Computer Science Standards
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Showing 1 - 10 of 15 Standards
Standard Identifier: K-2.AP.11
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Variables
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Model the way programs store data.
Descriptive Statement:
Information in the real world can be represented in computer programs. Students model the digital storage of data by transforming real-world information into symbolic representations that include text, numbers, and images. For example, after identifying symbols on a map and explaining what they represent in the real world, students could create their own symbols and corresponding legend to represent items on a map of their classroom (HSS.K.4.3, 1.2.3, 2.2.2) Alternatively, students could invent symbols to represent beat and/or pitch. Students could then modify symbols within the notation and explain how the musical phrase changes. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)
Model the way programs store data.
Descriptive Statement:
Information in the real world can be represented in computer programs. Students model the digital storage of data by transforming real-world information into symbolic representations that include text, numbers, and images. For example, after identifying symbols on a map and explaining what they represent in the real world, students could create their own symbols and corresponding legend to represent items on a map of their classroom (HSS.K.4.3, 1.2.3, 2.2.2) Alternatively, students could invent symbols to represent beat and/or pitch. Students could then modify symbols within the notation and explain how the musical phrase changes. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)
Standard Identifier: K-2.CS.2
Grade Range:
K–2
Concept:
Computing Systems
Subconcept:
Hardware & Software
Practice(s):
Communicating About Computing (7.2)
Standard:
Explain the functions of common hardware and software components of computing systems.
Descriptive Statement:
A computing system is composed of hardware and software. Hardware includes the physical components of a computer system. Software provides instructions for the system. These instructions are represented in a form that a computer can understand and are designed for specific purposes. Students identify and describe the function of hardware, such as desktop computers, laptop computers, tablet devices, monitors, keyboards, mice, trackpads, microphones, and printers. Students also identify and describe common software applications such as web browsers, games, and word processors. For example, students could create drawings of a computing system and label its major components with appropriate terminology. Students could then explain the function of each component. (VAPA Visual Arts 2 5.0) (CA CCSS for ELA/Literacy SL.K.5, SL.K.6, SL.1.5, SL.1.6, SL.2.5, SL.2.6) Alternatively, students could each be assigned a component of a computing system and arrange their bodies to represent the system. Students could then describe how their assigned component functions within the system. (P.E.K.1, 1.1)
Explain the functions of common hardware and software components of computing systems.
Descriptive Statement:
A computing system is composed of hardware and software. Hardware includes the physical components of a computer system. Software provides instructions for the system. These instructions are represented in a form that a computer can understand and are designed for specific purposes. Students identify and describe the function of hardware, such as desktop computers, laptop computers, tablet devices, monitors, keyboards, mice, trackpads, microphones, and printers. Students also identify and describe common software applications such as web browsers, games, and word processors. For example, students could create drawings of a computing system and label its major components with appropriate terminology. Students could then explain the function of each component. (VAPA Visual Arts 2 5.0) (CA CCSS for ELA/Literacy SL.K.5, SL.K.6, SL.1.5, SL.1.6, SL.2.5, SL.2.6) Alternatively, students could each be assigned a component of a computing system and arrange their bodies to represent the system. Students could then describe how their assigned component functions within the system. (P.E.K.1, 1.1)
Standard Identifier: K-2.DA.9
Grade Range:
K–2
Concept:
Data & Analysis
Subconcept:
Inference & Models
Practice(s):
Developing and Using Abstractions (4.1)
Standard:
Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions.
Descriptive Statement:
Data can be used to make inferences or predictions about the world. For example, students could record the number of each color of candy in a small packet. Then, they compare their individual data with classmates. Students could use the collected data to predict how many of each colored candy will be in a full size bag of like candy. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10) Alternatively, students could sort and classify objects according to their properties and note observations. Students could then create a graph or chart of their observations and look for connections/relationships (e.g., items that are hard are usually also smooth, or items that are fluffy are usually also light in weight.) Students then look at pictures of additional objects and make predictions regarding the properties of the objects pictured. (CA NGSS: 2-PS1-1, 2-PS1-2)
Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions.
Descriptive Statement:
Data can be used to make inferences or predictions about the world. For example, students could record the number of each color of candy in a small packet. Then, they compare their individual data with classmates. Students could use the collected data to predict how many of each colored candy will be in a full size bag of like candy. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10) Alternatively, students could sort and classify objects according to their properties and note observations. Students could then create a graph or chart of their observations and look for connections/relationships (e.g., items that are hard are usually also smooth, or items that are fluffy are usually also light in weight.) Students then look at pictures of additional objects and make predictions regarding the properties of the objects pictured. (CA NGSS: 2-PS1-1, 2-PS1-2)
Standard Identifier: 3-5.AP.11
Grade Range:
3–5
Concept:
Algorithms & Programming
Subconcept:
Variables
Practice(s):
Creating Computational Artifacts (5.2)
Standard:
Create programs that use variables to store and modify data.
