· • forming a new Cybersecurity concept and recognizing its increasing global relevance, as...

Rhode Island K-12Computer Science Education Standards

April 2018

Table of Contents

AcknowledgmentsOur Vision for Rhode Island . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Advisory Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Reviewers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Computer Science & Relevance to Rhode Island . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Alignment with National Efforts / Organizations and Key Documents Referenced . . . . . . . 6

Process & Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Equity in Computer Science Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Computational Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Standards/Grade Bands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Implementation of Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Core Concepts & Sub-Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

1. Computational Thinking & Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

2. Computing Systems & Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

3. Cybersecurity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4. Data & Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

5. Digital Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

6. Responsible Computing in Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Reading the Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

K-12 Computer Science Education Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Appendices

Appendix A: K-12 Computer Science Education Standards (with descriptions) . . . . . . 39Appendix B: Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Appendix C: Glossary References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

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Acknowledgements

The development of the Computer Science Education Standards was a statewide collaboration withcontributions from a diverse group of Rhode Island stakeholders. I express my deepest appreciationto the Advisory Committee that gave up one Saturday a month for almost a year to review, evaluate,revise, and write the new standards. Their extraordinary dedication, enthusiasm, and thoughtful-ness made the standards a reality. Special thanks go to Chris Allen, Kathi Fisler, Tim Henry, JoeMazzone, Ilona Miko, and Vic Fay Wolfe for providing team leadership as we progressed. A veryheartfelt thank you to Kathi Fisler and Ilona Miko for going above and beyond their responsibilitiesby devoting extra time and effort through extensive review, editing, discussion, and support.

I acknowledge, with much appreciation, the Review Team that looked at the draft standards withfresh eyes, and provided insightful comments and suggestions. Members of the public also con-tributed time and attention to reviewing the draft standards, and I thank them for invaluable feed-back. I express my gratitude to the experts in the cybersecurity field and specialists indigital/media/instructional literacy who critiqued relevant sections of the standards.

A special note of thanks to Pat Yongpradit (Code.org), Peter McLaren (Next Generation Science Stan-dards Writing Team Member), John Bilotta (Rhode Island Society of Technology Educators), andTommy Gober and Kevin Nolten (Cyber Innovation Center) for their guidance, support, and encour-agement.

The development of the Computer Science Education Standards for Rhode Island would have beenimpossible without the support of the van Beuren Charitable Foundation, and especially senior pro-gram officer Deborah S. Linnell.

Last but not least, many thanks to CS4RI and the Rhode Island Department of Education (RIDE) forhelping us achieve our goal of developing comprehensive computer science education standards forRhode Island.

The excitement and eagerness with which everyone approached this project is testament to the beliefthat all Rhode Island students deserve the best education for future success.

Carol M. Giuriceo, Ph.D.Chair, Computer Science Education Standards Advisory CommitteeDirector, Rhode Island STEAM Center @ Rhode Island College

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Our Vision for Rhode Island

Our students, including those historically underrepresented, understand the value, influence, andrelevance of computer science education. We believe that increased use and mastery of compu-tational thinking through the grade levels builds human capacity, and allows students to becomeinformed users, as well as active creators, of technology. Students shall thoughtfully and ethicallyapproach personal and societal challenges and participate in finding solutions to local, regional, andglobal issues.

Our educators collaborate within communities of professional practice as computer science becomesthe multi-disciplinary bridge across school districts. We believe that an engaged citizenry emergesfrom a strong focus on essential life and career skills, problem-solving abilities, and lifelong commit-ment to learning, which positions Rhode Island as a leader in technology and a premier innovativecenter in the United States.

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Introduction

In January 2017, the Rhode Island STEAM Center organized and convened a statewide ComputerScience (CS) Education Advisory Committee, with funding from the van Beuren Charitable Founda-tion, with the goal of creating CS education standards for Rhode Island. The impetus for this workwas the current momentum surrounding the implementation of CS education in K-12 through theComputer Science for Rhode Island (CS4RI) initiative and the recent national emphasis on computerscience education.

In March 2017, the CS Education Standards Advisory Committee, composed of Rhode Islandersfrom across the state, met to begin work on developing and aligning with the nationally-recognizedK-12 Computer Science Framework (released October 2017), the Computer Science Teachers Associ-ation (CSTA) Computer Science Standards (draft standards November 2016; final standards releasedJuly 2017), and CS standards work in other states.

The Advisory Committee represented a broad range of expertise. We included elementary, middle,and high school teachers, district coordinators and administrators, higher education faculty, and in-dustry professionals. Some members had computer science expertise; others were pedagogy expertsand understood the value and use of academic standards. All served pro bono. Committee meetingsoccurred one Saturday a month through December 2017. During this time, we reviewed existingstandards, evaluated practices, and identified core concepts.

We chose to adapt rather than adopt, the CSTA K-12 Standards because we wanted to create stan-dards that retained the rigorous and collaborative work of the CSTA yet also related to the needs ofRhode Island. Our adaptations include:

• reorganizing the standards into concepts that we believe more accurately describe our focusand create logical progressions without too much overlap

• forming a new Digital Literacy concept focused on the use of computing devices, recogniz-ing its fit alongside the current Information Literacy standards (recently revised) and MediaLiteracy standards (in development)

• forming a new Cybersecurity concept and recognizing its increasing global relevance, as wellas Rhode Island’s growing and economically-relevant cybersecurity sector

Throughout the process, we focused on creating pathways that set realistic expectations for all stu-dents and can be implemented in a sustainable way in Rhode Island. They do not represent a com-prehensive list of all topics within computer science.

Most of all, we kept equity at the forefront of our discussions. We believe that increased use andmastery of computational thinking through the grade levels builds human capacity.

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Advisory Committee

• Chris Allen, NBCT, Fourth Grade Teacher, Greenbush Elementary School, West Warwick Pub-lic Schools

• Jenny Chan-Remka, Ed.D., Assistant Superintendent, Woonsocket Education Department

• Michelle Conary, Computer Literacy Instructor, Chariho Middle School, Chariho RegionalSchool District

• Jane L. Daly, Assistant Superintendent of Schools, Chariho Regional School District

• Vic Fay-Wolfe, Ph.D., Computer Science, University of Rhode Island

• Kathi Fisler, Ph.D., Research Professor, Computer Science, Brown University/Co-Director,Bootstrap

• Carol M. Giuriceo, Ph.D., Director, Rhode Island STEAM Center @ Rhode Island College

• Lenora E. Goodwin, Consulting Teacher, Teacher Retention and InductionNetwork (T.R.A.I.N.),Providence Public Schools

• Timothy Henry, Ph.D., Professor, IT Graduate Director, New England Institute of Technology

• Dominic Herard, Mathematics & Computer Science Teacher, Times Squared STEM Academy,Providence

• Verda Jones, Business & Technology Instructor, Shea Senior High School, Pawtucket SchoolDistrict

• Ramarao Koppaka, Staff Vice President, Principal Enterprise Architect, FM Global

• Linda Larsen, Director of Education Outreach & Workforce Development, Southeastern NewEngland Defense Industry Alliance (SENEDIA)

• Bryan Lucas, Computer Science/Literacy Teacher, Chariho Middle School, Chariho RegionalSchool District

• JoeMazzone, Secretary, CSTA-RI/Career and Technical Education Instructor, WilliamM.DaviesJr. Career and Technical High School, Lincoln

• Ilona Miko, Ph.D., MikoArtScience Consulting

• Ryan Mullen, Coordinator of Teaching & Learning, Warwick Public Schools

• Elizabeth (Liz) Patterson, Computer Science Teacher, Portsmouth High School, PortsmouthSchool Department

• Janet Prichard, Ph.D., Professor, Information Systems and Analytics, Bryant University

• Cmdr. Joseph E. Santos, Military Professor, U.S. Naval War College, Newport

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Advisory Committee

• Chris Allen, NBCT, Fourth Grade Teacher, Greenbush Elementary School, West Warwick Pub-lic Schools

• Jenny Chan-Remka, Ed.D., Assistant Superintendent, Woonsocket Education Department

• Michelle Conary, Computer Literacy Instructor, Chariho Middle School, Chariho RegionalSchool District

• Jane L. Daly, Assistant Superintendent of Schools, Chariho Regional School District

• Vic Fay-Wolfe, Ph.D., Computer Science, University of Rhode Island

• Kathi Fisler, Ph.D., Research Professor, Computer Science, Brown University/Co-Director,Bootstrap

• Carol M. Giuriceo, Ph.D., Director, Rhode Island STEAM Center @ Rhode Island College

• Lenora E. Goodwin, Consulting Teacher, Teacher Retention and InductionNetwork (T.R.A.I.N.),Providence Public Schools

• Timothy Henry, Ph.D., Professor, IT Graduate Director, New England Institute of Technology

• Dominic Herard, Mathematics & Computer Science Teacher, Times Squared STEM Academy,Providence

• Verda Jones, Business & Technology Instructor, Shea Senior High School, Pawtucket SchoolDistrict

• Ramarao Koppaka, Staff Vice President, Principal Enterprise Architect, FM Global

• Linda Larsen, Director of Education Outreach & Workforce Development, Southeastern NewEngland Defense Industry Alliance (SENEDIA)

• Bryan Lucas, Computer Science/Literacy Teacher, Chariho Middle School, Chariho RegionalSchool District

• JoeMazzone, Secretary, CSTA-RI/Career and Technical Education Instructor, WilliamM.DaviesJr. Career and Technical High School, Lincoln

• Ilona Miko, Ph.D., MikoArtScience Consulting

• Ryan Mullen, Coordinator of Teaching & Learning, Warwick Public Schools

• Elizabeth (Liz) Patterson, Computer Science Teacher, Portsmouth High School, PortsmouthSchool Department

• Janet Prichard, Ph.D., Professor, Information Systems and Analytics, Bryant University

• Cmdr. Joseph E. Santos, Military Professor, U.S. Naval War College, Newport

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ReviewersReview Team

• Amanda Bagley, Second Grade Education Teacher, Greenbush Elementary School, West War-wick Public Schools

• John Bilotta, Executive Director, Rhode Island Society of Technology Educators (RISTE)

• Joe Devine, Partner & CTO, Bridge Technical Talent, LLC

• Howard L. Dooley, Jr., Project Manager, Rhode Island Technology Enhanced Sciences and Com-puting (RITES +C), University of Rhode Island

• Donald Gregory, Education Specialist, Providence Public Library

• Linda A. Jzyk, Grant Specialist, Rhode Island College Foundation, Former Science and Tech-nology Specialist, Rhode Island Department of Education (RIDE)

• Tom Kowalczyk, Founder, KMRM,LLC

• Theresa Moore, President, T-Time Productions

• Diane Sanna, Assistant Superintendent, Bristol Warren Regional School District

• John Smithers, CEO, Tech Collective

• Holly Walsh, Digital Learning Specialist, Office of College and Career Readiness, Rhode IslandDepartment of Education (RIDE)

SpecialistsCybersecurity

• Jason Albuquerque, C/CISO,CGCIO, Chief Information Security Officer, Carousel Industries

• Brig Gen Kimberly A. Baumann, Ph.D., Assistant Adjutant General, Rhode Island NationalGuard

• Simon A. Cousins, Principal Client Specialist, FM Global

• Richard Siedzik, Director of Information Security and Planning/ISO, Bryant University

Digital Literacy

• Renee Hobbs, Ph.D., Professor, Department of Communication Studies; Co-Director, GraduateCertificate in Digital Literacy, Harrington School of Communication and Media, University ofRhode Island

• Mary H.Moen, Ph.D., Assistant Professor, Graduate School of Library and Information Studies,University of Rhode Island

• Zoey Wang, Graduate Assistant, Rhode Island STEAM Center @ Rhode Island College

Public Review: Their FeedbackAn open invitation was extended to teachers, principals, district administrators, superintendents,industry professionals, and other stakeholders to submit comments on the draft standards. Therefeedback provided valuable input that greatly enhanced the content of the standards.

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ReviewersReview Team

• Amanda Bagley, Second Grade Education Teacher, Greenbush Elementary School, West War-wick Public Schools

• John Bilotta, Executive Director, Rhode Island Society of Technology Educators (RISTE)

• Joe Devine, Partner & CTO, Bridge Technical Talent, LLC

• Howard L. Dooley, Jr., Project Manager, Rhode Island Technology Enhanced Sciences and Com-puting (RITES +C), University of Rhode Island

• Donald Gregory, Education Specialist, Providence Public Library

• Linda A. Jzyk, Grant Specialist, Rhode Island College Foundation, Former Science and Tech-nology Specialist, Rhode Island Department of Education (RIDE)

• Tom Kowalczyk, Founder, KMRM,LLC

• Theresa Moore, President, T-Time Productions

• Diane Sanna, Assistant Superintendent, Bristol Warren Regional School District

• John Smithers, CEO, Tech Collective

• Holly Walsh, Digital Learning Specialist, Office of College and Career Readiness, Rhode IslandDepartment of Education (RIDE)

SpecialistsCybersecurity

• Jason Albuquerque, C/CISO,CGCIO, Chief Information Security Officer, Carousel Industries

• Brig Gen Kimberly A. Baumann, Ph.D., Assistant Adjutant General, Rhode Island NationalGuard

• Simon A. Cousins, Principal Client Specialist, FM Global

• Richard Siedzik, Director of Information Security and Planning/ISO, Bryant University

Digital Literacy

• Renee Hobbs, Ph.D., Professor, Department of Communication Studies; Co-Director, GraduateCertificate in Digital Literacy, Harrington School of Communication and Media, University ofRhode Island

• Mary H.Moen, Ph.D., Assistant Professor, Graduate School of Library and Information Studies,University of Rhode Island

• Zoey (Xuezhao) Wang, Graduate Assistant, Rhode Island STEAM Center @ Rhode Island College

Public Review: Their FeedbackAn open invitation was extended to teachers, principals, district administrators, superintendents,industry professionals, and other stakeholders to submit comments on the draft standards. Therefeedback provided valuable input that greatly enhanced the content of the standards.

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Computer Science & Relevance to Rhode Island

In January 2016, the Metropolitan Policy Program at Brookings, along with Battelle TechnologyPartnership Practice (now TEConomy Partners, LLC) and with support from Monitor Deloitte, De-loitte Consulting LLP released Rhode Island Innovates: A Competitive Strategy for the Ocean State,a detailed economic assessment with recommendations for Rhode Island’s economic development.Brookings and its partners engaged in a six-month inquiry with private- and public-sector stake-holders across the state to assess Rhode Island’s present situation and competitive position, and toprovide an action plan for strategy development.

The report identified CS science as a core competency in Rhode Island with areas of focus in datasciences, robotics, cybersecurity, and algorithms. According to Brookings, a core competency “rep-resent[s] zones of endeavor where a place has the ability to grow. Core competencies indicate wherethere is a critical mass of expertise and creative activity across product development and processimprovements that has the potential to generate new intellectual property and startups . . . corecompetencies highlight where a state’s firms and research institutions have the capacity not only toadvance new research discoveries but also to apply them, mobilize talent, and create good jobs.” Thereport indicated that over 3,800 jobs posted online in 2013 in Rhode Island required knowledge ofat least one programming language.

Unfortunately, the Brookings inquiry also found that student engagement with CS was low, withmany of the state’s schools only offering a basic computer literacy class as a graduation requirement,rather than a more rigorous and comprehensive CS course. During the 2014-2015 academic year,only 72 Rhode Island students took the AP CS exam. Acknowledging the need for sustainable so-lutions, recommendations included incorporating CS into the PK-12 curriculum through changingtechnology graduation requirements and public/private partnerships that work to implement CScourses and professional development.

To meet this need, the Computer Science for Rhode Island initiative, or CS4RI was created to bringCS learning opportunities to all Rhode Island schools. National and local programs from Microsoft,Project Lead the Way, and Code.org, to the University of Rhode Island and Brown University, arecurrently serving as content providers, offering professional development and established curriculato schools across the state. The CS4RI initiative brings computer education to the forefront of thediscussion, as well as needed resources to jumpstart CS incorporation in K-12 education.

Conversations with educators during the first months of CS4RI implementation indicated that ed-ucators would welcome guidelines that assist in the development of computer science pathways.Identifying achievement outcomes for students in different grades would allow educators to feelconfident that they were teaching what students need to know. In January 2017, the Rhode IslandSTEAM Center @ Rhode Island College received funding from the van Beuren Charitable Founda-tion to develop Computer Science Education Standards for Rhode Island.

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Computer Science & Relevance to Rhode Island

In January 2016, the Metropolitan Policy Program at Brookings, along with Battelle TechnologyPartnership Practice (now TEConomy Partners, LLC) and with support from Monitor Deloitte, De-loitte Consulting LLP released Rhode Island Innovates: A Competitive Strategy for the Ocean State,a detailed economic assessment with recommendations for Rhode Island’s economic development.Brookings and its partners engaged in a six-month inquiry with private- and public-sector stake-holders across the state to assess Rhode Island’s present situation and competitive position, and toprovide an action plan for strategy development.

The report identified CS science as a core competency in Rhode Island with areas of focus in datasciences, robotics, cybersecurity, and algorithms. According to Brookings, a core competency “rep-resent[s] zones of endeavor where a place has the ability to grow. Core competencies indicate wherethere is a critical mass of expertise and creative activity across product development and processimprovements that has the potential to generate new intellectual property and startups . . . corecompetencies highlight where a state’s firms and research institutions have the capacity not only toadvance new research discoveries but also to apply them, mobilize talent, and create good jobs.” Thereport indicated that over 3,800 jobs posted online in 2013 in Rhode Island required knowledge ofat least one programming language.

Unfortunately, the Brookings inquiry also found that student engagement with CS was low, withmany of the state’s schools only offering a basic computer literacy class as a graduation requirement,rather than a more rigorous and comprehensive CS course. During the 2014-2015 academic year,only 72 Rhode Island students took the AP CS exam. Acknowledging the need for sustainable so-lutions, recommendations included incorporating CS into the PK-12 curriculum through changingtechnology graduation requirements and public/private partnerships that work to implement CScourses and professional development.

To meet this need, the Computer Science for Rhode Island initiative, or CS4RI was created to bringCS learning opportunities to all Rhode Island schools. National and local programs from Microsoft,Project Lead the Way, and Code.org, to the University of Rhode Island and Brown University, arecurrently serving as content providers, offering professional development and established curriculato schools across the state. The CS4RI initiative brings computer education to the forefront of thediscussion, as well as needed resources to jumpstart CS incorporation in K-12 education.

Conversations with educators during the first months of CS4RI implementation indicated that ed-ucators would welcome guidelines that assist in the development of computer science pathways.Identifying achievement outcomes for students in different grades would allow educators to feelconfident that they were teaching what students need to know. In January 2017, the Rhode IslandSTEAM Center @ Rhode Island College received funding from the van Beuren Charitable Founda-tion to develop Computer Science Education Standards for Rhode Island.

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Alignment with National Efforts

The Computer Science (CS) Education Standards process began at a critical time in K-12 computerscience education.

• In October 2016, the K-12 Computer Science (CS) Framework was released. The Framework,a national effort led by the Association for Computing Machinery (ACM), Code.org, ComputerScience Teachers Association (CSTA), Cyber Innovation Center (CIC), and the National Math +Science Initiative (Steering Committee) defined conceptual guidelines for states and districtsto create a K-12 pathway in CS. Participants in the development of the Framework includedwriters, advisors, and researchers who represented associations (such as the International So-ciety for Technology Education [ISTE]), industry (such as Microsoft, Google, Apple), states,school districts, higher education, and K-12.

• In July 2017, the Computer Science Teachers Association released their revised K-12 Com-puter Science Standards, which aligned with the K-12 CS Framework. These standards de-scribe learning objectives designed to provide the foundation for a complete computer sciencecurriculum at the K-12 level.

• Both the Framework and the CSTA Standards are based on current professional research andpractice in computer science education.

Organizations and Key Documents Referenced

K-12 Computer Science Framework

Our standards reflect the recommendations of the K-12 Computer Science Framework, led by theAssociation for Computing Machinery, Code.org, Computer Science Teachers Association, Cyber In-novation Center, and National Math and Science Initiative, in partnership with states and districts.The K-12 Compute Science Framework is endorsed by leading industry and educational organiza-tions, as well as K-12, higher education, and research leaders in the field of computer science educa-tion. To find more information, including a full list of supporters, visit k12cs.org.

2017 CSTA K-12 Computer Science Standards

The Advisory Committee used the 2017 CSTA K-12 Computer Science Standards as a foundationfor our standards but modifications were made to reflect the education environment in Rhode Is-land. The CSTA Standards are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. To find more information, visithttps://www.csteachers.org/page/standards.

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework

The Advisory Committee reviewed the 2016 Massachusetts Digital Literacy and Computer Science(DLCS) Curriculum Framework developed by the Massachusetts Department of Elementary andSecondary Education with a focus on the Digital Tools and Collaboration strand. To find moreinformation, visit http://www.doe.mass.edu/frameworks/dlcs.pdf.

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Process & Timeline

The Computer Science (CS) Education Standards Committeemetmonthly for day-long sessions fromMarch 2017 to December 2017. Smaller committees convened more frequently during January andFebruary 2018 for targeted discussions. Our process included reviewing the K-12 CS Frameworkand existing CS standards in other states. The Committee identified working Core Concepts andSub-Concepts after the initial review. Smaller working groups with members representing differentsectors formed to focus on specific concepts. Review of the CSTA CS K-12 Standards began. As workprogressed, the Committee decided to combine two of the existing Concepts into one and add twonew Concepts. The Committee followed a similar process with the Sub-Concepts.

Other stakeholders also helped to inform the standards. Although the Committee used existingstandards in cybersecurity and digital literacy as starting points, we reached out to cybersecurityexperts who offered suggestions and recommendations so the standards were comprehensive butnot overly technical. Additionally, the Committee was aware of the overlap among digital literacy,media literacy, and instructional literacy, and met with specialists to discuss how to include digitalliteracy in the CS standards without duplication.

The Review Team, composed of Rhode Islanders from across the state, served as the reviewers forthe draft standards. They evaluated the draft standards using a checklist developed by the K-12 CSFramework developers. Criteria included focus/manageability, equity, coherence/progression, clar-ity/accessibility, and measurability, among others.

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Our Guiding Principles

The following Guiding Principles helped establish our aspirational visionand informed the development of K-12 Computer Science education

standards for Rhode Island.

Broaden Participation &Equity

All students regardless of age, race, ethnicity, gender, socioeconomicstatus, special needs, English proficiency, or any other demographicwill have the opportunity to participate in computer science.Thecontent and practices of the standards will be accessible to all.

Stimulate Learning &Curiosity

The standards at all grade levels will connect to appropriate real worldchallenges as a means to motivate and empower, promote individualgrowth, and spark a desire for life-long learning.

Build Connections AcrossDisciplines

Computer science will complement other disciplines and build upon and developstudent knowledge.,The standards will connect with practices andconcepts from the Common Core State Standards (CCSS) and the NextGeneration Science Standards (NGSS) to promote learning acrossdisciplines.

EncourageWorkforce/Economic

Development

Students will have the skills, practices, and knowledge to participate in aworld that is increasingly influenced and shaped by technologicaladvancements.,The standards will help to prepare students who canadapt and prosper under constantly changing conditions.

Support TeachersThe standards will identify focused learning progressions and multi-tierteaching approaches that meet the needs of all learners.

Inform with CurrentResearch

The standards will be based on current professional research and practicein computer science education and pedagogy.

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Equity in Computer Science Education

The Rhode Island Computer Science Education Standards Advisory Committee believes that equityand broadening participation must be at the forefront of the computer science initiative to ensurethat all Rhode lsland students benefit. We strongly agree with the position identified in the K-12Computer Science Framework (2016) which states:

When equity exists, there are appropriate supports based on individ-ual students’ needs so that all have the opportunity to achieve similarlevels of success. Inherent in this goal is a comprehensive expectationof academic success that is accessible by and applies to every student.. . . equity, inclusion, and diversity are critical factors in all aspects ofcomputer science.(pp.23, 26)1

We constantly returned to this issue throughout the development of the standards. We worked toensure equity is embedded in the standards themselves, the descriptions, and the accompanyingsuggested activities. Additionally, standards can be met without computing devices or with alimited amount of available hardware so implementation is possible for all schools.

