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:
Create data visualizations to help others better understand real-world phenomena.

Descriptive Statement:
People transform, generalize, simplify, and present large data sets in different ways to influence how other people interpret and understand the underlying information. Students select relevant data from large or complex data sets in support of a claim or to communicate the information in a more sophisticated manner. Students use software tools or programming to perform a range of mathematical operations to transform and analyze data and create powerful data visualizations (that reveal patterns in the data). For example, students could create data visualizations to reveal patterns in voting data by state, gender, political affiliation, or socioeconomic status. Alternatively, students could use U.S. government data on criticially endangered animals to visualize population change over time.

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:
Describe tradeoffs associated with how data elements are organized and stored.

Descriptive Statement:
People make choices about how data elements are organized and where data is stored. These choices affect cost, speed, reliability, accessibility, privacy, and integrity. Students describe implications for a given data organziation or storage choice in light of a specific problem. For example, students might consider the cost, speed, reliability, accessibility, privacy, and integrity tradeoffs between storing photo data on a mobile device versus in the cloud. Alternatively, students might compare the tradeoffs between file size and image quality of various image file formats and how choice of format may be infuenced by the device on which it is to be accessed (e.g., smartphone, computer).

Standard:
Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.

Descriptive Statement:
Computing may improve, harm, or maintain practices. An understanding of how equity deficits, such as minimal exposure to computing, access to education, and training opportunities, are related to larger, systemic problems in society enables students to create more meaningful artifacts. Students illustrate the positive, negative, and/or neutral impacts of computing. For example, students could evaluate the accessibility of a product for a broad group of end users, such as people who lack access to broadband or who have various disabilities. Students could identify potential bias during the design process and evaluate approaches to maximize accessibility in product design. Alternatively, students could evaluate the impact of social media on cultural, economic, and social practices around the world.

Standard:
Identify impacts of bias and equity deficit on design and implementation of computational artifacts and apply appropriate processes for evaluating issues of bias.

Descriptive Statement:
Biases could include incorrect assumptions developers have made about their users, including minimal exposure to computing, access to education, and training opportunities. Students identify and use strategies to test and refine computational artifacts with the goal of reducing bias and equity deficits and increasing universal access. For example, students could use a spreadsheet to chart various forms of equity deficits, and identify solutions in existing software. Students could use and refine the spreadsheet solutions to create a strategy for methodically testing software specifically for bias and equity.

Standard:
Demonstrate ways a given algorithm applies to problems across disciplines.

Descriptive Statement:
Students identify how a given algorithm can be applied to real-world problems in different disciplines. For example, students could demonstrate how a randomization algorithm can be used to select participants for a clinical medical trial or to select a flash card to display on a vocabulary quiz. Alternatively, students could demonstrate how searching and sorting algorithms are needed to organize records in manufacturing settings, or to support doctors queries of patient records, or to help governments manage support services they provide to their citizens.

Standard:
Study, discuss, and think critically about the potential impacts and implications of emerging technologies on larger social, economic, and political structures, with evidence from credible sources.

Descriptive Statement:
For example, after studying the rise of artifical intelligence, students create a cause and effect chart to represent positive and negative impacts of this technology on society.

Standard:
Use collaboration tools and methods to increase connectivity with people of different cultures and careers.

Descriptive Statement:
Increased digital connectivity and communication between people across a variety of cultures and in differing professions has changed the collaborative nature of personal and professional interaction. Students identify, explain, and use appropriate collaborative tools. For example, students could compare ways that various technological collaboration tools could help a team become more cohesive and then choose one of these tools to manage their teamwork. Alternatively, students could use different collaborative tools and methods to solicit input from not only team members and classmates but also others, such as participants in online forums or local communities.

Standard:
Describe issues that impact network functionality.

Descriptive Statement:
Many different organizations, including educational, governmental, private businesses, and private households rely on networks to function adequately in order to engage in online commerce and activity. Quality of Service (QoS) refers to the capability of a network to provide better service to selected network traffic over various technologies from the perspective of the consumer. Students define and discuss performance measures that impact network functionality, such as latency, bandwidth, throughput, jitter, and error rate. For example, students could use online network simulators to explore how performance measures impact network functionality and describe impacts when various changes in the network occur. Alternatively, students could describe how pauses in television interviews conducted over satellite telephones are impacted by networking factors such as latency and jitter.