Computer Science Standards
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Showing 1 - 10 of 16 Standards
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.14
Grade Range:
3–5
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.3)
Standard:
Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features.
Descriptive Statement:
Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. Students incorporate predefined functions into their original designs. At this level, students do not need to understand all of the underlying implementation details of the abstractions that they use. For example, students could use code from a ping pong animation to make a ball bounce in a new basketball game. They could also incorporate code from a single-player basketball game to create a two-player game with slightly different rules. Alternatively, students could remix an animated story and add their own conclusion and/or additional dialogue. (CA CCSS for ELA/Literacy W.3.3.B, W.3.3.D, W.4.3.B, W.4.3.E, W.5.3.B, W.5.3.E) Additionally, when creating a game that occurs on the moon or planets, students could incorporate and modify code that simulates gravity on Earth. They could modify the strength of the gravitational force based on the mass of the planet or moon. (CA NGSS: 5-PS2-1)
Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features.
Descriptive Statement:
Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. Students incorporate predefined functions into their original designs. At this level, students do not need to understand all of the underlying implementation details of the abstractions that they use. For example, students could use code from a ping pong animation to make a ball bounce in a new basketball game. They could also incorporate code from a single-player basketball game to create a two-player game with slightly different rules. Alternatively, students could remix an animated story and add their own conclusion and/or additional dialogue. (CA CCSS for ELA/Literacy W.3.3.B, W.3.3.D, W.4.3.B, W.4.3.E, W.5.3.B, W.5.3.E) Additionally, when creating a game that occurs on the moon or planets, students could incorporate and modify code that simulates gravity on Earth. They could modify the strength of the gravitational force based on the mass of the planet or moon. (CA NGSS: 5-PS2-1)
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.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.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.17
Grade Range:
9–12
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.3, 5.2)
Standard:
Create computational artifacts using modular design.
Descriptive Statement:
Computational artifacts are created by combining and modifying existing computational artifacts and/or by developing new artifacts. To reduce complexity, large programs can be designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. Students should create computational artifacts with interacting procedures, modules, and/or libraries. For example, students could incorporate a physics library into an animation of bouncing balls. Alternatively, students could integrate open-source JavaScript libraries to expand the functionality of a web application. Additionally, students could create their own game to teach Spanish vocabulary words using their own modular design (e.g., including methods to: control scoring, manage wordlists, manage access to different game levels, take input from the user, etc.).
Create computational artifacts using modular design.
Descriptive Statement:
Computational artifacts are created by combining and modifying existing computational artifacts and/or by developing new artifacts. To reduce complexity, large programs can be designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. Students should create computational artifacts with interacting procedures, modules, and/or libraries. For example, students could incorporate a physics library into an animation of bouncing balls. Alternatively, students could integrate open-source JavaScript libraries to expand the functionality of a web application. Additionally, students could create their own game to teach Spanish vocabulary words using their own modular design (e.g., including methods to: control scoring, manage wordlists, manage access to different game levels, take input from the user, etc.).
Standard Identifier: 9-12.CS.2
Grade Range:
9–12
Concept:
Computing Systems
Subconcept:
Hardware & Software
Practice(s):
Developing and Using Abstractions (4.1)
Standard:
Compare levels of abstraction and interactions between application software, system software, and hardware.
Descriptive Statement:
At its most basic level, a computer is composed of physical hardware on which software runs. Multiple layers of software are built upon various layers of hardware. Layers manage interactions and complexity in the computing system. System software manages a computing device's resources so that software can interact with hardware. Application software communicates with the user and the system software to accomplish its purpose. Students compare and describe how application software, system software, and hardware interact. For example, students could compare how various levels of hardware and software interact when a picture is to be taken on a smartphone. Systems software provides low-level commands to operate the camera hardware, but the application software interacts with system software at a higher level by requesting a common image file format (e.g., .png) that the system software provides.
Compare levels of abstraction and interactions between application software, system software, and hardware.
Descriptive Statement:
At its most basic level, a computer is composed of physical hardware on which software runs. Multiple layers of software are built upon various layers of hardware. Layers manage interactions and complexity in the computing system. System software manages a computing device's resources so that software can interact with hardware. Application software communicates with the user and the system software to accomplish its purpose. Students compare and describe how application software, system software, and hardware interact. For example, students could compare how various levels of hardware and software interact when a picture is to be taken on a smartphone. Systems software provides low-level commands to operate the camera hardware, but the application software interacts with system software at a higher level by requesting a common image file format (e.g., .png) that the system software provides.
Showing 1 - 10 of 16 Standards
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