Computer Science Standards
Results
Showing 11 - 20 of 42 Standards
Standard Identifier: 3-5.CS.2
Grade Range:
3–5
Concept:
Computing Systems
Subconcept:
Hardware & Software
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Demonstrate how computer hardware and software work together as a system to accomplish tasks.
Descriptive Statement:
Hardware and software are both needed to accomplish tasks with a computing device. Students create a model to illustrate ways in which hardware and software work as a system. Students could draw a model on paper or in a drawing program, program an animation to demonstrate it, or demonstrate it by acting this out in some way. At this level, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage. For example, students could create a diagram or flow chart to indicate how a keyboard, desktop computer, monitor, and word processing software interact with each other. The keyboard (hardware) detects a key press, which the operating system and word processing application (software) displays as a new character that has been inserted into the document and is visible through the monitor (hardware). Students could also create a model by acting out the interactions of these different hardware and software components. Alternatively, when describing that animals and people receive different types of information through their senses, process the information in their brain, and respond to the information in different ways, students could compare this to the interaction of how the information traveling through a computer from mouse to processor are similar to signals sent through the nervous system telling our brain about the world around us to prompt responses. (CA NGSS: 4-LS1-2)
Demonstrate how computer hardware and software work together as a system to accomplish tasks.
Descriptive Statement:
Hardware and software are both needed to accomplish tasks with a computing device. Students create a model to illustrate ways in which hardware and software work as a system. Students could draw a model on paper or in a drawing program, program an animation to demonstrate it, or demonstrate it by acting this out in some way. At this level, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage. For example, students could create a diagram or flow chart to indicate how a keyboard, desktop computer, monitor, and word processing software interact with each other. The keyboard (hardware) detects a key press, which the operating system and word processing application (software) displays as a new character that has been inserted into the document and is visible through the monitor (hardware). Students could also create a model by acting out the interactions of these different hardware and software components. Alternatively, when describing that animals and people receive different types of information through their senses, process the information in their brain, and respond to the information in different ways, students could compare this to the interaction of how the information traveling through a computer from mouse to processor are similar to signals sent through the nervous system telling our brain about the world around us to prompt responses. (CA NGSS: 4-LS1-2)
Standard Identifier: 3-5.CS.3
Grade Range:
3–5
Concept:
Computing Systems
Subconcept:
Troubleshooting
Practice(s):
Testing and Refining Computational Artifacts (6.2)
Standard:
Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
Descriptive Statement:
Although computing systems vary, common troubleshooting strategies can be used across many different systems. Students use troubleshooting strategies to identify problems that could include a device not responding, lacking power, lacking a network connection, an app crashing, not playing sounds, or password entry not working. Students use and develop various solutions to address these problems. Solutions may include rebooting the device, checking for power, checking network availability, opening and closing an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on. For example, students could prepare for and participate in a collaborative discussion in which they identify and list computing system problems and then describe common successful fixes. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could write informative/explanatory texts, create a poster, or use another medium of communication to examine common troubleshooting strategies and convey these ideas and information clearly. (CA CCSS for ELA/Literacy W.3.2, W.4.2, W.5.2)
Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
Descriptive Statement:
Although computing systems vary, common troubleshooting strategies can be used across many different systems. Students use troubleshooting strategies to identify problems that could include a device not responding, lacking power, lacking a network connection, an app crashing, not playing sounds, or password entry not working. Students use and develop various solutions to address these problems. Solutions may include rebooting the device, checking for power, checking network availability, opening and closing an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on. For example, students could prepare for and participate in a collaborative discussion in which they identify and list computing system problems and then describe common successful fixes. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could write informative/explanatory texts, create a poster, or use another medium of communication to examine common troubleshooting strategies and convey these ideas and information clearly. (CA CCSS for ELA/Literacy W.3.2, W.4.2, W.5.2)
Standard Identifier: 3-5.IC.20
Grade Range:
3–5
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Recognizing and Defining Computational Problems (3.1)
Standard:
Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
Descriptive Statement:
