Computer Science Standards
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Showing 11 - 20 of 20 Standards
Standard Identifier: 9-12.AP.18
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Fostering an Inclusive Computing Culture, Creating Computational Artifacts (1.1, 5.1)
Standard:
Systematically design programs for broad audiences by incorporating feedback from users.
Descriptive Statement:
Programmers use a systematic design and review process to meet the needs of a broad audience. The process includes planning to meet user needs, developing software for broad audiences, testing users from a cross-section of the audience, and refining designs based on feedback. For example, students could create a user satisfaction survey and brainstorm distribution methods to collect feedback about a mobile application. After collecting feedback from a diverse audience, students could incorporate feedback into their product design. Alternatively, while developing an e-textiles project with human touch sensors, students could collect data from peers and identify design changes needed to improve usability by users of different needs.
Systematically design programs for broad audiences by incorporating feedback from users.
Descriptive Statement:
Programmers use a systematic design and review process to meet the needs of a broad audience. The process includes planning to meet user needs, developing software for broad audiences, testing users from a cross-section of the audience, and refining designs based on feedback. For example, students could create a user satisfaction survey and brainstorm distribution methods to collect feedback about a mobile application. After collecting feedback from a diverse audience, students could incorporate feedback into their product design. Alternatively, while developing an e-textiles project with human touch sensors, students could collect data from peers and identify design changes needed to improve usability by users of different needs.
Standard Identifier: 9-12.AP.19
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Communicating About Computing (7.3)
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.
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 Identifier: 9-12.AP.22
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Communicating About Computing (7.2)
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.
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 Identifier: 9-12.CS.1
Grade Range:
9–12
Concept:
Computing Systems
Subconcept:
Devices
Practice(s):
Developing and Using Abstractions (4.1)
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.
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 Identifier: 9-12S.AP.19
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Collaborating Around Computing, Creating Computational Artifacts (2.2, 2.3, 5.2)
Standard:
Plan and develop programs for broad audiences using a specific software life cycle process.
Descriptive Statement:
Software development processes are used to help manage the design, development, and product/project management of a software solution. Various types of processes have been developed over time to meet changing needs in the software landscape. The systems development life cycle (SDLC), also referred to as the application development life cycle, is a term used in systems engineering, information systems, and software engineering to describe a process for planning, creating, testing, and deploying an information system. Other examples of common processes could include agile, spiral, or waterfall. Students develop a program following a specific software life cycle process, with proper scaffolding from the teacher. For example, students could work in teams on a common project using the agile development process, which is based on breaking product development work into small increments. Alternatively, students could be guided in implementing sprints to focus work on daily standup meetings or scrums to support efficient communication.
Plan and develop programs for broad audiences using a specific software life cycle process.
Descriptive Statement:
Software development processes are used to help manage the design, development, and product/project management of a software solution. Various types of processes have been developed over time to meet changing needs in the software landscape. The systems development life cycle (SDLC), also referred to as the application development life cycle, is a term used in systems engineering, information systems, and software engineering to describe a process for planning, creating, testing, and deploying an information system. Other examples of common processes could include agile, spiral, or waterfall. Students develop a program following a specific software life cycle process, with proper scaffolding from the teacher. For example, students could work in teams on a common project using the agile development process, which is based on breaking product development work into small increments. Alternatively, students could be guided in implementing sprints to focus work on daily standup meetings or scrums to support efficient communication.
Standard Identifier: 9-12S.AP.20
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Creating Computational Artifacts (5.2)
Standard:
Develop programs for multiple computing platforms.
Descriptive Statement:
Humans use computers in various forms in their lives and work. Depending on the situation, software solutions are more appropriate or valuable when available on different computational platforms or devices. Students develop programs for more than one computing platform (e.g. desktop, web, or mobile). For example, students could develop a mobile app for a location-aware software product and a different program that is installed on a computer. Alternatively, students could create a browser-based product and make it accessible across multiple platforms or computers (e.g., email).
Develop programs for multiple computing platforms.