1. K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.org

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Equity in Computer Science Education

The Rhode Island Computer Science Education Standards Advisory Committee believes that equityand broadening participation must be at the forefront of the computer science initiative to ensurethat all Rhode lsland students benefit. We strongly agree with the position identified in the K-12Computer Science Framework (2016) which states:

When equity exists, there are appropriate supports based on individ-ual students’ needs so that all have the opportunity to achieve similarlevels of success. Inherent in this goal is a comprehensive expectationof academic success that is accessible by and applies to every student.. . . equity, inclusion, and diversity are critical factors in all aspects ofcomputer science.(pp.23, 26)1

We constantly returned to this issue throughout the development of the standards. We worked toensure equity is embedded in the standards themselves, the descriptions, and the accompanyingsuggested activities. Additionally, standards can be met without computing devices or with alimited amount of available hardware so implementation is possible for all schools.

1. K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.org

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Computational Thinking

Computational thinking involves solving problems, designing systems, andunderstanding human behavior, by drawing on the concepts fundamental tocomputer science. . . . This kind of thinking will be part of the skill set of, notonly other scientists, but of everyone else. Ubiquitous computing is to todayas computational thinking is to tomorrow. Ubiquitous computing wasyesterday’s dream that become today’s reality; computational thinking istomorrow’s reality.

– Jeannette Wing, March 2006Communications of the ACM, 49(3), 33-35.

Computational thinking is central to the standards and a necessary skill for participation in today’ssociety. It can be applied broadly to solving complex problems in other disciplines and can betaught across the K-12 curriculum.1

1. Computational Thinking for a Computational World. (2017). Retrieved fromhttp://digitalpromise.org/wp-content/uploads/2017/12/dp-comp-thinking-v1r5.pdf

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Computational Thinking

Computational thinking involves solving problems, designing systems, andunderstanding human behavior, by drawing on the concepts fundamental tocomputer science. . . . This kind of thinking will be part of the skill set of, notonly other scientists, but of everyone else. Ubiquitous computing is to todayas computational thinking is to tomorrow. Ubiquitous computing wasyesterday’s dream that become today’s reality; computational thinking istomorrow’s reality.

– Jeannette Wing, March 2006Communications of the ACM, 49(3), 33-35.

Computational thinking is central to the standards and a necessary skill for participation in today’ssociety. It can be applied broadly to solving complex problems in other disciplines and can betaught across the K-12 curriculum.1

1. Computational Thinking for a Computational World. (2017). Retrieved fromhttp://digitalpromise.org/wp-content/uploads/2017/12/dp-comp-thinking-v1r5.pdf

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Standards

Standards represent pathways that are realistic expectations for all students. They identify theknowledge, practices, and skills in computer science that all students should know and be able todo at each level in their education. They serve as specific performance measures and are used asreference points for planning and teaching, including but not limited to, the development ofcurriculum frameworks, curricula, lesson plans, instruction, professional development, andassessment.

The standards are written to be aspirational – they represent the concepts and practices that allstudents need to master. They are designed to inform, encourage, and drive a sustainable computerscience education program, and were developed to be cognitively appropriate for each grade band.Careful attention was paid to word choice in the standards to ensure measurability.

Grade Bands

The decision to adopt and use the grade bands identified in the CSTA K-12 Standards document –K-2, 3-5, 6-8, 9-12 – allows for increased flexibility for implementation in schools. Although theCSTA separated grades 9-12 into two levels – 9-10, 11-12 – with the 11-12 level designed forstudents enrolled in more rigorous courses, we decided that it was appropriate to extend the 9-10level to 9-12 at this time since our goal focused on standards for ALL students.

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Implementation of Standards

The Computer Science (CS) Education Standards are designed for all students K-12 in Rhode Islandregardless of career aspirations. They represent the knowledge and skills that all students need toeffectively participate and be productive in today’s society.

At this time, adoption of the CS Education Standards by school districts is not mandatory.However, the response to the CS4RI initiative in connecting content providers with local schools toreduce barriers and provide quality CS education and professional development has beenoverwhelmingly positive at all grade levels.

CS4RI will support implementation of the CS Education Standards in school districts through afour-pronged approach:

1. All curricula and professional development offered by CS content providers in the CS4RImatrix will be aligned with the new Rhode Island standards. The new Memorandums ofUnderstanding include this requirement.

2. The SCRIPT – School CSforALL Resource & Implementation Planning Tool – will be offered inSummer 2018 to all school districts to serve as a framework and platform to guide districtstaff in the creation of implementation plans based on the needs and goals of individualdistricts.

3. CS4RI will be working closely with the Computer Science Teachers Association – RhodeIsland to provide resources and support through communities of practice.

4. CS4RI will be developing additional resources and supplementary materials to support CSEducation Standards adoption in K-12 education.

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Core Concepts and Sub-Concepts

The Core Concepts represent specific areas of disciplinary importance in computer science. TheSub-Concepts represent specific ideas within each concept.

Computational Thinking & Programming

• Algorithms• Variables• Data Structures & Data Types• Control Structures• Modularity• Computational Design

Computing Systems & Networks

• Human-Computer Interaction• Hardware & Software• Troubleshooting• Networks & the Internet

Cybersecurity• Risks• Safeguards• Response

Data & Analysis• Collection, Visualization, & Transformation• Inference & Models• Storage

Digital Literacy• Creation & Use• Searching Digital Information• Understanding Software Tools

Responsible Computing in Society• Culture• Safety, Law, & Ethics• Social Interactions

Each Core Concept and Sub-Concept is described in more detail on the following pages. Thedescriptions were adopted from the K-12 CS Framework. Certain changes and additions were madewhen necessary.

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Computational Thinking & Programming

Overview: Computational thinking involves problem solving that requires the logical analysis ofdata. It serves as a fundamental skill for all students, and can be applied to complex problemsacross disciplines. These skills empower people to communicate with the world in new ways andsolve compelling problems. Creating meaningful and efficient programs involves choosing whichinformation to use and how to process and store it, breaking apart large problems into smallerones, recombining existing solutions, and analyzing different solutions.

Algorithms

An algorithm is a sequence of steps designed to accomplish a specifictask. Algorithms are translated into programs, or code, to provideinstructions for computing devices, and are designed to be carriedout by both humans and computers. In early grades, students learnabout age-appropriate algorithms from the real world. As theyprogress, students learn about the development, combination, anddecomposition of algorithms, as well as the evaluation of competingalgorithms.

Variables

Computer programs store and manipulate data using variables. In early grades,students learn that different types of data, such as words, numbers,or pictures, can be used in different ways. As they progress,students learn about variables, and ways to organize largecollections of data into data structures of increasing complexity.

Data Structure &Data Types

Data structures store and organize data within a computer program. Datatypes classify data by attributes. In early grades, students learnto model and identify real-world examples of data. As they progress,they organize and create programs to process those data.

ControlStructures

Control structures specify the order in which instructions are executedwithin an algorithm or program. In early grades, students learnabout sequential execution and simple control structures. As theyprogress, students expand their understanding to combinations ofstructures that support complex execution.

Modularity

Modularity involves breaking down tasks into simpler tasks, and combining simpletasks to create something more complex. In early grades, studentslearn that algorithms and programs can be designed by breaking tasksinto smaller parts and recombining existing solutions. As theyprogress, students learn about recognizing patterns to make use ofgeneral, reusable solutions for commonly occurring scenarios, andclearly describing tasks in ways that are widely usable.

Computational Design

Programs are developed through a design process that is often repeated untilthe programmer is satisfied with the solution. In early grades,students learn how and why people develop programs. As theyprogress, students learn about the tradeoffs in program designassociated with complex decision, which involve user constraints,efficiency, ethics and testing.

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Computing Systems & Networks

Overview: People interact with a wide variety of computing devices that collect, store, analyze, andact upon information in ways that can affect human capabilities, both positively and negatively.The physical components (hardware) and instructions (software) that make up a computing systemcommunicate and process information in digital form. An understanding of hardware and softwareis useful when troubleshooting a computing system that does not work as intended.

Additionally, computing devices typically do not operate in isolation. Networks connect computingdevices to share information and resources and are an increasingly integral part of computing.Networks and communication systems provide greater connectivity in the computing world byproviding fast, secure communication, and facilitating innovation.

Human-ComputerInteraction

Many everyday objects contain computational components that both sense andact on the world. In early grades, students learn features andapplications of common computing devices. As they progress, studentslearn about connected systems and how the interaction between humansand devices influences design decisions.

Hardware& Software

Computing systems use hardware and software to communicate and processinformation in digital form. In early grades, students learn howsystems use both hardware and software to represent and processinformation. As they progress, students gain a deeper understandingof the interaction between hardware and software at multiple levelswithin computing systems.

Troubleshooting

When computing systems do not work as intended, troubleshooting strategieshelp people solve the problem. In early grades, students learn thatidentifying the problem is the first step to fixing it. As theyprogress, students learn systematic problem-solving processes and howto develop their own troubleshooting strategies, based on a deeperunderstanding of how computing systems work.

Networks& the Internet

Computing devices communicate with each other across networks to shareinformation. In early grades, students learn that computers connectthem to other people, places, and systems around the world. As theyprogress, students gain a deeper understanding of how information issent and received across different types of networks.

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Cybersecurity

Overview: Cybersecurity includes practices, processes, technologies, and other protective measuresthat are designed to protect against unwanted, unauthorized, or illegal access to or use of data,through onsite or remote devices, programs, and/or networks. As more information becomesdigitized, both proactive and adaptive approaches to securing data become essential to meet thefrequent and continually-evolving cybersecurity risks.

Risks

Being online or connected to a network has become part of a daily routine in personal,school and work environments. Students have ubiquitous access to information butare also exposed to common threats, scams, and fraud. In the early grades, studentslearn to identify and detect activity that may be monitoring and compromising theirinformation. As they progress, students learn about social engineering, privacyconcerns, and personal responsibility.

Safeguards

Transmitting information securely across networks requires appropriate protection thatwill mitigate or contain the impact, or even prevent the cybersecurity event.Safeguards include limiting access, using targeted processes and procedures,maintaining security software, and continuous monitoring of activity. In early grades,students learn how to protect their personal information. As they progress, studentslearn increasingly complex ways and tools used to protect information sent acrossnetworks and the trade-offs when selecting and implementing cybersecurity strategies.

Response

Implementing appropriate measures in response to a cybersecurity event requiresan awareness of and a suitable reaction to the threat. Responses include pre-eventplanning, adoption and maintenance, threat containment, structure reporting andcommunications protocols, root cause analysis, and continuous process improvement.In the early grades, students learn when to report suspicious activity. As they progress,students learn how to take appropriate action on both personal and organizational levels.

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Data & Analysis

Overview: Computing systems exist to process data. The amount of digital data generated in theworld is rapidly expanding, so the need to process data effectively is increasingly important. Dataare collected, analyzed and stored to better understand our social structures, geography, health andenvironment, and to make more accurate predictions about them.

Collection, Visualization, &Transformation

Data are collected with both computational and non-computational toolsand processes. In early grades, students learn how data about themselvesand their environment are collected and used. As they progress, studentslearn the effects of collecting data with computational and automatedtools. Data are transformed throughout the process of collection, digitalrepresentation, and analysis. In early grades, students learn howtransformations can be used to simplify data. As they progress, studentslearn about more complex operations to discover patterns and trends,and communicate those to others.

Inference & Models

Data science is one example where computer science serves many fields.Computer science and other sciences use data to make inferences, theories,or predictions based upon data collected from users or simulations. In earlygrades, students learn about the use of data to make simple predictions.As they progress, students learn how models and simulations can be usedto examine theories and understand systems, and how predictions andinferences are affected by more complex and larger data sets.

Storage

Core functions of computers are storing, representing, and retrieving data.In early grades, students learn how data are stored on computers. As theyprogress, students learn how to evaluate different storage methods,including the tradeoffs associated with those methods.

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Digital Literacy

Overview: Digital literacy refers to the ability to leverage software technology to create, share, andmodify artifacts, as well as search over digital information. This literacy includes understandingthe benefits and implications of software tool use while accessing digital information andcollaborating on digital artifacts. Digital literacy is a multifaceted concept that extends beyondskills-based activities and incorporates both cognitive and technical skills.

Creation & Use

Software tools are used to create and edit artifacts as well as locateand retrieve information. In early grades, students learn how toperform common operations using local, networked, or online tools.As they progress, students learn how to collaborate using softwaretools, and make informed decisions according to purpose and need.

Searching Digital Information

Locating, retrieving, and organizing relevant information includesbeing able to search for information in different ways. In earlygrades, students conduct basic and multi-criteria searches to findinformation in digital resources. As they progress, students learn toexpand to multiple formats and databases, and synthesize searchresults to answer a complex question or solve a problem.

Understanding Software Tools

Humans interact with software tools to perform tasks. In early grades,students begin by understanding what software can do and how toexplain this to others. As they progress, they learn about howsoftware tools perform computations to incorporate multiplefunctions, and how software can be customized depending on who isusing it.

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Responsible Computing in Society

Overview: Computing affects many aspects of our world in both positive and negative ways, and atlocal and global scales. Individuals and communities influence computing through both theirbehaviors and cultural and social interactions, and in turn, computing influences new culturalpractices. An informed and responsible person should understand the social implications ofcomputing technology, including its impact on equity and access to computing.

Culture

Computing influences culture—including belief systems, language,relationships, technology, and institutions—and culture shapes howpeople engage with and access computing. In early grades, studentslearn how computing can be helpful and harmful. As they progress,students learn about tradeoffs associated with computing and potentialfuture impacts of computing on global societies.

Safety, Law, & Ethics

Legal and ethical considerations of using computing devices influencebehaviors that can affect the safety and security of individuals. In earlygrades, students learn the fundamentals of digital citizenship andappropriate use of digital media. As they progress, students learn aboutthe legal and ethical issues that shape computing practices.

Social Interactions

Computing can support new ways of connecting people, communicatinginformation, and expressing ideas. In early grades, students learn thatcomputing can connect people and support interpersonal communication.As they progress, students learn how the social nature of computingaffects institutions and careers in various sectors.

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Practices

We adopted the practices that the K-12 CS Framework developed, and that are used in the CSTAK-12 Standards. These practices describe the behavior and ways of thinking thatcomputationally-literate students use to engage in Core Concepts.

The Advisory Committee added an eighth practice – Using Technology Appropriately – whichdescribes the necessary behavior and ways of thinking that support the Cybersecurity and DigitalLiteracy Core Concepts.

Practice 1Fostering an InclusiveComputing Culture

Overview: Building an inclusive and diverse computing culture requiresstrategies for incorporating perspectives from people of different genders,ethnicities, and abilities. Incorporating these perspectives involvesunderstanding the personal, ethical, social, economic, and cultural contextsin which people operate. Considering the needs of diverse users duringthe design process is essential to producing inclusive computational products.

1.1 Include the unique perspectives of others and reflect on one’s ownperspectives when designing and developing computational products.

1.2 Address,the needs of diverse users during the design process to produceartifacts with broad accessibility and usability.

1.3 Employ self- and peer-advocacy to address bias in interactions, productdesign, and development methods.

Practice 2Collaborating Around

Computing

Overview: Collaborative computing is the process of performing acomputational task by working in pairs and on teams. Because it involvesasking for the contributions and feedback of others, effective collaborationcan lead to better outcomes than working independently. Collaborationrequires individuals to navigate and incorporate diverse perspectives,conflicting ideas, disparate skills, and distinct personalities. Students shoulduse collaborative tools to effectively work together and to create complexartifacts.

2.1 Cultivate working relationships with individuals possessing diverseperspectives, skills, and personalities.

2.2 Create team norms, expectations, and equitable workloads to increaseefficiency and effectiveness.

2.3 Solicit and incorporate feedback from, and provide constructive feedbackto team members and other stakeholders.

2.4 Evaluate and select technological tools that can be used to collaborate ona project.

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Practice 3Recognizing & DefiningComputational Problems

Overview: The ability to recognize appropriate and worthwhileopportunities to apply computation is a skill that develops overtime and is central to computing. Solving a problem with acomputational approach requires defining the problem, breaking itdown into parts, and evaluating each part to determine whether acomputational solution is appropriate.

3.1 Identify complex, interdisciplinary, real-world problems that canbe solved computationally.

3.2 Decompose complex real-world problems into manageablesub-problems that could integrate existing solutions or procedures.

3.3 Evaluate whether it is appropriate and feasible to solve a problemcomputationally.

Practice 4Developing & Using

Abstractions

Overview: Abstractions are formed by identifying patterns andextracting common features from specific examples to creategeneralizations. Using generalized solutions and parts of solutionsdesigned for broad reuse simplifies the development process bymanaging complexity.

4.1 Extract common features from a set of interrelated processesor complex phenomena.

4.2 Evaluate existing technological functionalities and incorporatethem into new designs.

4.3 Create modules and develop points of interaction that canapply to multiple situations and reduce complexity.

4.4 Model phenomena and processes and simulate systemsto understand and evaluate potential outcomes.

Practice 5Creating Computational

Artifacts

Overview: The process of developing computational artifactsembraces both creative expression and the exploration of ideas tocreate prototypes and solve computational problems. Studentscreate artifacts that are personally relevant or beneficial to theircommunity and beyond. Computational artifacts can be created bycombining and modifying existing artifacts or by developing newartifacts. Examples of computational artifacts include programs,simulations, visualizations, digital animations, robotic systems, andapps.

5.1 Plan the development of a computational artifact using an iterativeprocess that includes reflection on and modification of the plan, takinginto account key features, time and resource constraints, and userexpectations.

5.2 Create a computational artifact for practical intent, personalexpression, or to address a societal issue.

5.3 Modify an existing artifact to improve or customize it.

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Practice 6Testing & Refining

Computational Artifacts

Overview: Testing and refinement is the deliberate and iterative processof improving a computational artifact. This process includes debugging(identifying and fixing errors) and comparing actual outcomes tointended outcomes. Students also respond to the changing needs andexpectations of end users and improve the performance, reliability,usability, and accessibility of artifacts.

6.1 Systematically test computational artifacts by considering allscenarios and using test cases.

6.2 Identify and fix errors using a systematic process.

6.3 Evaluate and refine a computational artifact multiple times toenhance its performance, reliability, usability, and accessibility.

Practice 7Communicating About

Computing

Overview: Communication involves personal expression and exchangingideas with others. In computer science, students communicate withdiverse audiences about the use and effects of computation and theappropriateness of computational choices. Students write clear comments,document their work, and communicate their ideas through multipleforms of media. Clear communication includes using precise language andcarefully considering possible audiences.

7.1 Select, organize, and interpret large data sets from multiple sources tosupport a claim.

7.2 Describe, justify, and document computational processes and solutionsusing appropriate terminology consistent with the intended audience andpurpose.

7.3 Articulate ideas responsibly by observing intellectual property rightsand giving appropriate attribution.

Practice 8Using TechnologyAppropriately

Overview: Today’s technology-focused society requires more than just anunderstanding of how to use technology, but a working knowledge of whatis appropriate, responsible, and safe behavior in a digital world. Incomputer science, understanding extends to the use of: hardware andsoftware; applications such as email; the Internet and smallerhome/school/business networks; and the use of onsite and offsite storage.Additionally, appropriate use includes onsite and remote access.

8.1 Follow certain protocols when using technology.

8.2 Identify and address risks and/or unintended consequences associatedwith technological tools by considering all scenarios.

8.3 Evaluate technological tools systematically through the use of selectcriteria based on the requirements of the task and the capacity of the system.

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Reading the Standards

23

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ing

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putation

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mun

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utCom

puting

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Seek

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oratefeed

back

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putation

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steringAnInclus

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putation

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9-12

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atically

design

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cesby

incorp

orating

feed

back

from

users.

Com

putation

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ing

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putation

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putation

alArtifacts

28 9-12

3-CT-CD-2

System

atically

test

andrefine

prog

ramsus

inga

rang

eof

test

cases.

Com

putation

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ing

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9-12

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entc

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orde

rto

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ethem

easier

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dde

bug.

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putation

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mun

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puting

K-2

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tify

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tsan

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tputsof

acompu

ter

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puting

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s&Networks

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an-C

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mun

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puting

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wpe

ople

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riou

spa

rts

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sto

accomplishtasks.

Com

puting

System

s&Networks

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an-C

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Interfaces

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mun

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6-8

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Iden

tify

impr

ovem

ents

tothede

sign

ofcompu

ting

devices,ba

sedon

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alysisof

how

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Com

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Hum

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FosteringAnInclus

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Culture

9-12

3-CSN

-H-1

Ana

lyze

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stractions

simplifytheun

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edin

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ayob

jects

.

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Develop

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K-2

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appr

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physical

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nentsof

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are).

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arean

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arean

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Using

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s

296-8

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ojects

that

combine

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eda

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perform

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tion

.

Com

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Hardw

arean

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CreatingCom

putation

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9-12

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Com

pare

levelsof

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K-2

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Trou

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Determinepo

tentialsolutions

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otingstrategies.

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oting

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6-8

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-T-1

Iden

tify

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oblemswithcompu

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atic

trou

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dor

guide.

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Testing&

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putation

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9-12

3-CSN

-T-1

Develop

andcommun

icatetrou

blesho

oting

strategies

othe

rscanus

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iden

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andfixerrors.

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oting

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putation

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K-2

1A-C

SN-N

-1DescribetheInternet

asaplaceto

sharean

dfind

inform

ation.

Com

puting

System

s&Networks

Networks

andthe

Internet

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mun

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utCom

puting

30 3-5

1B-C

SN-N

-1

Mod

elho

winform

ationisbrok

endo

wninto

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ofda

ta,trans

mittedas

pack

ets

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hmultiplede

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erne

tworks

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stination.

Com

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Using

Abstraction

s

6-8

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-N-1

Mod

eltherole

ofpr

otocolsin

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smitting

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across

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orks

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Com

puting

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Develop

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Using

Abstraction

s

9-12

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-N-1

Iden

tify

theva

riou

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ents

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mun

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puting

K-2

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dpe

rson

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ationpr

ivate,an

dlogoff

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vicesap

prop

riately.

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Risks

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Tech

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App

ropr

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3-5

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Y-R-1

Describetherisksof

sharingpe

rson

alinform

ation,

onweb

sitesor

othe

rpu

blic

foru

ms.

Cyb

ersecu

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Risks

Using

Tech

nology

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ropr

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3-5

1B-C

Y-R-2

Describewayspe

rson

alinform

ationcanbe

obtained

digitally.

Cyb

ersecu

rity

Risks

Using

Tech

nology

App

ropr

iately

3-5

1B-C

Y-R-3

Describetherisksof

othe

rsus

ingon

e’spe

rson

alresour

cesor

devices.

Cyb

ersecu

rity

Risks

Using

Tech

nology

App

ropr

iately

6-8

2-CY-R-1

Describetrad

eoffs

betw

eenallowinginform

ationto

bepu

blic

andke

epinginform

ationpr

ivatean

dsecu

re.

Cyb

ersecu

rity

Risks

Using

Tech

nology

App

ropr

iately

316-8

2-CY-R-2

Describesocial

engine

eringattack

san

dthepo

tential

risksassociated

withthem

.Cyb

ersecu

rity

Risks

Using

Tech

nology

App

ropr

iately

6-8

2-CY-R-3

Describerisksof

usingfree

andop

enservices.

Cyb

ersecu

rity

Risks

Using

Tech

nology

App

ropr

iately

9-12

3-CY-R-1

Explainthepr

ivacyconc

erns

relatedto

thecollection

andgene

ration

ofda

tathroug

hau

tomated

processes

that

may

notb

eev

iden

ttous

ers.

Cyb

ersecu

rity

Risks

Using

Tech

nology

App

ropr

iately

9-12

3-CY-R-2

Ana

lyze

anexisting

orpr

oposed

applicationto

iden

tify

thepo

tentialw

aysitcouldbe

used

toob

tain

sens

itiveinform

ation.

Cyb

ersecu

rity

Risks

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nizing

&Defi

ning

Com

putation

alPr

oblems

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Tech

nology

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ropr

iately

9-12

3-CY-R-3

Explainho

wthedigitalsecur

ityof

anorga

nization

may

beaff

ectedby

theaction

sof

itsem

ploy

ees.

Cyb

ersecu

rity

Risks

Using

Tech

nology

App

ropr

iately

K-2

1A-C

Y-S-1

Recog

nize

basicdigitalsecur

ityfeatur

es.

