Computer Science Standards
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Showing 11 - 16 of 16 Standards
Standard Identifier: 9-12S.AP.11
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Recognizing and Defining Computational Problems, Creating Computational Artifacts (3.1, 5.3)
Standard:
Implement an algorithm that uses artificial intelligence to overcome a simple challenge.
Descriptive Statement:
Artificial intelligence algorithms allow a computer to perceive and move in the world, use knowledge, and engage in problem solving. Students create a computational artifact that is able to carry out a simple task commonly performed by living organisms. Students do not need to realistically simulate human behavior or solve a complex problem in order to meet this standard. For example, students could implement an algorithm for playing tic-tac-toe that would select an appropriate location for the next move. Alternatively, students could implement an algorithm that allows a solar-powered robot to move to a sunny location when its batteries are low.
Implement an algorithm that uses artificial intelligence to overcome a simple challenge.
Descriptive Statement:
Artificial intelligence algorithms allow a computer to perceive and move in the world, use knowledge, and engage in problem solving. Students create a computational artifact that is able to carry out a simple task commonly performed by living organisms. Students do not need to realistically simulate human behavior or solve a complex problem in order to meet this standard. For example, students could implement an algorithm for playing tic-tac-toe that would select an appropriate location for the next move. Alternatively, students could implement an algorithm that allows a solar-powered robot to move to a sunny location when its batteries are low.
Standard Identifier: 9-12S.AP.12
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.2)
Standard:
Implement searching and sorting algorithms to solve computational problems.
Descriptive Statement:
One of the core uses of computers is to store, organize, and retrieve information when working with large amounts of data. Students create computational artifacts that use searching and/or sorting algorithms to retrieve, organize, or store information. Students do not need to select their algorithm based on efficiency. For example, students could write a script to sequence their classmates in order from youngest to oldest. Alternatively, students could write a program to find certain words within a text and report their location.
Implement searching and sorting algorithms to solve computational problems.
Descriptive Statement:
One of the core uses of computers is to store, organize, and retrieve information when working with large amounts of data. Students create computational artifacts that use searching and/or sorting algorithms to retrieve, organize, or store information. Students do not need to select their algorithm based on efficiency. For example, students could write a script to sequence their classmates in order from youngest to oldest. Alternatively, students could write a program to find certain words within a text and report their location.
Standard Identifier: 9-12S.AP.15
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Control
Practice(s):
Recognizing and Defining Computational Problems, Communicating About Computing (3.2, 7.2)
Standard:
Demonstrate the flow of execution of a recursive algorithm.
Descriptive Statement:
Recursion is a powerful problem-solving approach where the problem solution is built on solutions of smaller instances of the same problem. A base case, which returns a result without referencing itself, must be defined, otherwise infinite recursion will occur. Students represent a sequence of calls to a recursive algorithm and show how the process resolves to a solution. For example, students could draw a diagram to illustrate flow of execution by keeping track of parameter and returned values for each recursive call. Alternatively, students could create a video showing the passing of arguments as the recursive algorithm runs.
Demonstrate the flow of execution of a recursive algorithm.
Descriptive Statement:
Recursion is a powerful problem-solving approach where the problem solution is built on solutions of smaller instances of the same problem. A base case, which returns a result without referencing itself, must be defined, otherwise infinite recursion will occur. Students represent a sequence of calls to a recursive algorithm and show how the process resolves to a solution. For example, students could draw a diagram to illustrate flow of execution by keeping track of parameter and returned values for each recursive call. Alternatively, students could create a video showing the passing of arguments as the recursive algorithm runs.
Standard Identifier: 9-12S.AP.17
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.3, 5.2)
Standard:
Construct solutions to problems using student-created components, such as procedures, modules, and/or objects.
Descriptive Statement:
Programmers often address complex tasks through design and decomposition using procedures and/or modules. In object-oriented programming languages, classes can support this decomposition. Students create a computational artifact that solves a problem through use of procedures, modules, and/or objects. This problem should be of sufficient complexity to benefit from decomposition and/or use of objects. For example, students could write a flashcard program in which each card is able to show both the question and answer and record user history. Alternatively, students could create a simulation of an ecosystem in which sprites carry out behaviors, such as consuming resources.