Descriptive Statement:
Humans use computers in various forms in their lives and work. Depending on the situation, software solutions are more appropriate or valuable when available on different computational platforms or devices. Students develop programs for more than one computing platform (e.g. desktop, web, or mobile). For example, students could develop a mobile app for a location-aware software product and a different program that is installed on a computer. Alternatively, students could create a browser-based product and make it accessible across multiple platforms or computers (e.g., email).
Standard Identifier: 9-12S.AP.23
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.3)
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.
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 Identifier: 9-12S.AP.25
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Collaborating Around Computing, Creating Computational Artifacts (2.4, 5.2)
Standard:
Use version control systems, integrated development environments (IDEs), and collaborative tools and practices (e.g., code documentation) while developing software within a group.
Descriptive Statement:
Software development is a process that benefits from the use of tools that manage complexity, iterative development, and collaboration. Large or complex software projects often require contributions from multiple developers. Version control systems and other collaborative tools and practices help coordinate the process and products contributed by individuals on a development team. An integrated development environment (IDE) is a program within which a developer implements, compiles or interprets, tests, debugs, and deploys a software project. Students use common software development and documentation support tools in the context of a group software development project. At this level, facility with the full functionality available in the collaborative tools is not expected. For example, students could use common version control systems to modify and improve code or revert to a previous code version. Alternatively, students could use appropriate IDEs to support more efficient code design and development. Additionally, students could use various collaboration, communication, and code documentation tools designed to support groups engaging in complex and interrelated work.
Use version control systems, integrated development environments (IDEs), and collaborative tools and practices (e.g., code documentation) while developing software within a group.
Descriptive Statement:
Software development is a process that benefits from the use of tools that manage complexity, iterative development, and collaboration. Large or complex software projects often require contributions from multiple developers. Version control systems and other collaborative tools and practices help coordinate the process and products contributed by individuals on a development team. An integrated development environment (IDE) is a program within which a developer implements, compiles or interprets, tests, debugs, and deploys a software project. Students use common software development and documentation support tools in the context of a group software development project. At this level, facility with the full functionality available in the collaborative tools is not expected. For example, students could use common version control systems to modify and improve code or revert to a previous code version. Alternatively, students could use appropriate IDEs to support more efficient code design and development. Additionally, students could use various collaboration, communication, and code documentation tools designed to support groups engaging in complex and interrelated work.
Standard Identifier: 9-12S.AP.26
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Communicating About Computing (7.2)
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.
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.
Standard Identifier: 9-12S.CS.1
Grade Range:
9–12 Specialty
Concept:
Computing Systems
Subconcept:
Devices
Practice(s):
Developing and Using Abstractions, Communicating About Computing (4.4, 7.2)
Standard:
Illustrate ways computing systems implement logic through hardware components.
Descriptive Statement:
Computing systems use processors (e.g., a central processing unit or CPU) to execute program instructions. Processors are composed of components that implement the logical or computational operations required by the instructions. AND, OR, and NOT are examples of logic gates. Adders are examples of higher-leveled circuits built using low-level logic gates. Students illustrate how modern computing devices are made up of smaller and simpler components which implement the logic underlying the functionality of a computer processor. At this level, knowledge of how logic gates are constructed is not expected. For example, students could construct truth tables, draw logic circuit diagrams, or use an online logic circuit simulator. Students could explore the interaction of the CPU, RAM, and I/O by labeling a diagram of the von Neumann architecture. Alternatively, students could design higher-level circuits using low-level logic gates (e.g., adders).
Illustrate ways computing systems implement logic through hardware components.
Descriptive Statement:
Computing systems use processors (e.g., a central processing unit or CPU) to execute program instructions. Processors are composed of components that implement the logical or computational operations required by the instructions. AND, OR, and NOT are examples of logic gates. Adders are examples of higher-leveled circuits built using low-level logic gates. Students illustrate how modern computing devices are made up of smaller and simpler components which implement the logic underlying the functionality of a computer processor. At this level, knowledge of how logic gates are constructed is not expected. For example, students could construct truth tables, draw logic circuit diagrams, or use an online logic circuit simulator. Students could explore the interaction of the CPU, RAM, and I/O by labeling a diagram of the von Neumann architecture. Alternatively, students could design higher-level circuits using low-level logic gates (e.g., adders).
Showing 11 - 20 of 20 Standards
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