Cyb

ersecu

rity

Safegu

ards

Using

Tech

nology

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ropr

iately

3-5

1B-C

Y-S-1

Explainindividu

alaction

sthat

protectp

ersona

lelectron

icinform

ationan

dde

vices.

Cyb

ersecu

rity

Safegu

ards

Using

Tech

nology

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ropr

iately

6-8

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Explainph

ysical

anddigitalsecur

itymeasu

resthat

protecte

lectronicinform

ation.

Cyb

ersecu

rity

Safegu

ards

Using

Tech

nology

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ropr

iately

6-8

2-CY-S-2

Dem

onstrate

how

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dsof

encryp

tion

prov

idesecu

retran

smission

ofinform

ation.

Cyb

ersecu

rity

Safegu

ards

Using

Tech

nology

App

ropr

iately

32 9-12

3-CY-S-1

Recom

men

dsecu

rity

measu

resto

addressva

riou

sscen

ariosba

sedon

factorssu

chas

efficien

cy,

feasibility,an

dethicalimpa

cts.

Cyb

ersecu

rity

Safegu

ards

Using

Tech

nology

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ropr

iately

9-12

3-CY-S-2

Explaintrad

eoffs

whe

nselectingan

dim

plem

enting

cybe

rsecur

ityrecommen

dation

s.Cyb

ersecu

rity

Safegu

ards

Using

Tech

nology

App

ropr

iately

K-2

1A-C

Y-RP-1

Iden

tify

situations

withph

ysical

anddigitala

rtifacts

applications

andde

vicesthat

shou

ldbe

repo

rted

toaresp

onsiblead

ult.

Cyb

ersecu

rity

Respo

nse

Using

Tech

nology

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ropr

iately

3-5

1B-C

Y-RP-1

Iden

tify

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scribe

unus

uald

ataor

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viorsof

applications

andde

vicesthat

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ldbe

repo

rted

toaresp

onsiblead

ult.

Cyb

ersecu

rity

Respo

nse

Using

Tech

nology

App

ropr

iately

6-8

2-CY-RP-1

Describewhich

action

sto

take

andno

ttotake

whe

nan

applicationor

device

repo

rtsapr

oblem

orbe

havesun

expe

cted

ly.

Cyb

ersecu

rity

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nse

Using

Tech

nology

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ropr

iately

9-12

3-CY-RP-1

Describetheap

prop

riateaction

sto

take

inresp

onse

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tected

secu

rity

breach

es.

Cyb

ersecu

rity

Respo

nse

Using

Tech

nology

App

ropr

iately

K-2

1A-D

A-C

VT-1

Collect

andpr

esen

tthe

sameda

tain

multipleform

ats.

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lysis

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lization

,Tran

sformation

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ing&

Using

Abstraction

s

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mun

icatingAbo

utCom

puting

333-5

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Organ

izean

dpr

esen

tcollected

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trelation

shipsan

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pporta

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lysis

Collection,

Visua

lization

,Tran

sformation

Develop

ing&

Using

Abstraction

s

Com

mun

icatingAbo

utCom

puting

6-8

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Collect

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tation

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cesan

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sform

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eitmore

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le.

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lysis

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lization

,Tran

sformation

Testing&

Refi

ning

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putation

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9-12

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Select

appr

opriateda

ta-collectiontoolsan

dpr

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tech

niqu

esfordiffe

rent

type

sof

data.

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lysis

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Visua

lization

,Tran

sformation

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ing&

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mun

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puting

K-2

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Iden

tify

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scribe

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tation

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chas

charts

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lysis

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esan

dMod

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Develop

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3-5

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Use

data

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utcomes,o

rcommun

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lysis

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esan

dMod

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mun

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puting

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lysis

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dMod

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ing&

Using

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putation

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sting&

Refi

ning

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putation

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34 6-8

2-DA-IM-2

Discu

sspo

tentialv

isible

biases

that

couldexistin

ada

taseta

ndho

wthesebiases

couldaff

ect

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lusion

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lysis

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esan

dMod

els

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steringAnInclus

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puting

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mun

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puting

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Createcompu

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elsthat

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ents

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dMod

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putation

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9-12

3-DA-IM-2

Discu

sspo

tentialh

idde

nbiases

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uced

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ada

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ecta

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lysis

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pportthe

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dMod

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tify

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odify,an

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putation

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oblems

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putation

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356-8

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Describeva

riou

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ltin

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s

9-12

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eoffs

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eenstoringda

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slateda

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s

K-2

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Use

softwaretoolsto

create

simpledigitala

rtifacts

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Literacy

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36 9-12

3-DL-SD

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Decom

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estion

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tify

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Describethediffe

rent

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atsof

softwarecompo

nentsthat

supp

ortc

ommon

tasksin

softwaretools.

Digital

Literacy

Und

erstan

ding

Software

Tools

Using

Tech

nology

App

ropr

iately

9-12

3-DL-US-1

Describediffe

rent

kind

sof

compu

tation

sthat

software

toolspe

rform

totailo

rasystem

toindividu

alus

ers.

Digital

Literacy

Und

erstan

ding

Software

Tools

Using

Tech

nology

App

ropr

iately

K-2

1A-R

C-C

U-1

Com

pare

andcontrast

how

individu

alslive

andwork

before

andaftertheim

plem

entation

orad

option

ofne

wcompu

ting

tech

nology.

Respo

nsible

Com

puting

&So

ciety

Culture

Recog

nizing

&Defi

ning

Com

putation

alPr

oblems

3-5

1B-R

C-C

U-1

Com

pare

andcontrast

compu

ting

tech

nologies

that

have

chan

gedtheworld,a

ndexpr

essho

wthose

tech

nologies

influ

ence,a

ndareinflu

encedby,

cultural

practices.

Respo

nsible

Com

puting

&So

ciety

Culture

Recog

nizing

&Defi

ning

Com

putation

alPr

oblems

3-5

1B-R

C-C

U-2

Iden

tify

waysto

impr

ovetheaccessibilityan

dus

ability

oftech

nology

prod

ucts

forthediversene

edsan

dwan

tsof

users.

Respo

nsible

Com

puting

&So

ciety

Culture

FosteringAnInclus

ive

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puting

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376-8

2-RC-C

U-1

Com

pare

andcontrast

trad

eoffs

associated

with

compu

ting

tech

nologies

that

affectp

eople’severyd

ayactivities

andcareer

option

s.

Respo

nsible

Com

puting

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ciety

Culture

Com

mun

icatingAbo

utCom

puting

6-8

2-RC-C

U-2

Discu

ssissu

esof

bias

andaccessibilityin

thede

sign

ofexisting

tech

nologies.

Respo

nsible

Com

puting

&So

ciety

Culture

FosteringAnInclus

ive

Com

puting

Culture

9-12

3-RC-C

U-1

Evalua

tethewayscompu

ting

impa

ctspe

rson

al,ethical,

social,econo

mic,a

ndcu

ltural

practices.

Respo

nsible

Com

puting

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ciety

Culture

FosteringAnInclus

ive

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puting

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9-12

3-RC-C

U-2

Designan

dan

alyz

ecompu

tation

alartifactsto

redu

cebias

andeq

uity

deficits.

Respo

nsible

Com

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ciety

Culture

FosteringAnInclus

ive

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puting

Culture

Testing&

Refi

ning

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putation

alArtifacts

9-12

3-RC-C

U-3

Evalua

tetheim

pact

ofeq

uity,a

ccess,an

dinflu

ence

onthedistribu

tion

ofcompu

ting

resour

cesin

aglob

alsociety.

Respo

nsible

Com

puting

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ciety

Culture

FosteringAnInclus

ive

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puting

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K-2

1A-R

C-SLE

-1Discu

ssow

nershipan

dattributionof

digitala

rtifacts.

Respo

nsible

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puting

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ciety

Safety,L

aw&

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mun

icatingAbo

utCom

puting

3-5

1B-R

C-SLE

-1Incorp

oratepu

blic

domainor

creative

common

smed

iainto

adigitala

rtifact,an

drefrainfrom

copy

ingor

usingmaterialc

reated

byothe

rswitho

utpe

rmission

.

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nsible

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mun

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puting

6-8

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-1Discu

ssho

wlawscontrolu

sean

daccess

tointellectual

prop

erty,a

ndman

date

broa

daccess

toinform

ationtech

nologies.

Respo

nsible

Com

puting

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ciety

Safety,L

aw&

Ethics

Com

mun

icatingAbo

utCom

puting

38 9-12

3-RC-SLE

-1Ev

alua

tetheim

pact

ofintellectual

prop

erty

laws

ontheus

eof

digitalinformation

Respo

nsible

Com

puting

&So

ciety

Safety,L

aw&

Ethics

Com

mun

icatingAbo

utCom

puting

9-12

3-RC-SLE

-2Ev

alua

tethesocial

andecon

omic

implications

ofpr

ivacyan

dfree

speech

inthecontexto

fsafety,

law,o

rethics.

Respo

nsible

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puting

&So

ciety

Safety,L

aw&

Ethics

Com

mun

icatingAbo

utCom

puting

K-2

1A-R

C-SI-1

Workresp

ectfully

andresp

onsiblywithothe

rson

line

.

Respo

nsible

Com

puting

&So

ciety

Social

Interactions

Collabo

rating

Aroun

dCom

puting

3-5

1B-R

C-SI-1

Seek

diversepe

rspe

ctives

forthepu

rposeof

impr

ovingcompu

tation

alartifacts.

Respo

nsible

Com

puting

&So

ciety

Social

Interactions

FosteringAnInclus

ive

Com

puting

Culture

6-8

2-RC-SI-1

Collabo

rate

andstrategize

withman

yon

line

contribu

tors

whe

ncreating

acompu

tation

alor

digitala

rtifact.

Respo

nsible

Com

puting

&So

ciety

Social

Interactions

•Collabo

rating

Aroun

dCom

puting

•CreatingCom

putation

alArtifacts

9-12

3-RC-SI-1

Use

toolsan

dmetho

dsforcollab

orationon

apr

ojecttoincrease

conn

ectivity

betw

eenpe

ople

indiffe

rent

cultur

esan

dcareer

fields

.

Respo

nsible

Com

puting

&So

ciety

Social

Interactions

Collabo

rating

Aroun

dCom

puting

39App

endi

x A

40 DataStructures&DataTypes

Mod

elre

al-w

orld

obje

ctsa

nd/o

rpr

oces

sest

hat

can

bere

pres

ente

dby

vari

oust

ypes

ofda

ta.

Stud

ents

shou

ldbe

able

tore

pres

entp

hysi

cal

obje

ctsa

ndth

eira

ttrib

utes

asw

ritte

nda

ta.

Fore

xam

ple,

stude

ntsc

ould

use

thum

bsup

/dow

nas

repr

esen

tatio

nsof

yes/

no,u

sear

rows

whe

nw

ritin

gal

gori

thm

sto

repr

esen

tdire

ctio

n,or

enco

dean

dde

code

word

susi

ngnu

mbe

rs,

pict

ogra

phs,

orot

hers

ymbo

lsto

repr

esen

tlet

ters

orwo

rds.

Prac

tice(

s):4

.4

Iden

tify

real

-wor

ldex

ampl

esof

data

stru

ctur

esan

dda

taty

pes.

Dat

astr

uctu

resh

old

mul

tiple

piec

esof

data

abou

ton

eth

ing.

Exam

ples

ofda

tastr

uctu

resa

rea

listo

fpl

anet

sand

thei

rdia

met

ers,

ora

phon

eco

ntac

twith

the

first

nam

e,la

stna

me,

and

phon

enu

mbe

rofa

pers

on.E

ach

piec

eof

data

hasa

data

type

,suc

has

adi

amet

erbe

ing

anu

mbe

r,an

da

nam

ebe

ing

astr

ing

ofch

arac

ters

.Stu

dent

ssho

uld

beab

leto

desc

ribe

how

data

isgr

oupe

dfo

ran

asso

ciat

ion

with

anen

tity

inei

ther

the

real

world

orin

aco

mpu

tatio

nala

rtifa

ct,a

ndth

ety

peof

that

data

.Fo

rexa

mpl

e,stu

dent

scou

ldde

scri

beth

eda

tastr

uctu

resa

ndda

taty

pesi

nan

onlin

ega

me

that

hass

ever

alch

arac

ters

.

Prac

tices

(s):

3.1

Org

aniz

eda

tain

toan

appr

opri

ate

data

stru

ctur

ein

apr

ogra

m.

Stud

ents

shou

ldbe

able

toid

entif

yth

eco

mpo

nent

sof

data

ina

give

nco

mpu

tatio

nalp

robl

em,d

eter

min

eth

ety

peof

each

com

pone

nt,a

ndpr

opos

ea

struc

tura

lor

gani

zatio

nfo

rtho

seda

ta.F

orex

ampl

e,stu

dent

sco

uld

repr

esen

tcha

ract

ersi

na

gam

ew

itha

data

type

that

hasa

nam

e,pi

ctur

e,an

dpo

sitio

n,an

dco

uld

repr

esen

tthe

colle

ctio

nof

char

acte

rson

the

scre

enas

apr

ogra

mlis

toft

hatd

ata

type

.

Prac

tice(

s):5

.1

Cre

ate

apr

ogra

mth

atpr

oces

sesa

colle

ctio

nof

data

.

Prog

ram

softe

npr

oces

scol

lect

ions

ofda

ta,s

uch

asth

eco

llect

ion

ofso

ngtit

lesi

na

play

list,

ora

colle

ctio

nof

alls

prite

son

the

scre

en.S

tude

ntss

houl

dbe

able

toor

gani

zem

ultip

leda

taite

mso

fthe

sam

ety

pein

toa

prog

ram

data

struc

ture

(suc

has

alis

tora

rray

)and

wri

tea

prog

ram

that

com

pute

sare

sult

abou

ttha

tco

llect

ion.

Fore

xam

ple,

stude

ntsc

ould

chec

kto

see

ifan

ytw

osp

rite

sin

apr

ogra

mlis

tora

rray

ofsp

rite

sha

veco

llide

don

the

scre

en.

Prac

tice(

s):5

.2

ControlStructures

Dev

elop

simpl

epr

ogra

msw

ithse

quen

cesa

ndsim

ple

repe

titio

ns.

Prog

ram

min

gco

ntro

lstr

uctu

ress

peci

fyth

eor

der

inw

hich

instr

uctio

nsar

eex

ecut

edw

ithin

apr

ogra

m.S

eque

nces

are

the

orde

rofi

nstr

uctio

nsin

apr

ogra

m.F

orex

ampl

e,if

dial

ogue

isno

tse

quen

ced

corr

ectly

whe

npr

ogra

mm

ing

asi

mpl

ean

imat

edsto

ry,t

hesto

ryw

illno

tmak

ese

nse.

Ifth

eco

mm

ands

topr

ogra

ma

robo

tare

noti

nth

eco

rrec

tord

er,t

hero

botw

illno

tcom

plet

eth

ede

sire

dta

sk.R

epet

ition

cons

truc

ts(w

hich

vary

acro

ssla

ngua

gesb

utin

clud

elo

ops)

allo

wfo

rper

form

ing

oper

atio

nsm

ultip

letim

es.F

orex

ampl

e,stu

dent

scou

ldm

odel

repe

titio

nsfo

rha

ndwa

shin

gby

chan

ting

"rub

your

hand

s,ru

byo

urha

nds..

..rub

your

hand

s,"th

enre

plac

ing

that

with

"rub

your

hand

sten

times

."

Prac

tice(

s):5

.2

Cre

ate

prog

ram

stha

tcom

bine

sequ

ence

s,re

petit

ions

,con

ditio

nals,

and/

orev

ents

.

Con

trols

truc

ture

sspe

cify

the

orde

rin

whi

chin

struc

tions

are

exec

uted

with

ina

prog

ram

and

can

beco

mbi

ned

tosu

ppor

tthe

crea

tion

ofm

ore

com

plex

prog

ram

s.Ev

ents

allo

wpo

rtio

nsof

apr

ogra

mto

run

base

don

asp

ecifi

cin

tera

ctio

nw

ithth

epr

ogra

m,s

uch

asth

eus

ercl

icki

ngth

em

ouse

.Stu

dent

ssho

uld

beab

leto

crea

tea

prog

ram

usin

gev

ents

,con

ditio

nals

,an

dre

petit

ions

.For

exam

ple,

stude

ntsc

ould

wri

tea

prog

ram

toex

plai

nth

ewa

terc

ycle

and

whe

na

spec

ific

com

pone

ntis

clic

ked

(eve

nt),

the

prog

ram

woul

dsh

owin

form

atio

nab

outt

hatp

arto

fthe

wate

rcyc

le.C

ondi

tiona

lsal

low

fort

heex

ecut

ion

ofa

port

ion

ofco

dein

apr

ogra

mw

hen

ace

rtai

nco

nditi

onis

true

.Fo

rexa

mpl

e,stu

dent

scou

ldw

rite

am

ath

gam

eth

atas

ksa

mul

tiplic

atio

nqu

estio

nan

dth

enus

esa

cond

ition

alto

chec

kw

heth

eror

nott

hean

swer

that

wase

nter

edis

corr

ect.

Anex

ampl

eof

aco

mbi

ned

prog

ram

woul

dbe

am

ath

quiz

prog

ram

that

loop

sthr

ough

mul

tiple

ques

tions

each

with

aco

nditi

onal

toch

eck

fort

heri

ghta

nswe

r.

Prac

tice(

s):5

.2

Des

ign

prog

ram

stha

tcom

bine

cont

rol

stru

ctur

es,i

nclu

ding

nest

edre

petit

ions

and

com

poun

dco

nditi

onal

s.

Con

trols

truc

ture

scan

beco

mbi

ned

inm

any

ways

.Ne

sted

repe

titio

nsco

nsist

ofop

erat

ions

that

are

repe

ated

with

inot

herr

epea

ted

oper

atio

ns.

Com

poun

dco

nditi

onal

scom

bine

two

orm

ore

cond

ition

sin

alo

gica

lrel

atio

nshi

p(e

.g.,

usin

gAN

D,O

R,an

dN

OT)

,and

nesti

ngco

nditi

onal

sw

ithin

one

anot

hera

llows

the

resu

ltof

one

cond

ition

alto

lead

toan

othe

r.Fo

rexa

mpl

e,w

hen

prog

ram

min

gan

inte

ract

ive

story

,stu

dent

scou

ldre

peat

edly

chec

kw

heth

era

char

acte

rhas

ake

yan

dis

touc

hing

the

door

befo

reun

lock

ing

the

door

.

Prac

tice(

s):5

.1,5

.2

Cre

ate

and

just

ifyth

ese

lect

ion

ofsp

ecifi

cco

ntro

lst

ruct

ures

whe

ntr

adeo

ffsin

volv

eco

deor

gani

zatio

n,re

adab

ility

,and

prog

ram

perf

orm

ance

and

expl

ain

the

bene

fitsa

nddr

awba

ckso

fcho

ices

mad

e.

Apr

ogra

mm

erha

scho

ices

abou

twha

tcon

trol

struc

ture

sto

use.

Stud

ents

shou

ldbe

able

toch

oose

good

cont

rols

truc

ture

sand

desc

ribe

why

they

chos

eth

em.R

eada

bilit

yre

fers

toho

wcl

eart

hepr

ogra

mis

toot

herp

rogr

amm

ers.

The

disc

ussi

onof

perf

orm

ance

islim

ited

toa

theo

retic

alun

ders

tand

ing

ofex

ecut

ion

time

and

stora

gere

quire

men

ts;a

quan

titat

ive

anal

ysis

isno

texp

ecte

d.Fo

rex

ampl

e,th

estu

dent

scou

ldex

plai

nw

hyus

ing

are

petit

ion

cons

truc

tisp

refe

rabl

eto

wri

ting

(nea

rly)

iden

tical

code

mul

tiple

times

.Ano

ther

exam

ple

isth

atstu

dent

scou

ldpr

ogra

mw

ithse

ries

ofif-

else

state

men

tsfo

raco

mpl

exco

nditi

on,a

ndde

scri

beho

wth

isdi

ffers

inex

ecut

ion

and

read

abili

tyth

ana

sim

ilars

erie

sofi

fsta

tem

ents

(with

out"

else

"cl

ause

s)fo

rtha

tcom

plex

cond

ition

.

Prac

tice(

s):5

.2

2

41

Dec

ompo

sea

task

into

ase

tofs

mal

ler

task

s.

Dec

ompo

sitio

nis

the

acto

fbre

akin

gdo

wn

task

sin

tosi

mpl

erta

sks.

Stud

ents

shou

ldbe

able

tolis

tste

psfo

rapa

rtic

ular

task

.For

exam

ple,

stude

nts

coul

dde

scri

beth

eta

sksn

eede

dto

getr

eady

togo

hom

efro

msc

hool

.

Prac

tice(

s):3

.2

Con

tinua

llyde

com

pose

prob

lem

sint

osm

alle

rsu

btas

ksun

tilea

chsu

btas

kis

am

anag

eabl

ese

tof

basic

oper

atio

ns.

Stud

ents

shou

ldbr

eak

prob

lem

sint

ohi

erar

chie

sof

subt

asks

,eac

hof

whi

chin

turn

deco

mpo

sesi

nto

othe

rsub

task

sori

ndiv

idua

lste

ps.F

orex

ampl

e,stu

dent

scou

ldpl

ana

part

yby

sepa

ratin

gth

eta

skin

tosu

btas

kssu

chas

invi

ting

gues

ts,g

ettin

gpa

rty

favo

rs,p

lann

ing

gam

es,a

ndpr

epar

ing

food

.Th

ein

vitin

ggu

ests

ubta

skco

uld

bebr

oken

into

itsow

nsu

btas

ksof

dete

rmin

ing

agu

estl

ist,w

ritin

gin

vita

tions

,and

send

ing

invi

tatio

ns-w

here

each

ofth

ese

subt

asks

isa

man

agea

ble

seto

fba

sic

oper

atio

nsa

pers

onkn

owsh

owto

dosu

chas

wri

tean

dse

ndan

emai

lwith

the

invi

tatio

n.

Prac

tice(

s):3

.2

Dec

ompo

seco

mpu

tatio

nalp

robl

emst

ofa

cilit

ate

the

desig

nan

dim

plem

enta

tion

ofpr

ogra

ms.

Dec

ompo

sitio

nfa

cilit

ates

aspe

ctso

fpro

gram

deve

lopm

entb

yal

low

ing

stude

ntst

ofo

cuso

non

epi

ece

ata

time

(e.g

.,ge

tting

inpu

tfro

mth

eus

er,

proc

essi

ngth

eda

ta,a

nddi

spla

ying

the

resu

ltto

the

user

).D

ecom

posi

tion

also

enab

lesd

iffer

ent

stude

ntst

owo

rkon

diffe

rent

part

satt

hesa

me

time.

Stud

ents

shou

ldbe

able

tode

com

pose

aco

mpu

tatio

nalp

robl

emin

tosu

btas

ksth

atfa

cilit

ate

the

use

ofap

prop

riat

epr

ogra

mm

ing

lang

uage

cons

truc

tsth

atre

flect

the

subt

asks

ofth

epr

oble

mso

lutio

n.Fo

rexa

mpl

e,stu

dent

scou

ldm

atch

subt

asks

inth

eirp

robl

emde

com

posi

tion

topr

oced

ures

that

they

will

prog

ram

ina

prog

ram

min

gla

ngua

ge.

Prac

tice(

s):3

.3,5

.1

Iden

tify

exist

ing

com

puta

tiona

lart

ifact

stha

tcan

beus

edfo

rth

esu

btas

ksof

ade

com

pose

dpr

oble

m.

Stud

ents

shou

ldbe

able

tota

kea

prob

lem

that

they

deco

mpo

sed

tosu

btas

ksan

did

entif

yex

istin

gco

mpu

tatio

nals

olut

ions

toth

esu

btas

k.Fo

rexa

mpl

e,stu

dent

scou

ldfin

da

libra

ryof

proc

edur

esto

doda

tavi

sual

izat

ion

and

use

thos

epr

oced

ures

todi

spla

yda

tain

thei

rpro

gram

.

Prac

tice(

s):3

.2

Modularity

No

K-1

2st

anda

rd.

Cre

ate

com

puta

tiona

lart

ifact

sby

inco

rpor

atin

gex

istin

gm

odul

esin

toon

e’so

wn

work

toso

lve

apr

oble

m.

