Computer Science Standards
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Algorithms
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Collection, Visualization, & Transformation
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Showing 21 - 30 of 47 Standards
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: 6-8.IC.20
Grade Range:
6–8
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Communicating About Computing (7.2)
Standard:
Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.
Descriptive Statement:
Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students consider current events related to broad ideas, including privacy, communication, and automation. For example, students could compare and contrast the impacts of computing technologies with the impacts of other systems developed throughout history such as the Pony Express and US Postal System. (HSS.7.8.4) Alternatively, students could identify tradeoffs for both personal and professional uses of a variety of computing technologies. For instance, driverless cars can increase convenience and reduce accidents, but they may be susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but may create more software engineering and cybersecurity jobs.
Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.
Descriptive Statement:
Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students consider current events related to broad ideas, including privacy, communication, and automation. For example, students could compare and contrast the impacts of computing technologies with the impacts of other systems developed throughout history such as the Pony Express and US Postal System. (HSS.7.8.4) Alternatively, students could identify tradeoffs for both personal and professional uses of a variety of computing technologies. For instance, driverless cars can increase convenience and reduce accidents, but they may be susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but may create more software engineering and cybersecurity jobs.
Standard Identifier: 6-8.IC.21
Grade Range:
6–8
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Fostering an Inclusive Computing Culture (1.2)
Standard:
Discuss issues of bias and accessibility in the design of existing technologies.
Descriptive Statement:
Computing technologies should support users of many backgrounds and abilities. In order to maximize accessiblity, these differences need to be addressed by examining diverse populations. With the teacher's guidance, students test and discuss the usability of various technology tools, such as apps, games, and devices. For example, students could discuss the impacts of facial recognition software that works better for lighter skin tones and recognize that the software was likely developed with a homogeneous testing group. Students could then discuss how accessibility could be improved by sampling a more diverse population. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1)
Discuss issues of bias and accessibility in the design of existing technologies.
Descriptive Statement:
Computing technologies should support users of many backgrounds and abilities. In order to maximize accessiblity, these differences need to be addressed by examining diverse populations. With the teacher's guidance, students test and discuss the usability of various technology tools, such as apps, games, and devices. For example, students could discuss the impacts of facial recognition software that works better for lighter skin tones and recognize that the software was likely developed with a homogeneous testing group. Students could then discuss how accessibility could be improved by sampling a more diverse population. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1)
Standard Identifier: 9-12.AP.12
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.1)
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.
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 Identifier: 9-12.AP.14
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Control
Practice(s):
Creating Computational Artifacts (5.2)
Standard:
Justify the selection of specific control structures by identifying tradeoffs associated with implementation, readability, and performance.
Descriptive Statement:
The selection of control structures in a given programming language impacts readability and performance. Readability refers to how clear the program is to other programmers and can be improved through documentation. Control structures at this level may include, for example, conditional statements, loops, event handlers, and recursion. Students justify control structure selection and tradeoffs in the process of creating their own computational artifacts. The discussion of performance is limited to a theoretical understanding of execution time and storage requirements; a quantitative analysis is not expected. For example, students could compare the readability and program performance of iterative and recursive implementations of procedures that calculate the Fibonacci sequence. Alternatively, students could compare the readability and performance tradeoffs of multiple if statements versus a nested if statement.
Justify the selection of specific control structures by identifying tradeoffs associated with implementation, readability, and performance.
Descriptive Statement:
The selection of control structures in a given programming language impacts readability and performance. Readability refers to how clear the program is to other programmers and can be improved through documentation. Control structures at this level may include, for example, conditional statements, loops, event handlers, and recursion. Students justify control structure selection and tradeoffs in the process of creating their own computational artifacts. The discussion of performance is limited to a theoretical understanding of execution time and storage requirements; a quantitative analysis is not expected. For example, students could compare the readability and program performance of iterative and recursive implementations of procedures that calculate the Fibonacci sequence. Alternatively, students could compare the readability and performance tradeoffs of multiple if statements versus a nested if statement.