Descriptive Statement:
Variables are used to store and modify data. Students use variables in programs they create. At this level, students may need guidance in identifying when to create variables (i.e., performing the abstraction). For example, students could create a game to represent predators and prey in an ecosystem. They could declare a "score" variable, assign it to 0 at the start of the game, and add 1 (increment) the score each time the predator captures its prey. They could also declare a second "numberOfLives" variable, assign it to 3 at the start of the game, and subtract 1 (decrement) each time a prey is captured. They could program the game to end when "numberOfLives" equals 0. (CA NGSS: 5-LS2-1) (CA CCSS for Mathematics 5.OA.3) Alternatively, when students create programs to draw regular polygons, they could use variables to store the line size, line color, and/or side length. Students can extend learning by creatively combining a variety of polygons to create digital artwork, comparing and contrasting this to another work of art made by the use of different art tools and media, such as watercolor or tempera paints. (CA CCSS for Mathematics 3.G.1) (VAPA Visual Arts 3.1.4)
Create programs that use variables to store and modify data.
Descriptive Statement:
Variables are used to store and modify data. Students use variables in programs they create. At this level, students may need guidance in identifying when to create variables (i.e., performing the abstraction). For example, students could create a game to represent predators and prey in an ecosystem. They could declare a "score" variable, assign it to 0 at the start of the game, and add 1 (increment) the score each time the predator captures its prey. They could also declare a second "numberOfLives" variable, assign it to 3 at the start of the game, and subtract 1 (decrement) each time a prey is captured. They could program the game to end when "numberOfLives" equals 0. (CA NGSS: 5-LS2-1) (CA CCSS for Mathematics 5.OA.3) Alternatively, when students create programs to draw regular polygons, they could use variables to store the line size, line color, and/or side length. Students can extend learning by creatively combining a variety of polygons to create digital artwork, comparing and contrasting this to another work of art made by the use of different art tools and media, such as watercolor or tempera paints. (CA CCSS for Mathematics 3.G.1) (VAPA Visual Arts 3.1.4)
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.DA.9
Grade Range:
3–5
Concept:
Data & Analysis
Subconcept:
Inference & Models
Practice(s):
Communicating About Computing (7.1)
Standard:
Use data to highlight and/or propose relationships, predict outcomes, or communicate ideas.
Descriptive Statement:
The accuracy of data analysis is related to how the data is represented. Inferences or predictions based on data are less likely to be accurate if the data is insufficient, incomplete, or inaccurate or if the data is incorrect in some way. Additionally, people select aspects and subsets of data to be transformed, organized, and categorized. Students should be able to refer to data when communicating an idea, in order to highlight and/or propose relationships, predict outcomes, highlight different views and/or communicate insights and ideas. For example, students can be provided a scenario in which they are city managers who have a specific amount of funds to improve a city in California. Students can collect data of a city concerning land use, vegetation, wildlife, climate, population density, services and transportation (HSS.4.1.5) to determine and present what area needs to be focused on to improve a problem. Students can compare their data and planned use of funds with peers, clearly communicating or predict outcomes based on data collected. (CA CCCS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could record the temperature at noon each day to show that temperatures are higher in certain months of the year. If temperatures are not recorded on non-school days or are recorded incorrectly, the data would be incomplete and ideas being communicated could be inaccurate. Students may also record the day of the week on which the data was collected, but this would have no relevance to whether temperatures are higher or lower. In order to have sufficient and accurate data on which to communicate the idea, students might use data provided by a governmental weather agency. (CA NGSS: 3-ESS2-1)
Use data to highlight and/or propose relationships, predict outcomes, or communicate ideas.