Stud

ents

shou

ldbe

able

toco

mbi

neex

istin

gco

mpu

tatio

nala

rtifa

ctsi

nto

thei

row

nco

mpu

tatio

nala

rtifa

ct.F

orex

ampl

e,stu

dent

sco

uld

com

bine

pict

ures

and

text

into

am

eme

pict

ure

orcr

eate

apr

ogra

mus

ing

the

exist

ing

instr

uctio

nsan

dbu

ilt-in

func

tions

ofa

prog

ram

min

gla

ngua

ge/e

nviro

nmen

t.

Prac

tice(

s):4

.2,5

.3

Cre

ate

proc

edur

esw

ithpa

ram

eter

sto

orga

nize

code

and

mak

eit

easie

rto

reus

e.

Proc

edur

esan

d/or

func

tions

can

beus

edm

ultip

letim

esw

ithin

apr

ogra

mto

repe

atgr

oups

ofin

struc

tions

.Stu

dent

ssho

uld

beab

leto

nam

eth

epr

oced

ures

appr

opri

atel

yto

mat

chth

eirf

unct

ion

and

beab

leto

defin

epa

ram

eter

stha

tcre

ate

diffe

rent

outp

utsf

ora

wid

era

nge

ofin

puts

.For

exam

ple,

all

stude

ntco

uld

crea

tea

proc

edur

eto

draw

circ

les

ofdi

ffere

ntsi

zesb

yad

ding

ara

dius

para

met

er.

Prac

tice(

s):4

.1,4

.3

Cre

ate

com

puta

tiona

lart

ifact

sby

inco

rpor

atin

gpr

e-de

fined

proc

edur

es,s

elf-d

efine

dpr

oced

ures

and

exte

rnal

artif

acts

.

Com

puta

tiona

lart

ifact

scan

becr

eate

dby

com

bini

ngan

dm

odify

ing

exist

ing

exte

rnal

artif

acts

orby

deve

lopi

ngne

war

tifac

ts.I

nter

actin

gm

odul

es,e

ach

with

asp

ecifi

cro

lebu

tcoo

rdin

ated

fora

com

mon

over

allp

urpo

se,a

llow

forb

ette

rman

agem

ento

fco

mpl

exta

sks.

Stud

ents

shou

ldbe

able

iden

tify

exist

ing

exte

rnal

mod

ules

that

they

can

use,

crea

tem

odul

esth

atdo

n’th

ave

ago

odex

istin

gso

lutio

n,an

dco

mbi

neth

ese

mod

ules

tocr

eate

aco

mpu

tatio

nala

rtifa

ct.F

orex

ampl

e,stu

dent

sco

uld

crea

tean

orig

inal

web

site

and

use

open

-sou

rce

Java

Scri

ptlib

rari

esto

expa

ndits

func

tiona

lity.

Asan

othe

rexa

mpl

e,stu

dent

sco

uld

crea

teth

eiro

wn

mod

ules

tocl

ean

and

proc

esss

peci

ficda

ta,a

ndth

enus

eex

istin

gm

odul

esfro

man

exte

rnal

libra

ryto

disp

lay

Prac

tice(

s):5

.2,5

.3

3

42

Dev

elop

apl

anth

atde

scri

besw

hata

com

puta

tiona

lart

ifact

shou

ldlo

oklik

ean

dho

wit

shou

ldpe

rfor

m.

Cre

atin

ga

plan

forw

hata

nar

tifac

tsho

uld

like

and

docl

arifi

esth

este

psth

atw

illbe

need

edto

crea

teit

and

can

beus

edto

chec

kif

itis

corr

ect.

Stud

ents

shou

ldbe

able

tolo

okco

mpl

ete

apl

anni

ngpr

oces

swith

the

teac

her’

sass

istan

ce.F

orex

ampl

e,stu

dent

sco

uld

crea

tea

plan

ning

docu

men

tsuc

has

asto

rym

ap,a

story

boar

d,or

ase

quen

tial

grap

hic

orga

nize

rto

illus

trate

the

prog

ram

.

Prac

tice(

s):5

.1,7

.2

Use

anite

rativ

epr

oces

sto

plan

the

deve

lopm

ento

faco

mpu

tatio

nala

rtifa

ctby

incl

udin

got

hers

’per

spec

tives

and

cons

ider

ing

user

pref

eren

ces.

Plan

ning

isan

impo

rtan

tpar

toft

heite

rativ

epr

oces

sofp

rogr

amde

velo

pmen

t.St

uden

tssh

ould

beab

leto

outli

neke

yfe

atur

es,t

ime

and

reso

urce

cons

train

ts,a

ndus

erex

pect

atio

ns.

Fore

xam

ple,

stude

ntsc

ould

docu

men

tapl

anus

ing

story

boar

ds,fl

owch

arts

,pse

udoc

ode,

orus

er-in

terf

ace

sket

ches

.

Prac

tice(

s):1

.1,5

.1

Seek

and

inco

rpor

ate

feed

back

from

team

mem

bers

and

user

sto

refin

ea

solu

tion

that

mee

tsus

erne

eds.

Dev

elop

men

ttea

mse

mpl

oyus

er-c

ente

red

desi

gnto

crea

teso

lutio

ns(e

.g.,

prog

ram

sand

devi

ces)

that

supp

ortt

hene

edso

fend

user

s,su

chas

anap

plic

atio

nth

atal

lows

peop

lew

ithsp

eech

diffi

culti

esto

trans

late

hard

-to-u

nder

stand

pron

unci

atio

nin

toun

ders

tand

able

lang

uage

.Fo

rexa

mpl

e,stu

dent

scou

ldbe

gin

tose

ekdi

vers

epe

rspe

ctiv

esth

roug

hout

the

desi

gnpr

oces

sto

impr

ove

thei

rcom

puta

tiona

lart

ifact

sby

focu

sing

onus

abili

ty,a

cces

sibi

lity,

age-

appr

opri

ate

cont

ent,

resp

ectfu

llan

guag

e,us

erpe

rspe

ctiv

e,pr

onou

nus

e,co

lorc

ontra

st,an

dea

seof

use.

Prac

tice(

s):1

.1,2

.3

Syst

emat

ical

lyde

sign

and

impl

emen

tcom

puta

tiona

lar

tifac

tsfo

rta

rget

edau

dien

cesb

yin

corp

orat

ing

feed

back

from

user

s.

Stud

ents

shou

ldbe

able

tofo

llow

asy

stem

atic

proc

ess

that

incl

udes

feed

back

from

broa

dau

dien

ceso

nth

eir

com

puta

tiona

lart

ifact

.For

exam

ple,

stude

ntsc

ould

crea

tea

user

satis

fact

ion

surv

ey,i

dent

ifydi

strib

utio

nm

etho

dsth

atco

uld

yiel

dfe

edba

ckfro

ma

dive

rse

audi

ence

onth

eus

abili

tyan

deff

ectiv

enes

soft

heir

webs

itean

ddo

cum

entt

hepr

oces

sofi

ncor

pora

ting

feed

back

.

Prac

tice(

s):5

.1

ComputationalDesign

Iden

tify

ata

skth

atin

clud

esse

quen

cesa

ndsim

ple

loop

s.

Stud

ents

shou

ldbe

able

toim

plem

enta

sim

ple

algo

rith

m,d

eter

min

eif

itis

inco

rrec

t,an

dfix

erro

rs.F

orex

ampl

eon

estu

dent

coul

ddi

rect

anot

hers

tude

ntfro

ma

start

loca

tion

toan

end

loca

tion

byho

ldin

gup

arro

ws.I

fthe

seco

ndstu

dent

fails

toge

tto

the

end

loca

tion,

the

dire

ctin

gstu

dent

shou

ldde

term

ine

whe

reth

em

istak

eoc

curr

ed,a

ndco

rrec

tthe

mist

ake.

Prac

tice(

s):6

.2

Deb

uger

rors

inan

algo

rith

mor

prog

ram

that

incl

udes

sequ

ence

sand

simpl

elo

ops.

Algo

rith

mso

rpro

gram

smay

nota

lway

swor

kco

rrec

tly.S

tude

ntss

houl

dbe

able

tous

eva

riou

sstr

ateg

ies,

such

asfo

llow

ing

the

algo

rith

min

aste

p-by

-ste

pm

anne

r,ch

angi

ngth

ese

quen

ceof

the

steps

,and

/oru

sing

tria

land

erro

rto

fixpr

oble

msi

nal

gori

thm

sand

prog

ram

s.Fo

rex

ampl

e,stu

dent

scou

ldch

eck

thei

rons

cree

nch

arac

ters

tose

eif

they

are

colli

ding

beca

use

ofto

om

any

repe

titio

ns.

Prac

tice(

s):6

.2

Test

and

debu

ga

prog

ram

toen

sure

itru

nsas

inte

nded

.

Aspr

ogra

msa

rede

velo

ped,

they

shou

ldbe

cont

inuo

usly

teste

dto

ensu

reth

eyru

nas

inte

nded

.If

not,

erro

rssh

ould

beid

entifi

edan

dfix

ed.

Stud

ents

shou

ldal

sobe

able

tosu

cces

sful

lyde

bug

sim

ple

erro

rsin

prog

ram

scre

ated

byot

hers

.For

exam

ple,

stude

ntsc

ould

revi

ewpr

ogra

ms

inte

ntio

nally

crea

ted

with

erro

rsto

iden

tify

the

prob

lem

and

dete

rmin

eth

efix

.

Prac

tice(

s):6

.1,6

.2

Syst

emat

ical

lyte

stan

dre

fine

prog

ram

susin

ga

rang

eof

test

case

s.

Test

case

sand

use

case

sare

crea

ted

and

anal

yzed

tobe

tterm

eett

hene

edso

fuse

rsan

dto

eval

uate

whe

ther

prog

ram

sfun

ctio

nas

inte

nded

.Stu

dent

ssho

uld

beab

leto

reco

gniz

eth

atte

sting

isa

delib

erat

epr

oces

sth

atis

itera

tive,

syste

mat

ic,a

ndpr

oact

ive.

For

exam

ple,

stude

ntsc

ould

begi

nto

test

prog

ram

sby

cons

ider

ing

pote

ntia

lerr

ors,

such

asw

hatw

illha

ppen

ifa

user

ente

rsin

valid

inpu

ts(e

.g.,

nega

tive

num

bers

and

0in

stead

ofpo

sitiv

enu

mbe

rs).

Prac

tice(

s):6

.1

4

43ComputationalDesign

No

K-1

2st

anda

rd.y

yyyy

yyyy

yyyy

yyyy

yyyi

Des

crib

est

epst

aken

and

choi

cesm

ade

duri

ngth

epr

oces

sofc

reat

ing

aco

mpu

tatio

nal

artif

act.

Stud

ents

shou

ldbe

able

tota

lkor

wri

te,u

sing

appr

opri

ate

term

inol

ogy,

abou

tthe

goal

sand

expe

cted

outc

omes

ofth

eco

mpu

tatio

nala

rtifa

cts

that

they

crea

tean

dth

ech

oice

stha

tthe

ym

ade.

Fore

xam

ple,

stude

ntsc

ould

desc

ribe

thei

rwor

kus

ing

ano

tebo

okof

desi

gns,

codi

ngjo

urna

ls,

disc

ussi

onsw

itha

teac

her,

clas

spre

sent

atio

ns,o

rbl

ogs.

Prac

tice(

s):7

.2

Des

crib

ech

oice

smad

edu

ring

deve

lopm

ento

fco

mpu

tatio

nala

rtifa

cts.

Peop

leco

mm

unic

ate

abou

tthe

irco

deto

help

othe

rsun

ders

tand

and

use

thei

rpro

gram

s.St

uden

tssh

ould

beab

leto

expl

ain

thei

rdes

ign

choi

cest

ode

mon

strat

ean

unde

rsta

ndin

gof

thei

rwo

rk.F

orex

ampl

e,stu

dent

scou

ldin

clud

eth

ese

expl

anat

ions

asin

-line

code

com

men

tsfo

rco

llabo

rato

rsan

das

sess

ors,

oras

part

ofa

sum

mat

ive

pres

enta

tion,

such

asa

code

walk

-thr

ough

orco

ding

jour

nal.

Prac

tice(

s):7

.2

Doc

umen

tcom

puta

tiona

lart

ifact

sin

orde

rto

mak

eth

emea

sier

tofo

llow,

test

,and

debu

g.

Doc

umen

tatio

nal

lows

crea

tors

and

othe

rsto

mor

eea

sily

use

and

unde

rsta

nda

prog

ram

.Stu

dent

ssho

uld

prov

ide

docu

men

tatio

nfo

rend

user

stha

texp

lain

thei

rart

ifact

s,ho

wth

eyar

eus

ed,a

ndw

hyth

eyac

tthe

way

they

do.

Fore

xam

ple,

stude

ntsc

ould

prov

ide

apr

ojec

tove

rvie

w,de

sign

ratio

nale

and

clea

ruse

rins

truc

tions

.The

ysh

ould

com

mun

icat

eth

eirp

roce

ssus

ing

desi

gndo

cum

ents

,flo

wcha

rts,

and

pres

enta

tions

.

Prac

tice(

s):7

.2

5

44

CO

MPU

TIN

GSY

STEM

SA

ND

NET

WO

RK

SG

rade

sK-2

Gra

des3

-5G

rade

s6-8

Gra

des9

-12

Human-ComputerInteraction

Iden

tify

the

inpu

tsan

dou

tput

sofa

com

pute

rsy

stem

.

Ther

ear

em

any

ways

toex

chan

gein

form

atio

nw

itha

com

pute

r.St

uden

tssh

ould

beab

leto

iden

tify

the

com

pone

nts

ofa

com

pute

rsys

tem

that

help

peop

lein

puti

nfor

mat

ion

and

the

part

stha

tpr

oduc

ea

desi

red

outp

ut.F

orex

ampl

e,stu

dent

scou

ldus

ea

digi

talk

eybo

ard

toin

putl

ette

rsan

dsy

mbo

lsor

pres

spla

yon

avi

deo

play

erto

start

avi

deo,

ordr

aga

digi

talo

bjec

tfro

mon

elo

catio

nto

anot

her.

Prac

tice(

s):7

.2

Des

crib

eho

wpe

ople

inte

ract

with

the

vari

ousp

arts

ofco

mpu

ting

syst

ems

toac

com

plish

task

s.

Com

putin

gde

vice

softe

nde

pend

onhu

man

inte

ract

ions

totr

igge

rpar

ticul

arac

tions

.Ake

yboa

rdin

puto

ram

ouse

clic

km

ayca

use

ach

ange

inin

form

atio

ndi

spla

yed

ona

scre

en.

Stud

ents

shou

ldun

ders

tand

that

com

pute

rsar

epr

ogra

mm

edto

prod

uce

cert

ain

outp

utsb

ased

onpa

rtic

ular

inpu

ts,a

ndsh

ould

beab

leto

desc

ribe

how

peop

lean

dde

vice

sint

erac

t,us

ing

appr

opri

ate

term

inol

ogy.

Fore

xam

ple,

stude

ntsc

ould

desc

ribe

allo

fthe

actio

nsne

eded

topl

ayth

eirf

avor

itevi

deo

gam

eor

tous

eth

eirf

avor

iteap

p.

Prac

tice(

s):7

.2

Iden

tify

impr

ovem

ents

toth

ede

sign

ofco

mpu

ting

devi

ces,

base

don

anan

alys

isof

how

user

sint

erac

twith

the

devi

ces.

The

study

ofhu

man

–com

pute

rint

erac

tion

(HC

I)ca

nim

prov

eth

ede

sign

ofbo

thha

rdwa

rean

dso

ftwar

eof

devi

ces.

Fore

xam

ple,

anas

sisti

vede

vice

may

incl

ude

am

icro

phon

e(h

ardw

are

sens

or)

that

conv

erts

spok

enwo

rdst

ow

ritte

nte

xt.

Stud

ents

shou

ldbe

able

toun

ders

tand

that

devi

ces

can

bede

sign

edfo

rava

riet

yof

purp

oses

,inc

ludi

ngac

cess

ibili

ty,e

rgon

omic

s,an

dle

arna

bilit

y.Fo

rex

ampl

e,stu

dent

scou

ldm

ake

reco

mm

enda

tions

fori

mpr

ovem

ents

toex

istin

gde

vice

s(e.

g.,a

lapt

op,s

mar

tpho

ne,o

rtab

let),

softw

are

(app

licat

ions

),or

they

coul

dde

sign

thei

row

nco

mpo

nent

orso

ftwar

ein

terf

ace

(e.g

.,cr

eate

thei

row

nco

ntro

llers

).

Prac

tice(

s):1

.1

Ana

lyze

aco

mpu

ting

syst

eman

dex

plai

nho

wab

stra

ctio

nssim

plify

the

unde

rlyi

ngim

plem

enta

tion

deta

ilsem

bedd

edin

ever

yday

obje

cts.

Com

putin

gde

vice

sare

ofte

nin

tegr

ated

with

othe

rsy

stem

s,in

clud

ing

biol

ogic

al,m

echa

nica

l,an

dso

cial

syste

ms.

Exam

ples

are:

am

edic

alde

vice

can

beem

bedd

edin

side

ape

rson

tom

onito

rand

regu

late

;an

assi

stive

liste

ning

devi

ceca

nfil

tero

utce

rtai

nfre

quen

cies

and

ampl

ifyot

hers

;am

onito

ring

devi

cein

side

am

otor

vehi

cle

can

track

ape

rson

’sdr

ivin

gpa

ttern

sand

habi

ts;a

nda

faci

alre

cogn

ition

devi

ceca

nbe

inte

grat

edin

toa

secu

rity

syste

mto

iden

tify

ape

rson

.St

uden

tssh

ould

beab

leto

desc

ribe

(but

notc

reat

e)an

inte

grat

edor

embe

dded

syste

ms.

Fore

xam

ple,

stude

nts

coul

dse

lect

anem

bedd

edde

vice

such

asa

cars

tere

o,id

entif

yth

ety

peso

fdat

a(r

adio

statio

npr

eset

s,vo

lum

ele

vel)

and

proc

edur

es(in

crea

sevo

lum

e,sto

re/re

call

save

dsta

tion,

mut

ebu

tton)

,and

expl

ain

how

the

impl

emen

tatio

nde

tails

are

hidd

enfro

mth

eus

er.

Prac

tice(

s):4

.1

Hardware&Software

Use

appr

opri

ate

term

inol

ogy

inid

entif

ying

and

desc

ribi

ngth

efu

nctio

nof

com

mon

phys

ical

com

pone

ntso

fcom

putin

gsy

stem

s(h

ardw

are)

.

Aco

mpu

ting

syste

mis

com

pose

dof

hard

ware

and

softw

are.

Har

dwar

eco

nsist

sofp

hysi

cal

com

pone

nts.

Stud

ents

shou

ldbe

able

toid

entif

yan

dde

scri

beth

efu

nctio

nof

exte

rnal

hard

ware

,su

chas

desk

top

com

pute

rs,l

apto

pco

mpu

ters

,tab

let

devi

ces,

mon

itors

,key

boar

ds,m

ice,

and

prin

ters

.Fo

rexa

mpl

e,stu

dent

scou

ldla

bela

ndm

atch

com

pone

ntsw

ithth

eird

escr

iptio

ns.

Prac

tice(

s):7

.2

Mod

elho

wco

mpu

ter

hard

war

ean

dso

ftwar

ew

ork

toge

ther

asa

syst

emto

acco

mpl

ishta

sks.

Both

hard

ware

and

softw

are

are

need

edto

acco

mpl

ish

task

swith

aco

mpu

ter.

Stud

ents

shou

ldre

cogn

ize

the

basi

cel

emen

tsof

aco

mpu

ters

yste

m,

incl

udin

gin

put,

outp

ut,p

roce

ssor

,sen

sors

,and

stora

ge.F

orex

ampl

e,stu

dent

scou

lddr

awa

mod

el(o

npa

pero

rdig

itally

),pr

ogra

man

anim

atio

nof

the

mod

el,o

rdes

crib

eit

thro

ugh

body

mov

emen

tsor

role

play

ing.

Prac

tice(

s):4

.4

Des

ign

proj

ects

that

com

bine

hard

war

ean

dso

ftwar

eco

mpo

nent

sto

colle

ctan

dus

eda

tato

perf

orm

afu

nctio

n.

Col

lect

ing

and

exch

angi

ngda

tain

volv

esin

put,

outp

ut,s

tora

ge,a

ndpr

oces

sing

.Stu

dent

ssho

uld

beab

leto

sele

ctth

eha

rdwa

rean

dso

ftwar

eco

mpo

nent

sfor

thei

rpro

ject

desi

gnsb

yco

nsid

erin

gfa

ctor

ssuc

has

func

tiona

lity,

cost,

size

,spe

ed,a

cces

sibi

lity,

and

aesth

etic

s.Fo

rex

ampl

e,stu

dent

scou

ldde

sign

am

obile

appl

icat

ion

that

incl

udes

acce

lero

met

er,G

PS,

and

spee

chre

cogn

ition

Prac

tice(

s):5

.1

Com

pare

leve

lsof

abst

ract

ion

and

inte

ract

ions

betw

een

appl

icat

ion

softw

are,

syst

emso

ftwar

e,an

dha

rdw

are

laye

rs.

Atits

mos

tbas

icle

vel,

aco

mpu

teri

scom

pose

dof

phys

ical

hard

ware

and

elec

tric

alim

puls

esw

ithm

ultip

lela

yers

ofso

ftwar

ebu

iltup

onth

eha

rdwa

re.S

yste

mso

ftwar

em

anag

esa

com

putin

gde

vice

’sre

sour

cess

oth

atso

ftwar

eca

nin

tera

ctw

ithha

rdwa

re.F

orex

ampl

e,te

xt-e

ditin

gso

ftwar

ein

tera

ctsw

ithth

eop

erat

ing

syste

mto

rece

ive

inpu

tfro

mth

eke

yboa

rd,c

onve

rtth

ein

putt

obi

tsfo

rsto

rage

,and

inte

rpre

tthe

bits

asre

adab

lete

xtto

disp

lay

onth

em

onito

r.St

uden

tssh

ould

beab

leto

reco

gniz

eth

atsy

stem

softw

are

isus

edon

man

ydi

ffere

ntty

peso

fdev

ices

,suc

has

smar

tTVs

,as

sisti

vede

vice

s,vi

rtua

lcom

pone

nts,

clou

dco

mpo

nent

s,an

ddr

ones

.For

exam

ple,

stude

ntsc

ould

expl

ain

the

prog

ress

ion

from

volta

geto

bina

rysi

gnal

tolo

gic

gate

sto

adde

rsan

dso

on.

Prac

tice(

s):4

.1

6

45

Troubleshooting

Des

crib

eba

sicha

rdw

are

and

softw

are

prob

lem

sus

ing

appr

opri

ate

term

inol

ogy.

Prob

lem

swith

com

putin

gsy

stem

shav

edi

ffere

ntca

uses

.Stu

dent

ssho

uld

beab

leto

com

mun

icat

ea

prob

lem

with

appr

opri

ate

term

inol

ogy,

alth

ough

they

dono

tnee

dto

unde

rsta

ndth

eca

uses

.For

exam

ple,

stude

ntsc

ould

notif

ya

teac

herw

hen

anap

plic

atio

nor

prog

ram

isno

twor

king

asex

pect

ed,

such

asw

hen

ade

vice

will

nott

urn

onor

ther

eis

noso

und.

Prac

tice(

s):6

.2,7

.2

Det

erm

ine

pote

ntia

lsol

utio

nsto

solv

esim

ple

hard

war

ean

dso

ftwar

epr

oble

ms

usin

gco

mm

ontr

oubl

esho

otin

gst

rate

gies

.

