Computer Science Standards
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Showing 21 - 25 of 25 Standards
Standard Identifier: 9-12S.AP.16
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Recognizing and Defining Computational Problems, Developing and Using Abstractions (3.2, 4.2)
Standard:
Analyze a large-scale computational problem and identify generalizable patterns or problem components that can be applied to a solution.
Descriptive Statement:
As students encounter complex, real-world problems that span multiple disciplines or social systems, they need to be able to decompose problems and apply already developed code as part of their solutions. Students decompose complex problems into manageable subproblems that could potentially be solved with programs or procedures that can be reused or already exist. For example, in analyzing an Internet radio app, students could identify that users need to create an account and enter a password. They could identify a common application programming interface (API) for checking and displaying password strength. Additionally, students could recognize that the songs would need to be sorted by the time last played in order to display the most recently played songs and identify a common API for sorting dates from most to least recent. Alternatively, in analyzing the problem of tracking medical treatment in a hospital, students could recognize that patient records need to be stored in a database and identify a database solution to support quick access and modification of patient records. Additionally, they could recognize that records in the database need to be stored securely and could identify an encryption API to support the desired level of privacy.
Analyze a large-scale computational problem and identify generalizable patterns or problem components that can be applied to a solution.
Descriptive Statement:
As students encounter complex, real-world problems that span multiple disciplines or social systems, they need to be able to decompose problems and apply already developed code as part of their solutions. Students decompose complex problems into manageable subproblems that could potentially be solved with programs or procedures that can be reused or already exist. For example, in analyzing an Internet radio app, students could identify that users need to create an account and enter a password. They could identify a common application programming interface (API) for checking and displaying password strength. Additionally, students could recognize that the songs would need to be sorted by the time last played in order to display the most recently played songs and identify a common API for sorting dates from most to least recent. Alternatively, in analyzing the problem of tracking medical treatment in a hospital, students could recognize that patient records need to be stored in a database and identify a database solution to support quick access and modification of patient records. Additionally, they could recognize that records in the database need to be stored securely and could identify an encryption API to support the desired level of privacy.
Standard Identifier: 9-12S.AP.17
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.3, 5.2)
Standard:
Construct solutions to problems using student-created components, such as procedures, modules, and/or objects.
Descriptive Statement:
Programmers often address complex tasks through design and decomposition using procedures and/or modules. In object-oriented programming languages, classes can support this decomposition. Students create a computational artifact that solves a problem through use of procedures, modules, and/or objects. This problem should be of sufficient complexity to benefit from decomposition and/or use of objects. For example, students could write a flashcard program in which each card is able to show both the question and answer and record user history. Alternatively, students could create a simulation of an ecosystem in which sprites carry out behaviors, such as consuming resources.
Construct solutions to problems using student-created components, such as procedures, modules, and/or objects.
Descriptive Statement:
Programmers often address complex tasks through design and decomposition using procedures and/or modules. In object-oriented programming languages, classes can support this decomposition. Students create a computational artifact that solves a problem through use of procedures, modules, and/or objects. This problem should be of sufficient complexity to benefit from decomposition and/or use of objects. For example, students could write a flashcard program in which each card is able to show both the question and answer and record user history. Alternatively, students could create a simulation of an ecosystem in which sprites carry out behaviors, such as consuming resources.
Standard Identifier: 9-12S.AP.18
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts, Testing and Refining Computational Artifacts (4.2, 5.3, 6.2)
Standard:
Demonstrate code reuse by creating programming solutions using libraries and APIs.
Descriptive Statement:
Code reuse is critical both for managing complexity in modern programs, but also in increasing programming efficiency and reliability by having programmers reuse code that has been highly vetted and tested. Software libraries allow developers to integrate common and often complex functionality without having to reimplement that functionality from scratch. Students identify, evaluate, and select appropriate application programming interfaces (APIs) from software libraries to use with a given language and operating system. They appropriately use resources such as technical documentation, online forums, and developer communities to learn about libraries and troubleshoot problems with APIs that they have chosen. For example, students could import charting and graphing modules to display data sets, adopt an online service that provides cloud storage and retrieval for a database used in a multiplayer game, or import location services into an app that identifies points of interest on a map. Libraries of APIs can be student-created or publicly available (e.g., common graphics libraries or map/navigation APIs).