New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes. For example, students could conduct research in computing technologies that impact daily life such as self-driving cars. They engage in a collaborative discussion describing impacts of these advancements (e.g., self-driving cars could reduce crashes and decrease traffic, but there is a cost barrier to purchasing them). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7, SL.3.1, SL.4.1, SL.5.1) Alternatively, students could discuss how technological advancements affected the entertainment industry and then compare and contrast the impacts on audiences. For instance, people with access to high-speed Internet may be able to choose to utilize streaming media (which may cost less than traditional media options), but those in rural areas may not have the same access and be able to reap those benefits. (VAPA Theatre Arts 4.3.2, 4.4.2)
Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
Descriptive Statement:
New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes. For example, students could conduct research in computing technologies that impact daily life such as self-driving cars. They engage in a collaborative discussion describing impacts of these advancements (e.g., self-driving cars could reduce crashes and decrease traffic, but there is a cost barrier to purchasing them). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7, SL.3.1, SL.4.1, SL.5.1) Alternatively, students could discuss how technological advancements affected the entertainment industry and then compare and contrast the impacts on audiences. For instance, people with access to high-speed Internet may be able to choose to utilize streaming media (which may cost less than traditional media options), but those in rural areas may not have the same access and be able to reap those benefits. (VAPA Theatre Arts 4.3.2, 4.4.2)
Standard Identifier: 3-5.IC.21
Grade Range:
3–5
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Fostering an Inclusive Computing Culture (1.2)
Standard:
Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
Descriptive Statement:
The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students could research a wide variety of disabilities that would limit the use of traditional computational tools for the creation of multimedia artifacts, including digital images, songs, and videos. Students could then brainstorm and propose new software that would allow students that are limited by the disabilities to create similar artifacts in new ways (e.g., graphical display of music for the deaf, the sonification of images for visually impaired students, voice input for those that are unable to use traditional input like the mouse and the keyboard). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7) Alternatively, as they anticipate unique user needs, students may consider using both speech and text to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. (CA NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
Descriptive Statement:
The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students could research a wide variety of disabilities that would limit the use of traditional computational tools for the creation of multimedia artifacts, including digital images, songs, and videos. Students could then brainstorm and propose new software that would allow students that are limited by the disabilities to create similar artifacts in new ways (e.g., graphical display of music for the deaf, the sonification of images for visually impaired students, voice input for those that are unable to use traditional input like the mouse and the keyboard). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7) Alternatively, as they anticipate unique user needs, students may consider using both speech and text to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. (CA NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
Standard Identifier: 6-8.AP.12
Grade Range:
6–8
Concept:
Algorithms & Programming
Subconcept:
Control
Practice(s):
Creating Computational Artifacts (5.1, 5.2)
Standard:
Design and iteratively develop programs that combine control structures and use compound conditions.
Descriptive Statement:
Control structures can be combined in many ways. Nested loops are loops placed within loops, and nested conditionals allow the result of one conditional to lead to another. Compound conditions combine two or more conditions in a logical relationship (e.g., using AND, OR, and NOT). Students appropriately use control structures to perform repetitive and selection tasks. For example, when programming an interactive story, students could use a compound conditional within a loop to unlock a door only if a character has a key AND is touching the door. (CA CCSS for ELA/Literacy W.6.3, W.7.3, W.8.3) Alternatively, students could use compound conditionals when writing a program to test whether two points lie along the line defined by a particular linear function. (CA CCSS for Mathematics 8.EE.7) Additionally, students could use nested loops to program a character to do the "chicken dance" by opening and closing the beak, flapping the wings, shaking the hips, and clapping four times each; this dance "chorus" is then repeated several times in its entirety.
Design and iteratively develop programs that combine control structures and use compound conditions.
Descriptive Statement:
Control structures can be combined in many ways. Nested loops are loops placed within loops, and nested conditionals allow the result of one conditional to lead to another. Compound conditions combine two or more conditions in a logical relationship (e.g., using AND, OR, and NOT). Students appropriately use control structures to perform repetitive and selection tasks. For example, when programming an interactive story, students could use a compound conditional within a loop to unlock a door only if a character has a key AND is touching the door. (CA CCSS for ELA/Literacy W.6.3, W.7.3, W.8.3) Alternatively, students could use compound conditionals when writing a program to test whether two points lie along the line defined by a particular linear function. (CA CCSS for Mathematics 8.EE.7) Additionally, students could use nested loops to program a character to do the "chicken dance" by opening and closing the beak, flapping the wings, shaking the hips, and clapping four times each; this dance "chorus" is then repeated several times in its entirety.