Alth

ough

com

putin

gsy

stem

smay

vary

,com

mon

troub

lesh

ootin

gstr

ateg

iesc

anbe

used

onal

lof

them

.Stu

dent

ssho

uld

beab

leto

iden

tify

solu

tions

toba

sic

prob

lem

s,su

chas

the

devi

ceno

tre

spon

ding

,no

powe

r,no

netw

ork

conn

ectio

n,ap

plic

atio

ncr

ashi

ng,n

oso

und,

orpa

sswo

rden

try

notw

orki

ng.F

orex

ampl

e,w

hen

erro

rsoc

cur,

stude

ntsc

ould

use

vari

ouss

trate

gies

,suc

has

rebo

otin

gth

ede

vice

,che

ckin

gfo

rpow

er,c

heck

ing

netw

ork

avai

labi

lity,

clos

ing

and

reop

enin

gan

appl

icat

ion,

mak

ing

sure

spea

kers

are

turn

edon

orhe

adph

ones

are

plug

ged

in,a

ndm

akin

gsu

reth

atth

eca

pslo

ckke

yis

noto

n,in

anat

tem

ptto

solv

eth

ese

prob

lem

s.

Prac

tice(

s):6

.2

Iden

tify

and

fixpr

oble

msw

ithco

mpu

ting

devi

ces

and

thei

rco

mpo

nent

susin

ga

syst

emat

ictr

oubl

esho

otin

gm

etho

dor

guid

e.

Sinc

ea

com

putin

gde

vice

may

inte

ract

with

inte

rcon

nect

edde

vice

swith

ina

syste

m,p

robl

ems

may

notb

edu

eto

the

spec

ific

com

putin

gde

vice

itsel

fbut

tode

vice

scon

nect

edto

it.St

uden

tssh

ould

beab

leto

use

astr

uctu

red

proc

ess–

sim

ilart

oth

ech

eckl

istus

edby

airc

raft

pilo

ts–

totro

uble

shoo

tpr

oble

msw

ithco

mpu

ting

syste

ms,

and

ensu

reth

atpo

tent

ials

olut

ions

are

noto

verlo

oked

.For

exam

ple,

stude

ntsc

ould

follo

wa

troub

lesh

ootin

gflo

wdi

agra

m,

mak

ech

ange

sto

softw

are

tose

eif

hard

ware

will

work

,che

ckco

nnec

tions

and

setti

ngs,

orch

ange

work

ing

com

pone

nts.

Prac

tice(

s):6

.2

Dev

elop

and

com

mun

icat

etr

oubl

esho

otin

gst

rate

gies

othe

rsca

nus

eto

iden

tify

and

fixer

rors

.

Trou

bles

hoot

ing

com

plex

prob

lem

sinv

olve

sth

eus

eof

mul

tiple

sour

cesw

hen

rese

arch

ing,

eval

uatin

g,an

dim

plem

entin

gpo

tent

ials

olut

ions

.Tr

oubl

esho

otin

gal

sore

lieso

nex

peri

ence

,suc

has

whe

npe

ople

reco

gniz

eth

ata

prob

lem

issi

mila

rto

one

they

have

seen

befo

reor

adap

tso

lutio

nsth

atha

vewo

rked

inth

epa

st.St

uden

tssh

ould

beab

leto

iden

tify

com

plex

troub

lesh

ootin

gstr

ateg

ies,

whi

chin

clud

ere

solv

ing

conn

ectiv

itypr

oble

ms,

adju

sting

syste

mco

nfigu

ratio

nsan

dse

tting

s,en

suri

ngha

rdwa

rean

dso

ftwar

eco

mpa

tibili

ty,a

ndtra

nsfe

rrin

gda

tafro

mon

ede

vice

toan

othe

r.Fo

rexa

mpl

e,stu

dent

scou

ldcr

eate

aflo

wcha

rt,

ajo

bai

dfo

rahe

lpde

skem

ploy

ee,o

ran

expe

rtsy

stem

(art

ifici

alin

telli

genc

e).

Prac

tice(

s):6

.2

Networks&theInternet

Des

crib

eth

eIn

tern

etis

apl

ace

tosh

are

and

find

info

rmat

ion.

The

Inte

rnet

trans

mits

info

rmat

ion

betw

een

com

pute

rs.S

tude

ntss

houl

dun

ders

tand

that

info

rmat

ion

acce

ssed

onth

eIn

tern

etca

nbe

store

dan

dsh

ared

onco

mpu

ters

arou

ndth

ewo

rld.S

tude

nts

shou

ldbe

able

toid

entif

yth

eva

lue

ofa

netw

ork

like

the

Inte

rnet

tofin

din

form

atio

nan

dac

cess

othe

rse

rvic

es.F

orex

ampl

e,stu

dent

scou

ldlo

okfo

rin

form

atio

nth

atco

mes

from

are

mot

elo

catio

n.

Prac

tice(

s):7

.2

Mod

elho

win

form

atio

nis

brok

endo

wn

into

smal

ler

piec

esof

data

,tra

nsm

itted

aspa

cket

sth

roug

hm

ultip

lede

vice

sove

rne

twor

ksan

dth

eIn

tern

et,a

ndre

asse

mbl

edat

the

dest

inat

ion.

Dat

aar

ese

ntan

dre

ceiv

edov

erph

ysic

alca

bles

and

wire

sorw

irele

sspa

ths.

They

are

brok

endo

wn

into

smal

lerp

iece

s(pa

cket

s)w

hich

are

sent

inde

pend

ently

and

reas

sem

bled

atth

ede

stina

tion.

Stud

ents

shou

ldbe

able

tore

cogn

ize

diffe

rent

type

sofn

etwo

rksf

orsp

ecifi

cpu

rpos

es(i.

e.th

esc

hool

’slo

caln

etwo

rkve

rsus

the

Inte

rnet

).Fo

rexa

mpl

e,stu

dent

scou

ldde

mon

strat

eth

eiru

nder

stand

ing

ofth

isflo

wof

data

bydr

awin

ga

mod

elof

the

way

pack

etsa

retra

nsm

itted

,pro

gram

min

gan

anim

atio

nto

show

how

pack

etsa

retra

nsm

itted

,ord

emon

strat

ing

this

thro

ugh

body

mov

emen

tsor

role

play

ing

activ

ities

.

Prac

tice(

s):4

.4

Mod

elth

ero

leof

prot

ocol

sin

tran

smitt

ing

data

acro

ssne

twor

ksan

dth

eIn

tern

et.

Prot

ocol

sare

rule

stha

tdefi

neho

wm

essa

ges

betw

een

com

pute

rsar

ese

nt.S

tude

ntss

houl

dun

ders

tand

the

purp

ose

ofpr

otoc

olsa

ndho

wth

eyen

able

secu

rean

der

rorle

ssco

mm

unic

atio

nas

well

asm

odel

prot

ocol

stha

tena

ble

the

faste

stpa

th,d

eal

with

mis

sing

info

rmat

ion,

and

deliv

erse

nsiti

veda

tase

cure

ly.F

orex

ampl

e,stu

dent

scou

ldde

vise

apl

anfo

rres

endi

nglo

stin

form

atio

nor

fori

nter

pret

ing

api

ctur

eth

atha

smis

sing

piec

es.

Prac

tice(

s):4

.4

Iden

tify

the

vari

ouse

lem

ents

ofa

netw

ork

and

desc

ribe

how

they

func

tion

and

inte

ract

totr

ansf

erin

form

atio

n.

Larg

e-sc

ale

coor

dina

tion

occu

rsam

ong

man

ydi

ffere

ntm

achi

nesa

cros

smul

tiple

path

seve

rytim

ea

web

page

isop

ened

oran

imag

eis

view

edon

line.

Stud

ents

shou

ldbe

able

toex

plai

nth

epa

thof

com

mun

icat

ion

from

thei

rde

vice

toa

webs

itean

dba

ckus

ing

the

netw

ork

topo

logy

(ser

vers

,rou

ters

,sw

itche

s,D

NS,

ISP,

etc.

).Fo

rexa

mpl

e,stu

dent

scou

ldus

eon

line

netw

ork

sim

ulat

orst

oex

peri

men

twith

thes

efa

ctor

s.ex

peri

men

twith

thes

efa

ctor

s.

Prac

tice(

s):7

.2

7

46

CY

BER

SEC

UR

ITY

Gra

desK

-2G

rade

s3-5

Gra

des6

-8G

rade

s9-1

2

Kee

plo

gin

and

pers

onal

info

rmat

ion

priv

ate,

and

log

offof

devi

cesa

ppro

pria

tely

.

Com

putin

gte

chno

logy

can

help

orhu

rtpe

ople

.St

uden

tssh

ould

reco

gniz

ean

dav

oid

harm

ful

beha

vior

s,su

chas

shar

ing

priv

ate

info

rmat

ion

and

stayi

nglo

gged

onpu

blic

devi

ces.

Fore

xam

ple,

stude

ntsc

ould

iden

tify

wha

tinf

orm

atio

nm

ight

bepr

ivat

eab

outa

phot

ogra

ph,a

ndde

mon

strat

eth

atth

eykn

owho

wto

log

outo

fany

acco

unts

they

use

forc

lass

room

work

.

Prac

tice(

s):8

.1

Des

crib

eth

eri

skso

fsha

ring

pers

onal

info

rmat

ion,

onw

ebsit

esor

othe

rpu

blic

foru

ms.

Secu

rity

atta

ckso

ften

start

with

info

rmat

ion

that

ispu

blic

lyav

aila

ble

onlin

e.St

uden

tssh

ould

beab

leto

reco

gniz

eth

atsh

arin

gin

form

atio

nab

outf

amily

mem

bers

and

frie

ndsc

anpu

tthe

mat

risk

.For

exam

ple,

stude

ntsc

ould

crea

tea

listo

fpot

entia

lri

skso

fsha

ring

pers

ona

info

rmat

ion

inre

allif

e,w

here

pers

onal

info

rmat

ion

incl

udes

iden

tifyi

ngin

form

atio

nsu

chas

birt

hdat

esas

well

asin

form

atio

nab

outc

urre

ntlo

catio

ns.

Prac

tice(

s):8

.2

Des

crib

etr

adeo

ffsbe

twee

nal

low

ing

info

rmat

ion

tobe

publ

ican

dke

epin

gin

form

atio

npr

ivat

ean

dse

cure

.

Shar

ing

info

rmat

ion

onlin

eca

nhe

lpes

tabl

ish,

mai

ntai

n,an

dstr

engt

hen

conn

ectio

nsbe

twee

npe

ople

.Ita

llows

artis

tsan

dde

sign

ers,

for

exam

ple,

todi

spla

yth

eirw

ork

and

reac

ha

broa

dau

dien

ce.P

eopl

em

ustd

ecid

ew

hich

info

rmat

ion

tosh

are

and

whi

chto

prot

ect.

Stud

ents

shou

ldre

cogn

ize

that

diffe

rent

situ

atio

nsre

quire

diffe

rent

safe

guar

dsan

dth

atno

teve

ryon

ew

illag

ree

onw

hatt

osh

are.

Fore

xam

ple,

stude

ntsc

ould

listt

hepr

osan

dco

nsof

shar

ing

pict

ures

and

info

rmat

ion

abou

tthe

irac

tiviti

eson

soci

alm

edia

ora

scho

oldi

rect

ory.

Prac

tice(

s):8

.2

Expl

ain

the

priv

acy

conc

erns

rela

ted

toth

eco

llect

ion

and

gene

ratio

nof

data

thro

ugh

auto

mat

edpr

oces

sest

hatm

ayno

tbe

evid

ent

tous

ers.

Dat

aca

nbe

colle

cted

and

aggr

egat

edac

ross

mill

ions

ofpe

ople

,eve

nw

hen

they

are

nota

ctiv

ely

enga

ging

with

orph

ysic

ally

near

the

data

colle

ctio

nde

vice

s.St

uden

tssh

ould

beab

leto

iden

tify

priv

acy

conc

erns

rela

ted

toth

eau

tom

ated

and

non-

evid

entc

olle

ctio

nan

dre

cogn

ize

that

alli

nfor

mat

ion

will

bepa

rtof

big

data

.For

exam

ple,

stude

ntsc

ould

anal

yze

the

bene

fits

and

cons

eque

nces

ofso

cial

med

iasi

tesm

inin

gan

acco

unte

ven

whe

nth

eus

eris

noto

nlin

e.O

ther

exam

ples

incl

ude

surv

eilla

nce

vide

ous

edin

asto

reto

track

custo

mer

sfor

secu

rity

,ori

nfor

mat

ion

abou

tpu

rcha

sing

habi

ts,o

rthe

mon

itori

ngof

road

traffi

cto

chan

gesi

gnal

sin

real

-tim

eto

impr

ove

road

effici

ency

with

outd

rive

rsbe

ing

awar

e.

Prac

tice(

s):8

.3

Risks No

K-2

stan

dard

.

Des

crib

ew

aysp

erso

nali

nfor

mat

ion

can

beob

tain

eddi

gita

lly.

Web

site

suse

vari

ousm

etho

dsto

gath

erin

form

atio

nab

outi

ndiv

idua

ls,f

amili

es,o

rfri

ends

.Inf

orm

atio

nm

aysu

rviv

eon

line

even

afte

rthe

owne

rdel

etes

it.St

uden

tssh

ould

beab

leto

reco

gniz

ewa

ysth

atda

taar

ega

ther

edon

line.

Fore

xam

ple,

stude

ntsc

ould

list

ways

webs

itesg

athe

rdat

asu

chas

byas

king

ques

tions

,sel

ling

prod

ucts

and

track

ing

peop

le’s

webs

itevi

sits

.

Prac

tice(

s):8

.2

Des

crib

eso

cial

engi

neer

ing

atta

cksa

ndth

epo

tent

ialr

isksa

ssoc

iate

dw

ithth

em.

Soci

alen

gine

erin

gis

base

don

"tri

ckin

g"pe

ople

into

reve

alin

gse

nsiti

vein

form

atio

n.It

can

beth

wart

edby

bein

gwa

ryof

atta

cks,

such

asph

ishi

ngan

dsp

oofin

g.St

uden

tssh

ould

beab

leto

reco

gniz

eth

atat

tack

scan

com

eth

roug

hlin

ksin

emai

l,ad

son

webs

ites,

and

ques

tions

from

othe

rpeo

ple.

Fore

xam

ple,

stude

ntsc

ould

desc

ribe

apo

tent

ialp

hish

ing

atta

ck.

Prac

tice(

s):8

.2

Ana

lyze

anex

istin

gor

prop

osed

appl

icat

ion

toid

entif

yth

epo

tent

ialw

aysi

tcou

ldbe

used

toob

tain

sens

itive

info

rmat

ion.

Appl

icat

ions

gath

eran

dsto

rein

form

atio

nab

outu

sers

and

thei

rbeh

avio

rs.T

heri

sksa

nap

plic

atio

npo

ses

depe

ndso

nw

hati

nfor

mat

ion

itga

ther

s,w

here

that

info

rmat

ion

issto

red,

and

who

can

acce

ssth

atin

form

atio

n.Ri

sksm

ayco

ncer

nre

puta

tiona

l,fin

anci

al,o

rleg

alis

sues

.Stu

dent

ssho

uld

beab

leto

diffe

rent

iate

betw

een

met

hods

and

devi

cesf

orco

llect

ing

data

byth

eam

ount

ofsto

rage

requ

ired,

leve

lofd

etai

lcol

lect

ed,a

ndsa

mpl

ing

rate

s.

Prac

tice(

s):3

.1,8

.2,8

.3

8

47Risks

No

K-2

stan

dard

.

Des

crib

eth

eri

skso

foth

ersu

sing

one’

spe

rson

alre

sour

ceso

rde

vice

s.

Whe

nac

cess

toa

smar

tpho

ne,n

etwo

rk,o

racc

ount

issh

ared

,inf

orm

atio

nab

outt

he"o

wne

r"ca

nbe

expo

sed.

Stud

ents

shou

ldbe

able

todi

scus

spot

entia

lco

nseq

uenc

esto

givi

ngfr

iend

sand

acqu

aint

ance

sac

cess

toth

eird

evic

esor

acco

unts

.For

exam

ple,

stude

ntsc

ould

listi

napp

ropr

iate

actio

nsth

atso

meo

neco

uld

take

ifth

eyha

dac

cess

toa

digi

talf

olde

rcon

tain

ing

anot

hers

tude

nt’s

clas

swor

k.

Prac

tice(

s):8

.1,8

.2

Des

crib

eri

skso

fusin

gfr

eean

dop

ense

rvic

es.

Free

serv

ices

ofte

nca

rry

less

secu

rity

than

paid

serv

ices

.Stu

dent

ssho

uld

beab

leto

iden

tify

situ

atio

nsin

whi

chth

eym

ight

beus

ing

free

serv

ices

and

the

corr

espo

ndin

gri

sks.

Exam

ples

incl

ude

usin

gth

eri

skof

info

rmat

ion

thef

tove

rop

enne

twor

ksin

resta

uran

ts,a

ndth

eri

skof

mal

ware

insta

llatio

nfro

msi

tesf

orstr

eam

ing

licen

sed

ente

rtai

nmen

t(e.

g.,m

ovie

sors

port

ing

even

ts).

Addi

tiona

lly,c

erta

insm

artp

hone

orla

ptop

appl

icat

ions

may

requ

estp

erm

issi

onst

hat

may

com

prom

ise

pers

onal

info

rmat

ion.

For

exam

ple,

stude

ntsc

ould

iden

tify

cert

ain

phon

eor

lapt

opap

plic

atio

nsth

atre

ques

tper

mis

sion

sth

atm

ayco

mpr

omis

epe

rson

alin

form

atio

n.

Prac

tice(

s):8

.2

Expl

ain

how

the

digi

tals

ecur

ityof

anor

gani

zatio

nm

aybe

affec

ted

byth

eac

tions

ofits

empl

oyee

s.

Org

aniz

atio

nssto

rese

nsiti

ve,c

onfid

entia

land

prop

riet

ary

info

rmat

ion

inth

eirc

ompu

ting

syste

ms.

Empl

oyee

shav

ea

resp

onsi

bilit

yto

help

prot

ectt

hese

syste

msa

ndth

eird

ata.

Stud

ents

shou

ldun

ders

tand

how

anem

ploy

eeis

anin

tegr

alpa

rtof

anor

gani

zatio

n’sd

igita

lsec

urity

and

how

anin

divi

dual

’sdi

gita

lina

ttent

iven

essc

anha

vese

riou

sco

nseq

uenc

es.F

orex

ampl

e,stu

dent

scou

ldid

entif

yan

dde

scri

bece

rtai

nco

ntex

tsw

ithin

indu

stry,

mili

tary

,hea

lthca

re,e

nerg

y,an

dgo

vern

men

tor

gani

zatio

nsw

here

cons

eque

nces

woul

dbe

seri

ous.

Prac

tice(

s):8

.1

Safeguards

Rec

ogni

zeba

sicdi

gita

lsec

urity

feat

ures

.

Dev

ices

and

softw

are

use

seve

ralm

echa

nism

sto

safe

guar

dda

ta.F

orex

ampl

e,de

vice

shav

epa

ssco

des.

Softw

are

tool

shav

epa

sswo

rd-p

rote

cted

acco

unts

soth

aton

eus

erca

nnot

see

anot

heru

ser’

sda

ta.W

ebsi

tesd

ispl

aya

lock

icon

whe

nth

eyar

eus

ing

cert

ain

com

mon

secu

rity

mea

sure

s.St

uden

tssh

ould

beab

leto

reco

gniz

ew

heth

era

devi

ceor

softw

are

tool

offer

sbas

icda

tapr

otec

tion

base

don

pass

word

s,ac

coun

ts,a

ndpa

dloc

kic

ons.

For

exam

ple,

stude

ntsc

ould

crea

tepa

sswo

rdst

hat

incl

ude

num

bers

,upp

er&

lowe

rcas

ele

tters

&sp

ecia

lsym

bols

.

Prac

tice(

s):8

.1

Expl

ain

indi

vidu

alac

tions

that

prot

ectp

erso

nal

elec

tron

icin

form

atio

nan

dde

vice

s.

Just

aswe

prot

ecto

urpe

rson

alpr

oper

tyoffl

ine,

weal

sone

edto

prot

ecto

urde

vice

sand

the

info

rmat

ion

store

don

them

.Inf

orm

atio

nca

nbe

prot

ecte

dus

ing

vari

ouss

ecur

itym

easu

res.

Thes

em

easu

resc

anbe

phys

ical

and/

ordi

gita

l.D

igita

lpr

otec

tion

shou

ldbe

base

don

stron

gpe

rson

alau

then

ticat

ion

(e.g

.,pa

sswo

rds)

.Stu

dent

ssho

uld

beab

leto

iden

tify

thes

em

easu

resa

ndde

scri

beho

wto

use

them

.For

exam

ple,

stude

ntsc

ould

desc

ribe

wha

tmak

esa

pass

word

stron

gan

dho

wto

safe

guar

dth

eirp

assw

ords

,des

crib

ew

hata

nti-

viru

ssof

twar

edo

esan

dho

wto

keep

itup

date

d,an

dw

heth

erva

riou

sapp

licat

ions

that

they

use

back

upda

taau

tom

atic

ally

inth

ecl

oud.

Prac

tice(

s):8

.1

Expl

ain

phys

ical

and

digi

tals

ecur

itym

easu

res

that

prot

ecte

lect

roni

cin

form

atio

n.

Info

rmat

ion

that

issto

red

onlin

eis

vuln

erab

leto

unwa

nted

acce

ss.P

hysi

cals

ecur

itym

easu

rest

opr

otec

tdat

ain

clud

eke

epin

gpa

sswo

rdsh

idde

n,lo

ckin

gdo

ors,

mak

ing

back

upco

pies

onex

tern

alsto

rage

devi

ces,

and

eras

ing

asto

rage

devi

cebe

fore

itis

reus

ed.D

igita

lsec

urity

mea

sure

sinc

lude

secu

rero

uter

adm

inpa

sswo

rds,

usin

gtw

o-fa

ctor

auth

entic

atio

n,fir

ewal

lsth

atlim

itac

cess

topr

ivat

ene

twor

ks,i

nsta

lling

softw

are

upda

tes,

usin

g(a

ndno

tdis

ablin

g)m

alwa

rede

tect

ors,

and

the

use

ofa

prot

ocol

such

asH

TTPS

toen

sure

secu

reda

tatra

nsm

issi

on.S

tude

ntss

houl

dbe

able

todi

ffere

ntia

tebe

twee

nph

ysic

alan

ddi

gita

lsec

urity

mea

sure

s.Fo

rexa

mpl

e,stu

dent

scou

ldcr

eate

alis

tofs

ecur

itym

easu

resf

orth

esc

hool

and

disc

ussw

ithth

eon

site

ITpr

ofes

sion

al.

Prac

tice(

s):8

.2,8

.3

Rec

omm

end

secu

rity

mea

sure

sto

addr

essv

ario

ussc

enar

iosb

ased

onfa

ctor

ssuc

heffi

cien

cy,

feas

ibili

ty,a

ndet

hica

lim

pact

s.

Secu

rity

mea

sure

smay

incl

ude

phys

ical

secu

rity

toke

ns,t

wo-fa

ctor

auth

entic

atio

n,an

dbi

omet

ric

veri

ficat

ion.

Pote

ntia

lsec

urity

prob

lem

s,su

chas

deni

al-o

f-ser

vice

atta

cks,

rans

omwa

re,v

irus

es,

worm

s,sp

ywar

e,an

dph

ishi

ng,e

xem

plify

why

sens

itive

data

shou

ldbe

secu

rely

store

dan

dtra

nsm

itted

.The

timel

yan

dre

liabl

eac

cess

toda

taan

din

form

atio

nse

rvic

esby

auth

oriz

edus

ers,

refe

rred

toas

avai

labi

lity,

isen

sure

dth

roug

had

equa

teba

ndw

idth

,bac

kups

,and

othe

rmea

sure

s.St

uden

tssh

ould

syste

mat

ical

lyev

alua

tean

dco

ntin

ually

re-a

sses

sthe

feas

ibili

tyof

usin

gco

mpu

tatio

nalt

ools

toso

lve

give

nse

curi

typr

oble

mso

rsub

prob

lem

s.Fo

rexa

mpl

e,stu

dent

sco

uld

use

aco

st-be

nefit

anal

ysis

toev

alua

te(e

vent

ually

incl

udin

gm

ore

fact

orsi

nth

eir

eval

uatio

ns)s

uch

asho

weffi

cien

cyaff

ects

feas

ibili

tyor

whe

ther

apr

opos

edap

proa

chra

ises

ethi

cal

conc

erns

.

Prac

tice(

s):8

.3

9

48

Safeguards

No

K-2

stan

dard

No

3-5

stan

dard

.

Dem

onst

rate

how

mul

tiple

met

hods

ofen

cryp

tion

prov

ide

secu

retr

ansm

issio

nof

info

rmat

ion.