Demonstrate code reuse by creating programming solutions using libraries and APIs.
Descriptive Statement:
Code reuse is critical both for managing complexity in modern programs, but also in increasing programming efficiency and reliability by having programmers reuse code that has been highly vetted and tested. Software libraries allow developers to integrate common and often complex functionality without having to reimplement that functionality from scratch. Students identify, evaluate, and select appropriate application programming interfaces (APIs) from software libraries to use with a given language and operating system. They appropriately use resources such as technical documentation, online forums, and developer communities to learn about libraries and troubleshoot problems with APIs that they have chosen. For example, students could import charting and graphing modules to display data sets, adopt an online service that provides cloud storage and retrieval for a database used in a multiplayer game, or import location services into an app that identifies points of interest on a map. Libraries of APIs can be student-created or publicly available (e.g., common graphics libraries or map/navigation APIs).
Standard Identifier: 9-12S.NI.5
Grade Range:
9–12 Specialty
Concept:
Networks & the Internet
Subconcept:
Cybersecurity
Practice(s):
Creating Computational Artifacts (5.3)
Standard:
Develop solutions to security threats.
Descriptive Statement:
Designing and implementing cybersecurity measures requires knowledge of software, hardware, and human components and understanding tradeoffs. Students design solutions to security threats and compare tradeoffs of easier access and use against the costs of losing information and disrupting services. For example, students could refine a technology that allows users to use blank or weak passwords. Alternatively, students could implement a firewall or proxy protection between an organization's private local area network (LAN) and the public Internet. Additionally, students could find and close exploitable threats on an infected computer in order to protect information.
Develop solutions to security threats.
Descriptive Statement:
Designing and implementing cybersecurity measures requires knowledge of software, hardware, and human components and understanding tradeoffs. Students design solutions to security threats and compare tradeoffs of easier access and use against the costs of losing information and disrupting services. For example, students could refine a technology that allows users to use blank or weak passwords. Alternatively, students could implement a firewall or proxy protection between an organization's private local area network (LAN) and the public Internet. Additionally, students could find and close exploitable threats on an infected computer in order to protect information.
Standard Identifier: 9-12S.NI.6
Grade Range:
9–12 Specialty
Concept:
Networks & the Internet
Subconcept:
Cybersecurity
Practice(s):
Recognizing and Defining Computational Problems, Developing and Using Abstractions (3.3, 4.2)
Standard:
Analyze cryptographic techniques to model the secure transmission of information.
Descriptive Statement:
Cryptography is essential to many models of cybersecurity. Open standards help to ensure cryptographic security. Certificate Authorities (CAs) issue digital certificates that validate the ownership of encrypted keys used in secured communications across the Internet. Students encode and decode messages using encryption and decryption methods, and they should understand the different levels of complexity to hide or secure information. For example, students could analyze the relative designs of private key vs. public key encryption techniques and apply the best choice for a particular scenario. Alternatively, students could analyze the design of the Diffie-Helman algorithm to RSA (Rivest–Shamir–Adleman) and apply the best choice for a particular scenario. They could provide a cost-benefit analysis of runtime and ease of cracking for various encryption techniques which are commonly used to secure transmission of data over the Internet.
Analyze cryptographic techniques to model the secure transmission of information.
Descriptive Statement:
Cryptography is essential to many models of cybersecurity. Open standards help to ensure cryptographic security. Certificate Authorities (CAs) issue digital certificates that validate the ownership of encrypted keys used in secured communications across the Internet. Students encode and decode messages using encryption and decryption methods, and they should understand the different levels of complexity to hide or secure information. For example, students could analyze the relative designs of private key vs. public key encryption techniques and apply the best choice for a particular scenario. Alternatively, students could analyze the design of the Diffie-Helman algorithm to RSA (Rivest–Shamir–Adleman) and apply the best choice for a particular scenario. They could provide a cost-benefit analysis of runtime and ease of cracking for various encryption techniques which are commonly used to secure transmission of data over the Internet.
Showing 21 - 25 of 25 Standards
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