Construct solutions to problems using student-created components, such as procedures, modules, and/or objects.
Descriptive Statement:
Programmers often address complex tasks through design and decomposition using procedures and/or modules. In object-oriented programming languages, classes can support this decomposition. Students create a computational artifact that solves a problem through use of procedures, modules, and/or objects. This problem should be of sufficient complexity to benefit from decomposition and/or use of objects. For example, students could write a flashcard program in which each card is able to show both the question and answer and record user history. Alternatively, students could create a simulation of an ecosystem in which sprites carry out behaviors, such as consuming resources.
Standard Identifier: 9-12S.AP.18
Grade Range:
9–12 Specialty
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts, Testing and Refining Computational Artifacts (4.2, 5.3, 6.2)
Standard:
Demonstrate code reuse by creating programming solutions using libraries and APIs.
Descriptive Statement:
Code reuse is critical both for managing complexity in modern programs, but also in increasing programming efficiency and reliability by having programmers reuse code that has been highly vetted and tested. Software libraries allow developers to integrate common and often complex functionality without having to reimplement that functionality from scratch. Students identify, evaluate, and select appropriate application programming interfaces (APIs) from software libraries to use with a given language and operating system. They appropriately use resources such as technical documentation, online forums, and developer communities to learn about libraries and troubleshoot problems with APIs that they have chosen. For example, students could import charting and graphing modules to display data sets, adopt an online service that provides cloud storage and retrieval for a database used in a multiplayer game, or import location services into an app that identifies points of interest on a map. Libraries of APIs can be student-created or publicly available (e.g., common graphics libraries or map/navigation APIs).
Demonstrate code reuse by creating programming solutions using libraries and APIs.
Descriptive Statement:
Code reuse is critical both for managing complexity in modern programs, but also in increasing programming efficiency and reliability by having programmers reuse code that has been highly vetted and tested. Software libraries allow developers to integrate common and often complex functionality without having to reimplement that functionality from scratch. Students identify, evaluate, and select appropriate application programming interfaces (APIs) from software libraries to use with a given language and operating system. They appropriately use resources such as technical documentation, online forums, and developer communities to learn about libraries and troubleshoot problems with APIs that they have chosen. For example, students could import charting and graphing modules to display data sets, adopt an online service that provides cloud storage and retrieval for a database used in a multiplayer game, or import location services into an app that identifies points of interest on a map. Libraries of APIs can be student-created or publicly available (e.g., common graphics libraries or map/navigation APIs).
Standard Identifier: 9-12S.NI.4
Grade Range:
9–12 Specialty
Concept:
Networks & the Internet
Subconcept:
Network Communication & Organization
Practice(s):
Communicating About Computing (7.2)
Standard:
Explain how the characteristics of the Internet influence the systems developed on it.
Descriptive Statement:
The design of the Internet includes hierarchy and redundancy to help it scale reliably. An end-to-end architecture means that key functions are placed at endpoints in the network (i.e., an Internet user's computer and the server hosting a website) rather than in the middle of the network. Open standards for transmitting information across the Internet help fuel its growth. This design philosophy impacts systems and technologies that integrate with the Internet. Students explain how Internet-based systems depend on these characteristics. For example, students could explain how having common, standard protocols enable products and services from different developers to communicate. Alternatively, students could describe how the end-to-end architecture and redundancy in routing enables Internet users to access information and services even if part of the network is down; the information can still be routed from one end to another through a different path.
Explain how the characteristics of the Internet influence the systems developed on it.
Descriptive Statement:
The design of the Internet includes hierarchy and redundancy to help it scale reliably. An end-to-end architecture means that key functions are placed at endpoints in the network (i.e., an Internet user's computer and the server hosting a website) rather than in the middle of the network. Open standards for transmitting information across the Internet help fuel its growth. This design philosophy impacts systems and technologies that integrate with the Internet. Students explain how Internet-based systems depend on these characteristics. For example, students could explain how having common, standard protocols enable products and services from different developers to communicate. Alternatively, students could describe how the end-to-end architecture and redundancy in routing enables Internet users to access information and services even if part of the network is down; the information can still be routed from one end to another through a different path.
Showing 11 - 16 of 16 Standards
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