Encr

yptio

nca

nbe

assi

mpl

eas

lette

rsub

stitu

tion

oras

com

plic

ated

asm

oder

nm

etho

dsus

edto

secu

rene

twor

ksan

dth

eIn

tern

et.S

tude

ntss

houl

den

code

and

deco

dem

essa

gesu

sing

ava

riet

yof

encr

yptio

nm

etho

ds,a

ndsh

ould

unde

rsta

ndth

edi

ffere

ntle

vels

ofco

mpl

exity

used

tohi

deor

secu

rein

form

atio

n.Fo

rexa

mpl

e,stu

dent

scou

ldse

cure

mes

sage

susi

ngm

etho

dssu

chas

Cae

sarc

iphe

rsor

stega

nogr

aphy

(i.e.

,hid

ing

mes

sage

sins

ide

api

ctur

eor

othe

rdat

a).T

hey

can

also

mod

elm

ore

com

plic

ated

met

hods

,suc

has

publ

icke

yen

cryp

tion,

thro

ugh

unpl

ugge

dac

tiviti

es.

Prac

tice(

s):8

.2

Expl

ain

trad

eoffs

whe

nse

lect

ing

and

impl

emen

ting

cybe

rsec

urity

reco

mm

enda

tions

.

Netw

ork

secu

rity

depe

ndso

na

com

bina

tion

ofha

rdwa

re,s

oftw

are,

and

prac

tices

that

cont

rola

cces

sto

data

and

syste

ms.

The

need

sofu

sers

and

the

sens

itivi

tyof

data

dete

rmin

eth

ele

velo

fsec

urity

impl

emen

ted.

Ever

yse

curi

tym

easu

rein

volv

estra

deoff

sbet

ween

the

acce

ssib

ility

and

secu

rity

ofth

esy

stem

.Stu

dent

ssho

uld

beab

leto

desc

ribe

,ju

stify

,and

docu

men

tcho

ices

they

mak

eus

ing

term

inol

ogy

appr

opri

ate

fort

hein

tend

edau

dien

cean

dpu

rpos

e.Fo

rexa

mpl

e,stu

dent

scou

ldde

bate

issu

esfro

mth

epe

rspe

ctiv

eof

dive

rse

audi

ence

s,in

clud

ing

indi

vidu

als,

corp

orat

ions

,pri

vacy

advo

cate

s,se

curi

tyex

pert

s,an

dgo

vern

men

t.

Prac

tice(

s):8

.3

Response

Iden

tify

situa

tions

appl

icat

ions

and

devi

cest

hat

shou

ldbe

repo

rted

toa

resp

onsib

lead

ult.

Losi

nga

devi

ceor

acci

dent

ally

shar

ing

apa

sswo

rdex

pose

speo

ple

and

thei

racc

ount

sto

info

rmat

ion

thef

t.St

uden

tssh

ould

unde

rsta

ndw

hich

kind

sofl

osse

sto

repo

rtto

apa

rent

,tea

cher

,or

othe

rtru

sted

adul

t.(I

nstr

uctio

nssh

ould

follo

wan

yap

prop

riat

edi

stric

tors

choo

lpol

icie

stha

tare

inte

nded

fory

oung

stude

nts.)

Prac

tice(

s):8

.1

Iden

tify

and

desc

ribe

unus

uald

ata

orbe

havi

ors

ofap

plic

atio

nsan

dde

vice

stha

tsho

uld

bere

port

edto

are

spon

sible

adul

t.

Dev

ices

orap

plic

atio

nsca

nbe

have

inun

expe

cted

ways

whe

na

secu

rity

inci

dent

occu

rs.A

nun

usua

lsc

reen

mig

htop

enas

king

fora

pass

word

,pho

nenu

mbe

r,or

perm

issi

onto

insta

llan

othe

rpro

gram

.Em

aila

ttach

men

tsca

nco

ntai

nm

alic

ious

softw

are.

Stud

ents

shou

ldbe

able

tore

cogn

ize

sim

ple

form

sof

unus

ualb

ehav

iori

nco

mm

onap

plic

atio

ns,

incl

udin

gda

taor

links

that

mig

htco

nstit

ute

ari

sk,a

ndun

ders

tand

whi

chbe

havi

orst

ore

port

toa

pare

nt,t

each

er,o

roth

ertr

uste

dad

ult.

(Ins

truc

tions

shou

ldfo

llow

any

appr

opri

ate

distr

ict

orsc

hool

polic

iest

hata

rein

tend

edfo

ryou

ngstu

dent

s.)Fo

rexa

mpl

e,stu

dent

scou

ldre

view

sam

ple

emai

lmes

sage

sand

iden

tify

feat

ures

ofea

chth

atsu

gges

tsus

pici

ousb

ehav

ior.

Prac

tice(

s):8

.1

Des

crib

ew

hich

actio

nsto

take

and

nott

ota

kew

hen

anap

plic

atio

nor

devi

cere

port

sapr

oble

mor

beha

vesu

nexp

ecte

dly.

Use

rsca

nta

kede

fens

ive

actio

nsw

hen

devi

ces,

appl

icat

ions

,oro

nlin

eac

quai

ntan

cesb

ehav

ein

unex

pect

edwa

ys.D

isco

nnec

ting

ade

vice

from

ane

twor

k,ch

angi

ngpa

sswo

rds,

and

rem

ovin

gor

bloc

king

peop

leon

soci

alm

edia

appl

icat

ions

are

each

appr

opri

ate

inso

me

situ

atio

ns.S

tude

nts

shou

ldbe

able

tore

cogn

ize

basi

csi

tuat

ions

inw

hich

tota

keor

nott

ake

vari

ousd

efen

sive

actio

ns.F

orex

ampl

e,stu

dent

scou

ldde

scri

bebe

nefit

sand

risk

sto

each

actio

n(s

uch

asth

elo

ssof

fore

nsic

data

ifa

devi

ceis

com

plet

ely

turn

edoff

,ort

hatr

eque

ststo

chan

gepa

sswo

rdss

houl

don

lybe

follo

wed

whe

nth

eyco

me

from

anap

prop

riat

eau

thor

ity).

Stud

ents

shou

ldbe

able

tode

scri

bebo

thba

sic

form

sofs

ocia

leng

inee

ring

atta

cksa

ndho

wto

deci

dew

hich

links

ordo

cum

ents

toop

en.

Prac

tice(

s):8

.2

Des

crib

eth

eap

prop

riat

eac

tions

tota

kein

resp

onse

tode

tect

edse

curi

tybr

each

es.

Empl

oyee

smay

obse

rve

activ

itysu

chas

mal

ware

scan

s,m

odifi

catio

nsto

docu

men

ts,o

runu

sual

acce

ssto

docu

men

tsby

othe

rem

ploy

eesw

hen

anor

gani

zatio

nsu

ffers

ase

curi

tybr

each

.Bre

ache

sal

sooc

curo

na

pers

onal

leve

lwith

cred

itca

rds

orso

cial

med

iaac

coun

ts.S

tude

ntss

houl

dbe

able

tore

cogn

ize

diffe

rent

kind

sofb

reac

hest

hatt

hey

mig

htde

tect

asem

ploy

eeso

rin

thei

rper

sona

lliv

es.F

orex

ampl

e,stu

dent

scou

lddi

scus

ssam

ple

orga

niza

tiona

lres

pons

epr

otoc

ols,

sam

ple

state

and

fede

ralp

olic

ieso

nda

talo

ssan

din

cide

nce

resp

onse

,and

expl

ain

thei

rres

pons

ibili

tiest

oor

gani

zatio

nsin

resp

ondi

ngto

brea

ches

.In

term

sof

pers

onal

info

rmat

ion,

stude

ntsc

ould

disc

uss

wha

tsor

tsof

info

rmat

ion

indi

vidu

alss

houl

dga

ther

inad

vanc

eas

evid

ence

ofda

tath

eft,

loss

,or

fabr

icat

ion

and

iden

tify

the

appr

opri

ate

peop

le(s

uch

asba

nks,

the

polic

e,or

acqu

aint

ance

s)to

who

mto

repo

rtin

cide

nts.

Prac

tice(

s):8

.3

10

49

DATA

&A

NA

LYSI

SG

rade

sK-2

Gra

des3

-5G

rade

s6-8

Gra

des9

-12

Collection,Visualization,&Transformation

Col

lect

and

pres

entt

hesa

me

data

inm

ultip

lefo

rmat

s.

The

colle

ctio

nan

dus

eof

data

abou

tthe

world

arou

ndus

isa

rout

ine

part

oflif

ean

din

fluen

ces

how

peop

leliv

e.D

iffer

entp

rese

ntat

ions

ofda

tahi

ghlig

htdi

ffere

ntas

pect

soft

heda

ta.S

tude

nts

shou

ldbe

able

toco

llect

and

tally

sim

ple

data

,th

enpr

esen

titt

woor

mor

ewa

ysus

ing

diffe

rent

repr

esen

tatio

ns.F

orex

ampl

e,stu

dent

scou

ldco

untt

henu

mbe

rofb

lock

sby

colo

r,or

surv

eycl

assm

ates

onth

eirf

avor

itefo

ods,

then

pres

ent

thes

eda

taw

itha

barg

raph

and

pict

ogra

ph.

Prac

tice(

s):4

.4,7

.2

Org

aniz

ean

dpr

esen

tcol

lect

edda

tato

high

light

rela

tions

hips

and

supp

orta

clai

m.

Raw

data

are

sets

ofob

serv

atio

nsth

atha

velit

tlem

eani

ngon

thei

row

n.D

ata

are

ofte

nso

rted

orgr

oupe

dto

focu

son

part

icul

arqu

estio

ns.

Org

aniz

ing

data

can

mak

ein

terp

retin

gan

dco

mm

unic

atin

gth

emto

othe

rsea

sier

.Stu

dent

ssh

ould

sort

the

sam

eda

tase

tin

mul

tiple

ways

,pr

esen

ting

each

inan

appr

opri

ate

form

at.F

orex

ampl

e,a

data

seto

fspo

rtst

eam

scou

ldbe

sort

edby

win

s,po

ints

scor

ed,o

rpoi

ntsa

llowe

d,w

itha

barg

raph

pres

ente

dfo

reac

hso

rtin

g.

Prac

tice(

s):4

.1,7

.1

Col

lect

data

usin

gco

mpu

tatio

nalt

ools

oron

line

sour

cesa

ndtr

ansf

orm

the

data

tom

ake

itm

ore

usef

ulan

dre

liabl

e.

Fora

naly

sist

obe

relia

ble,

data

need

tobe

ina

cons

isten

tfor

mat

,fre

eof

criti

cale

rror

sorn

oise

,and

orga

nize

dto

mak

eke

ytre

ndsv

isib

le.S

tude

ntss

houl

dbe

able

toco

llect

data

from

devi

ceso

ronl

ine

sour

ces

and

iden

tify

nois

e,er

rors

,ori

ncon

siste

ncie

stha

tco

uld

exist

inth

ese

data

.For

exam

ple,

anau

dio

sens

orm

eant

tore

cord

appl

ause

volu

me

may

colle

ctex

trane

ouss

ound

duri

ngth

efir

stfe

wse

cond

sof

posi

tioni

ngth

ese

nsor

,and

thes

epa

rtso

frec

orde

dso

und

data

shou

ldbe

excl

uded

inan

alys

is.S

tude

nts

coul

ddo

wnl

oad

asp

read

shee

tcon

tain

ing

teac

her-

craf

ted

data

setf

rom

awe

bsite

and

chec

kfo

rm

issi

ngor

dupl

icat

een

trie

s.

Prac

tice(

s):6

.2,6

.3

Sele

ctap

prop

riat

eda

ta-c

olle

ctio

nto

olsa

ndpr

esen

tatio

nte

chni

ques

for

diffe

rent

type

sof

data

.

Diff

eren

tkin

dsof

data

are

best

colle

cted

and

pres

ente

dus

ing

diffe

rent

met

hods

and

form

ats.

Stud

ents

shou

ldbe

able

todi

sting

uish

betw

een

disc

rete

and

dyna

mic

even

ts,c

hoos

eap

prop

riat

em

etho

dsor

tool

sfor

gath

erin

gea

chty

peof

data

,an

dch

oose

appr

opri

ate

repr

esen

tatio

nsfo

rag

greg

atin

gor

pres

entin

gsu

chda

ta.F

orex

ampl

e,a

tally

coun

terc

ould

beus

edto

com

pare

the

num

bero

fpeo

ple

atte

ndin

ga

conc

erto

ndi

ffere

ntda

ys,w

ithda

tapr

esen

ted

ina

barc

hart

,whe

reas

alig

htse

nsor

coul

dbe

used

tode

tect

chan

gein

illum

inat

ion

duri

ngth

eco

urse

ofa

clou

dyve

rsus

sunn

yda

y,w

ithda

tapl

otte

das

two

trend

sal

ong

the

sam

etim

eax

is.

Prac

tice(

s):4

.1,7

.2

InferenceandModels

Iden

tify

and

desc

ribe

patte

rnsi

nda

ta,

pres

enta

tions

such

asch

arts

orgr

aphs

,to

mak

epr

edic

tions

Dat

aca

nbe

used

tom

ake

infe

renc

esor

pred

ictio

nsab

outt

hewo

rld.S

tude

ntss

houl

dbe

able

toin

terp

rets

impl

egr

aphs

orch

arts

.Fo

rexa

mpl

e,stu

dent

scou

ldan

alyz

ea

char

tre

pres

entin

gw

hatc

lass

mat

esat

efo

rbre

akfa

stfo

rse

vera

lday

s,th

enm

ake

apr

edic

tion

abou

thow

man

ystu

dent

will

eata

part

icul

arbr

eakf

ast

onan

othe

rday

.

Prac

tice(

s):4

.1

Use

data

tohi

ghlig

htor

prop

ose

caus

e-an

d-eff

ect

rela

tions

hips

,pre

dict

outc

omes

,or

com

mun

icat

ean

idea

.

The

accu

racy

ofda

taan

alys

isis

rela

ted

toho

wre

alist

ical

lyda

taar

ere

pres

ente

d.In

fere

nces

orpr

edic

tions

base

don

data

are

less

likel

yto

beac

cura

teif

data

are

nots

uffici

ent,

orif

the

data

are

inco

rrec

tin

som

ewa

y.St

uden

tssh

ould

beab

leto

refe

rto

data

whe

nfo

rmin

ghy

poth

eses

and

com

mun

icat

ing

anid

ea.T

hey

shou

ldre

cogn

ize

whe

nda

taar

ein

suffi

cien

tqua

ntity

,orr

elev

ant.

Fore

xam

ple,

stude

ntsc

ould

reco

rdth

ete

mpe

ratu

reat

noon

each

day

asa

basi

sto

show

that

tem

pera

ture

sar

ehi

gher

ince

rtai

nm

onth

soft

heye

ar,b

utth

ese

data

woul

dbe

insu

ffici

entm

easu

rem

ents

ifon

lyta

ken

once

am

onth

.Dat

aab

outp

reci

pita

tion

woul

dno

tbe

rele

vant

toth

ispr

edic

tion

abou

ttem

pera

ture

.

Prac

tice(

s):5

.1,7

.1

Cre

ate

and

refin

eco

mpu

tatio

nalm

odel

sbas

edon

gene

rate

dor

gath

ered

data

.

Aco

mpu

tatio

nalm

odel

may

bea

prog

ram

med

sim

ulat

ion

ofev

ents

ora

mat

hem

atic

alre

pres

enta

tion

ofho

wdi

ffere

ntob

ject

srel

ate.

Stud

ents

shou

ldbe

able

tocr

eate

and

refin

ea

mod

elby

cons

ider

ing

whi

chda

tapo

ints

are

rele

vant

,how

data

poin

tsre

late

toea

chot

her,

and

ifth

eda

taar

eac

cura

te.M

odel

sca

nbe

crea

ted

insi

mul

atio

nto

ols,

spre

adsh

eets

,or

onpa

per.

Fore

xam

ple,

stude

ntsm

aym

ake

apr

edic

tion

abou

thow

fara

ball

will

trave

lbas

edon

ata

ble

ofda

tare

late

dto

the

heig

htan

dan

gle

ofa

track

.The

stude

nts

coul

dth

ente

stan

dre

fine

thei

rmod

elby

com

pari

ngpr

edic

ted

vers

usac

tual

resu

ltsan

dco

nsid

erin

gw

heth

erot

herf

acto

rsar

ere

leva

nt(e

.g.,

size

and

mas

soft

heba

ll).

Prac

tice(

s):4

.4,5

.3,6

.1

Cre

ate

com

puta

tiona

lmod

elst

hatr

epre

sent

the

rela

tions

hips

amon

gdi

ffere

ntel

emen

tsof

data

colle

cted

from

aph

enom

enon

orpr

oces

s.

Com

puta

tiona

lmod

elsm

ake

pred

ictio

nsab

out

proc

esse

sorp

heno

men

aba

sed

onse

lect

edda

taan

dfe

atur

es.T

heam

ount

,qua

lity,

and

dive

rsity

ofda

taan

dth

efe

atur

esch

osen

can

affec

tthe

qual

ityof

am

odel

and

ther

efor

eou

rabi

lity

toun

ders

tand

asy

stem

.Pre

dict

ions

orin

fere

nces

are

teste

dto

valid

ate

mod

els.

Stud

ents

shou

ldm

odel

phen

omen

aas

syste

ms,

with

rule

sgo

vern

ing

the

inte

ract

ions

with

inth

esy

stem

,th

enan

alyz

ean

dev

alua

teth

ese

mod

elsa

gain

stre

al-w

orld

obse

rvat

ions

.For

exam

ple,

stude

nts

coul

dcr

eate

asi

mpl

epr

oduc

er–c

onsu

mer

ecos

yste

mm

odel

,ora

traffi

c-pa

ttern

pred

ictio

nm

odel

,usi

nga

prog

ram

min

gor

sim

ulat

ion

tool

.

Prac

tice(

s):4

.4,5

.1,5

.2

11

50

No

K-2

stan

dard

.yyy

yyyy

yyyy

yyyy

yyyy

yyyy

yyy

No

3-5

stan

dard

.yyy

yyyy

yyyy

yyyy

yyyy

yyyy

yyyy

y

Disc

ussp

oten

tialv

isibl

ebi

ases

that

coul

dex

istin

ada

tase

tand

how

thes

ebi

ases

coul

daff

ect

anal

ysis

conc

lusio

ns.

Dat

aset

smay

notb

ere

pres

enta

tive

ofth

epo

pula

tion

they

are

bein

gus

edto

study

.Stu

dent

ssho

uld

iden

tify

pote

ntia

lbia

sesi

nth

eco

mpo

nent

sofa

data

seta

nddi

scus

swhe

ther

thos

ebi

ases

coul

dad

vers

ely

affec

tsp

ecifi

cco

nclu

sion

sdra

wn

from

the

data

set.

For

exam

ple,

stude

ntsc

ould

anal

yze

surv

eyda

tato

see

ifke

ypo

pula

tions

are

unde

rrep

rese

nted

.

Prac

tice(

s):1

.3,7

.1

Disc

ussp

oten

tialh

idde

nbi

ases

that

coul

dbe

intr

oduc

edw

hile

colle

ctin

ga

data

seta

ndho

wth

ese

bias

esco

uld

affec

tana

lysis

conc

lusio

ns.

Dat

aset

smay

have

hidd

enbi

ases

base

don

how

they

were

colle

cted

.Stu

dent

ssho

uld

iden

tify

pote

ntia

lbia

sest

hata

reno

tdire

ctly

refle

cted

inth

eda

tase

t,bu

ttha

tcou

ldex

istba

sed

onho

wth

eda

tawe

reco

llect

ed.S

tude

ntss

houl

dal

sodi

scus

sw

heth

erth

ose

bias

esco

uld

adve

rsel

yaff

ects

peci

ficco

nclu

sion

sdra

wn

from

the

data

set.

Fore

xam

ple,

stude

ntsc

ould

anal

yze

data

abou

tpub

licwo

rks

fund

ing

foro

nene

ighb

orho

odan

ddi

scus

swhe

ther

the

anal

ysis

shou

ldpr

edic

tfun

ding

fora

noth

erne

ighb

orho

odin

the

sam

eci

ty.

Prac

tice:

1.1,

1.3,

7.1

Inferences&Models No

K-2

stan

dard

.N

o3-

5st

anda

rd.

No

6-8

stan

dard

.

Eval

uate

the

abili

tyof

mod

elsa

ndsim

ulat

ions

tote

stan

dsu

ppor

tthe

refin

emen

tofh

ypot

hese

s.

Mod

elsm

ustb

eev

alua

ted

tode

term

ine

whe

ther

they

are

appr

opri

ate

and

relia

ble.

Am

odel

may

omit

info

rmat

ion

that

ises

sent

ialt

oan

swer

ing

aqu

estio

n,or

yiel

dre

sults

that

seem

inco

nsist

ent

with

expe

ctat

ions

orda

tafro

mot

hers

ourc

es.

Stud

ents

shou

ldle

arn

how

tote

stm

odel

son

data

forw

hich

resu

ltsar

ekn

own,

artic

ulat

equ

estio

nsth

eyco

uld

ask

tova

lidat

ea

mod

el,g

ive

deta

iled

expl

anat

ions

ofw

here

am

odel

mig

htbe

inac

cura

te,

and

mak

esu

gges

tions

onho

wto

mod

ifyex

istin

gm

odel

sto

impr

ove

thei

rrel

iabi

lity.

Fore

xam

ple,

stude

ntsc

ould

anal

yze

the

accu

racy

ofa

weat

her

mod

elif

pred

ictio

nsof

patte

rnso

frai

nar

ein

cons

isten

twith

rece

nthi

stori

cald

ata.

Inco

nsist

enci

esw

ithre

alda

taco

uld

beus

edto

mod

ifyth

em

odel

,orr

efine

ahy

poth

esis

abou

tw

hyra

inda

tais

inco

nsist

entw

ithre

cent

histo

rica

lda

ta.

Prac

tice(

s):4

.4,6

.3

12

51

Iden

tify

data

asin

form

atio

nth

atis

stor

edby

softw

are.

Alli

nfor

mat

ion

store

dan

dpr

oces

sed

bya

com

putin

gde

vice

isre

ferr

edto

asda

ta.D

ata

can

exist

indi

ffere

ntfo

rms,

such

asim

ages

,tex

tdo

cum

ents

,aud

iofil

es,v

ideo

files

,sof

twar

epr

ogra

ms,

orap

plic

atio

ns.S

tori

ngda

tadi

gita

llym

akes

itea

sier

tocr

eate

and

shar

eco

pies

ofth

eda

ta.S

tude

ntss

houl

dbe

able

toid

entif

yw

hat

kind

sofi

nfor

mat

ion

issto

red

byva

riou

sso

ftwar

eto

olst

hatt

hey

use

and

give

exam

ples

ofw

hen

they

mig

htwa

ntto

shar

eda

taw

ithot

hers

.For

exam

ple,

ado

cum

ents

tore

stex

tand

pict

ures

,whi

lesh

arin

gth

edo

cum

entl

ets

teac

hers

mar

kco

mm

ents

onit.

Prac

tice(

s):4

.2

Stor

e,co

py,s

earc

h,re

trie

ve,m

odify

,and

dele

teda

taus

ing

aco

mpu

ting

devi

ce.

Dat

aca

nbe

store

d,co

pied

,sea

rche

d,re

trie

ved,

mod

ified

,and

dele

ted,

and

can

besto

red

eith

eron

loca

lorr

emot

ede

vice

s.St

uden

tssh

ould

beab

leto

perf

orm

each

ofth

ese

oper

atio

nsw

ithin

the

rele

vant

softw

are

appl

icat

ions

that

they

use,

and

unde

rsta

ndw

hen

adi

gita

ltoo

lism

anip

ulat

ing

data

.St

uden

tssh

ould

also

unde

rsta

ndth

atth

eirp

rivi

lege

sto

man

ipul

ate

data

may

depe

ndon

who

owns

the

data

.For

exam

ple,

stude

ntsc

anta

lkab

outh

owth

eyca

rry

outt

hese

oper

atio

nson

emai

lort

extm

essa

ges,

and

who

isal

lowe

dto

exec

ute

thes

eop

erat

ions

onth

eiro

wn

acco

unts

.