Standard Identifier: 6-8.AP.13
Grade Range:
6–8
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Recognizing and Defining Computational Problems (3.2)
Standard:
Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
Descriptive Statement:
Decomposition facilitates program development by allowing students to focus on one piece at a time (e.g., getting input from the user, processing the data, and displaying the result to the user). Decomposition also enables different students to work on different parts at the same time. Students break down (decompose) problems into subproblems, which can be further broken down to smaller parts. Students could create an arcade game, with a title screen, a game screen, and a win/lose screen with an option to play the game again. To do this, students need to identify subproblems that accompany each screen (e.g., selecting an avatar goes in the title screen, events for controlling character action and scoring goes in the game screen, and displaying final and high score and asking whether to play again goes in the win/lose screen). Alternatively, students could decompose the problem of calculating and displaying class grades. Subproblems might include: accept input for students grades on various assignments, check for invalid grade entries, calculate per assignment averages, calculate per student averages, and display histograms of student scores for each assignment. (CA CCSS for Mathematics 6.RP.3c, 6.SP.4, 6.SP.5)
Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
Descriptive Statement:
Decomposition facilitates program development by allowing students to focus on one piece at a time (e.g., getting input from the user, processing the data, and displaying the result to the user). Decomposition also enables different students to work on different parts at the same time. Students break down (decompose) problems into subproblems, which can be further broken down to smaller parts. Students could create an arcade game, with a title screen, a game screen, and a win/lose screen with an option to play the game again. To do this, students need to identify subproblems that accompany each screen (e.g., selecting an avatar goes in the title screen, events for controlling character action and scoring goes in the game screen, and displaying final and high score and asking whether to play again goes in the win/lose screen). Alternatively, students could decompose the problem of calculating and displaying class grades. Subproblems might include: accept input for students grades on various assignments, check for invalid grade entries, calculate per assignment averages, calculate per student averages, and display histograms of student scores for each assignment. (CA CCSS for Mathematics 6.RP.3c, 6.SP.4, 6.SP.5)
Standard Identifier: 6-8.AP.14
Grade Range:
6–8
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions (4.1, 4.3)
Standard:
Create procedures with parameters to organize code and make it easier to reuse.
Descriptive Statement:
Procedures support modularity in developing programs. Parameters can provide greater flexibility, reusability, and efficient use of resources. Students create procedures and/or functions that are used multiple times within a program to repeat groups of instructions. They generalize the procedures and/or functions by defining parameters that generate different outputs for a wide range of inputs. For example, students could create a procedure to draw a circle which involves many instructions, but all of them can be invoked with one instruction, such as “drawCircle.” By adding a radius parameter, students can easily draw circles of different sizes. (CA CCSS for Mathematics 7.G.4) Alternatively, calculating the area of a regular polygon requires multiple steps. Students could write a function that accepts the number and length of the sides as parameters and then calculates the area of the polygon. This function can then be re-used inside any program to calculate the area of a regular polygon. (CA CCSS for Mathematics 6.G.1)
Create procedures with parameters to organize code and make it easier to reuse.
Descriptive Statement:
Procedures support modularity in developing programs. Parameters can provide greater flexibility, reusability, and efficient use of resources. Students create procedures and/or functions that are used multiple times within a program to repeat groups of instructions. They generalize the procedures and/or functions by defining parameters that generate different outputs for a wide range of inputs. For example, students could create a procedure to draw a circle which involves many instructions, but all of them can be invoked with one instruction, such as “drawCircle.” By adding a radius parameter, students can easily draw circles of different sizes. (CA CCSS for Mathematics 7.G.4) Alternatively, calculating the area of a regular polygon requires multiple steps. Students could write a function that accepts the number and length of the sides as parameters and then calculates the area of the polygon. This function can then be re-used inside any program to calculate the area of a regular polygon. (CA CCSS for Mathematics 6.G.1)
Standard Identifier: 6-8.CS.1
Grade Range:
6–8
Concept:
Computing Systems
Subconcept:
Devices
Practice(s):
Fostering an Inclusive Computing Culture, Recognizing and Defining Computational Problems (1.2, 3.3)
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)
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 Identifier: 6-8.CS.2
Grade Range:
6–8
Concept:
Computing Systems
Subconcept:
Hardware & Software
Practice(s):
Creating Computational Artifacts (5.1)
Standard:
Design a project that combines hardware and software components to collect and exchange data.
