Search the California Content Standards

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).

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:
Explain the limitations of licenses that restrict use of computational artifacts when using resources such as libraries.

Descriptive Statement:
Software licenses include copyright, freeware, and open-source licensing schemes. Licenses are used to protect the intellectual property of the author while also defining accessibility of the code. Students consider licensing implications for their own work, especially when incorporating libraries and other resources. For example, students might consider two software libraries that address a similar need, justifying their choice of one over the other. The choice could be based upon least restrictive licensing or further protections for their own intellectual property.

Standard:
Document decisions made during the design process using text, graphics, presentations, and/or demonstrations in the development of complex programs.

Descriptive Statement:
Complex programs are often iteratively designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. Comments are included in code both to document the purpose of modules as well as the implementation details within a module. Together these support documentation of the design process. Students use resources such as libraries and tools to edit and manage parts of the program and corresponding documentation. For example, during development of a computational artifact students could comment their code (with date, modification, and rationale), sketch a flowchart to summarize control flow in a code journal, and share ideas and updates on a white board. Students may document their logic by explaining the development process and presenting to the class. The presentation could include photos of their white board, a video or screencast explaining the development process, or recorded audio description.

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.

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:
Modify an existing program to add additional functionality and discuss intended and unintended implications.

Descriptive Statement:
Modularity and code reuse is key in modern software. However, when code is modified, the programmer should consider relevant situations in which this code might be used in other places. Students create and document modifications to existing programs that enhance functionality, and then identify, document, and correct unintended consequences. For example, students could take an existing a procedure that calculates the average of a set of numbers and returns an integer (which lacks precision) and modify it to return a floating-point number instead. The student would explain how the change might impact multiple scenarios.

Standard:
Compare multiple programming languages, and discuss how their features make them suitable for solving different types of problems.

Descriptive Statement:
Particular problems may be more effectively solved using some programming languages than other programming languages. Students provide a rationale for why a specific programming language is better suited for a solving a particular class of problem. For example, students could explain how a language with a large library base can make developing a web application easier. Alternatively, students could explain how languages that support particular programming paradigms (e.g., object-oriented or functional) can make implementation more aligned with design choices. Additionally, students could discuss how languages that implement garbage collection are good for simplicity of memory management, but may result in poor performance characteristics.