Prac

tice(

s):2

.4,3

.2

Stor

e,re

trie

ve,a

ndsh

are

data

toco

llabo

rate

,usin

ga

clou

d-ba

sed

syst

em.

Clo

ud-b

ased

appl

icat

ions

enab

lem

ultip

lepe

ople

toup

date

data

from

mul

tiple

loca

tions

.Thi

sena

bles

back

upsy

stem

sto

prot

ectd

ata

aswe

llas

colla

bora

tion

ondo

cum

ents

and

proc

esse

s.St

uden

tssh

ould

crea

tean

dm

odify

info

rmat

ion

usin

gcl

oud-

base

dsy

stem

s.Fo

rex

ampl

e,stu

dent

scou

ldco

ntri

bute

toa

data

setr

ecor

ded

ina

shar

edsp

read

shee

t,ta

kean

onlin

ecl

assf

orce

rtifi

catio

n,or

cont

ribu

tere

gion

alim

ages

toa

natio

nal

data

base

ofim

ages

.

Prac

tice(

s):2

.4,5

.3

Expl

ain

trad

eoffs

betw

een

stor

ing

data

loca

llyor

ince

ntra

l,cl

oud-

base

dsy

stem

s.

Loca

land

clou

d-ba

sed

stora

geof

data

have

diffe

rent

affor

danc

esw

ithre

spec

tto

acce

ssib

ility

,cos

t,sp

eed,

secu

rity

,and

inte

grity

.St

uden

tssh

ould

beab

leto

disc

usst

hese

trade

offs

inth

eco

ntex

tofd

ecis

ions

abou

tman

agin

gsp

ecifi

cfo

rmso

fdat

a.Fo

rexa

mpl

e,stu

dent

sco

uld

disc

ussb

enefi

tsan

dlim

itatio

nsto

both

loca

land

clou

d-ba

sed

stora

geof

med

ical

reco

rds

bya

doct

or’s

office

.

Prac

tice(

s):2

.4,5

.1

Storage

No

K-2

stan

dard

.N

o3-

5st

anda

rd.

Des

crib

eva

riou

slow

-leve

ldat

atr

ansf

orm

atio

nsan

did

entif

yw

hich

resu

ltin

alo

ssof

info

rmat

ion

Dat

are

pres

enta

tions

occu

ratm

ultip

lele

vels

ofab

strac

tion,

from

the

phys

ical

stora

geof

bits

toth

ear

rang

emen

tofi

nfor

mat

ion

into

orga

nize

dfo

rmat

s(e.

g.ta

bles

).So

me

data

repr

esen

tatio

nsco

mpr

essd

ata

tosa

vesp

ace,

whi

chre

sults

ina

loss

ofin

form

atio

n.St

uden

tssh

ould

beab

leto

repr

esen

tthe

sam

eda

tain

mul

tiple

ways

,dis

cuss

ing

whe

ther

each

repr

esen

tatio

nlo

ses

any

info

rmat

ion.

Fore

xam

ple,

stude

ntsc

ould

repr

esen

tthe

sam

eco

loru

sing

both

RGB

valu

es,

hex

code

s,an

dgr

eysc

ale

valu

es,d

iscu

ssin

gpo

tent

iall

oss

ofhu

e.St

uden

tsco

uld

expe

rim

entw

ithdi

ffere

ntau

dio-

com

pres

sion

form

ats,

liste

ning

forw

hen

they

can

dete

ctdi

ffere

nces

inso

und

qual

ity.

Prac

tice:

4.1,

4.3

Tran

slate

data

for

vari

ousr

eal-w

orld

phen

omen

a,su

chas

char

acte

rs,n

umbe

rs,a

ndim

ages

,int

obi

ts.

Com

pute

rsul

timat

ely

store

data

asse

quen

ceso

fbi

nary

digi

ts(b

its)o

f0sa

nd1s

.Let

ter

char

acte

rs,n

umbe

rs,a

ndim

ages

can

bere

pres

ente

das

num

bers

,whi

chin

turn

can

beco

nver

ted

tobi

ts.S

tude

ntss

houl

dun

ders

tand

why

com

pute

rsus

ebi

t-lev

elre

pres

enta

tions

,and

shou

ldbe

able

toco

nver

tmul

tiple

type

sof

basi

cda

tain

tobi

t-lev

elfo

rm.F

orex

ampl

e,stu

dent

scou

ldtra

nsla

tea

4-di

gitn

umbe

rint

obi

ts,a

two-

word

phra

sein

toAS

CII

orU

nico

de,

and

seve

rali

mag

epi

xels

into

sequ

ence

sof

hexa

deci

mal

colo

rcod

es

Prac

tice(

s):4

.1

13

52

DIG

ITA

LLI

TER

ACY

Gra

desK

-2G

rade

s3-5

Gra

des6

-8G

rade

s9-1

2

Creation&Use

Use

softw

are

tool

sto

crea

tesim

ple

digi

tala

rtifa

cts.

Peop

lepe

rfor

mm

any

com

mon

oper

atio

nsw

hen

crea

ting

artif

acts

with

softw

are

tool

s.St

uden

tssh

ould

beab

leto

oper

ate

and

inte

ract

with

softw

are

tool

sto

crea

tean

artif

act.

Fore

xam

ple,

stude

ntsc

ould

wri

tea

text

docu

men

ttha

tinc

lude

san

imag

e.

Prac

tice(

s):8

.1

Use

softw

are

tool

sto

crea

tean

dsh

are

mul

timed

iaar

tifac

ts.

Whe

ncr

eatin

gdi

gita

lart

ifact

s,pe

ople

use

loca

l,ne

twor

ked

and

onlin

eto

ols.

Stud

ents

shou

ldbe

able

tocr

eate

,man

ipul

ate,

and

publ

ish

mul

timed

iaar

tifac

tsus

ing

softw

are

tool

sfro

mm

ultip

leen

viro

nmen

ts.F

orex

ampl

e,stu

dent

smig

htcr

eate

avi

deo

with

alo

cal

tool

,the

nup

load

the

vide

oto

anon

line

fold

eror

blog

fors

hari

ngw

ithfr

iend

sand

fam

ily.

Prac

tice(

s):8

.1

Use

softw

are

tool

sto

crea

tear

tifac

tsth

aten

gage

user

sove

rtim

e

Man

yar

tifac

tsar

em

eant

tobe

view

edei

ther

inm

ultip

lesta

ges(

like

slid

esho

ws)o

rove

rmul

tiple

visi

ts(li

kebl

ogs)

.Stu

dent

ssho

uld

unde

rsta

ndho

wdi

ffere

ntki

ndso

fart

ifact

scan

enga

geus

ers

over

time,

and

crea

teap

prop

riat

ear

tifac

tsth

atdo

so.

Stud

ents

shou

ldal

sode

scri

bech

alle

nges

inke

epin

gsu

char

tifac

tsup

toda

te.F

orex

ampl

e,stu

dent

sco

uld

crea

tea

mul

timed

iasl

ides

how

show

ing

the

histo

ryof

alo

cali

ssue

,orc

reat

ea

blog

with

upda

teso

na

topi

cof

inte

rest,

deba

ting

polic

ies

foru

pdat

ing

olde

rblo

gpo

stsin

the

pres

ence

ofpe

rmal

inks

..

Prac

tice(

s):8

.1

Sele

ctap

prop

riat

eso

ftwar

eto

ols

orre

sour

cest

ocr

eate

aco

mpl

exar

tifac

tor

solv

ea

prob

lem

.

Peop

leus

em

ultip

leki

ndso

fsof

twar

eto

olsw

hen

crea

ting

inte

ract

ive

artif

acts

orso

lvin

gpr

oble

ms.

Stud

ents

shou

ldse

lect

softw

are

tool

s,ar

tifac

tsty

les,

and

reso

urce

sbas

edon

thei

reffi

cien

cyan

deff

ectiv

enes

sfor

agi

ven

purp

ose,

proj

ecto

ras

sign

men

t,an

dbe

able

toju

stify

thei

rcho

ices

.Fo

rexa

mpl

e,stu

dent

smig

htco

mbi

neda

tafro

mci

tizen

scie

nce

data

base

s,ne

wsar

chiv

esan

dim

age

data

base

sto

crea

tea

webs

iteth

atpr

esen

tspr

esen

tsdy

nam

ical

ly-u

pdat

ing

info

rmat

ion.

Prac

tice(

s):8

.1,8

.3

SearchingDigitalInformation

Con

duct

basic

digi

tals

earc

hes.

Dig

itald

ata

repo

sito

ries

ofte

npr

ovid

ewa

ysfo

rus

erst

ose

arch

fori

nfor

mat

ion

that

inte

rests

them

.St

uden

tssh

ould

beab

leto

cond

uctb

asic

keyw

ord

sear

ches

tofin

din

form

atio

nin

digi

talr

esou

rces

.Fo

rexa

mpl

e,stu

dent

scou

ldse

arch

forb

ooks

onsp

ecifi

cto

pics

ina

libra

ryca

talo

gor

onth

eIn

tern

et.

Prac

tice(

s):8

.1

Con

duct

and

refin

em

ulti-

crite

ria

sear

ches

over

digi

tali

nfor

mat

ion.

Que

ries

over

digi

tali

nfor

mat

ion

ofte

nco

nsid

erm

ultip

leco

nstra

ints

.Stu

dent

ssho

uld

beab

leto

perf

orm

sear

ches

that

invo

lve

mul

tiple

crite

ria,

whe

ther

thro

ugh

sear

chto

olsw

ithse

para

tefie

lds

orby

usin

g"a

nd"

or"o

r"op

erat

ions

with

inqu

erie

s.St

uden

tssh

ould

also

beab

leto

refin

ere

sults

ofon

equ

ery

with

addi

tiona

lcon

strai

nts.

For

exam

ple,

stude

ntsc

ould

sear

chfo

rloc

alev

ents

that

occu

rwith

ina

spec

ific

date

rang

ein

awe

bsite

with

loca

leve

ntlis

tings

,the

nre

stric

tthe

resu

ltsto

mus

icco

ncer

ts.

Prac

tice(

s):8

.1

Con

duct

sear

ches

over

mul

tiple

type

sofd

igita

lin

form

atio

n.

Dig

itali

nfor

mat

ion

com

esin

form

soth

erth

ante

xtua

ldoc

umen

ts.S

tude

ntss

houl

dbe

able

tose

arch

foro

ther

form

sofd

ata,

such

asim

ages

orau

dio

files

,pay

ing

atte

ntio

nto

Cop

yrig

htan

dFa

irU

seon

disc

over

edre

sour

ces.

Fore

xam

ple,

stude

ntsc

ould

sear

chfo

rgra

phic

sin

asp

ecifi

cfil

efo

rmat

toin

clud

ein

apr

esen

tatio

n,w

hile

esta

blis

hing

that

the

licen

sing

onth

egr

aphi

cal

lows

such

use.

Prac

tice(

s):8

.1,8

.2

Dec

ompo

sea

com

plex

prob

lem

into

mul

tiple

ques

tions

,ide

ntify

whi

chca

nbe

expl

ored

thro

ugh

digi

tals

ourc

es,a

ndsy

nthe

size

quer

yre

sults

usin

ga

vari

ety

ofso

ftwar

eto

ols.

Real

istic

prob

lem

sare

answ

ered

byco

mbi

ning

the

resu

ltsof

seve

ralm

ore

focu

sed

ques

tions

,so

me

ofw

hich

can

bean

swer

edth

roug

hdi

gita

lin

form

atio

n.St

uden

tssh

ould

beab

leto

brea

kdo

wn

apr

oble

min

tofo

cuse

dqu

estio

ns,q

uery

digi

tals

ourc

esw

hen

appr

opri

ate,

synt

hesi

zere

sults

into

anan

swer

toth

eor

igin

alpr

oble

m,

whi

lepr

oper

lyid

entif

ying

and

citin

gso

urce

s.Fo

rexa

mpl

e,stu

dent

scou

ldas

kho

wwe

athe

rm

ight

affec

tcri

me

statis

ticsf

ora

chos

enci

tyor

regi

on,s

earc

hfo

rgeo

-tagg

edcr

ime

inci

dent

data

and

weat

herd

ata,

then

synt

hesi

zeth

eda

tato

find

and

pres

enta

nan

swer

toan

info

rmat

ion

prob

lem

.

Prac

tice(

s):8

.1,8

.3

14

53UnderstandingSoftwareTools

No

K-2

stan

dard

.yyy

yyyy

yyyy

yyyy

yyyy

yyyy

yyyy

Des

crib

eth

edi

ffere

nthi

gh-le

velt

asks

that

are

com

mon

toso

ftwar

eto

olst

hats

tude

ntsu

se.

Man

yso

ftwar

eto

olsa

rebu

iltar

ound

aco

mm

onco

llect

ion

ofta

sks,

such

asga

ther

ing

inpu

tfro

mus

ers,

stori

ngda

ta,p

rese

ntin

gda

ta,p

rote

ctin

gda

ta,

perf

orm

ing

som

eco

mpu

tatio

nov

erda

ta,o

rco

nnec

ting

toot

herr

esou

rces

orse

rvic

esto

perf

orm

aco

mpu

tatio

n.St

uden

tssh

ould

beab

leto

desc

ribe

thes

eta

sksa

ndth

eira

ssoc

iate

dda

tafo

ratl

east

two

diffe

rent

kind

sofs

oftw

are

that

they

use

ona

regu

lar

basi

s.Fo

rexa

mpl

e,stu

dent

scou

ldde

scri

beth

eda

tam

anag

edby

anon

line

docu

men

t-edi

ting

prog

ram

and

how

the

prog

ram

cont

rols

acce

ssto

docu

men

ts.

Stud

ents

coul

dex

plai

nho

wa

softw

are

tool

work

sto

othe

rs,s

uch

asth

em

eani

ngbe

hind

com

mon

icon

ssu

chas

the

gear

whe

elor

apa

dloc

kin

abr

owse

rsea

rch

field

orop

erat

ing

syste

m.

Prac

tice(

s):8

.1,8

.3

Des

crib

eth

edi

ffere

ntfo

rmat

sofs

oftw

are

com

pone

ntst

hats

uppo

rtco

mm

onta

sksi

nso

ftwar

eto

ols

Softw

are

tool

sare

built

outo

fsta

ndar

dco

mpo

nent

ssu

chas

data

base

s,fil

esy

stem

s,ne

twor

kco

nnec

tions

and

sens

ors.

Stud

ents

shou

ldbe

able

toex

plai

nw

hatv

ario

usco

mpo

nent

sdo

inge

nera

l,an

dho

wth

ese

com

pone

ntsa

reus

edin

spec

ific

softw

are

syste

mst

hata

rere

leva

ntto

the

stude

nt.

Fore

xam

ple,

stude

ntss

houl

dbe

able

toex

plai

nth

ata

phot

o-sh

arin

gwe

bsite

hasa

data

base

with

info

rmat

ion

onus

ers,

afil

esy

stem

ofph

otog

raph

s,an

dus

esth

ene

twor

kto

trans

fer

phot

osta

ken

ona

user

’ssm

artp

hone

toth

eap

plic

atio

n.

Prac

tice(

s):8

.1,8

.3

Des

crib

edi

ffere

ntki

ndso

fcom

puta

tions

that

softw

are

tool

sper

form

tota

ilor

asy

stem

toin

divi

dual

user

s.

Dat

ais

atth

ehe

arto

fsof

twar

eto

ols:

tool

sm

anag

eda

ta,b

utal

sous

eda

taan

dco

mpu

tatio

nsov

erda

tato

alte

rhow

diffe

rent

user

sexp

erie

nce

asy

stem

.Stu

dent

ssho

uld

beab

leto

expl

ain

how

softw

are

tool

suse

data

tocu

stom

ize

softw

are

toin

divi

dual

user

s.Fo

rex

ampl

e,stu

dent

smig

htex

plai

nw

hatu

ser

data

and

sear

ches

are

used

tode

term

ine

whi

chad

vert

isem

ents

are

disp

laye

don

ane

wsor

ente

rtai

nmen

tweb

site

,and

why

diffe

rent

user

sse

edi

ffere

ntad

vert

isem

ents

orse

arch

resu

ltsfo

rthe

sam

ese

arch

.

Prac

tice(

s):8

.1,8

.3

15

54

RES

PON

SIBL

EC

OM

PUTI

NG

INSO

CIE

TYG

rade

sK-2

Gra

des3

-5G

rade

s6-8

Gra

des9

-12

Com

pare

and

cont

rast

how

indi

vidu

alsl

ive

and

work

befo

rean

daf

ter

the

impl

emen

tatio

nor

adop

tion

ofne

wco

mpu

ting

tech

nolo

gy.

Com

putin

gte

chno

logy

hasp

ositi

vely

and

nega

tivel

ych

ange

dth

ewa

ype

ople

live

and

work

.In

the

past,

ifstu

dent

swan

ted

tore

adab

outa

topi

c,th

eyne

eded

acce

ssto

alib

rary

oran

yre

posi

tory

tofin

dre

sour

ces.

Toda

y,stu

dent

scan

find

info

rmat

ion

onth

eIn

tern

etab

outa

topi

cor

they

can

dow

nloa

de-

book

sabo

utit

dire

ctly

toa

devi

ce.S

tude

ntss

houl

dbe

able

tode

scri

beth

ety

peof

info

rmat

ion

foun

don

the

Inte

rnet

.Fo

rexa

mpl

e,stu

dent

scou

ldgo

toth

elib

rary

and

with

teac

hero

rlib

rari

anas

sista

nce,

find

book

son

apa

rtic

ular

topi

can

dth

enfin

dan

dco

mpa

resi

mila

rin

form

atio

non

line.

Prac

tice(

s):3

.1

Com

pare

and

cont

rast

com

putin

gte

chno

logi

esth

atha

vech

ange

dth

ewo

rld,

and

expr

essh

owth

ose

tech

nolo

gies

influ

ence

,and

are

influ

ence

dby

,cul

tura

lpra

ctic

es.

New

com

putin

gte

chno

logy

iscr

eate

dan

dex

istin

gte

chno

logi

esar

em

odifi

edfo

rman

yre

ason

s,su

chas

incr

ease

dbe

nefit

s(e.

g.,I

nter

nets

earc

hre

com

men

datio

ns),

decr

ease

dri

sks(

e.g.

,aut

onom

ous

vehi

cles

),an

dso

cial

effici

enci

es(s

mar

tpho

neap

plic

atio

ns).

With

guid

ance

from

thei

rtea

cher

,stu

dent

ssho

uld

beab

leto

disc

usst

opic

stha

trel

ate

toth

ehi

story

ofte

chno

logy

and

the

chan

gesa

roun

dth

emth

atar

edr

iven

byte

chno

logy

.For

exam

ple,

stude

nts

coul

ddi

scus

scur

rent

even

tsth

ataff

ectt

hem

such

asro

botic

s,w

irele

ssIn

tern

et,m

obile

com

putin

gde

vice

s,G

PSsy

stem

s,we

arab

leco

mpu

ting,

orho

wso

cial

med

iaha

sinfl

uenc

edso

cial

and

polit

ical

mov

emen

ts,c

hang

edor

affec

ted

the

prac

tices

ofcu

ltura

ltra

ditio

nsan

dcu

stom

s.

Prac

tice(

s):3

.1

Com

pare

and

cont

rast

trad

eoffs

asso

ciat

edw

ithco

mpu

ting

tech

nolo

gies

that

affec

tpe

ople

’sev

eryd

ayac

tiviti

esan

dca

reer

optio

ns.

Adva

ncem

ents

inco

mpu

tert

echn

olog

yar

ene

ither

entir

ely

posi

tive

norn

egat

ive.

How

ever

,the

ways

that

peop

leus

eco

mpu

ting

tech

nolo

gies

have

trade

offs.

Stud

ents

shou

ldco

nsid

ercu

ltura

lim

pact

s,in

clud

ing

priv

acy,

free

spee

ch,c

omm

unic

atio

n,an

dau

tom

atio

n.Fo

rexa

mpl

e,stu

dent

scou

ldid

entif

ytra

deoff

sw

ithdr

iver

less

cars

-the

yca

nin

crea

seco

nven

ienc

ean

dre

duce

acci

dent

s,bu

tthe

yar

eal

sosu

scep

tible

toha

ckin

g.

Prac

tice(

s):7

.2

Eval

uate

the

way

scom

putin

gim

pact

sper

sona

l,et

hica

l,so

cial

,eco

nom

ic,a

ndcu

ltura

lpra

ctic

es.

Com

putin

gm

aych

ange

(impr

ove

orha

rm)o

rm

aint

ain

soci

etal

prac

tices

.Min

imal

expo

sure

toco

mpu

ting,

limite

dac

cess

toed

ucat

ion,

and

lack

oftra

inin

gop

port

uniti

esm

agni

fysy

stem

icpr

oble

msi

nso

ciet

y.St

uden

tssh

ould

beab

leto

eval

uate

the

acce

ssib

ility

ofa

prod

uctt

oa

broa

dgr

oup

ofen

dus

ers,

such

aspe

ople

who

lack

ubiq

uito

usac

cess

toth

eIn

tern

etor

who

have

disa

bilit

ies.

Fore

xam

ple,

stude

ntsc

ould

iden

tify

pote

ntia

lbia

sdur

ing

the

deve

lopm

enta

ndde

sign

proc

esst

om

axim

ize

acce

ssib

ility

inwe

bsite

ordi

gita

lpro

duct

impl

emen

tatio

n.

Prac

tice(

s):1

.2

Culture

No

K-2

stan

dard

.

Iden

tify

way

sto

impr

ove

the

acce

ssib

ility

and

usab

ility

ofte

chno

logy

prod

ucts

for

the

dive

rse

need

sand

wan

tsof

user

s.

The

deve

lopm

enta

ndm

odifi

catio

nof

com

putin

gte

chno

logy

are

driv

enby

peop

le’s

need

sand

want

san

dca

naff

ectg

roup

sdiff

eren

tly.S

tude

ntss

houl

dbe

able

toid

entif

yth

ene

edsa

ndwa

ntso

fdiv

erse

end

user

sand

purp

osef

ully

cons

ider

pote

ntia

lpe

rspe

ctiv

esof

user

swith

diffe

rent

back

grou

nds,

abili

tyle

vels

,poi

ntso

fvie

w,an

ddi

sabi

litie

s.Fo

rex

ampl

e,stu

dent

scou

ldco

nsid

erus

ing

both

spee

chan

dte

xtw

hen

they

conv

eyin

form

atio

nin

aga

me.

They

coul

dal

sova

ryth

eop

tions

orsty

lesi

npr

ogra

mst

hey

crea

te,k

now

ing

that

note

very

one

shar

esth

eiro

wn

taste

s.

Prac

tice(

s):1

.2

Disc

ussi

ssue

sofb

iasa

ndac

cess

ibili

tyin

the

desig

nof

exist

ing

tech

nolo

gies

.

Stud

ents

shou

ldte

stan

ddi

scus

sthe

usab

ility

ofva

riou

stec

hnol

ogy

tool

s(e.

g.,a

pplic

atio

ns,

gam

es,a

ndde

vice

s)w

ithth

ete

ache

r’s

guid

ance

.Fac

ialr

ecog

nitio

nso

ftwar

e,fo

rex

ampl

e,th

atwo

rksb

ette

rfor

light

ersk

into

nes

wasl

ikel

yde

velo

ped

with

aho

mog

eneo

uste

sting

grou

pan

dco

uld

beim

prov

edby

sam

plin

ga

mor

edi

vers

epo

pula

tion.

Stud

ents

shou

ldbe

able

tore

cogn

ize

that

incr

easi

ngus

abili

tybe

nefit

soth

ersi

nad

ditio

nto

the

targ

eted

grou

p.Fo

rexa

mpl

e,stu

dent

scou

lddi

scus

sthe

diffe

rent

type

sofu

sers

who

woul

dbe

nefit

from

bein

gab

leto

adju

stfo

ntsi

zesa

ndco

lorc

ontra

stra

tios.

Prac

tice(

s):1

.2

Des

ign

and

anal

yze

com

puta

tiona

lart

ifact

sto

redu

cebi

asan

deq

uity

defic

its.

