explain the privacy concerns related to the collection and generation of data through automated processes.

Descriptive Statement:
Data can be collected and aggregated across millions of people, even when they are not actively engaging with or physically near the data collection devices. Students recognize automated and non-evident collection of information and the privacy concerns they raise for individuals. For example, students could explain the impact on an individual when a social media site's security settings allows for mining of account information even when the user is not online. Alternatively, students could discuss the impact on individuals of using surveillance video in a store to track customers. Additionally, students could discuss how road traffic can be monitored to change signals in real time to improve road efficiency without drivers being aware and discuss policies for retaining data that identifies drivers' cars and their behaviors.

Standard:
Evaluate the social and economic implications of privacy in the context of safety, law, or ethics.

Descriptive Statement:
Laws govern many aspects of computing, such as privacy, data, property, information, and identity. International differences in laws and ethics have implications for computing. Students make and justify claims about potential and/or actual privacy implications of policies, laws, or ethics and consider the associated tradeoffs, focusing on society and the economy. For example, students could explore the case of companies tracking online shopping behaviors in order to decide which products to target to consumers. Students could evaluate the ethical and legal dilemmas of collecting such data without consumer knowledge in order to profit companies. Alternatively, students could evaluate the implications of net neutrality laws on society's access to information and on the impacts to businesses of varying sizes.

Standard:
Compare and contrast fundamental data structures and their uses.

Descriptive Statement:
Data structures are designed to provide different ways of storing and manipulating data sets to optimize various aspects of storage or runtime performance. Choice of data structures is made based on expected data characteristics and expected program functions. Students = compare and contrast how basic functions (e.g.., insertion, deletion, and modification) would differ for common data structures including lists, arrays, stacks, and queues. For example, students could draw a diagram of how different data structures change when items are added, deleted, or modified. They could explain tradeoffs in storage and efficiency issues. Alternatively, when presented with a description of a program and the functions it would be most likely to be running, students could list pros and cons for a specific data structure use in that scenario.

Standard:
Evaluate the ability of models and simulations to test and support the refinement of hypotheses.

Descriptive Statement:
A model could be implemented as a diagram or a program that represents key properties of a physical or other system. A simulation is based on a model, and enables observation of the system as key properties change. Students explore, explain, and evaluate existing models and simulations, in order to support the refinement of hypotheses about how the systems work. At this level, the ability to accurately and completely model and simulate complex systems is not expected. For example, a computer model of ants following a path created by other ants who found food explains the trail-like travel patterns of the insect. Students could evaluate if the output of the model fits well with their hypothesis that ants navigate the world through the use of pheromones. They could explain how the computer model supports this hypothesis and how it might leave out certain aspects of ant behavior and whether these are important to understanding ant travel behavior. Alternatively, students could hypothesize how different ground characteristics (e.g., soil type, thickness of sediment above bedrock) relate to the severity of shaking at the surface during an earthquake. They could add or modify input about ground characteristics into an earthquake simulator, observe the changed simulation output, and then evaluate their hypotheses.

Standard:
Debate laws and regulations that impact the development and use of software.

Descriptive Statement:
Laws and regulations influence what software gets developed and how society benefits or does not. For example, students could debate the pros and cons of changes to regulations around net neutrality: Many believe that mandating that Internet service providers (ISPs) maintain net neutrality facilitates competition between Internet-based content providers and supports consumer choice, but others believe such regulations represent government overreach. Alternatively, students could debate the impacts of different copyright rules in various countries and impacts on economy, society, and culture: Long-lasting copyrights in the United States enable creators to profit from their works but also prevent works from entering the public domain where they can be freely used and adapted to create new works.