Descriptive Statement:
The accuracy of data analysis is related to how the data is represented. Inferences or predictions based on data are less likely to be accurate if the data is insufficient, incomplete, or inaccurate or if the data is incorrect in some way. Additionally, people select aspects and subsets of data to be transformed, organized, and categorized. Students should be able to refer to data when communicating an idea, in order to highlight and/or propose relationships, predict outcomes, highlight different views and/or communicate insights and ideas. For example, students can be provided a scenario in which they are city managers who have a specific amount of funds to improve a city in California. Students can collect data of a city concerning land use, vegetation, wildlife, climate, population density, services and transportation (HSS.4.1.5) to determine and present what area needs to be focused on to improve a problem. Students can compare their data and planned use of funds with peers, clearly communicating or predict outcomes based on data collected. (CA CCCS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could record the temperature at noon each day to show that temperatures are higher in certain months of the year. If temperatures are not recorded on non-school days or are recorded incorrectly, the data would be incomplete and ideas being communicated could be inaccurate. Students may also record the day of the week on which the data was collected, but this would have no relevance to whether temperatures are higher or lower. In order to have sufficient and accurate data on which to communicate the idea, students might use data provided by a governmental weather agency. (CA NGSS: 3-ESS2-1)
Standard Identifier: 6-8.AP.11
Grade Range:
6–8
Concept:
Algorithms & Programming
Subconcept:
Variables
Practice(s):
Creating Computational Artifacts (5.1, 5.2)
Standard:
Create clearly named variables that store data, and perform operations on their contents.
Descriptive Statement:
A variable is a container for data, and the name used for accessing the variable is called the identifier. Students declare, initialize, and update variables for storing different types of program data (e.g., text, integers) using names and naming conventions (e.g. camel case) that clearly convey the purpose of the variable, facilitate debugging, and improve readability. For example, students could program a quiz game with a score variable (e.g. quizScore) that is initially set to zero and increases by increments of one each time the user answers a quiz question correctly and decreases by increments of one each time a user answers a quiz question incorrectly, resulting in a score that is either a positive or negative integer. (CA CCSS for Mathematics 6.NS.5) Alternatively, students could write a program that prompts the user for their name, stores the user's response in a variable (e.g. userName), and uses this variable to greet the user by name.
Create clearly named variables that store data, and perform operations on their contents.
Descriptive Statement:
A variable is a container for data, and the name used for accessing the variable is called the identifier. Students declare, initialize, and update variables for storing different types of program data (e.g., text, integers) using names and naming conventions (e.g. camel case) that clearly convey the purpose of the variable, facilitate debugging, and improve readability. For example, students could program a quiz game with a score variable (e.g. quizScore) that is initially set to zero and increases by increments of one each time the user answers a quiz question correctly and decreases by increments of one each time a user answers a quiz question incorrectly, resulting in a score that is either a positive or negative integer. (CA CCSS for Mathematics 6.NS.5) Alternatively, students could write a program that prompts the user for their name, stores the user's response in a variable (e.g. userName), and uses this variable to greet the user by name.
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.DA.9
Grade Range:
6–8
Concept:
Data & Analysis
Subconcept:
Inference & Models
Practice(s):
Developing and Using Abstractions, Testing and Refining Computational Artifacts (4.4, 6.1)
Standard:
Test and analyze the effects of changing variables while using computational models.
Descriptive Statement:
Variables within a computational model may be changed, in order to alter a computer simulation or to more accurately represent how various data is related. Students interact with a given model, make changes to identified model variables, and observe and reflect upon the results. For example, students could test a program that makes a robot move on a track by making changes to variables (e.g., height and angle of track, size and mass of the robot) and discussing how these changes affect how far the robot travels. (CA NGSS: MS-PS2-2) Alternatively, students could test a game simulation and change variables (e.g., skill of simulated players, nature of opening moves) and analyze how these changes affect who wins the game. (CA NGSS: MS-ETS1-3) Additionally, students could modify a model for predicting the likely color of the next pick from a bag of colored candy and analyze the effects of changing variables representing the common color ratios in a typical bag of candy. (CA CCSS for Mathematics 7.SP.7, 8.SP.4)
Test and analyze the effects of changing variables while using computational models.
Descriptive Statement:
Variables within a computational model may be changed, in order to alter a computer simulation or to more accurately represent how various data is related. Students interact with a given model, make changes to identified model variables, and observe and reflect upon the results. For example, students could test a program that makes a robot move on a track by making changes to variables (e.g., height and angle of track, size and mass of the robot) and discussing how these changes affect how far the robot travels. (CA NGSS: MS-PS2-2) Alternatively, students could test a game simulation and change variables (e.g., skill of simulated players, nature of opening moves) and analyze how these changes affect who wins the game. (CA NGSS: MS-ETS1-3) Additionally, students could modify a model for predicting the likely color of the next pick from a bag of colored candy and analyze the effects of changing variables representing the common color ratios in a typical bag of candy. (CA CCSS for Mathematics 7.SP.7, 8.SP.4)
Standard Identifier: 9-12.AP.13
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Variables
Practice(s):
Developing and Using Abstractions (4.1)
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.
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.
Showing 1 - 10 of 15 Standards
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