Bias

esin

clud

ein

corr

ecta

ssum

ptio

nsde

velo

pers

have

mad

eab

outt

heir

user

base

.Equ

ityde

ficits

incl

ude

min

imal

expo

sure

toco

mpu

ting,

acce

ssto

educ

atio

n,an

dtra

inin

gop

port

uniti

es.S

tude

nts

shou

ldbe

gin

toid

entif

ypo

tent

ialb

iasd

urin

gth

ede

sign

proc

esst

om

axim

ize

acce

ssib

ility

inpr

oduc

tdes

ign

and

beco

me

awar

eof

prof

essi

onal

lyac

cept

edac

cess

ibili

tysta

ndar

dsto

eval

uate

com

puta

tiona

lart

ifact

sfor

acce

ssib

ility

.

Prac

tice(

s):1

.2,6

.3

16

55Culture

No

K-2

stan

dard

.N

o3-

5st

anda

rd.

No

6-8

stan

dard

.

Eval

uate

the

impa

ctof

equi

ty,a

cces

s,an

din

fluen

ceon

the

dist

ribu

tion

ofco

mpu

ting

reso

urce

sin

agl

obal

soci

ety.

Reso

urce

s,su

chas

com

pute

rs,m

obile

devi

cesa

ndne

twor

kco

nnec

tivity

requ

irem

oney

toac

quire

and

train

ing

tous

eeff

ectiv

ely.

The

lack

offin

anci

alre

sour

cesa

nded

ucat

orss

kille

din

com

putin

gin

man

yre

gion

soft

hewo

rld,s

uch

asin

nerc

ities

and

rura

lare

as,p

lace

sind

ivid

uals

ata

disa

dvan

tage

ina

soci

ety

that

valu

este

chno

logy

.St

uden

tssh

ould

beab

leto

disc

usst

hewa

ysth

isdi

gita

ldiv

ide

plac

esin

divi

dual

sata

disa

dvan

tage

.Fo

rexa

mpl

e,stu

dent

scou

ldre

sear

chho

wbe

tter

acce

ssto

info

rmat

ion

and/

orre

sour

cesa

ffect

sapo

pula

tion.

Prac

tice(

s):1

.2

Safety,Law,&Ethics

Disc

usso

wne

rshi

pan

dat

trib

utio

nof

digi

tal

artif

acts

.

Mos

tdig

itala

rtifa

ctsh

ave

owne

rs.S

tude

nts

shou

ldun

ders

tand

the

impo

rtan

ceof

givi

ngcr

edit

tom

edia

crea

tors

/ow

ners

whe

nus

ing

thei

rwo

rk.F

orex

ampl

e,stu

dent

scou

ldcr

eate

ate

xtdo

cum

entw

ithdi

gita

lim

ages

and

iden

tify

the

onlin

eso

urce

ofth

eiri

mag

es.

Prac

tice(

s):7

.3

Inco

rpor

ate

publ

icdo

mai

nor

crea

tive

com

mon

sm

edia

into

adi

gita

lart

ifact

,and

refr

ain

from

copy

ing

orus

ing

mat

eria

lcre

ated

byot

hers

with

outp

erm

issio

n.

Ethi

calc

ompl

icat

ions

aris

efro

mth

eop

port

uniti

espr

ovid

edby

com

putin

g.Th

eea

seof

send

ing

and

rece

ivin

gco

pies

ofm

edia

onth

eIn

tern

et,s

uch

asvi

deo,

phot

os,a

ndm

usic

,cre

ates

the

oppo

rtun

ityfo

runa

utho

rize

dus

e,su

chas

onlin

epi

racy

,and

disr

egar

dof

copy

righ

ts.S

tude

ntss

houl

dco

nsid

erth

elic

ense

son

com

puta

tiona

lart

ifact

stha

tthe

yw

ish

tous

e.Fo

rexa

mpl

e,th

elic

ense

ona

dow

nloa

ded

imag

eor

audi

ofil

em

ayha

vere

stric

tions

that

proh

ibit

mod

ifica

tion,

requ

ireat

trib

utio

n,fo

rbid

com

mer

cial

use,

orpr

ohib

itus

een

tirel

y.

Prac

tice(

s):7

.3

Disc

ussh

owla

wsc

ontr

olus

ean

dac

cess

toin

telle

ctua

lpro

pert

y,an

dm

anda

tebr

oad

acce

ssto

info

rmat

ion

tech

nolo

gies

.

Cop

yrig

htla

wsan

dlic

ensi

ngpr

otec

tow

ners

ofin

telle

ctua

lpro

pert

y.Ad

ditio

nally

,law

shel

pen

sure

that

peop

lew

ithva

riou

sdis

abili

tiesc

anac

cess

com

putin

gte

chno

logi

es.S

tude

ntss

houl

dbe

able

toex

plai

nth

epo

tent

ialc

onse

quen

ceso

fvio

latin

gin

telle

ctua

lpro

pert

yla

wsor

licen

sing

agre

emen

ts,a

ndse

ndin

gin

appr

opri

ate

cont

ent.

Fore

xam

ple,

stude

nts

coul

ddi

scus

show

crea

tive

com

mon

slic

ense

sfor

imag

es,

restr

ictio

nson

taki

ngph

otos

inm

useu

ms,

orho

wla

wsdr

ive

scho

olpo

licie

son

appr

opri

ate

cont

ents

hari

ngbe

twee

nstu

dent

s.

Prac

tice(

s):7

.3

Eval

uate

the

impa

ctof

inte

llect

ualp

rope

rty

law

son

the

use

ofdi

gita

linf

orm

atio

n.

Inte

llect

ualp

rope

rty

laws

can

have

mix

edeff

ects

.Th

eyar

em

eant

topr

otec

tcre

atio

nan

din

vent

ion,

butc

anal

sore

stric

tacc

essa

ndus

age

ofdi

gita

lob

ject

stha

tper

mit

leve

ragi

ngan

inve

ntio

nfo

rw

ider

use.

The

sam

eto

olst

hata

reus

edto

enfo

rce

copy

righ

tlaw

scan

beus

edto

cens

orm

edia

.For

exam

ple,

laws

enac

ted

tore

duce

onlin

epi

racy

can

restr

ictfi

lesh

arin

gin

ways

that

limit

publ

icac

cess

toin

form

atio

n.St

uden

tssh

ould

beaw

are

ofin

telle

ctua

lpro

pert

yla

wsan

dth

eiri

mpa

cton

usin

gor

publ

ishi

ngdi

gita

lart

ifact

s,as

well

asco

mm

erci

alen

deav

ors.

Fore

xam

ple,

stude

ntsc

ould

rese

arch

and

expl

ain

how

mus

icstr

eam

ing

appl

icat

ions

com

pens

ate

artis

ts,o

rhow

pate

ntsa

rem

eant

topr

otec

tthe

inte

rests

ofin

nova

tors

,yet

can

beab

used

inlit

igat

ion

focu

sed

onfin

anci

alga

in.

Prac

tice(

s):7

.3

17

56 Safety,Law,&Ethics

No

K-2

stan

dard

.N

o3-

5st

anda

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.1

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rate

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onlin

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(e.g

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ities

fora

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ence

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ities

and

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troni

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ake

impr

ovem

ents

.

Prac

tice(

s):2

.4,5

.2

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tool

sand

met

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for

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proj

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oin

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seco

nnec

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een

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rent

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field

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asim

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yan

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fcar

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that

are

poss

ible

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dent

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uld

beab

leto

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ore

diffe

rent

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bora

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inpu

tfro

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icip

atio

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from

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ities

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arch

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Prac

tice(

s):2

.4

18

57

Appendix B- Glossary

The glossary includes definitions of terms used in the statements in the standards. Unlessindicated, these definitions were adopted directly from the K-12 Computer Science Framework. Asnoted in the Framework, these terms are defined for readers of the framework and are notnecessarily intended to be the definitions or terms that are presented to students.

*denotes revision of definition by Rhode Island Computer Science EducationStandards Committee

**denotes addition of definition by Rhode Island Computer Science EducationStandards Committee

Term Definition

abstraction

(Process): The process of reducing complexity by focusing on the mainidea. By hiding details irrelevant to the question at hand and bringingtogether related and useful details, abstraction reduces complexityand allows one to focus on the problem.

(Product): A new representation of a thing, a system, or a problem thathelpfully reframes a problem by hiding details irrelevant to thequestion at hand.[MDESE, 2016]

accessibility

The design of products, devices, services, or environments for peoplewho experience disabilities. Accessibility standards that are generallyaccepted by professional groups include the Web Content AccessibilityGuidelines (WCAG) 2.0 and Accessible Rich Internet Applications(ARIA) standards. [Wikipedia]

algorithm A step-by-step process to complete a task.

analog

The defining characteristic of data that is represented in a continuous,physical way. Whereas digital data is a set of individual symbols,analog data is stored in physical media, such as the surface grooveson a vinyl record, the magnetic tape of a VCR cassette, or othernon-digital media. [Techopedia]

appA type of application software designed to run on a mobile device,such as a smartphone or tablet computer. Also known as a mobileapplication. [Techopedia]

57

58

application **A combination of software components or programs that enableusers to perform tasks, such as interact with digital artifacts,databases, and other users.

artifact *Something made by a human. See computational artifact forthe definition used in computer science.

audience Expected end users of a computational artifact or system.

authenticationThe verification of the identity of a person or process.[FOLDOC]

automate;automation

Automate: To link disparate systems and software so that theybecome self-acting or self-regulation [Ross, 2016]

Automation: The process of automating.

BooleanA type of data or expression with two possible values: trueand false. [FOLDOC]

bug

An error in a software program. It may cause a program tounexpectedly quit or behave in an unintended manner.[Tech Terms]

The process of finding and correcting errors (bugs) is calleddebugging. [Wikipedia]

codeAny set of instructions expressed in a programming language.[MDESE, 2016]

commentA programmer-readable annotation in the code of a computerprogram added to make the code easier to understand. Commentsare generally ignored by machines. [Wikipedia]

complexityThe minimum amount of resources such as memory, time, ormessages, needed to solve a problem or execute an algorithm.[NIST/DADS]

componentAn element of a larger group. Usually, a component provides aparticular service or group of related services. [Tech Terms,TechTarget]

computational Relating to computers or computing methods.

58

59

computationalartifact *

An artifact that performs computation over digital information.

computationalthinking *

The human ability to solve problems, design systems, andunderstand human behavior, by drawing on the conceptsfundamental to computer science. [Lee,2006]

computerA machine or device that performs processes, calculations,and operations based on instructions provided by a softwareor hardware program. [Techopedia]

computerscience

The study of computers and algorithmic processes, includingtheir principles, their hardware and software designs, theirimplementation, and their impact on society. [ACM, 2006]

computingAny goal-oriented activity requiring, benefiting from, orcreating algorithmic processes. [MDESE, 2016]

computingdevice

A physical device that uses hardware and software to receive,process, and output information. Computers, mobile phones,and computer chips inside appliances are all examples ofcomputing devices.

computingsystem

A collection of one or more computers or computing devices,together with their hardware and software, integrated forthe purpose of accomplishing shared tasks. Although acomputing system can be limited to a single computer orcomputing device, it more commonly refers to a collection ofmultiple connected computers, computing devices, and hardware.

conditional

A feature of a programming language that performs differentcomputations or actions depending on whether a programmer-specified Boolean condition evaluates to true or false.[MDESE, 2016]

(A conditional could refer to a conditional statement, conditionalexpression, or conditionalconstruct.)

configuration

(Process): Defining the options that are provided when installingor modifying hardware and software or the process of creatingthe configuration (product). [TechTarget]

(Product): The specific hardware and software details that tellexactly what the system is made up of, especially in terms ofdevices attached, capacity, or capability. [TechTarget]

59

60

connectionA physical or wireless attachment between multiple computingsystems, computers, or computing devices.

connectivityA program or device’s ability to link with other programs anddevices. [Webopedia]

control;control structure

Control: (in general) The power to direct the course of actions.

(In programming): The use of elements of programming codeto direct which actions take place and the order in which theytake place.

Control structure: A programming (code) structure thatimplements control. Conditionals and loops are examples ofcontrol structures.

culture;cultural practices

Culture: A human institution manifested in the learnedbehavior of people, including their specific belief systems,language(s), social relations, technologies, institutions,organizations, and systems for using and developingresources. [NCSS, 2013]

Cultural practices: The displays and behaviors of a culture.

cybersecurityThe protection against access to, or alteration of, computingresources through the use of technology, processes, andtraining. [TechTarget]

data

Information that is collected and used for reference or analysis.Data can be digital or non-digital and can be in many forms,including numbers, text, show of hands, images, sounds, or video.[CAS, 2013; Tech Terms]

data structureA particular way to store and organize data within a computerprogram to suit a specific purpose so that it can be accessedand worked with in appropriate ways. [TechTarget]

data type

A classification of data that is distinguished by its attributesand the types of operations that can be performed on it. Somecommon data types are integer, string, Boolean (true or false),and floating-point.

debuggingThe process of finding and correcting errors (bugs) in programs.[MDESE, 2016]

60

61

decompose;decomposition

Decompose: To break down into components.

Decomposition: Breaking down a problem or system intocomponents. [MDESE, 2016]

deviceA unit of physical hardware that provides one or more computingfunctions within a computing system. It can provide input to thecomputer, accept output, or both. [Techopedia]

digitalA characteristic of electronic technology that uses discrete values,generally 0 and 1, to generate, store, and process data. [Techopedia]

digitalartifact **

An artifact that is stored in a digital format.

digitalcitizenship

The norms of appropriate, responsible behavior with regard tothe use of technology. [MDESE, 2016]

digitalcollaboration**

Any activity that involves the sharing or modifying of artifactsby multiple users.

efficiency

A measure of the amount of resources an algorithm uses to findan answer. It is usually expressed in terms of the theoreticalcomputations, the memory used, the number of messagespassed, the number of disk accesses, etc. [NIST/DADS]

encapsulationThe technique of combining data and the procedures that act on itto create a type. [FOLDOC]

encryptionThe conversion of electronic data into another form, calledciphertext, which cannot be easily understood by anyone exceptauthorized parties. [TechTarget]

end user (or user)A person for whom a hardware or software product is designed(as distinguished from the developers). [TechTarget]

event

Any identifiable occurrence that has significance for systemhardware or software. User-generated events include keystrokesand mouse clicks; system-generated events include programloading and errors. [TechTarget]

event handler A procedure that specifies what should happen when a specificevent occurs.

61

62

execute;execution

Execute: To carry out (or “run”) an instruction or set ofinstructions (program, app, etc.).

Execution: The process of executing an instruction or setof instructions. [FOLDOC]

hardwareThe physical components that make up a computing system,computer, or computing device. [MDESE, 2016]

hierarchyAn organizational structure in which items are ranked accordingto levels of importance. [TechTarget]

human–computerinteraction (HCI)

The study of how people interact with computers and to whatextent computing systems are or are not developed for successfulinteraction with human beings. [TechTarget]

identifierThe user-defined, unique name of a program element (such as avariable or procedure) in code. An identifier name should indicatethe meaning and usage of the element being named. [Techopedia]

implementationThe process of expressing the design of a solution in a programminglanguage (code) that can be made to run on a computing device.

inference A conclusion reached on the basis of evidence and reasoning. [Oxford]

input The signals or instructions sent to a computer. [Techopedia]

integrityThe overall completeness, accuracy, and consistency of data.[Techopedia]

InternetThe global collection of computer networks and their connections,all using shared protocols to communicate. [CAS, 2013]

iterativeInvolving the repeating of a process with the aim of approaching adesired goal, target, or result. [MDESE, 2016]

loopA programming structure that repeats a sequence of instructions as longas a specific condition is true. [Tech Terms]

memory Temporary storage used by computing devices. [MDESE, 2016]

62

63

model

A representation of some part of a problem or a system.[MDESE, 2016]

Note: This definition differs from that used in science.

modularity

The characteristic of a software/web application that has been divided(decomposed) into smaller modules. An application might have severalprocedures that are called from inside its main procedure. Existingprocedures could be reused by recombining them in a new application.[Techopedia]

moduleA software component or part of a program that contains oneor more procedures. One or more independently developed modulesmake up a program. [Techopedia]

networkA group of computing devices (personal computers, phones, servers,switches, routers, etc.) connected by cables or wireless media for theexchange of information and resources.

operationAn action, resulting from a single instruction, changes the stateof data. [Free Dictionary]

operating system **Software that enables a user to interact with and organize filesand applications in a single machine: distinct from application.

packet The unit of data sent over a network. [Tech Terms]

parameterA special kind of variable used in a procedure to refer to oneof the pieces of data received as input by the procedure.[MDESE, 2016]

procedure

An independent code module that fulfills some concrete taskand is referenced within a larger body of program code. Thefundamental role of a procedure is to offer a single point ofreference for some small goal or task that the developer orprogrammer can trigger by invoking the procedure itself.[Techopedia]

In this framework, procedure is used as a general term thatmay refer to an actual procedure or a method, function, ormodule of any other name by which modules are known inother programming languages.

processA series of actions or steps taken to achieve a particularoutcome. [Oxford]

63

64

Program*;programming

Program (n): A set of instructions that can be executedby a computer

Program (v): To produce a program by programming.

Programming: The craft of analyzing problems anddesigning, writing, testing, and maintaining programsto solve them. [MDESE, 2016]

protocol

The special set of rules used by endpoints in atelecommunication connection when they communicate. Protocolsspecify interactions between the communicating entities.[TechTarget]

prototypeAn early approximation of a final product or informationsystem, often built for demonstration purposes. [TechTarget,Techopedia]

redundancyA system design in which a component is duplicated, so ifit fails, there will be a backup. [TechTarget]

reliabilityAn attribute of any system that consistently produces the sameresults, preferably meeting or exceeding its requirements.[FOLDOC]

remix

The process of creating something new from something old.Originally, a process that involved music, remixing involvescreating a new version of a program by recombining andmodifying parts of existing programs, and often adding newpieces, to form new solutions. [Kafai & Burke, 2014]

routerA device or software that determines the path that datapackets travel from source to destination. [TechTarget]

scalabilityThe capability of a network to handle a growing amountof work or its potential to be enlarged to accommodatethat growth. [Wikipedia]

security See the definition for cybersecurity.

simulate;simulation

Simulate: To imitate the operation of a real-world process orsystem.

Simulation: Imitation of the operation of a real-world processor system. [MDESE, 2016]

64

65

softwarePrograms that run on a computing system, computer, or othercomputing device.

softwaretool **

Software that enables creation of digital artifacts, storage ofdata, and data formatting.

storage

(Place): A place, usually a device, into which data can beentered, in which the data can be held, and from which thedata can be retrieved at a later time. [FOLDOC]

(Process): A process through which digital data is savedwithin a data storage device by means of computing technology.Storage is a mechanism that enables a computer to retain data,either temporarily or permanently. [Techopedia]

string

A sequence of letters, numbers, and/or other symbols. A stringmight represent, for example, a name, address, or song title.Some functions commonly associated with strings are length,concatenation, and substring. [TechTarget]

structureA general term used in the framework to discuss the conceptof encapsulation without specifying a particular programmingmethodology.

switchA high-speed device that receives incoming data packets andredirects them to their destination on a local area network(LAN). [Techopedia]

systemA collection of elements or components that work together fora common purpose. [TechTarget] See also the definition forcomputing system.

testcase

A set of conditions or variables under which a tester willdetermine whether the system being tested satisfies requirementsor works correctly. [STF]

topology

The physical and logical configuration of a network; thearrangement of a network, including its nodes and connectinglinks. A logical topology is the way devices appear connected tothe user. A physical topology is the way they are actuallyinterconnected with wires and cables. [PCMag]

troubleshootingA systematic approach to problem solving that is often used tofind and resolve a problem, error, or fault within software or acomputing system. [Techopedia, TechTarget]

65

66

user **Anyone interacting with a digital artifact, software tool, programor application.

variable

A symbolic name that is used to keep track of a value that canchange while a program is running. Variables are not just usedfor numbers; they can also hold text, including whole sentences(strings) or logical values (true or false). A variable has a datatype and is associated with a data storage location; its value isnormally changed during the course of program execution.[CAS, 2013; Techopedia]

Note: This definition differs from that used in math.

66

67

Appendix C- Resources

Below are the resources used by the K-12 Computer Science Framework. As noted in theFramework, some definitions came directly from the sources listed in the glossary, while otherswere excerpted or adapted to include content relevant to the framework.

ACM, 2006

A Model Curriculum for K–12 Computer Science

Tucker, A., McCowan, D., Deek, F., Stephenson, C., Jones, J., &Verno, A. (2006). A model curriculum for K–12 computer science: Reportof the ACM K–12 task force curriculum committee (2nd ed.).New York, NY: Association for Computing Machinery.

CAS, 2013

Computing At School’s Computing in the National Curriculum:A Guide for Primary Teachers

Computing At School. (2013). Computing in the national curriculum:A guide for primary teachers. Belford, UK: Newnorth Print.Retrieved from http://www.computingatschool.org.uk/ data/uploads/CASPrimaryComputing.pdf

College Board, 2016

College Board Advanced Placement® Computer Science Principles

College Board. (2016). AP Computer Science Principles course andexam description. New York, NY: College Board. Retrieved fromhttps://secure-media.collegeboard.org/digitalServices/ pdf/ap/ap-computer-science-principles-course-andexam-description.pdf

FOLDOC

Free On-Line Dictionary of Computing

Free on-line dictionary of computing. (n.d.).Retrieved from http://foldoc.org

Free Dictionary

The Free Dictionary

The free dictionary. (n.d.). Retrieved fromhttp://www.thefreedictionary.com

Kafai & Burke, 2014

Connected Code: Why Children Need to Learn Programming

Kafai, Y., & Burke, Q. (2014). Connected code: Whychildren need to learn programming. Cambridge, MA: MIT Press.

67

68

Lee, 2016

Reclaiming the Roots of CT

Lee, I. (2016). Reclaiming the roots of CT. CSTA Voice:The Voice of K–12 Computer Science Education and ItsEducators, 12(1), 3–4. Retrieved from http://www.csteachers.org/resource/ resmgr/Voice/csta_voice_03_2016.pdf

MDESE, 2016

Massachusetts Digital Literacy and Computer Science (DL&CS)Standards

Massachusetts Department of Elementary and SecondaryEducation. (2016, June). 2016 Massachusetts digital literacy andcomputer science (DLCS) curriculum framework. Malden, MA:Author. Retrieved from http://www.doe.mass.edu/frameworks/dlcs.pdf

NCSS, 2013

College, Career & Civic Life (C3) Framework for Social StudiesState Standards

National Council for the Social Studies. (2013). The college, career,and civic life (C3) framework for social studies state standards:Guidance for enhancing the rigor of K–12 civics, economics,geography, and history. Silver Spring, MD: Author. Retrieved fromhttp://www.socialstudies.org/ system/files/c3/C3-Framework-for-Social-Studies.pdf

NIST/DADS

National Institute of Science and Technology Dictionary ofAlgorithms and Data Structures

Pieterse, V., & Black, P. E. (Eds.). (n.d). Dictionary of algorithmsand data structures. Retrieved from https://xlinux.nist.gov/dads//

Oxford

Oxford Dictionaries

Oxford dictionaries. (n.d.). Retrieved fromhttp://www.oxforddictionaries.com/us

PCmag

PCmag.com Encyclopedia

PCmag.com encyclopedia. (n.d.). Retrieved from http://www.pcmag.com/encyclopedia/ term/46301/logical-vs-physical-topology

Ross, 2016

What Is Automation

Ross, B. (2016, May 10). What is automation and howcan it improve customer service? Information Age. Retrievedfrom http://www.information-age. com/industry/software/123461408/what-automation-and- how-can-it-improve-customer-service

68

69

STF

Software Testing Fundamentals

Software testing fundamentals. (n.d).Retrieved from http://softwaretestingfundamentals.com

Tech TermsTech Terms

Tech terms computer dictionary. (n.d.). Retrieved fromhttp://www.techterms.com

Techopedia

Techopedia

Techopedia technology dictionary. (n.d.). Retrieved fromhttps://www.techopedia.com/ dictionary

TechTarget

TechTarget Network

TechTarget network. (n.d.). Retrieved from http://www.techtarget.com/network

WebopediaWebopedia

Webopedia. (n.d.). Retrieved from http://www.webopedia.com

Wikipedia

Wikipedia

Wikipedia: The free encyclopedia. (n.d.). Retrieved fromhttps://www.wikipedia.org/

69

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