Descriptive Statement:
Collecting and exchanging data involves input, output, storage, and processing. When possible, students select the components for their project designs by considering tradeoffs between factors such as functionality, cost, size, speed, accessibility, and aesthetics. Students do not need to implement their project design in order to meet this standard. For example, students could design a mobile tour app that displays information relevant to specific locations when the device is nearby or when the user selects a virtual stop on the tour. They select appropriate components, such as GPS or cellular-based geolocation tools, textual input, and speech recognition, to use in their project design. Alternatively, students could design a project that uses a sensor to collect the salinity, moisture, and temperature of soil. They may select a sensor that connects wirelessly through a Bluetooth connection because it supports greater mobility, or they could instead select a physical USB connection that does not require a separate power source. (CA NGSS: MS-ETS1-1, MS-ETS1-2)
Design a project that combines hardware and software components to collect and exchange data.
Descriptive Statement:
Collecting and exchanging data involves input, output, storage, and processing. When possible, students select the components for their project designs by considering tradeoffs between factors such as functionality, cost, size, speed, accessibility, and aesthetics. Students do not need to implement their project design in order to meet this standard. For example, students could design a mobile tour app that displays information relevant to specific locations when the device is nearby or when the user selects a virtual stop on the tour. They select appropriate components, such as GPS or cellular-based geolocation tools, textual input, and speech recognition, to use in their project design. Alternatively, students could design a project that uses a sensor to collect the salinity, moisture, and temperature of soil. They may select a sensor that connects wirelessly through a Bluetooth connection because it supports greater mobility, or they could instead select a physical USB connection that does not require a separate power source. (CA NGSS: MS-ETS1-1, MS-ETS1-2)
Standard Identifier: 6-8.CS.3
Grade Range:
6–8
Concept:
Computing Systems
Subconcept:
Troubleshooting
Practice(s):
Testing and Refining Computational Artifacts (6.2)
Standard:
Systematically apply troubleshooting strategies to identify and resolve hardware and software problems in computing systems.
Descriptive Statement:
When problems occur within computing systems, it is important to take a structured, step-by-step approach to effectively solve the problem and ensure that potential solutions are not overlooked. Examples of troubleshooting strategies include following a troubleshooting flow diagram, making changes to software to see if hardware will work, checking connections and settings, and swapping in working components. Since a computing device may interact with interconnected devices within a system, problems may not be due to the specific computing device itself but to devices connected to it. For example, students could work through a checklist of solutions for connectivity problems in a lab of computers connected wirelessly or through physical cables. They could also search for technical information online and engage in technical reading to create troubleshooting documents that they then apply. (CA CCSS for ELA/Literacy RST.6-8.10) Alternatively, students could explore and utilize operating system tools to reset a computer's default language to English. Additionally, students could swap out an externally-controlled sensor giving fluctuating readings with a new sensor to check whether there is a hardware problem.
Systematically apply troubleshooting strategies to identify and resolve hardware and software problems in computing systems.
Descriptive Statement:
When problems occur within computing systems, it is important to take a structured, step-by-step approach to effectively solve the problem and ensure that potential solutions are not overlooked. Examples of troubleshooting strategies include following a troubleshooting flow diagram, making changes to software to see if hardware will work, checking connections and settings, and swapping in working components. Since a computing device may interact with interconnected devices within a system, problems may not be due to the specific computing device itself but to devices connected to it. For example, students could work through a checklist of solutions for connectivity problems in a lab of computers connected wirelessly or through physical cables. They could also search for technical information online and engage in technical reading to create troubleshooting documents that they then apply. (CA CCSS for ELA/Literacy RST.6-8.10) Alternatively, students could explore and utilize operating system tools to reset a computer's default language to English. Additionally, students could swap out an externally-controlled sensor giving fluctuating readings with a new sensor to check whether there is a hardware problem.
Showing 11 - 20 of 42 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881