Standard Identifier: 9-12.AP.15
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Control
Practice(s):
Creating Computational Artifacts (5.1, 5.2, 5.3)
Standard:
Iteratively design and develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
Descriptive Statement:
In this context, relevant computational artifacts can include programs, mobile apps, or web apps. Events can be user-initiated, such as a button press, or system-initiated, such as a timer firing. For example, students might create a tool for drawing on a canvas by first implementing a button to set the color of the pen. Alternatively, students might create a game where many events control instructions executed (e.g., when a score climbs above a threshold, a congratulatory sound is played; when a user clicks on an object, the object is loaded into a basket; when a user clicks on an arrow key, the player object is moved around the screen).
Iteratively design and develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
Descriptive Statement:
In this context, relevant computational artifacts can include programs, mobile apps, or web apps. Events can be user-initiated, such as a button press, or system-initiated, such as a timer firing. For example, students might create a tool for drawing on a canvas by first implementing a button to set the color of the pen. Alternatively, students might create a game where many events control instructions executed (e.g., when a score climbs above a threshold, a congratulatory sound is played; when a user clicks on an object, the object is loaded into a basket; when a user clicks on an arrow key, the player object is moved around the screen).
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: 9-12.DA.10
Grade Range:
9–12
Concept:
Data & Analysis
Subconcept:
Collection, Visualization, & Transformation
Practice(s):
Creating Computational Artifacts (5.2)
Standard:
Create data visualizations to help others better understand real-world phenomena.
Descriptive Statement:
People transform, generalize, simplify, and present large data sets in different ways to influence how other people interpret and understand the underlying information. Students select relevant data from large or complex data sets in support of a claim or to communicate the information in a more sophisticated manner. Students use software tools or programming to perform a range of mathematical operations to transform and analyze data and create powerful data visualizations (that reveal patterns in the data). For example, students could create data visualizations to reveal patterns in voting data by state, gender, political affiliation, or socioeconomic status. Alternatively, students could use U.S. government data on criticially endangered animals to visualize population change over time.
Create data visualizations to help others better understand real-world phenomena.
Descriptive Statement:
People transform, generalize, simplify, and present large data sets in different ways to influence how other people interpret and understand the underlying information. Students select relevant data from large or complex data sets in support of a claim or to communicate the information in a more sophisticated manner. Students use software tools or programming to perform a range of mathematical operations to transform and analyze data and create powerful data visualizations (that reveal patterns in the data). For example, students could create data visualizations to reveal patterns in voting data by state, gender, political affiliation, or socioeconomic status. Alternatively, students could use U.S. government data on criticially endangered animals to visualize population change over time.
Standard Identifier: 9-12.DA.11
Grade Range:
9–12
Concept:
Data & Analysis
Subconcept:
Inference & Models
Practice(s):
Developing and Using Abstractions, Testing and Refining Computational Artifacts (4.4, 6.3)
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.
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 Identifier: 9-12.DA.8
Grade Range:
9–12
Concept:
Data & Analysis
Subconcept:
Storage
Practice(s):
Developing and Using Abstractions (4.1)
Standard:
Translate between different representations of data abstractions of real-world phenomena, such as characters, numbers, and images.
Descriptive Statement:
Computers represent complex real-world concepts such as characters, numbers, and images through various abstractions. Students translate between these different levels of data representations. For example, students could convert an HTML (Hyper Text Markup Language) tag for red font into RGB (Red Green Blue), HEX (Hexadecimal Color Code), HSL (Hue Saturation Lightness), RGBA( Red Green Blue Alpha), or HSLA (Hue Saturation Lightness and Alpha) representations. Alternatively, students could convert the standard representation of a character such as ! into ASCII or Unicode.
Translate between different representations of data abstractions of real-world phenomena, such as characters, numbers, and images.
Descriptive Statement:
Computers represent complex real-world concepts such as characters, numbers, and images through various abstractions. Students translate between these different levels of data representations. For example, students could convert an HTML (Hyper Text Markup Language) tag for red font into RGB (Red Green Blue), HEX (Hexadecimal Color Code), HSL (Hue Saturation Lightness), RGBA( Red Green Blue Alpha), or HSLA (Hue Saturation Lightness and Alpha) representations. Alternatively, students could convert the standard representation of a character such as ! into ASCII or Unicode.
Showing 21 - 30 of 47 Standards
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