Search the California Content Standards

Standard:
Refine computational models to better represent the relationships among different elements of data collected from a phenomenon or process.

Descriptive Statement:
Computational models are used to make predictions about processes or phenomena based on selected data and features. They allow people to investigate the relationships among different variables to understand a system. Predictions are tested to validate models. Students evaluate these models against real-world observations. For example, students could use a population model that allows them to speculate about interactions among different species, evaluate the model based on data gathered from nature, and then refine the model to reflect more complex and realistic interactions.

Standard:
Compare and contrast security measures to address various security threats.

Descriptive Statement:
Network security depends on a combination of hardware, software, and practices that control access to data and systems. The needs of users and the sensitivity of data determine the level of security implemented. Potential security problems, such as denial-of-service attacks, ransomware, viruses, worms, spyware, and phishing, present threats to sensitive data. Students compare and contrast different types of security measures based on factors such as efficiency, feasibility, ethical impacts, usability, and security. At this level, students are not expected to develop or implement the security measures that they discuss. For example, students could review case studies or current events in which governments or organizations experienced data leaks or data loss as a result of these types of attacks. Students could provide an analysis of actual security measures taken comparing to other security measure which may have led to different outcomes. Alternatively, students might discuss computer security policies in place at the local level that present a tradeoff between usability and security, such as a web filter that prevents access to many educational sites but keeps the campus network safe.

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).

Standard:
Categorize and describe the different functions of operating system software.

Descriptive Statement:
Operating systems (OS) software is the code that manages the computer’s basic functions. Students describe at a high level the different functions of different components of operating system software. Examples of functions could include memory management, data storage/retrieval, processes management, and access control. For example, students could use monitoring tools including within an OS to inspect the services and functions running on a system and create an artifact to describe the activity that they observed (e.g., when a browser is running with many tabs open, memory usage is increased). They could also inspect and describe changes in the activity monitor that occur as different applications are executing (e.g., processor utilization increases when a new application is launched).

Standard:
Develop solutions to security threats.

Descriptive Statement:
Designing and implementing cybersecurity measures requires knowledge of software, hardware, and human components and understanding tradeoffs. Students design solutions to security threats and compare tradeoffs of easier access and use against the costs of losing information and disrupting services. For example, students could refine a technology that allows users to use blank or weak passwords. Alternatively, students could implement a firewall or proxy protection between an organization's private local area network (LAN) and the public Internet. Additionally, students could find and close exploitable threats on an infected computer in order to protect information.