Search the California Content Standards

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.

Standard:
Design modifications to computing devices in order to improve the ways users interact with the devices.

Descriptive Statement:
Computing devices can extend the abilities of humans, but design considerations are critical to make these devices useful. Students suggest modifications to the design of computing devices and describe how these modifications would improve usabilty. For example, students could create a design for the screen layout of a smartphone that is more usable by people with vision impairments or hand tremors. They might also design how to use the device as a scanner to convert text to speech. Alternatively, students could design modifications for a student ID card reader to increase usability by planning for scanner height, need of scanner device to be connected physically to the computer, robustness of scanner housing, and choice of use of RFID or line of sight scanners. (CA NGSS: MS-ETS1-1)

Standard:
Compare tradeoffs associated with licenses for computational artifacts to balance the protection of the creators' rights and the ability for others to use and modify the artifacts.

Descriptive Statement:
Using and building on the works of others allows people to create meaningful works and fosters innovation. Copyright is an important law that helps protect the rights of creators so they receive credit and get paid for their work. Creative Commons is a kind of copyright that makes it easier for people to copy, share, and build on creative work, as long as they give credit for it. There are different kinds of Creative Commons licenses that allow people to do things such as change, remix, or make money from their work. As creators, students can pick and choose how they want their work to be used, and then create a Creative Commons license that they include in their work. For example, students could create interactive animations to educate others on bullying or protecting the environment. They then select an appropriate license to reflect how they want their program to be used by others (e.g., allow others to use their work and alter it, as long as they do not make a profit from it). Students use established methods to both protect their artifacts and attribute use of protected artifacts.

Standard:
Compare tradeoffs between allowing information to be public and keeping information private and secure.

Descriptive Statement:
While it is valuable to establish, maintain, and strengthen connections between people online, security attacks often start with intentionally or unintentionally providing personal information online. Students identify situations where the value of keeping information public outweighs privacy concerns, and vice versa. They also recognize practices such as phishing and social engineering and explain best practices to defend against them. For example, students could discuss the benefits of artists and designers displaying their work online to reach a broader audience. Students could also compare the tradeoffs of making a shared file accessible to anyone versus restricting it to specific accounts. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1) Alternatively, students could discuss the benefits and dangers of the increased accessibility of information available on the internet, and then compare this to the advantages and disadvantages of the introduction of the printing press in society. (HSS.7.8.4)

Standard:
Explain potential security threats and security measures to mitigate threats.

Descriptive Statement:
Cybersecurity is an important field of study and it is valuable for students to understand the need for protecting sensitive data. Students identify multiple methods for protecting data and articulate the value and appropriateness for each method. Students are not expected to implement or explain the implementation of such technologies. For example, students could explain the importance of keeping passwords hidden, setting secure router administrator passwords, erasing a storage device before it is reused, and using firewalls to restrict access to private networks. Alternatively, students could explain the importance of two-factor authentication and HTTPS connections to ensure secure data transmission.

Standard:
Apply multiple methods of information protection to model the secure transmission of information.

Descriptive Statement:
Digital information is protected using a variety of cryptographic techniques. Cryptography is essential to many models of cybersecurity. At its core, cryptography has a mathematical foundation. Cryptographic encryption can be as simple as letter substitution or as complicated as modern methods used to secure networks and the Internet. Students encode and decode messages using encryption methods, and explore different levels of complexity used to hide or secure information. For example, students could identify methods of secret communication used during the Revolutionary War (e.g., ciphers, secret codes, invisible ink, hidden letters) and then secure their own methods such as substitution ciphers or steganography (i.e., hiding messages inside a picture or other data) to compose a message from either the Continental Army or British Army. (HSS.8.1) Alternatively, students could explore functions and inverse functions for encryption and decryption and consider functions that are complex enough to keep data secure from their peers. (CA CCSS for Mathematics 8.F.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.

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.

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.